{"id":38569,"date":"2023-01-05T20:24:44","date_gmt":"2023-01-05T20:24:44","guid":{"rendered":"https:\/\/minevaganti.org\/?p=38569"},"modified":"2023-01-05T20:34:52","modified_gmt":"2023-01-05T20:34:52","slug":"ka2-vr-schooldom","status":"publish","type":"post","link":"https:\/\/minevaganti.org\/en\/ka2-vr-schooldom\/","title":{"rendered":"KA2 VR Schooldom"},"content":{"rendered":"\t\t
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VR Schooldom<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Developing VR educational tools to support class accommodation and peer-level based learning for students with dyslexia<\/strong>\u00a0<\/span><\/p>

\u201cDeveloping VR educational tools to support class accommodation and peer-level based learning for students with dyslexia\u201d (VR-Schooldom) project aims at putting in place a transnational effort in providing concrete digital\/technological educational tools to support teachers in delivering classes in which students with dyslexia can learn at the same level of their peers as well as interact with them on equal terms. Students with dyslexia need to be able to participate in the classes without feeling different or less intelligent with respect to their classmates. What they need is a really inclusive environment and they need teachers to use instruments that allow them to learn together with the other on equal terms.<\/span><\/p>

Start:<\/strong>\u00a0<\/span>01-11-2021 \u2013\u00a0<\/span>End:<\/strong>\u00a0<\/span>01-11-2023<\/p>

Project Reference:<\/strong>\u00a0<\/span>KA220-SCH-2A5FD234<\/p>

EU Grant:<\/strong>\u00a0<\/span>180.400 EUR<\/p>

Programme:<\/strong>\u00a0<\/span>Erasmus+<\/p>

Key Action:<\/strong>\u00a0<\/span>Learning Mobility of Individuals<\/p>

Action Type:<\/strong>\u00a0<\/span>Youth mobility<\/p>

Project Partners:<\/strong><\/p>

  1. Veseligas attistibas skola \u2013 Latvia<\/li>
  2. NGO NEST BERLIN EV \u2013 Germany<\/li>
  3. Scuola Paritaria Pitagora \u2013 Italy<\/li>
  4. Center for special educational support \u201cD-r Peter Beron\u201d \u2013 Bulgaria<\/li>
  5. Innovation Frontiers IKE \u2013 Greece

    <\/li><\/ol>

    Project TOPICs:<\/strong><\/p>

    • New learning and teaching methods and approaches<\/li>
    • Digital content, technologies and practices<\/li>
    • Pedagogy and didactics

      <\/li><\/ul>

      TARGET GROUPs<\/strong><\/p>

      Education teachers and mainstream teachers<\/p>

      PROJECT\u2019S OBJECTIVES<\/strong><\/p>

      • Technical Scope > involve special education teachers and mainstream teachers in a training programme aimed at providing them with the required knowledge and skill to develop specific educational Virtual Reality contents (hereinafter VR) applied to school subjects that are particularly difficult for students with dyslexia.<\/li>
      • Educational Scope > involve students with dyslexia and their classmates in piloting at the local level in which the VR contents will be provided as support to the daily school programme.<\/li>
      • Emotional Scope > involve classes in online-based soft skills activities to support the interaction of students with dyslexia and their peers (local phase).

        <\/li><\/ul>

        APPROACH \/ METHODOLOGY<\/strong><\/p>

        Non-Formal Education, E-learning sessions, digital toolkits<\/p>

        Project ACTIVITIES<\/strong><\/p>

        In the framework of the project, the following results and outcomes are expected to be delivered:<\/p>

        R1: Development of \u201cDigital Learning and Virtual Reality for Teachers\u201d e-learning course aimed at providing special education teachers and mainstream teachers with the proper competencies to improve their digital and technological skills and develop VR tools to be used during lessons that are tailored to the needs of students with dyslexia and usable for all students. The e-learning course will be tested at the national level in all the Countries involved in the Consortium.<\/p>

        R2: Development of the \u201cVR-Schooldom\u201d APP containing the VR tools developed by the teachers after being trained during the R1 pilot.<\/p>

        R3: Development of the \u201cYou&Me=Us\u201d E-Toolkit containing a set of online-based soft skills activities to be implemented during lessons to support the interaction of students with dyslexia and their classmates.<\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

        VR Schooldom Developing VR educational tools to support class accommodation and peer-level based learning for students with dyslexia \u201cDeveloping VR educational tools to support class accommodation and peer-level based learning for students with dyslexia\u201d (VR-Schooldom) project aims at putting in place a transnational effort in providing concrete digital\/technological educational tools to support teachers in delivering […]<\/p>\n","protected":false},"author":3,"featured_media":38583,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"off","ocean_gallery_id":[],"footnotes":""},"categories":[371],"tags":[],"class_list":["post-38569","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-erasmus-ka2-en","entry","has-media"],"_links":{"self":[{"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/posts\/38569","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/comments?post=38569"}],"version-history":[{"count":6,"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/posts\/38569\/revisions"}],"predecessor-version":[{"id":38584,"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/posts\/38569\/revisions\/38584"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/media\/38583"}],"wp:attachment":[{"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/media?parent=38569"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/categories?post=38569"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/minevaganti.org\/en\/wp-json\/wp\/v2\/tags?post=38569"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}