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Read our book "Equipment You May Find in Teaching and Learning Rooms"

Site: QMplus - The Online Learning Environment of Queen Mary University of London
Module: TELT Teaching Spaces Resources (Queen Mary Staff)
Book: Read our book "Equipment You May Find in Teaching and Learning Rooms"
Printed by: Guest user
Date: Saturday, 9 May 2026, 9:46 AM

Description

This book introduces the most common pieces of equipment you’ll find in a teaching space. Use the contents page to navigate through the different sections.

The specific model or brand of equipment in your room may look slightly different, and you may have more or fewer items than those shown here. This guide is intended to provide a general overview.

Table of contents

1. Getting Help via the Room Phone

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A landline phone in a room on a desk

Each teaching space should have a handset. Please use this to contact AV Support on 6555 if you need technical assistance. Many handsets also have a dedicated button you can press to call them automatically. Calling from the room handset places you in the priority queue, and the team will aim to reach you within 12 minutes where possible.

If the handset is missing or not working, you can call AV Support on 020 7882 6550 from a mobile.

If a technical issue or fault does not stop you from teaching, please still raise a ticket. This helps raise awareness of problems so they can be fixed promptly and prevents issues from worsening or affecting others.

For support with teaching space awareness, pedagogy, or teaching and learning, please raise a ticket—this will most likely be assigned to TELT.

Here is how to raise a ticket (opens in new window).

Security Control Room Contacts

  • Mile End — 020 7882 5000 (ext. 5000)

  • Whitechapel — 020 7882 2599 (ext. 2599)

  • Charterhouse Square — 020 7882 6020 (ext. 6020)

Emergency Contact

In an emergency, please dial 020 7882 3333 (internal extension 3333).

2. Considering EchoVideo (Q‑Review)

 

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EchoVideo (Q-Review) written in centre. Icons of recording equipment and teal background.

Before we look at the equipment available in our teaching spaces, it is important to mention EchoVideo (Q‑Review), our lecture‑capture service built on Echo360. In addition to automatic lecture capture, it allows staff to create screencasts and short teaching videos. Students can also take notes alongside videos, post questions, and engage in discussions about the recorded content. EchoVideo (Q‑Review), includes a range of additional tools and features, including basic editing and analytics.

Important notes:

  1. Not all rooms on campus are EchoVideo (Q‑Review), enabled. This is a list of all the current Q-Review Rooms across all campuses. - Technology Enhanced Learning Team
  2. Even in rooms where EchoVideo (Q‑Review),is available, recordings are not automatic. Sessions must be arranged and booked in advance through Q‑Review Bookings .For more information you can email qreviewbookings@qmul.ac.uk and timetabling@qmul.ac.uk.
  3. You may benefit from discussing the school approach to EchoVideo (Q‑Review), by talking to your local school learning technologist .QMplus Local School Contacts - Technology Enhanced Learning Team

A number of the equipment types in our teaching spaces, such as microphones and cameras, can directly affect the quality of EchoVideo (Q‑Review), recordings. Understanding how these devices work in each room will help ensure sessions are captured clearly.

If you need flexibility, you can also create ad‑hoc recordings directly through Echo360.

You can learn more by exploring our Q‑Review guides. Course: Q-Review Guidance for Staff | MyQMUL

Alternatives to EchoVideo (Q‑Review), in a Non‑Enabled Room

If you are teaching in a room that is not EchoVideo (Q‑Review), enabled, you still have reliable options for capturing your session or creating video content for students. Below are two recommended approaches.

1. Record the session in Microsoft Teams

Microsoft Teams provides a straightforward way to capture teaching sessions using your own laptop.

How it works:

  • Start a meeting in Teams and join from your device.

  • Share your screen to display slides, documents, or applications.

  • Use the built‑in Record function to capture audio, screen content, and webcam if required.

After the session:

  • Download the recording from Teams.

  • Upload it to EchoVideo (Q‑Review), or QMplus so students can access it securely.

This approach works well when you need an immediate and dependable recording option without specialist equipment.

2. Use the Echo360 Universal Capture Desktop App

If you prefer a simple recording tool tailored to EchoVideo (Q‑Review), the Universal Capture desktop application is a strong alternative. It runs on both QM‑issued and personal devices.

What you can record:

  • Your full screen or a selected window.

  • Microphone audio.

  • Webcam video (optional).

