QRS with video

There are three primary objectives for recording the lessons with a camera:

1. Make sure that the in-class participation is assessed accurately
2. Define the focal point of the classroom
3. Provide constructive feedback to individual students on their participation

Here is the basic layout (as an HTML table) of the classroom when using a video camera with the QRS approach (with the front of the room at the top):

Screen 1					Screen 2
Front aisle
B2 & B3			2 students			2 students
B1 & IR			2 students			2 students
2 students			Camera			2 students
2 students			2 students		Access to door
2 students			2 students			2 students
2 students			2 students			2 students
2 students			2 students			2 students
2 students			2 students			2 students
2 students			2 students			2 students
2 students			2 students			2 students
2 students		Back aisle
2 students			Forms		Access to door

The camera is focused on the student in the IR seat, who is the current 1-minute star of the class. Students reach the IR by moving through the three buffers, from B₃ to B₁. Their turns are randomized by avatar cards, one for each student. To eliminate waits for the next star, the students are called in advance of their turn on camera, with a goal of 1 minute for each student in each turn.

Putting it in computer science terms, the idea is to maximize throughput with an approach based on double buffering with DMA. Because students are even slower than memory chips, the class uses a queue of buffers.

This next part is about the topics of privacy and permissions for the recordings of the class. At the beginning of the course I want to use a permissions’ form like this one:

Privacy Information Form: These lessons are recorded, primarily to insure the accuracy of the in-class evaluations and to help answer your questions. This form is about the use of your personal data, your recorded image.
How important is the privacy of your data to you?					Write 5 for “Extremely important” down to 1 for “Completely unimportant”:						____
The instructor can review the video. Here are some other specific uses of the video. Please indicate if you approve or reject. Please circle OK or NG for your response.
Video including me may be shown to an absent student.										OK	NG
Video including me may be shown to an absent student who has a good reason for being absent.										OK	NG
Video including me may be shown to any student of this class.										OK	NG
Video including me may be shown to any student.										OK	NG
My video can be used as a positive example.										OK	NG
My video can be used as a less positive learning example.										OK	NG
Your name:							Date:

Now the question is whether the form should be in English or Japanese?