Immersive training hubs with AR/VR and 3D printing for establishing innovative didactic work-based learning settings in green professions

"<< Background >>We applied for the ARtemis project in response to the growing need for an adapted didactical approach in (VET). Modern VET increasingly demands the integration of digital tools and methodologies to keep pace with the rapid digitalisation of labour markets, a trend that was significantly accelerated by the COVID pandemic. The pandemic underscored the necessity of equipping VET educators with the skills to use digital tools such as AR, VR, 360° videos, and 3D (bio-)printing, which were either underutilised or entirely unfamiliar in many sectors.The project specifically targeted the digital skills gap within VET, both in initial and continuing education (IVET and CVET). In particular, floristry and landscaping were identified as vocations where new technologies, including AR and VR, had limited usage but showed significant potential as educational tools. A key need was to upskill VET teachers and trainers to pedagogical-sound integrate these technologies into their teaching practices. Additionally, the project addressed the disparities in digital skills across European regions, age groups, and levels of urbanisation, ensuring thath both technologically advanced and less digitally developed areas benefitted from the project outcomes<< Objectives >>The ARtemis project aimed to mainstream the use of modern digital media, such as AR, VR, 360° video, and 3D bioprinting, work-based learning (WBL) environments in floristry, landscaping, and biology. This required the development of structured, tailored training solutions for the pedagogic sound integration of the selected technologies into schools and work-based learning environments. The creation of didactic innovation training hubs across partner countries (DE, DK, NL, and NO). We also sought to include participants (landscaping) with special needs, supporting dyslexic learners through the use of AR and VR as a compensatory tool where visual input could substitute for textual presentations.<< Implementation >>In the ARtemis project, various activities were implemented to ensure effective management, collaboration, dissemination, and achievement of project goals.General Project Management Effective project management was a priority throughout the duration of ARtemis. A comprehensive project implementation plan was developed and maintained to ensure all partners were aligned with the objectives. Monthly online meetings were held with the core team to review progress, resolve issues, and keep communication channels open. This regular communication fostered collaboration and ensured that tasks were executed in a timely manner. Five transnational partner meetings (TPMs) were planned as key milestones for reviewing and steering the project, although the kick-off was held online due to the after-effects of Covid.Online Collaboration Platform To enable smooth coordination across the consortium, a Microsoft SharePoint platform was established. This served as a hub for communication, file sharing, and work tracking, allowing partners to access and contribute to project documents easily. The platform facilitated collaboration by providing a centralised space where all partners could track the progress of different work packages, share updates, and maintain clear records of project-related materials.Sharing and Promotion of Project Results A comprehensive dissemination plan was developed, with each partner contributing to sharing and promotion activities. Visual elements, such as the project logo, were designed early on to establish a consistent project identity. A dedicated project website (http://Skillstools.eu/artemis) was launched to provide external stakeholders with information about the project’s objectives, activities, and outcomes. While it was initially intended to create a separate social media presence (e.g., Twitter), this was later deemed unnecessary as all partners already had their own established social media platforms with greater reach. It was decided that these channels would be more effective for dissemination.Additionally, a YouTube channel (Skillstools) was created, with a section dedicated to ARtemis. This platform was used to provide insights into the project’s innovative use of immersive media in vocational education and training (VET). This aligned with the project website to create a unified presence for stakeholders to engage with the project’s outputs.Project Evaluation Continuous evaluation was a core component of project management. WIAB was responsible for monitoring and evaluating the development of the work packages (WPs), ensuring that the project was meeting its objectives and maintaining high standards of quality. This ongoing evaluation allowed the team to implement corrective actions when necessary, optimising both the process and the quality of cooperation among partners.Outputs Several significant outputs were achieved as part of the ARtemis project. A key milestone was the development and piloting of an app by project partner SCP. This app, designed for use with VR glasses, was tested by all landscaping partners and contributed to the innovative teaching approaches being developed within the project. Other partners were involved in creating learning materials such as instructional videos, which were aligned with the project's goal of integrating modern digital tools into vocational education.The project also sought to enrich existing teaching materials with immersive technologies, such as AR, VR, 360° video, and 3D (bio-) printing, to create new learning environments. These materials supported the transition from a teacher-centric to a learner-centric approach, enabling more flexibility in communication and collaboration. This led to the creation of immersive learning scenarios in the fields of floristry, landscaping, and biology, which were piloted with the relevant partners. The Partner VEA tested AR in florsitry education with a scenario on the staple and tape technique with their students. Conclusion The ARtemis project successfully implemented a range of activities, from project management and evaluation to the development of innovative teaching tools and materials. Through effective collaboration, financial management, and dissemination efforts, ARtemis achieved its goal of integrating modern digital tools into VET, providing teachers and trainers with new methods to enhance learning experiences. The creation of digital content, the piloting of innovative teaching apps, and the establishment of the groundwork for innovative training HUBS were among the key achievements of the project.