After the recording:

  • Upload the file directly to your EchoVideo (Q‑Review), Library.

  • Publish it to your QMplus module for student access.

This option is particularly effective for lecture‑style content, explanatory walkthroughs, or short videos created outside the classroom.

3. Indicator lights

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Showing the different colors and statuses. Off (clear), Green (Idle), Amber (Transition) flashing (pause) Red (Record)

Indicator lights are installed in all rooms where EchoVideo (Q‑Review), recordings are possible. These lights show the current status of the recording.

There are five light states:

  1. Clear (light off)
  2. Green
  3. Amber
  4. Flashing amber
  5. Red

Pause and Resume Function

Presenters can pause the recording when:

  • there is sensitive content

  • audience questions are being asked

  • copyrighted material is shown

  • there is a short break between lectures

To pause a recording:

  • Press the top of the indicator light when it is red.
  • To resume: Press it again so it returns to red.

What Each Light Means

Red – Recording in progress
  • A red light shows that the EchoVideo (Q‑Review), recording is active. To pause, press the top of the light. It will change to flashing amber.
Amber – Changing state
  • A solid amber light appears briefly when the system moves between ‘recording’ and ‘idle’.
Flashing Amber – Recording paused
  • Flashing amber means the recording is paused. Press the light again to resume. It will turn red once recording restarts.
Green – System idle (ready to record)
  • A green light shows that the system is ready for the next scheduled recording.
If the light is green when you expect a recording, the reason might be:

  • timetable data may be incorrect

  • the presenter has opted out

  • the lecture started over 30 minutes ago and was not auto‑scheduled

Light Off – No power or system issue

If the light is off:

  • the system may have failed

  • the room PC may be off

  • there may be a power issue

Report this to the Helpdesk as soon as possible.

Tips

  • If a light is missing from a room, please contact AV Support or raise a Helpdesk ticket.

  • If a light is not changing colour or behaving as expected, report it immediately.

  • Be aware that students may accidentally press the button and pause the recording.

  • If you pause a recording, remember to press the button again to restart it. The recording will not resume automatically.

Explore guidance 

You can read our guide on Q-Review lights.

4. Adjustable Teaching Lecterns

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This is a desk with a black button underneath which can be used to raise and lower the desk

A lectern in a lecture theatre is a stand or podium at the front of the room that holds the computer, microphone, and controls the presenter uses while delivering a lecture. Some teaching lectern's are fixed in height, but many rooms include adjustable lecterns to support comfort and accessibility.

 

How to Adjust the Lectern

If the desk is adjustable, you will find a small black button underneath the tabletop:

  • Press upward to raise the lectern

  • Press downward to lower it

Adjust the lectern to a height that is comfortable for you when teaching or presenting.

If the lectern is not working, please raise a support ticket to report it.

Tips

  • Raise slowly – it can move quickly, so take care when adjusting.

  • Expect noise – some make a noticeable sound while moving.

  • Share respectfully – wipe down the surface if you’ve used it, and leave at a height others can easily adjust.

  • Be aware of accessibility needs – colleagues or students may require it to be at a lower or higher setting, so avoid leaving it at an extreme height unless needed.

5. PC Towers in Teaching Spaces

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PC Tower in a small room PC tower in larger room within large white metal cabinet






















A PC tower is a vertical computer case that holds all the main components of a desktop computer, such as the processor, memory, storage, and power supply. Across our teaching spaces, all towers are secured within metal cases to protect them. The exact location varies depending on the size and layout of the room.

In larger spaces, such as lecture theatres and PC labs, the towers are often located underneath the desks. In smaller rooms, like tutorial rooms, they are usually attached to the wall in a corner. Although the tower is protected by a metal casing, it includes a viewing panel so you can see the power button and the power indicator light.

You should not shut down the tower after using a machine, so the light should always be on. If the light is off, please press the power button on the front of the tower. If it still does not respond, use the phone in the room to contact AV Support.

6. PC Monitor/s

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A set up with two monitors Single monitor setup








Teaching spaces with one or two monitors 


A monitor is the screen that displays the output from a computer. Across our teaching spaces, the number and type of monitors vary depending on the size and purpose of the room. Smaller rooms typically have a single monitor, while larger teaching spaces may feature two screens to support more flexible presentation setups.

