There are numerous reasons for recording activities that take place in learning environments by students and staff. There are many benefits to use different forms of media to capture activities that occur in learning spaces including:
- Supporting different teaching and learning approaches using online and hybrid learning modalities
- Allowing repeated viewing and access to a lesson or learning materials for studying and learning
- Supporting the assessment of student learning
- Providing academic staff with recordings of their practice
In addition to the benefits of recordings, the need to protect the privacy of participants being recorded is imperative. In addition to privacy protection, some participants may have reasons for not wanting their presence in a particular class or presence at a particular institution to be recorded. Recordings without their knowledge and consent could put participants at risk.
This webpage contains information for staff and students regarding the recording of activities in learning environments. For any additional questions regarding privacy please contact the Freedom of Information and Protection of Privacy Office.
Information for Course Instructors
For recordings of activities that include students in learning environments refer to the Operating Standard for Media Recordings of Students in Learning Spaces. Please note that recordings of guest lecturers require consent. Below are sample statements to include in course outlines.
The instructor may use media recordings to capture the delivery of a lecture. These recordings are intended to be used for lecture capture only and will not be used for any other purpose. Recordings will be posted on D2L for student use and will normally be deleted at the end of term. Students are responsible for turning off their camera and/or microphone if they do not wish to be recorded.
The instructor may use media recordings as part of the assessment of students. This may include but is not limited to classroom discussions, presentations, clinical practice, or skills testing that occur during the course. These recordings will be used for student assessment purposes only and will not be shared or used for any other purpose. The recording will be destroyed as specified by retention rule 2000.01 “Examinations and Student Assignments.”
The instructor may use media recordings as a tool for self-assessment of their teaching practices. Although the recording device will be fixed on the instructor, it is possible that student participation in the course may be inadvertently captured. The recording will be destroyed as specified by retention rule 98.0011 “Draft Documents & Working Materials."
A consent and release form for guest lecturers that permits the University to use and distribute lecture videos across platforms for advertising, trade or educational purposes.
The Guest Lecturer Consent and Release Form is available here.
Information for Students
Students who wish to audio record lectures for personal study purposes need to follow the guidelines outlined in Section E.6 of the University Calendar. Unless the audio recording of lectures is part of a student accessibility requirement, permission must be sought by the course instructor to audio record lectures.
The Permission Form to Audio Record Lectures can be found here.
Recording Traditional Knowledge Keepers and Elders
Ownership and Dissemination of Indigenous Knowledge: The ownership, control, and dissemination of traditional knowledge resides with Indigenous peoples, Indigenous communities, and Traditional Knowledge Keepers or Elders as outlined by the OCAP® Principles and TCPS2 Chapter 9.
Cultural Protocol: To engage Indigenous knowledge keepers in teaching, learning, and research in a good way1, it is imperative to become familiar with and follow cultural protocols. It is also important to recognize that there is diversity among Indigenous peoples with respect to specific cultural protocols, ways of doing, and ways sharing. For information about cultural protocols and how to best engage Indigenous Elders, please contact the Office of the Indigenous Engagement or visit the Indigenous Engagement website.
Recording: Photographs, audio, or video recordings are often not acceptable when an Elder2 is conducting a spiritual ceremony. Elders, Traditional Knowledge Keepers or Cultural Advisors may have different perspectives on photographs and recordings; however, explicit consent must be received from the Elder prior to any recording being made.3
Consent: Students, staff, and faculty must receive oral and/or written consent before recording Traditional Knowledge Keepers or Elders including, but not limited to: guest lecturers, keynote speakers, or ceremonial leaders for teachings offered to and shared with students, staff, faculty, and the external community through online platforms as well as in-person classrooms and events. Consent should include details on modality, dissemination, access, and duration of use. Oral consent can be considered when validated by the Elder through cultural protocol practices of traditional gifting and witnessing (when possible). Access to audio and/or video recordings as well as photographic images should be made available to Elders or the Traditional Knowledge Keepers during and after the event.
Withdrawal of Consent: Elders or Traditional Knowledge Keepers can withdraw consent at any time up to, during, or after the event or request access to their audio and/or video recordings or photographic images be limited to a particular audience.
1 The phrase “in a good way” is contextualized within an Indigenous epistemology of relationality and reciprocity, aligning with appropriate cultural protocol practices; for more information,
please visit ii’taa’poh’to’p (p. 12)
2 The term Elder is often used interchangeably with the term Traditional Knowledge Keeper, and includes but it not limited to: Cultural Advisors, Ceremonialists, or Spiritual leaders; for more information, please the UCalgary Indigenous Strategy document, ii’taa’poh’to’p, (p.47)
3 This section is a modification noted in the Alberta Teachers’ Association’s document titled, Stepping Stones, Elder Protocol (p.7)