Presentation for Lesson Study conference WALS2017 in Nagoya Japan. Presentation about Blended Lesson Studies, making interschool Lesson Study possible with Blended Learning and Virtual Observation (IRIS Connect) of Research Lessons.

1. Felix van Vugt – Project Leader Lesson Study & Senior Lecturer
Pedagogy
Theo van den Bogaart – Senior Lecturer Math Pedagogy
Stan van Ginkel – Researcher & Lecturer Pedagogy
Perfecting the blend.
Making Regional Interschool Lesson Study Possible With
Blended Learning and Virtual Observation of Research
Lessons.
Utrecht University of Applied Science –
Teacher Training program Secondary and Vocational Education

2. Hogeschool Utrecht
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3. Second keynote day 1
Prof. Dr. Oon-Seng Tan
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1. “Obstacles are 1) lack of time, 2)
a lot of effort required, 3) lack of
facilitator and external expert.”
2. “I believe technology is going to
enhance Lesson Studies.”

4. Roadmap for the presentation
 What is the specific educational context in the
Netherlands?
 What is the problem we want to address?
 What solution do we suggest?
 What did we learn?
 So what and what now?
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5. Dutch educational context
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6. Dutch educational context II
 Teachers experience heavy workload
 High teaching duty (23 hours)
 Relatively low wages (14% lower)
 High rate of burnout
 Declining prestige of profession
 Shortage of teachers
 Teacher attrition
 Schools lack affordances for teacher learning
(Admiraal et al, 2015)
 and school culture lacks ‘professionalism’ (Education
Inspectorate, 2016)

7. Teacher attrition
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“Percentage of
beginning teachers
per sector of
education in the
period of 2006-2012
(cumulative)”
PO = elementary ed
VO = secondary ed
Mbo = vocational ed

8. Induction Project
 Nationwide program (2014 – 2017)
 Aim
 Regional cooperation
 Four pillars
 Lesson Study in Utrecht  development project
 2014-2015 Pilot LS
 2015 School based LS – Train the trainer
 2016 Blended Interschool LS
 2017 LS orientation track
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9. What is the problem?
1. “LS too intensive and time consuming”;
2. Pedagogical expertise (PCK) is a scarce
commodity;
3. Live observation is logistically challenging;
4. ‘Small subjects’;
+ Opportunity of
Interschool LS 
Networked Learning
& Decontextualization

10. Problem Statement
How can we develop a LS-design that
enables a more flexible organization
of LS, enabling regional interschool
LS and providing the means to deploy
PCK expertise from a distance,
without compromising the quality of
teacher learning?
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11. The solution we propose
Blended learning: combine online, F2F and workplace
learning
1. Reduce time by substitution of majority of meetings
with videoconferencing;
2. Enhance cooperation with online tools and
supporting website;
3. Use of IRIS Connect to support teachers not present
for live observation;
4. PCK specialist gives FB on Lesson Plan and online
post lesson discussions.
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F2F Digital Learning
Environment (HUBL)
+ Google Tools
+ IRIS Connect

12. Design of Lesson Study
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13. Digital Learning Environment
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14. Google Tools
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15. IRIS Connect
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https://www.irisconnect.com/uk/

16. What did we learn?
+ Positive
Three of four groups successfully completed the
Lesson Study.
Most participants experience learning, are
motivated to keep doing Lesson Study. Only two
participants said to prefer a regular Lesson Study.
Multiple perspectives is experienced as enriching.
Less time pressure because of reduction of travel
time, online meetings, and option of virtual lesson
observation (video).
The video recording adds a learning opportunity
for the teacher. Teachers experience video as
more objective feedback on their practice.
The PCK specialists feel they could give
meaningful feedback and felt les taxed than in
regular Lesson Study.
All participants used all the technological tools.
The tools ware an integrated part of the design.
- negative
F2F meetings remain difficult to plan.
Teachers experience less social connectedness
with Lesson Study team (less familiar and less
F2F contact)
Technology for videoconference was not stable
enough and some participants had a internet
connection that was too slow.
Videoconference demands a strict protocol and
moderator for meaningful interaction.
Technology for video recording is not advanced
enough to substitute live observation.
The online collaboration on the Lesson Plan
(chain letter) proved to be difficult.
Low ICT skills of participants sometimes causes
problems.
Privacy policy in schools impedes video recording
of Lessons.

17. Conclusions
1. a) Blended Lesson Study is feasible,
b) PCK expertise can be deployed via ICT,
c) and teachers experience learning.
2. Interschool Lesson Study is perceived by
participants to be of added value because of
multiple perspectives.
3. Technology (and ICT skill) can both enhance
and impede collaboration
4. Video recording technology (IRIS Connect) is
not yet advanced enough to substitute live
observation. Instituut Archimedes

18. So what now?
 Further development needed: spring 2018 four
more groups
 Use more stable tool for videoconference
 More technical (ICT) support on the
supporting website (how to video’s)
 Experiment with other types of video recording
(360 degrees and VR)
 Experiment with video recording lab (8
camera’s)
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19. Questions?
If you want to know more
felix.vanvugt@hu.nl
Twitter: @felixvanvugt
Thank you for your attention
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