In many rooms, monitors are mounted on adjustable stands that are securely fixed to the desk. These stands allow you to pivot, tilt, and adjust the height or angle of the screens to suit your needs, making it easier to set up for teaching, presenting, or hybrid sessions.

When two screens are available, we recommend using the left screen as the main display and the right screen for student-facing content. For example, in PowerPoint’s Presenter View, your presenter notes can appear on the left monitor while the slide show appears on the right. Once the control panel is powered on, you can adjust display settings on the PC or your laptop—search for options such as “extend displays” or “duplicate displays” to configure them as needed.

If a monitor does not turn on, press the power button usually located on the front or underside of the screen. If it still does not respond, please call AV support for assistance. You may also try connecting a different device using the available connectors to test the display.

Learn more about how to extend monitors from Microsoft:

How to use multiple monitors in Windows - Microsoft Support

7. Connecting Your Own Device in Teaching Spaces

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HDMI connectorUSB-C port and connector



















What connections do you need?

You can connect a laptop, MacBook or tablet as a source in most teaching spaces. Rooms normally include one or more connection options, depending on the size of the space and the equipment installed.

Most rooms will provide either a single standard adaptor or a combination of USB‑C and HDMI connectors.

If you are using a MacBook, you may need an adaptor to adjust the video output from 4K to 1050p, as the system will not accept a 4K signal. The university does not provide these adaptors, so we recommend purchasing your own. They are widely available from major online retailers.

If possible, check in advance whether the room you are using has the appropriate connectors or adaptors for your device.

Please remember that teaching PCs are always available in every space and offer a reliable alternative if you are unable to connect your own device.

A table comparing device types, HDMI support, USB‑C support and how each connects to teaching‑room displays. HDMI and USB‑C i

Device Types and How They Connect

Windows laptop

  • HDMI: Usually built in

  • USB‑C: Often yes

  • Connection: HDMI directly, or USB‑C if supported

MacBook Pro

  • HDMI: Yes on newer models

  • USB‑C: Yes

  • Connection: USB‑C, or HDMI on newer models

MacBook Air

  • HDMI: No

  • USB‑C: Yes

  • Connection: USB‑C to HDMI adapter

iPad (newer USB‑C models)

  • HDMI: No

  • USB‑C: Yes

  • Connection: USB‑C to HDMI adapter

iPad (older Lightning models)

  • HDMI: No

  • USB‑C: No (Lightning only)

  • Connection: Lightning to HDMI adapter

iPad Pro

  • HDMI: No

  • USB‑C / Thunderbolt: Yes

  • Connection: USB‑C to HDMI adapter

Android tablet

  • HDMI: Rare

  • USB‑C: Yes

  • Connection: USB‑C to HDMI (if the device supports video output)

Tips

  • Arrive a few minutes early to allow time to connect your device and switch between sources if needed.

  • Save your presentation to OneDrive so you can access it from any teaching PC with your QMUL login.

8. Visualiser

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This is a single visualiser Two visualisers side by side on a lectern.



















Don’t forget the visualiser

A visualiser is a camera that displays documents or small objects on the big screen. You place your paper, book or item under the camera, and it shows clearly through the projector or display. Many of our medium and larger rooms include a visualiser, and some may have two. Although the brand or model may differ, they all work in the same way. You can project the visualiser image onto the monitor as well as any screens available in the room.
Some visualisers allow you to write on the display area using a non‑permanent marker, but not all models support this. Please take care and double‑check before writing, as using the wrong pen could cause damage.
Some models also require you to lift or adjust the lamp/camera arm. Please take care when lifting or repositioning the visualiser, as some units can be heavy.

Tips

  • Place your document or object directly under the camera for the clearest image.

  • Use the zoom and focus controls if available.

  • Check whether the visualiser supports writing with a non‑permanent marker before doing so.

  • Lift or adjust the camera arm carefully, as some models are heavier than expected.

9. Projector (screens and other displays)

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A single projector facing forwards

Projector

A projector displays the image from the teaching PC or your laptop onto the main screen in the room. Most rooms have a ceiling‑mounted projector or a large display. Larger rooms may have two projectors and multiple projection areas, so the content can be seen clearly from all seating areas. Although models differ, they work in the same way. Use the room’s control panel to switch the projector on, choose the input source and control sound.

Please do not touch or adjust the projector itself. Ceiling‑mounted units are heavy and carefully aligned.

A single pull down projector screen with nothing projected on it.

