We met with the IRIS team to discuss what the project will look like, how IRIS works and what they require from us throughout this project too.

The IRIS team guided us through the programme and showed us some of the key features:

• Can create forms to look at different features in videos – use one form at a time to analyse a specific area or topic.
• Rooms is IRIS’ video conferencing tool – you can screenshare in Rooms, this could be used to play the videos for mentors and mentees to comment on.
• You can tag videos and collate them together.
• Users will have their own accounts but can work together.
• We can create our own group which can be used by any institution.

Possible research question could be: Impact of students engaging in co-creation. Do they learn as much from co-creation as making the videos, themselves? Student teachers to decide the pedagogies which will be used for the forms. We will need to do a baseline assessment on their attitudes to feedback. Students should leave the experience feeling confident about using video reflection in practice. They will also be building critical reflection skills – how do you measure improvement in critical reflection skills?

Looking for 6 students and 6 mentors to participate. They will be filmed during three instances in their placement so we will have three videos for each. Students will need training so they know how to use the programme to upload their videos. Could create a group for other ITT students to see the videos – examples of modelling.

• • You can clone videos and tag them as many times as you like. They could be shared with someone else to get a different commentary.
  • Tags can be used to identify themes in feedback – there are both public and private tags
  • Focus on co-creation – students need to be able to create their own tags.
  • We will need a half-day or so of training on how to use IRIS.

Another phase of the research is how this software can be used other subject areas, etc.

• There is an Erasmus+ project on using video in teacher training and changes to students attitudes etc.
• Data is tracked which could help research how many videos students watch, etc.
• Coaching and remote coaching – how can expert teachers support novice teachers in a remote environment.
• Live observations into another classroom. Students prefer remote observation to live observation.

Possible outputs for the project:

• Looking for other opportunities to share the work e.g. conferences, research papers, etc.
• TPEA contribution
• IRIS run video conferences – sometime in July?
• Case studies of using IRIS as a research too and of the content itself
• Documenting a project.

Need an ethic statement related to the software.

• The person recording themselves has control over the video and who can access etc.
• Videos can be changed into cartoons which helps anonymise any children in them.