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 Creating virtual environments adapted to their students’ educational needs.
 Creating 3D scenarized visits of places related to their professional activity
 Learning how to use navigation in the headset
 Learning how to manage the developer mode of some headsets
 Learning how to manage the hygiene rules related to group use of headsets

Two parts in the training session seem necessary:
 First, getting to grips with the tool and the resources available by type of activities as well as real uses in class, so that each student can start to anticipate and visualize his/her professional
environment.
 Secondly, the concrete development of:
- a scenario based on an objective in line with its pedagogical needs
- the virtual visit of a place
- a more structured activity (with, for example, the possibility of asking questions whose answers lead to different contents or situations) if the software is technically available, and
affordable -- while taking into consideration the needs of the students (with or without SEN)
 In order to improve the promotion of VR, we should make potential future actors experience immersive activities, and show the added value of the tool.
 The working group can also draw on some existing work or resources:
- https://ism.univ-amu.fr/fr/crvm
- https://www.uptale.io/fr/accueil/
Obstacles / challenges that cannot be overcome by the project group:

 Keeping up to date with new applications (watch)
 Too few applications for education
 Following the rapid evolution of hardware
 Proposing tools to future trainees that require skills other than pedagogical ones (computer skills in particular), to create dedicated applications

Recommendations for the project group to ensure successful project work:
 Develop protocols that can be used by all to produce immersive experiences from A to Z for students to increase their skills.

Ireland:
 High quality broadband is not always available and can depend very much on the type of employer
 Generally, VR headsets are not currently available either in our colleges or with our employers
 Teacher training is essential, not just in the use or VR for WBL but also in identifying suitable students and addressing some of the problems that may occur when a SEN student is first
introduced to VR
 These skills could be acquired through continuous professional development courses and through practical experience
 There is a high degree of engagement in new delivery techniques from management but funding is not always available
 Trainers are motivated to try new delivery methods, however often class groups are too large and this could be a barrier to VR use
 ICT levels among teachers and students are generally good with most regularly using computers and tablet / phone apps. Experience with VR is very limited
 SEN student motivation is generally very good as is teacher motivation to help students achieve their full potential.

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