Projector Screens

Projector screens provide the surface the projector displays onto. Different rooms use different screen types, including:

  • Pull‑down screens that you lower manually.

  • Whiteboard projection surfaces used instead of a separate screen.

  • Multiple screens in larger rooms to improve visibility.

  • Rooms with two projectors, which may have two projection areas or a wider teaching display area.

Please take care when lowering or raising pull‑down screens to avoid twisting or damage.

Tips

  • Make sure the screen is fully lowered before projecting.

  • If the room has multiple screens, select the one you want to use on the control panel.

  • Raise and lower pull‑down screens slowly to prevent damage.

Other Screens

Four screens displaying content. Including two projector screens and two tv screens

Some rooms include additional screens, wall‑mounted monitors or secondary display panels. These improve visibility across the room, especially in larger or wide spaces. They are usually linked to the main teaching PC or projector system and normally show the same content without needing extra setup.

Some rooms allow you to choose which screens are active using the control panel (more on this in the control panel chapter.)

10. Control Panels

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Control panels—either touchscreen or button‑based—are used to manage the audio‑visual equipment in QMUL teaching rooms. While the layout may vary from room to room, the basic functions are usually the same.

This guidance explains the common features you can expect and how to use them confidently.

Get to Know the Control Panel

Different teaching spaces use different control systems, depending on the room size and available equipment.

You may find:

  • Touchscreen control panels in larger or recently refurbished rooms
  • Physical button panels in smaller or older rooms

Room‑specific instructions are usually displayed near the lectern or control panel. Where possible, take a moment before your session to familiarise yourself with what is available.

Control panel from older space with physical buttonsModern control panel with electronic buttons

 

 

 

 

 

 

Expect Differences Between Rooms

Equipment varies across the estate. For example:

  • Some rooms have two projectors, others have only one
  • Some include a visualiser, others do not
  • Smaller rooms may only offer basic controls, such as source selection and volume

As a result, control panels may look different even though they offer similar functions.

How to Select Sources and Displays

Use these steps to choose what device you want to show and where it appears in the room. This allows you to control which content is shown on displays or projectors during teaching.

Diagram showing how to select a source and choose a display or projector using a teaching room control panel, with options toSTART

Step 1: Choose the source

Tap the Source icon at the top of the control panel.

Select one of the following:

  • PC Main
  • PC Extended
  • Laptop or Tablet
  • Visualiser (document camera)

Step 2: Choose where to show it

Press the relevant Display button.

Choose one of the following:

  • Left Display
  • Left Projector
  • Right Display
  • Right Projector

Important note

Any display or projector can be blanked to prevent students from seeing the content.

Using more than one source

  • If you only need one source, stop here.
  • If you need multiple sources, repeat Step 1 and Step 2, selecting the required source and display each time.

END

Check Your Setup Before Teaching

Before your session starts, do a quick check:

  • Confirm the correct source is selected
  • Check that the expected content is showing on the screen(s)
  • Make sure audio is coming through the room speakers, if required

This helps avoid interruptions once teaching begins.

Practise Where Possible

You can check the room availability via web timetables.

To book a room reach out to timetabling team via "[Shared] Timetabling" <timetabling@qmul.ac.uk.> 

10.1. Control panel questions related to ECHOVideo (Q‑Review)

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Which screen is recorded by ECHOVideo (Q‑Review)?

ECHOVideo (Q‑Review) normally records the screen that is set as the main presentation (primary display).

What if the room has only one screen?

If the teaching space has one projector or digital screen, that screen is recorded by ECHOVideo (Q‑Review).

What happens in rooms with two screens?

Some teaching spaces have two projectors or digital screens.

  • In most rooms, the left‑hand screen is the one recorded.
  • This can vary by room and should not be assumed.

What should I do if there are two screens, or I am unsure which one is recorded?

The safest option is to send the same content to both screens.

  1. Use the control panel at the lectern.
  2. Select the same input (teaching PC or laptop) for both projectors/screens.

This ensures the correct content is captured by ECHOVideo (Q‑Review), regardless of which screen is linked to the recording system. This is common practice in dual‑screen rooms and helps avoid recording the wrong screen.

