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When Using Randomly-assigned Breakout Rooms

The below process is intended for use when randomly assigning students to breakout rooms and you won't know who will be in a group together until you are in Zoom. A limitation of this process is that all students can technically access all of the other breakout rooms' files, but it is more efficient for getting students access to the files without knowing who is in which group in advance or spending time configuring access during the Zoom meeting.

  1. Before the Zoom meeting:
    1. Create a Google Shared Drive and add all of your students with the Contributor role
    2. Determine the number of breakout rooms you plan to have in Zoom.
    3. In the Shared Drive you created in step 1a, create one sub-folder for each breakout room group. Name them "Breakout Room 1", "Breakout Room 2", etc. Populate the folders with starter/template/prompt files.
  2. During the Zoom meeting:
    1. Share the link to the Shared Drive you created in step 1a in the Zoom Chat and/or Slack. Alternatively, have the link already shared in the myCourses Content Tool before the Zoom meeting starts. It is important to share the link before sending students to the breakout rooms because it is more difficult to get links to everyone once they are in the breakout rooms.
      • Note: Email is not an effective distribution method for immediate access to a document/link as emails can take a long time to arrive.
    2. Tell the students that once they are assigned and move into a breakout room, that they should open the Shared Drive and go to the subfolder for their breakout room number.
    3. Randomly assign students to breakout rooms and open the rooms.
    4. You, as the instructor, can move into the different breakout rooms in Zoom and move into the different sub-folders in Google Drive to check in on status of their work and to assist with questions.

When Using Pre-determined Breakout Rooms

If you don't mind students being able to see the work of the other breakout rooms in Google Drive, you can follow the same process as When Using Randomly-assigned Breakout Rooms.

If you do want to restrict access to just the breakout room members in Google Drive, instead follow the below process. This process is intended when you use the pre-assign feature in Zoom or if you plan to manually assign people to specific groups during the Zoom meeting. Basically, you know in advance who will be in which group. The drawback with this method is that permissions within My Drive are at the folder and the file level and can sometimes be hard to manage. 

  1. Before the Zoom meeting:
    1. Create a Google My Drive folder and share it to all of your students with an Editor role.
    2. In the My Drive folder, create one sub-folder for each group. Name them using group names or some other identifier. Do not populate any sub-folders with files yet.
    3. Adjust the permissions on every sub-folder to only include members of that one group.
    4. Populate the sub-folders with starter/template/prompt files. Verify that these files kept the permission of the sub-folder (i.e. are shared to the right group members).
  2. During the Zoom meeting:
    1. Share the link to the main My Drive you created in step 1a in the Zoom Chat and/or Slack. Alternatively, have the link already shared in the myCourses Content Tool before the Zoom meeting starts. It is important to share the link before sending students to the breakout rooms because it is more difficult to get links to everyone once they are in the breakout rooms.
      • Note: Email is not an effective distribution method for immediate access to a document/link as emails can take a long time to arrive.
    2. Tell the students that once they move into a breakout room, that they should open the My Drive folder and go to the subfolder for their group.
    3. Open the breakout rooms.
    4. You, as the instructor, can move into the different breakout rooms in Zoom and move into the different sub-folders in Google Drive to check in on status of their work and to assist with questions.
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