Page 127 - VETREALITY_IO1_E-COMPENDIUM_eng

Question set 5 – Any other issue or comment

What VET teachers and trainers say

France:
 Perhaps it would be interesting to explore ways in which a person would be in a real environment with a headset or a camera and whose activities or movements would be followed by a
learner with a headset that would guide the first person. The real environment of one would then be the virtual environment of the other.
 There is a bias in favour of ICT whatever their nature in the items related to SR: Generally, respondents are in favour of ICTE as way to renew teaching methods (12/13), complementary tools
(12/13), a necessity to train learners (8/13), a tool that is neither better nor worse than others (4/13).

What policy makers and experts say

France:
 The fields of application of VR are not limited to 3D modelling, but must include 360° video and 360° photography which can be sufficient when it comes to discovering professions.
 The exploitation of VR contents should not only be considered through the use of the headset but also through the use of screens. It should be noted, however, that the effects are not the
same -- in particular the fact of being isolated by the headset with the sound, refers to other sensations than facing a screen.
 The creation of special educational services in charge of creating VR content for teachers seems to be the path taken by some universities and training centres. However, it should not be
necessary to have computer programming skills to create them.

Italy1 (CO&SO):
 The focus group participants showed great interest in the VETREALITY project and especially in the Training Programme which, in their opinion, would be very beneficial for teachers if it
provides them at first awareness of VR and then practical digital skills to use these tools.

96 2020-1-IT01-KA202-008380