11. Speakers

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Speaker attached to a wallSpeaker attached to a wall above a screen












Speakers are the devices that play sound in the room. Teaching spaces contain multiple speakers placed around the area to provide even sound coverage, and larger rooms have more speakers to ensure everyone can hear clearly. While the speakers help project audio, they do not replace the need for microphones; please use the microphones to ensure your voice is captured accurately and heard at a consistent volume throughout the room. The speakers will also play sound from videos, music, and any audio shared during a Microsoft Teams call.

Tips 

  • Use the room microphones whenever speaking to the class, as relying on speakers alone will not ensure your voice is projected clearly.

  • Test the audio before your session by playing a short video or sound clip.

  • If you hear feedback or echo, move the microphone slightly away from the speakers.

  • Keep the room computer’s volume at a moderate level; very high volume can cause distortion.

  • If students report low volume, adjust the audio using the room control panel rather than your laptop’s volume controls.

12. Microphones

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A microphone is a device that picks up your voice and amplifies it so it can be heard clearly in the room and recorded when required.

Across QMUL teaching spaces, there are different types of microphones. The number and type available vary depending on the room and its size. Larger teaching spaces usually have more microphone options available.

Chargers in teaching rooms are used for both hand‑held and lapel microphones. Some chargers are designed to hold and charge two microphones at the same time.

Explore the microphone types

This chapter is divided into separate subchapters, each focusing on a specific type of microphone. These subchapters explain how each microphone works and provide guidance on when it is most appropriate to use it.

The subchapters cover:

  • Hand‑held microphones
  • Lanyard or lapel microphones
  • Ceiling microphones
  • Boundary microphones
  • Gooseneck microphones
  • Charger units

You are encouraged to explore the relevant subchapters for the microphone available in your teaching space.

Why microphones matter

Microphones are essential to ensure you are heard clearly in the room, particularly in larger spaces where your voice may not reach the back.

They are also vital for EchoVideo (Q‑Review). EchoVideo (Q‑Review) relies on clear audio to record teaching sessions effectively. If a microphone is not used or is switched off, the recording may be very quiet or silent.

Captions also depend on audio quality. EchoVideo (Q‑Review) cannot generate accurate captions without a clear microphone signal. Using a microphone helps produce better captions for students who rely on them.

General tips for microphone use

  • Check the charger lights or battery level before you begin
  • Make sure the microphone is switched on and not muted
  • Face the room when speaking so your voice is picked up clearly
  • Avoid tapping, covering, or handling microphones unnecessarily
  • Stay within the intended pickup area of the microphone in use
  • Always return microphones to the charger after your session

12.1. Handheld microphone

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Many teaching spaces include a handheld microphone, and larger rooms may have more than one. There may be slight differences in the models used, but they all operate in a similar way and have comparable designs.

Handheld microphones provide clear audio and allow you to control sound quality by adjusting how close you speak into the microphone. They are also useful for passing to students or attendees, so contributions can be heard clearly in the room and captured in the recording.

Each room will have a charging station. Remove the microphone from the charger before use.

If the microphone does not turn on automatically, check for a standby or power button on the bottom or side and press it before you begin teaching.

When the microphone is switched on and powered correctly, the indicator light should show green.

If the microphone model includes a digital display, this will show:

  • the remaining battery level
  • connection strength
  • operating frequency

Most microphones also include a mute option. Depending on the model, this may be a single on/off button or an up‑and‑down switch. Please check this before you begin teaching.

After use, return the microphone to the charging station.

12.2. Lanyard/ Lapel Microphone

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A small microphone that clips to your clothing or can be worn on a lanyard. There may be slight variations in the design or model used, but the functionality and purpose remain the same.

  • Keeps your hands free
  • Ideal if you move around while teaching
  • Smaller rooms may not have lapel microphones, while larger rooms may have multiple to accommodate more staff or speakers

Turning the Microphone On

  • The microphone should turn on automatically when removed from the charging unit.
  • If it does not turn on, look for a standby or power button on the top or side of the unit and press it.

Digital Display

Some microphone models include a digital display. Where present, this will show:

  • Battery level – how much charge remains
  • Connection strength – confirms the microphone is linked to the system
  • Operating frequency – the channel the microphone is using

This information can be useful for quick checks before teaching, particularly in longer sessions or when using the microphone for recording.

If the display shows a low battery warning, return the microphone to the charging unit or replace the battery pack before starting.

Using the Microphone

  • Use the slider at the top of the microphone to mute or unmute it.
  • Use the clip to attach the microphone securely to your clothing.
  • The microphone itself is located at the end of the cable and is very small.

