Virtual Reality in foreign languages for Special Education Needs Students in VET schools
Virtual SENS
This project has been funded with the support of the European Commission. This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein
The project
Virtual Reality in foreign languages for Special Education Needs Students in VET schools
Project number: 2022-2-RO01- KA210-VET-000100783
”This project has been funded with the support of the European Commission. This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.”
Partner
CREATIVE PROJECTS AND EVENTS (Romania) – https://www.creativepro.ro
UN-LAB (Italy) – https://www.un-lab.it/
Our vision
Our vision is to revolutionize education by ensuring equal participation of all social groups in educational and social programs, empowering both youth and adult trainers with advanced skills and social consciousness.
The project primarily targets
The project primarily targets foreign language learners in the vocational education and training (VET) sector, as well as trainers from partner organizations. Indirect beneficiaries include SEN coordinators and experts from the VET sector and educational chain, foreign language teachers/trainers across all educational levels, students in upper secondary education with SEN, their families, and policy and decision makers.
The project aims to achieve three main outcomes
- Development of a handbook titled „VR in the Foreign Language Classroom.”
- Creation of a VR container comprising educational experiences.
- Provision of training for foreign language teachers focusing on Virtual Reality tools and students with Special Educational Needs (SEN).
In addition to these outcomes, the project expects to:
- Improve access to digital tools and technologies.
- Increase access to new methodologies aimed at enhancing the foreign language competences of all VET students and removing barriers to the foreign languages curriculum for students with SEN.
- Enhance the quality and effectiveness of services provided by partners.
- Enhance the skills and competences related to specific VR tools for professionals directly and indirectly involved in education.
OBJECTIVES
This project aims to empower VET sector foreign language and CLIL teachers with practical VR skills, emphasizing benefits for SEN students. The main goal is to innovate vocational education by introducing VR technology for a comprehensive and SEN-friendly foreign language teaching approach.
Specific project goals include:
- Raising awareness among foreign language and CLIL teachers in VET schools about the importance of innovative and inclusive teaching methodologies, fostering the development of new models.
- Providing basic practical skills and competences in VR usage to foreign language and CLIL teachers in VET schools in Italy and Romania, creating conducive learning environments for both typical and SEN students.
- Increasing access to digital tools and technologies in VET schools directly and indirectly involved in the project.
Partners aim to enhance digital skills of 30 teachers, integrating VR into teaching for SEN students, especially those with dyslexia. The project also provides access to VR educational materials and apps to complement traditional methods.
YOUR TRAINERS
Marius HODEA
Research Assistant
Virtual Experience Designer
Marius is an experienced designer and PhD student at UNARTE Bucharest, focusing on virtual reality and its connection to human experience. He specializes in designing and implementing VR environments for educational purposes and artistic creation. Marius conducts studies with various user groups and serves as a technical and research lead consultant for virtual environment research projects, particularly in the realm of education and training.
Angela IOAN
President of ABCD Association
SEN expert
Angela, a romanian actress, is the president of the Bucharest Association for Dyslexic Children since its founding in 2014. She’s renowned for her impactful advocacy for children with learning disorders, driving legislative support, organizing courses and seminars, and establishing ABCD as a leading resource center for SEN issues. Angela also spearheaded innovative projects, providing teachers with VR and AR-based teaching tools.
Alexandra CORNEA
CP&E Executive Manager
Trainer for adults
Alexandra CORNEA is the Executive Manager of CP&E, having graduated from the Faculty of Communication and Public Relations with a specialization in political marketing and the public image of leaders. She has 11 years of experience working for the European Commission in the Phare Program for Child Protection, and for the World Bank as an expert in implementing social policies in education and child protection. Over the last 15 years, she has coordinated the Department for International Relations and European Programs of FSLI. During this time, she has designed and implemented 28 projects funded by ESF, Norway Grants, Erasmus (LdV), and Erasmus+, accruing considerable experience in national and transnational project management within the EU. She is also qualified as a trainer for adults in leadership & communication, inclusion of SEN students, and coaching in education, as well as health & safety in the workplace within the education sector. Furthermore, she specialises in inclusive education and training, serving as the Vice-chair of the Standing Committee for Equality at ETUCE (the 11 million European Federation of teachers and trainers).
