Research topic/aim Advancement in data gathering techniques together with new regulations of privacy, storage and access to data (EUGDPR) put new demands on researchers. We report on experiences and procedures from two ongoing large scale classroom video studies analyzing teaching quality in respectively Norwegian and Swedish secondary classrooms on what we describe as “ethical by design” – how new technologies and regulations of ethics and privacy - set new standards for the whole research process when collecting classroom video data. Theoretical framework For analyzing teaching quality across these Nordic classrooms – we used the PLATO framework, a theoretically and empirically validated observation instrument (Grossman, 2015) focusing on the following aspects: Instructional scaffolding, Intellectual challenge, Representation of content, and Classroom environment. These four dimensions are divided into 12 sub-elements. Besides using a common analytical framework – both studies used the similar procedures for collecting data (sampling; consent forms; recording techniques), storage – and data management procedures, how to present the data (how to select video clips etc.) thus methodological procedures here is also a part of theories of privacy and ethics. Methodological design We developed a shared set of principles for collecting data (camera – set up and design, 4 consecutives lessons from each classroom/ subject area, participating not mandatory, solution for those not willing to participate , observer role etc.), analyzing the data (a shared observation instrument (e.g PLATO), training/scoring facilities, continuous calibrating procedures), and representing the data (how to select video clips, level of contextualization and/ or magnification). Altogether we have videotaped 126 classrooms, 98 in Norway and 28 (so far) in Sweden. After video-recording all data were encrypted and stored on secure servers at University of Oslo / Karlstad only accessible for those listed in the project group. Coding and scoring of the data followed the same procedures ensuring that each coder was reliable. Expected conclusions/findings Classroom video data are intrusive and person sensitive by design; therefor researcher needs to plan for this systematically throughout the whole research process. Our findings suggest this is especially critical for: - Standardization of procedures for sampling and data collection - Camera set up/ recording solutions - Solution s for those not willing to participate – technical solutions when blurring - Analyzing the data - Representing data Collecting data – and especially video data - are time and resource demanding and researcher must balance the dilemma of data minimization, ethical requirements and research ambitions.

EU GDPR 2016/679 (Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 95/46/EC) Grossman, P. (2015). Protocol for Language Arts Teaching Observations (PLATO 5.0). Palo Alto: Stanford University.