Audio Connection (Mic/Line)

Mic/Line is the audio input used for microphones or other sound sources.
This is where the microphone cable plugs into the unit.

Status Light Guide

The status light shows whether the microphone is active, muted, or has a low battery:

  • Green light – Microphone is on and active. Audio is being sent to the room and recording.
  • Orange (amber) light – Microphone is on but muted or in standby. No audio is being sent.
  • Red light – Microphone is muted or the battery is very low.

Quick check:
If the light is not green, check the mute button and battery before you start teaching.

Battery Pack

  • The battery pack is located at the bottom of the unit.
  • To remove it, press the two buttons on the side of the device.
  • Return the microphone to the charging station after use.

12.3. Microphone Charger Units

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Some teaching spaces are equipped with microphone charging units used to store and charge handheld and lapel microphones.

  • Charger units are typically located near the lectern or other AV equipment.
  • Some rooms may have multiple charger units to support several microphones.
  • Certain rooms may also include spare battery packs, stored alongside the chargers.
  • Charger units are easy to use: simply pull the microphone out of the slot to use it and push it back into the slot when finished.
  • The charger unit should already be plugged in and ready to use.

Important

  • Please always return microphones to the charger unit after use so they are ready for the next person.
  • Do not leave microphones on desks or lecterns, and do not take them out of the room.
  • Many charger units have battery indicator lights:
    • Green usually indicates the device is fully charged
    • Red usually indicates the device is charging or not yet fully charged

12.4. Gooseneck microphone

A gooseneck microphone is a fixed microphone with a flexible neck that can be bent or turned to position it near your mouth. They come in different sizes and models, but all serve the same purpose: to capture clear speech from the lectern.

Because it is fixed in place, it will only pick up your voice if you remain close to the lectern. Please avoid moving too far away. If you plan to move around while teaching, use a lapel, lanyard, or handheld microphone instead.

12.5. Celling Microphones

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Microphone on celling

Microphone on celling

 

 

 

 



Ceiling‑mounted microphones

Some teaching spaces use ceiling‑mounted microphones.

These microphones are installed in the ceiling and capture sound from around the room. They do not need to be worn or held and are often used to capture general room audio or discussions.

How to spot a ceiling‑mounted microphone

Ceiling microphones can be easy to overlook because they blend in with the room.

The most common way to identify one is to:

Look for a small, square, white unit fixed to the ceiling.

You may notice that it:

  • Is square and white, often flush with the ceiling
  • Has a small grille or perforated surface
  • Has no buttons, lights, or cables you interact with
  • Cannot be moved, picked up, or adjusted

They are usually positioned above the main teaching area.

Important

Ceiling microphones can pick up unintended audio, including:

  • Side conversations
  • Private comments
  • Background noise

Staff should make students or attendees aware that room audio may be recorded.

In some rooms, ceiling microphones can be muted using the room control panel. Where this option is available, it should be used if audio capture is not required.

Ceiling microphones are fixed and cannot be repositioned.

Best practice: capturing student or audience contributions

Even where ceiling‑mounted or boundary microphones are present, it is strongly recommended that a hand‑held microphone is used when asking a student or audience member to speak during a recorded session.

Hand‑held microphones:

  • Provide clearer and more consistent audio
  • Ensure contributions are:
    • easy to hear,
    • accurately captured in recordings,
    • suitable for captions and transcripts

This is especially important in:

  • Large teaching spaces
  • Lecture theatres
  • Rooms with background noise

Room microphones may capture some audience sound, but they are not always reliable for individual speakers and may also record unwanted audio.

12.6. Boundary Microphones (Table or Desk Microphones)

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Boundary Microphone on a desk in a teaching space.











In some teaching spaces you may find boundary microphones.

  • These are microphones placed flat on a desk or table.
  • They are designed to pick up sound from people standing or sitting nearby, such as during group discussion or seminars.
  • They rely on their position on a flat surface to work effectively.

Important things to know:

  • Boundary microphones are strategically positioned to capture sound correctly.
  • They must not be moved, covered, or unplugged.
  • Moving them can significantly reduce audio quality or stop them working as intended.

You may not notice these microphones immediately, as they are often unobtrusive and do not look like traditional handheld or lapel microphones.

