FAQ

Recently, there have been huge advances in lesson observation systems. Historically, using video or recording devices to enhance lesson observations has proven expensive, inflexible – let alone the problems of storing large numbers of videos! Fixed devices such as CCTV cameras were then introduced but this often blurred the line between constructive CPD activities and the perception of being ‘observed’.

The last few years has opened new possibilities with the introduction of IP cameras and mobile hand held devices;  cloud based secure storage has also reduced the cost and improved the security and safety of using videos in classrooms. By coupling video technology with secure online networks and reflection software, teachers can now

• capture their lessons
• tag their videos with reflective comments
• share videos in secure online communities of practice to support one another

A great starting point for introducing a lesson observation system to a school is for teachers to be able to record their own lessons and to improve their teaching skills via self-review. Teachers can schedule to observe themselves through the online IRIS web application. The video is then stored into the teachers personal library for personal reflection.

Audio is  more important in a lesson observation than the video picture quality. Keeping pace with audio technology is key to obtaining the best possible sound. The latest microphones based on DECT and Bluetooth wireless technology can now obtain better results than the  fixed installation sound systems of only a few years ago. Wearing the wireless microphone will allow all audio between teacher and student to be recorded.

One reason the IRIS Connect lesson observation system is so powerful is its ability to comment/tag parts of the lesson observation with either typed/audio or a video note. This enhances the feedback process by contextualising comments.

By using a web based system, both the observer and the observed can add comments to create a genuine dialogue around the lesson. These can be added after the lesson as well as during the lesson. This moves the observation from being a simple summative judgement by the observer to an interactive learning experience.

Storing video’s in a secure online environment minimises the inherent security risk of storing videos within a school and it also enables teachers to access their library of professional development at anytime and from any location encouraging institutions and federations to share best practice.

IRIS Connect is built around an advanced permissioning system. Each IRIS Connect user will have their own unique log-in and  within each user account there is a personal library and a shared library. Each video recorded will be stored in the personal online library of the observed teacher.

No one can access any video located in a user’s personal library. Each user has the option to share their videos with either the whole school or they may chose specific users at their school. They can also revoke access to their videos at any time.  This puts  the teacher in control of all their lesson observation videos.

Our experience has shown that successful adoption has been based on teachers feeling empowered and in control of their videos.  By using a process of scheduled observations, the IRIS Connect system places the person being observed at the centre of the process. During the scheduling process the observer  must state whether they want to:

• observe themselves
•  request another user to observe them
• request to watch a fellow user

This then controls the ownership of the videos and ensures that the specified users can only log in to the recording at the specific time and date allocated.

Scalability and flexibility are key to effective lesson observations within a school environment.

Mobile lesson observation technology coupled with cloud based software enables any classroom to become a potential lesson observatory. Cloud based software allows users to securely share their lessons with peers, mentors and coaches, not only from their own school but between schools. These newer systems support the creation of communities of practice enabling teachers to collaborate over distance and at anytime.

The focus has now moved away from simply installing fixed hardware in a classroom to a mobile, more cost effective solution that is no longer limited by geographical location and enables the sharing of best practice at any time.