As part of social distancing efforts to slow down the spread of the novel coronavirus, several universities have now transitioned, or begun transitioning, to online teaching models. (My home university of UCLA has not yet done so, but is certainly considering the option.) As a consequence, I thought it might be an appropriate time to start a discussion on the pros and cons of various technologies for giving talks and lectures online, particularly in the context of mathematical talks where there may be special considerations coming for instance for the need to do mathematical computations on a blackboard or equivalent. My own institution is for instance recommending the use of Zoom for lectures and Respondus for giving finals, and has a limited number of classrooms set up for high quality video and audio casting, as well as a platform for discussion forums and course materials for each class. For smaller meetings, such as one-on-one meetings with graduate students, one can of course improvise using off-the-shelf tools such as Skype. I would be interested in knowing what other options are available and what success lecturers have had with them.
The same goes for giving mathematical talks. I learned recently (from Jordan Ellenberg) that Rachel Preis has recently launched a “ virtual math seminar on open conjectures in number theory in arithmetic geometry ” (VanTAGe) that is run using the BlueJeans platform. And for many years there has been a regular joint math seminar between UC Berkeley, U. Paris-Nord, U. Zurich, and U. Bonn (see e.g., this calendar ), and nowadays many mathematical institutes stream their talks or at least videotape them to place them online later. Our own department does not have a dedicated lecture hall for videocasting, so I would be interested in knowing of any successful ways to improvise such casting with more portable technology. (Skype in principle could work here, but I have found this to be clunky even for smaller meetings involving just a handful of partcipants.)
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