13. Cameras in Teaching Spaces

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Camera mounted at back of lecture theatrecamera on celling of teaching room







 


Cameras are used in teaching rooms to record lectures, support  EchoVideo (Q‑Review) or video meetings. It is important to consider the camera when recording to ensure you can be seen clearly, along with any screens or monitors you want to include in the recording.

The number of cameras in a room will depend on the size of the room. Larger rooms often have more cameras to cover the space. Some rooms may have several cameras, but only one main camera is used for the EchoVideo (Q‑Review) recording.

You may be able to view different camera angles or preview feeds at the lectern, but you will not always be able to change which camera is used for the actual recording. Some rooms also have cameras that provide a live feed to AV support, allowing them to monitor the room and assist with any technical issues.

What the recording camera is for:

EchoVideo (Q‑Review) lecture capture


The recording camera is used by EchoVideo (Q‑Review) to capture the presenter and any on‑screen materials. This helps students who rewatch the session to follow along more easily.

Video meetings

For example when using MS Teams the camera also allows remote participants to see the presenter and the room.

Live feed to AV support

Some rooms have cameras that send a live video image to AV support so they can monitor the room and respond to issues quickly.

13.1. Do not forget the camera when teaching.

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An example of the camera recording rangeThe view from a camera looking at the lectern

Smile, you are on camera

To create a useful recording, you need to be visible on camera. When the camera cannot see you, the recording may show only the empty room or your slides. This can make it harder for students to follow gestures, demonstrations or whiteboard work.

Screens, monitors and whiteboards also need to be positioned so that anything important is captured clearly.

Tips

• Check where the main recording camera is positioned in the room.
• Stand in the main teaching area so the camera can see you clearly.
• Avoid standing in blind spots or far to the side of the room.
• When using a whiteboard, make sure you are not blocking the writing from the camera’s view.
• Remember: you may see multiple camera previews, but only one will be used for the EchoVideo (Q‑Review) recording.
• Speak towards both the room and the camera so remote or recorded viewers can follow clearly.
• Ensure you use microphones so your audio is captured along with the video.

14. Whiteboards and Chalkboards

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chalk boardWhiteboard with marker

 

 

 

 

 

 

Using whiteboards and chalkboards

Many of our teaching spaces have whiteboards, and some also have chalkboards. We understand that some colleagues prefer these for certain activities, or that some disciplines require them. If you choose to use board writing, please consider the following tips.

Tips

  • Use dry‑wipe pens only on whiteboards (not permanent markers).
  • Content written on boards may not be clearly visible in EchoVideo (Q‑Review) recordings, so consider also sharing slides or alternative materials.
  • Think about accessibility — students seated at the back of the room or joining online may not be able to read the board clearly.
  • Pens can go missing, so it can be helpful to bring your own dry‑wipe pen.
  • Please wipe the board clean when you finish teaching.

Why Microsoft Whiteboard Online is worth considering

Microsoft Whiteboard Online can be a useful alternative or complement to physical whiteboards, particularly where visibility, recording quality, or accessibility are important.

  • Content is clearer in EchoVideo (Q‑Review) recordings and easier for online students to see.
  • Digital boards improve accessibility for students at the back of the room and those learning remotely.
  • Whiteboards can be shared during or after teaching to support revision.
  • It works well alongside slides and screen sharing for explaining diagrams or processes.
  • There is no reliance on pens or cleaning.

Physical boards remain important for many activities and disciplines. Microsoft Whiteboard Online is offered as an additional option where clearer visibility and recording quality may be beneficial.

Learn more about Microsoft Whiteboard Online.

15. Blu‑ray Players

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A blue ray player in the cage under a lectern

A small number of teaching rooms are equipped with Blu‑ray players. These devices can play Blu‑ray discs (high‑definition video discs) as well as standard DVDs.

If your room includes a Blu‑ray player, it is usually located within the tower unit in the teaching space.

Blu‑ray player – example of front controls

┌──────────────────────────────────────────────┐
│  ⏻ Power     ◄◄    ▶    ❚❚    ■            │
│              Rew   Play  Pause  Stop         │
│                                              │
│                 ▢  Open / Close               │
│                                              │
│             Blu‑ray Disc Player               │
└──────────────────────────────────────────────┘

What the buttons do

  • Power (⏻)
    Turns the Blu‑ray player on or off.

  • Open / Close (▢)
    Opens or closes the disc tray.

