Skip to main content

Keeping Your Zoom Sessions Secure

By this time, I'm sure most people have heard about "Zoombombing", where random (and sometimes not so random) people will enter a Zoom session and try to disrupt it in various ways (note for trivia enthusiasts: the term was first added to Wikipedia on March 28). Hopefully most people have also heard about the many ways to prevent this from happening. Zoom has taken steps to make things more secure by default but I thought it might be helpful to provide a simple round-up of Dos and Don't that you really need to know.

DO secure your session links by using a password and/or requiring registration. For some events (e.g., virtual happy hours that are open to anyone), I know it's easier to just give out a link publicly, but at least ask people to email you for the password.

DON'T use your personal meeting room for public meetings; use a random ID created specifically for your session. 

DO know who is in your session by:

  • Enabling the Waiting Room (and then DON’T admit people you can’t identify). One way to make sure you can identify who is in the waiting room is to require attendees to login.
    PRO TIP: Even if someone is logged in, that doesn't mean they have set up their profile with their actual name. You can customize your waiting room to show a message that only identifiable attendees will be admitted.
  • Locking the meeting once everyone is there. Note that once a meeting is locked, you will not be notified that someone is in the waiting room so don't do this until everyone is there that you expect to be there.
  • Knowing how to remove participants.


DO control what attendees can do by:
  • Restricting screen sharing. This can be changed on the fly if you need to.
  • Restricting annotation and chat tools. Note that you can still allow participants to send chat messages to you, the host, while restricting their ability to broadcast to everyone.
  • Muting all participants (and DON'T let participants unmute themselves). Be sure to show people how to raise their hand when they want to talk.
  • Knowing how to disable video / put participants “on hold
Doing all these things can't guarantee that there won't still be some disruption but it does make it far less likely, and will ensure you can manage the culprits quickly if n

Comments

Popular posts from this blog

What are the costs?

I came across an interesting discussion about a 19-year-old intern who was fired from The Gazette in Colorado Springs for plagiarism. There appears to be some controversy over the fact that the editor publicly named the girl in a letter to readers (explaining and apologizing for the plagiarism), with some people saying that doing so was unduly harsh because this incident will now follow her for the rest of her career. I was intrigued by this discussion for two reasons - one, it seems pretty clear to me that this was not a case of ignorance (as I have often encountered with my own students who have no idea how to paraphrase or cite correctly) and two, putting aside the offense itself, I have often struggled with how to handle situations where there are long-term repercussions for a student, repercussions that lead the overall costs to be far higher than might seem warranted for the specific situation. As an example of the latter issue, I have occasionally taught seniors who need to p

What was your high school economics experience like?

As I mentioned in my last post , I am asking my Econ for Teachers students to reflect on their reading by responding to discussion prompts. It occurred to me that it wouldn't be a bad idea for me to share my thoughts on those issues here and see if anyone wants to chime in. For this week, the students were asked to read the California and national content standards , an article by Mark Schug and others about why social science teachers dread teaching economics and how to overcome the dread, an article by William Walstad on the importance of economics for understanding the world around us and making better personal decisions (with some evidence on the dismal state of economic literacy in this country), and another article by Walstad on the status of economic education in high schools (full citations below). The reflection prompt asks the students to then answer the following questions: What was your high school econ experience like? What do you remember most from that class? How do

When is an exam "too hard"?

By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu