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 Offer visits to campuses, internship locations etc.
 Distinguishing the type of pedagogical content to be put in place, in particular discerning what is training and what is information.
 Applications used:
- https://www.reseau-canope.fr/etincel/
- https://www.makery.info/2015/04/17/la-machine-a-etre-un-autre/ (to develop empathy in others)
- https://www.education.gouv.fr/projet-reve-realite-virtuelle-et-empathie-11294 (REVE project aiming to help teachers understand the needs of students with dyslexia by putting them
in their shoes (“body swap”)
- Micro-Folie program of digital museum visits : https://www.culture.gouv.fr/Regions/Drac-Provence-Alpes-Cote-d-Azur/Politique-et-actions-culturelles/Micro-Folies
 High material cost (headsets, computers), in particular for a whole class compared to the means usually used, for example, in French public schools.
 Hardware cost of VR and its fast obsolescence
 Possibly provide the necessary conditions for remote debriefing after learners have used VR.
 Think of the use of VR in a global pedagogical approach in which the time spent using VR is limited. A piece of content cannot exceed 3 minutes and during a session, the amount of content
cannot exceed 4, otherwise learners will drop out.
 Think about cleaning the tools.

Ireland:
 If practical course cannot run physically training could be given online, this could include VR
 Research shows that VR can create better learning outcomes than video
 VR very useful as a precursor to hands on practical work
 VR should enhance the Vocational training but should not be used to replace practical training
 Nothing can replace the real experience of learning in the working environment
 In a general context, VR could be a fantastic tool in simulation-based learning, as well as in training purposes. The ability to simulate a particular scenario, regardless of the location of the
classroom or workplace, could be invaluable in the practical assessment of participant knowledge.
 VR training prior to WBL can reduce anxieties and combat some other mental health issues the student may have in engaging with WBL
 Successful VR for WBL would have to address finer details of the WBL experience
 If done properly would not desensitize the student to real world implications of mistakes
 Quality of virtual environment would be very important
 VR could improve student confidence
 Can help visually impaired students who need time to see an element of their surroundings
 Can be used to isolate specific aspects of the work environment or machine that the student is training on.
 Can help boost student confidence prior to physically attending work-based learning
 Significant differences between teachers as to their IT ability, comfort with VR
 Teacher training would be essential and time for this needs to be provided
 With regards to autism specifically, it is difficult to say how VET can be applied effectively and efficiently, due to the herculean amount of effort it would take to structure up such an activity.
Some of the challenges I could see coming up are aspects such as the complexity of the gear involved and the sensory constraints it would put upon the person; likewise, the sensory
discrepancy between what is being seen on screen and what is being felt in the environment the client finds themselves in. Sensory differences are individualistic and practically ubiquitous
amongst the autistic population, and as such the design of VR equipment would need to be revamped in order to make it more universally accessible and less overwhelming in order for it
to be effective.

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