  • Play (▶)
    Starts playback of the disc.

  • Pause (❚❚)
    Pauses playback. Press Play to continue.

  • Stop (■)
    Stops playback and usually returns to the disc menu.

  • Rewind (◄◄)
    Moves backwards through the video.

(Some models may also include Fast Forward ►► or Skip buttons.)

Tips for using the Blu‑ray player

  • You can operate the player using the buttons on the front of the device, or a remote control if one is available in the room.
  • Make sure Blu‑ray is selected as the input/source on the room control panel.
  • Always ensure the disc is inserted the correct way up to avoid playback errors.
  • If the disc does not start automatically, use the Disc Menu button on the remote.
  • If you experience playback issues, try re‑selecting the Blu‑ray input on the control panel.
  • If you use a disc during your session, please remove it at the end of your teaching slot.

16. General Tips for Using Teaching Spaces

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These tips apply to all teaching rooms, regardless of size, layout or the type of equipment available. They are designed to help you feel prepared, confident and able to make the most of the technology in the space.

There is a document version of this you can print or download at the hub homepage.

Before Your Session

1. Visit the room in advance (if possible)

  • Take a moment to understand the layout and the equipment available.
  • Locate the control panel, microphones and input ports.
  • If the room is unfamiliar, a short visit beforehand can help avoid delays during teaching.
  • You can check the room availability via web timetables. To book a room reach out to timetabling team via "[Shared] Timetabling" <timetabling@qmul.ac.uk.> 

2. Bring any required adapters or cables

  • Some laptops need USB‑C, HDMI or other display adapters.
  • If your own device will not connect, the teaching PC is always available as a reliable alternative.

3. Log in early

  • Allow a few minutes for the teaching PC to start up and for software to load.
  • We hope colleagues will extend courtesy to one another by finishing sessions on time, allowing a smooth transition for the next class.
  • Open your slides, videos or links before students arrive to minimise interruption.

During Teaching

4. Stay within microphone range

  • If using a lectern microphone, try to stay near the lectern.
  • In rooms with lapel or handheld microphones, use them when moving around.
  • Clear audio supports both the student experience and automatic captions.

5. Select the correct source

  • Use the control panel to choose the device you want to display.
  • When switching between laptop, PC, visualiser or tablet, check that the display updates.

6. Check what students can see

  • Look at the main screen or confidence monitor to confirm the correct content is showing.
  • In dual‑screen rooms, make sure both screens display what you intend.

7. Manage audio levels

  • Adjust volume using the control panel to avoid audio that is too quiet or too loud.
  • If playing a video, test the sound briefly before showing it to the full room.

8. Use the visualiser for physical materials

  • Useful for handwritten notes, books, objects or diagrams.
  • Select Doc Cam / Visualiser on the control panel before using it.

9. Keep a backup plan

  • If your laptop has connection issues, switch to the teaching PC.
  • Save essential materials to OneDrive or email so you can access them quickly from any device.

After Your Session

A polite reminder to finish on time and allow a short changeover for the next class using the room.

10. Log off

  • Sign out of the teaching PC to protect your files and ensure a clean start for the next user.

11. Shut down the AV system

  • Use End Session, Shutdown or Power Off on the control panel.
  • This resets the room and helps prevent technical issues for others.

If Something Goes Wrong

12. Know who to contact

  • Urgent support during teaching:
    Call 6555 from the room phone, or 020 7882 6550 from a mobile.
  • Non‑urgent faults:
    Raise an IT ticket with as much detail as possible.
  • TELT or teaching‑technology queries:
    Raise a ticket marked FAO TELT.

17. Thank you for Exploring the TELT Teaching Spaces Hub

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We hope this resource helps you feel more confident and prepared when using technology across our teaching spaces. Whether you are teaching in a small seminar room or a large lecture theatre, our aim is to support you in making the most of the equipment available.

If you have feedback or suggestions about this site, please complete the feedback form (for QMUL Staff only).

For further support, please use the channels below:

  • Urgent help during teaching:
    Call 6555 from the room phone, or 020 7882 6550 from a mobile.

  • Non‑urgent hardware faults:
    Please raise a ticket so the issue can be logged and resolved.

  • Learning technology or pedagogy queries:
    Raise a ticket marked FAO TELT.

Thank you for taking the time to explore this hub, and we look forward to supporting you in your teaching.