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 films and events in 360: https://www.arte.tv/sites/webproductions/category/vr/
 applications used : https://sidequestvr.com/
https://www.reseau-canope.fr/etincel/
 applications to create virtual tours of places: https://ggnome.com/pano2vr/
 Making the invisible visible. VR can be interesting in learning techniques before the real situation, in pastry VET training for example.
 Helping students appropriate these new memorization cues that may mix the real and virtual worlds. The stimulation of multiple cognitive domains can be both disruptive and beneficial,
especially for SEN students for whom certain cognitive functions may work in a particular way.
 Knowing how to create scenarios that take into account the needs of SEN students, such as for deaf students, for whom sound cannot be a parameter of orientation in the proposed
environment.
 Being aware of the exact limit of the tool in order to know to what extent it can be used in the differentiated validation of skills when performing work operations / crafts for example.
 The cost of obtaining equipment (e.g., preferring equipment in which the applications can be loaded beforehand without needing an internet connection during use), even if sometimes the
loan of headsets is possible
 The cost of setting up pedagogical scenarios
 The cost of a headset in proportion to the number of students (possibly by arranging the pedagogical modalities to make the students work in groups, with and without headsets)
 Fundraising work
 new parameters to consider, such as the management of a three-dimensional sound, as an added value to the creation of an immersive scenario
 certifications and permissions needed to create scenarios in private settings that correspond to the students' future professional environments
 the availability of spaces and furniture necessary for the use of VR (360° swivel chairs so that the student's body follows the movement of the activity, relatively large spaces to be able to
make large gestures, even if the headsets manage the area of use delimited beforehand ("riskscape")
 necessary administrative or maybe medical authorizations to use headsets in class or other types of resources such as wifi.
 Overcoming institutional and other colleagues' reluctance to use this device
 A large-scale use of VR depending on the number of materials available.

Ireland:
 More appropriate for smaller student groups
 Good for groups such as Motor Mechanics, using targeted internships where visuals are very specific
 Current Covid situations raises the need to examine hygiene implications of different students using the same VR headsets
 Requires better disability support services, perhaps even one to one engagement between teacher and student
 Useful if age-appropriate material engaging in a multisensory level
 Very beneficial for experiential learners
 Beneficial where one to one resource is not available,
 Principals of Universal Design for Learning should be incorporated into VR learning and the ordinary learning that surrounds it
 Principals of gamification could be included to improve student motivation and sense of achievement
 It should always be remembered that putting on a headset can cause exclusion and needs to be justified, what does the medium give you that is not otherwise possible
 Safety training might be done on VR but no substitute for real thing. Is student will be aware that there are no real consequences for actions carried out in the VR environment
 Durability of headsets is an issue if they were being given to students on WBL, what condition will students return them in.
 VR can be a barrier to social interactions,
 VR can desensitize students to consequences of mistakes,

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