<< Results >>WP1: Matrix A: ""Digitalisation Expert in VET"" As part of WP1, a qualification concept for teaching personnel, titled ""Digitalisation Expert in VET"", was developed. This qualification concept takes the form of a matrix, which outlines the skills and competencies required for teaching professionals to integrate immersive technologies into their practical training sessions. Matrix B: ""Digital competence matrix – students in specified VET programmes” In parallel to the expert matrix, a corresponding version was developed as a reference criterion for learners/students. This ARtemis Digital competence matrix (students) covered Information and data literacy; Communication and collaboration; Digital content creation; Safety, and Problem solving. The learner/student matrix was further diversified with specific targets towards floristry, landscaping, botanic design and biology. Both matrices (A & B) have, where feasible or necessary, the potential to be used for structuring and development of courses and training programmes, for assessment purposes, and as a component in a certification process. Pedagogic and Didactic Guidelines A comprehensive set of didactic and pedagogic guidelines was created to assist VET teachers and trainers in using technologies such as AR, VR, 360° video, and 3D (bio-) printing. These guidelines are particularly focused on their application within green professions, helping educators implement these digital tools into their curricula in a way that maximises student engagement and learning outcomes. WP2: Training Videos (Scenarios) WP2 aimed to enrich existing teaching materials by creating immersive learning environments. As part of this, several training videos were developed, which demonstrate how to use AR, VR, and other digital tools to foster more dynamic and interactive learning experiences. These videos help transition the learning process from a teacher-centric to a more learner-centric approach, promoting peer learning and independent work. VEA also tested the practical use of AR in the classroom. They tested the use of glasses in the staple and tape technique of bouquet making. As well as providing a report of the testing, they also provided a video of the scenario. App/Programme with Piloting One of the key outputs of WP2 was the development of an app designed to support the integration of VR technology into vocational training. This app was successfully piloted by landscaping partners and allows students to demonstrate their skills in tasks such as pruning and tree maintenance. The app helps bridge the gap between theoretical learning and practical, hands-on experiences. Lesson Plans Lesson plans were developed to accompany the use of the digital tools introduced in ARtemis. These lesson plans are available in multiple languages and provide structured guidance for VET trainers on how to incorporate AR, VR, and 3D printing into their teaching practices. WP3: Best Practice Guide A best practice guide was developed, detailing successful examples of integrating AR, VR, and 3D printing into vocational training. This guide provides practical insights into how these technologies can be applied to different green professions, helping educators understand how to adopt and adapt these tools within their specific contexts. T The document also contains detailed guidelines for how to use the various technologies that have been used in the ARtemis project. This resource is crucial for teachers and trainers who may not be familiar with immersive technologies, providing them with clear instructions and best practices for using AR, VR, 360 camera and 3D bioprinting in educational settings. Concept Notes for Innovation Hubs Three concept notes were created for the establishment of didactic innovation training hubs in the fields of floristry, landscaping, and biology. These hubs are designed to be future centres of excellence, offering webinars, hands-on workshops, and experience exchange opportunities for VET teachers and trainers to improve their digital teaching competencies. Workshops and Dissemination One of the main dissemination activities involved a workshop held by VEA and Florint at the Florint Assembly Meeting in Slovenia. This workshop provided participants with an opportunity to learn about the innovative teaching methods developed in the ARtemis project and how they could be applied within floristry and other green professions. In addition, all project results, including working sheets and learning videos, were made available on the project webpage. Foreseen Outputs Not Fully Achieved or Modified Floristry: 360° Workshop Tour and AR Visualisation The project had initially planned to create a 360° tour of a floristry workshop with work orders, as well as an AR visualisation for floristry decoration in a real room. However, these outputs were not completed. Landscaping: Planned Videos The ARtemis project also aimed to develop a series of videos for landscaping, including a 360° site tour with work assignments, VR visualisation for group discussions on landscape changes, and AR visualisation for drainage systems on-site. However, these videos were not produced. Instead, efforts were redirected towards developing and testing the VR app for pruning and maintaining trees, which was successfully piloted by landscaping partners. This was seen as a more valuable contribution. Biology Lab: AR Visualisation and HPLC Support In the biology lab field, while a 360° biology lab video was produced, some aspects of the initial plans, such as the AR visualisation of the HPLC measuring device, were not completed. However, success was achieved with the AR remote expert support for HPLC operations, and the 3D printing of simple cellular networks was successfully implemented. Didactic Innovation Hubs: Integration of Additional Organisations While three didactic innovation hubs were created and a concept note was developed for each, the project did not fully integrate additional organisations and industries into the hubs before the end of the project. However, this is foreseen to be naturally developed after the end of the project, and a part of the sustainability efforts. Conclusion Overall, the ARtemis project delivered a range of valuable outputs, including the development of a qualification concept for digitalisation in VET, didactic guidelines, lesson plans, and an app for piloting VR technology. Despite some challenges and modifications to the original plans, the project successfully contributed to enhancing digital teaching tools and resources for VET teachers and trainers in green professions. The creation of immersive learning environments, along with the dissemination of best practices through workshops and online platforms, has laid the groundwork for further innovations in vocational education."