Cornelia POPA-STAVRI
CP&E EXPERT
Expert in Education Methodologies
Having graduated from the Psychology and Pedagogy Faculty in Bucharest, she brings with her more than 30 years of experience in the field of education as a teacher. Additionally, she is qualified as a trainer for adults in quality assurance in education, health & safety in the workplace within the education sector, special educational needs of students, and management of educational institutions. She actively participates as a member of the National Commission for Curriculum Reform and various national bodies such as the National Economic and Social Council (Commission for Education and LLL). Specialising in quality assurance in education, school management, procedures for ensuring health and safety in schools, teacher evaluation, and the development of working methodologies, evaluation procedures, observation and training curriculum, she is a member of the National Body of Experts in Education. She played a significant role in the elaboration of a quality framework system in education in Romania, contributing to the development of evaluation criteria, criteria for delivering training for teachers, and criteria for evaluating the skills and competencies of teachers.
TRAINING CONTENT
This activity serves a dual purpose. Firstly, it will equip trainers to deliver future organization activities. Secondly, through the active participation of the final target audience, it will evaluate the quality of the training materials and proposed methodology.
The training will span
- 3 working days f2f
- 24 hours training
- theory and practical exercises using VR APP
Partners aim to enhance digital skills of 30 teachers, integrating VR into teaching for SEN students, especially those with dyslexia. The project also provides access to VR educational materials and apps to complement traditional methods.
DAY 1 - 09:00 -> 18:00
- Introduction to the project and its objectives and results also though serious play and ice breaker activities.
- The importance of foreign language teaching and learning in the VET sector.
Participants will take an evaluation test on SEN topics and share personal experiences with SEN students and the challenges of engaging them in teaching.
Let’s outline the equipment needed for a VR classroom, providing theoretical and practical examples, and conducting a cost/benefit analysis.
DAY 2 - 09:00 -> 18:00
This module combines laboratory and theoretical aspects with practical equipment activation.
DAY 3 - 09:00 -> 18:00
Participants will explore learning methodologies using technology, including the „VR Container,” learning to select suitable VR educational experiences for their students.
Participants will learn evaluation methodologies, both online and offline, to assess the overall outcomes of students using VR in the classroom.
EVALUATION(2h) - AWARD OF CERTIFICATES
Here are some key reasons why VR and AR are important in education
Enhanced Engagement: VR and AR technologies can transport students to different environments, historical periods, or even microscopic worlds, making learning more interactive and engaging. This immersive experience captures students’ attention and increases their focus and participation in lessons.
Experiential Learning: Instead of passively absorbing information from textbooks or lectures, students can actively engage in experiential learning through VR and AR simulations. They can conduct virtual experiments, explore simulations, and solve complex problems in a hands-on manner, leading to better understanding and retention of concepts.
Accessibility and Inclusivity: VR and AR technologies can accommodate various learning styles and preferences, making education more accessible and inclusive. For example, students with disabilities can benefit from immersive experiences that cater to their specific needs, and learners from different backgrounds can access virtual environments that may not be feasible in the real world.
Personalized Learning: VR and AR tools can adapt to students’ individual learning paces and preferences, providing personalized learning experiences. Educators can customize content, adjust difficulty levels, and offer real-time feedback based on students’ interactions within virtual environments, fostering self-paced learning and mastery of concepts.
Global Collaboration: VR and AR enable students from different geographic locations to collaborate in virtual environments, breaking down physical barriers and promoting global collaboration. This fosters cultural exchange, teamwork, and communication skills, preparing students for success in a globally interconnected world.
Safe and Cost-Effective Simulations: VR and AR simulations offer a safe and cost-effective way for students to practice skills and scenarios that may be dangerous, expensive, or impractical to experience in real life.
Stimulating Creativity and Innovation: VR and AR empower students to unleash their creativity and innovation by allowing them to create their own virtual worlds, stories, and experiences. This hands-on approach encourages problem-solving, critical thinking, and entrepreneurial skills, preparing students for future careers in technology and innovation.
