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University of Southampton - Case study: The use of synchronous digital video for observation of, and feedback on, teaching performance in the Learning and Skills sector

 

Introduction
The University of Southampton worked with Cricklade College, Education and Training Services of the British Army, the Isle of Wight College, and Southampton City College to deliver this project for the DfES Standards Unit. The project used video conferencing systems in partnership colleges and training organisations as a tool to support the remote observation of teaching performance in real time.

 

The project was aimed at developing strategies to improve and support Initial Teacher Education, facilitate Human Resource Management and help support observation of teaching by subject specialists. The overarching aim was to:

 

• develop operational policy, procedures and make recommendations for the remote observation, analysis and feedback of teaching performance.

 

The team worked closely with teachers to develop protocols that helped us use this technology in a supportive and developmental way.

The on-line observation equipment was installed in partnership centres: these included a work-based education and training establishment and general further education colleges. This case study focuses on the partnership colleges, for which the following description is typical:

 

a medium-sized general further education (FE) college … The college delivers a wide and predominantly vocational curriculum to students aged 16 to 18 and to adults. There were 1,050 students aged 16 to 18 and 4,200 aged over 19 enrolled at the time of inspection in term one, with final over-19 enrolment for the previous year being 9,854. The college delivers work-based learning in engineering, construction, hospitality and to a small number of learners in hair and beauty. The college also delivers technical certificates on behalf of other local work-based learning providers. (Ofsted, 2005)

 

It should be noted that this commentary is generic: it draws on the blended experience of using the technology across the range of partnership centres in which it was applied. The case study is therefore not specific to the experience of one institution.