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Question set 2 - How to generally apply VR in VET/WBL: Have you any idea how VR can be usefully applied in VET, especially in WBL? Do you perhaps know any examples of best practice (e.g., any apps
that are used in VET)? In which areas of VET/WBL do you think VR could work specially well, and in which not? What do you think which challenges, obstacles and hurdles need to be
overcome before VR can be applied successfully in VET/WBL? Etc.

What VET teachers and trainers say

Austria:
 The teachers and trainers were not able to give good examples of the use of VR in WBL because they have not yet tested vocational apps themselves. However, they can imagine that some
apps they already know – although they do not deal with VET - could be important in teaching general knowledge (e.g., about the world/universe, different cultures, the human body etc.);
often, SEN students also lack of knowledge in these areas.
 Apps could be useful for the following areas:
- Professions in which work is done with very expensive or difficult to access machines or tools; e.g., it is difficult to practise repairing machines if they cannot be turned off or are too
expensive to buy; in general, it would be good if there were apps about the inner workings and the individual parts of machines, because pupils cannot always imagine this well or are only
allowed to work on small parts themselves.
- Jobs and activities that are very dangerous, e.g., working on high scaffolding or roofs, working with chemicals and flammable materials, working on dangerous construction sites or on the
motorway, working in logging, etc.; here, one could practise important safety rules and procedures virtually over and over again before facing the dangerous situation in reality.
- Work in areas or on equipment that is standard work in an occupation, but which is not available in the respective training company and vocational school.
- Students often underestimate skills and activities in the profession that are not necessarily part of the profession itself but are important (e.g., punctuality, communication with superiors
and customers, keeping the workplace clean, accuracy, etc.); perhaps this could also be trained and practised with apps.
 It seems that VR is a really good learning opportunity for one person alone or for very small groups; what teachers can't get their heads around is how it works when a whole group of
students is working with VR in the classroom.
 It is also difficult to ensure that all pupils have at home – if this is the idea - access to VR equipment; but this could be solved by allowing pupils to borrow the equipment for free from the
school; here you also have to make sure that not too much gets broken and/or lost. But for sure, a lot of money would have to be invested first. The costs have to be borne by the school,
because otherwise poorer pupils cannot afford it (in general, parents will not buy something like that for the school because it is too expensive).
 Somehow you would have to make sure that the students actually do the learning tasks; the danger seems great that they only use the VR glasses to play games or surf the Internet. There
also needs to be a way to somehow ensure and also assess the transfer of knowledge.
 in any case, during the lockdowns last year, it would have been cool if all the kids had been at home, but you could still meet up with everyone in the virtual space ... even just to talk to each
other (even if they officially don't like school, for most students it is an important social place that they need more than they would admit).
 In any case, the biggest problem at the moment is that we can't use it yet (even if we had the equipment), because we don't know what it is, we don't know what it is, and above all we don't
know how to use it in class! We really need training in this!
France:
 Currently some business areas such as sales are being “shaken” by new technologies, including VR. Alibaba's virtual store is an example. It is possible to make students evolve in a store
without moving, which can be interesting, especially given the current health crisis.
 The simulation of some practical work in science laboratories, such as the electrical stimulation of a frog or the exploration of the human body
 virtual tours used in class: http://www.reseau-portedesalpes.ac-aix-marseille.fr/spip/spip.php?rubrique20
https://www.realite-virtuelle.com/puzzling-places-puzzles-3d-sur-sidequest-pour-oculus-quest/
https://www.culture.gouv.fr/Regions/Drac-Provence-Alpes-Cote-d-Azur/Politique-et-actions-culturelles/Micro-Folies

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