<< Objectives >>Faster 3D will: Promote digital skills of professional educational staff for natural sciences and IT - Increase the extend and depth of 3D printing and WebVR use - Training of trainers (online learning modules/microcredentials) - Creation of tailor-made teaching and learning scenarios - Involvement of learners with learning disabilities (Dyslexia or dyscalculia) - reduced resource consumption and waste by displaying active principles using WebVR or 3D printing of wearing parts.<< Implementation >>The project activities are properly carried out (incl. quality assurance) in order to develop, test and evaluate Faster 3D (F3D) content. 3 WebVR and 3 3D printing teaching and learning scenarios are created. Each is based on the lowest possible scan option, e. g. by smartphone. Further measures are: Creation of pedagogical guidelines, best practice guide, online learning modules as well as the implementation of online and offline promotion as well as training measures (mobility).<< Results >>F3D specifically promotes the development of media skills of VET training staff in DE and CY. The use and easy creation of interactive 3D models of real teaching and learning objects enables a variety of digitally enriched teaching and learning scenarios in the target industries and beyond. A total of 50 trainers are qualified. Learners (with and without learning disabilities) are involved. The F3D website and content enables the knowledge transfer and promotes new learning methods.

"The EU 2020 strategy promotes digital literacy, as does the 2013 Grand Coalition for Digital Jobs. The EU Lighthouse Initiative calls for more ICT-oriented qualification (corresponding curricula at all levels of VET). In the area of work-based learning, Digi4VET is closely linked to the efforts of the European Training Alliance and the Riga 2015 Conclusion, which calls for systematic approaches to the professional development of company trainers and teachers in work process environments become. EU policies respond to the evolution of digital technologies, as they transforming many areas of daily life. There is a need for areas where digital technologies can meaningfully complement existing activities. This particularly concerns learning in the process of work, since the need for digital skills is not immediately reflected in the professional development of teachers and trainers. This can lead to loss of authority and a deterioration in the quality of training. Further influencing factors are the recent and medium-term changes in job profiles in Germany, in the field of industry, trade and commerce. The aim is to anticipate the technological changes in the respective training regulations. The fundamental element is that the corresponding digital competences must be conveyed in a sector-specific manner so that trainers / teachers can keep up with the technological, educational and social development of the working world. The cross-border project ""Digi4VET - Qualification Requirements (company) trainers andVET teachers, in the frame of a developing Industry 4.0, Craftsmanship 4.0 and Trade 4.0"" will develop and test selected contents for the use of AR / VR / MR / 3D printing in teaching und learning processes in the field of chemistry, painting and floristry. The goal is to achieve a measurable increase in motivation among learners as well as to provide trainers and teachers with a new teaching method so that they can visualize especially complex issues. This is a contribution to a VOCATIONAL TRAINING 4.0. The qualification includes dealing with augmented reality (chemistry), virtual reality (painting trade) as well as mixed reality and 3D- printing (floristry). These new technologies have great potential as they enable new forms of teaching and learning. These new teaching and learning methods require appropriate teaching and learning concepts and contents, which are not available yet, to provide teachers and (company) trainers with the relevant skills. Only then appropriate application scenarios are conceivable in vocational education. There is pressure to act in particular for the job profile of the chemical operator, since from the 3rd quarter of 2018 content such as: digital work as well as company and digital communication will be added. A transnational online survey (2018) of the Digi4VET consortium, among 24 teachers / trainers revealed (ANNEX I) that 82%, are interested in thematical AR / VR / MR and 3D printing contents . They also claimed interest for relefant concepts for the use in the classroom and in the company. Since these are new technologies, they mostly prefer ready-made teaching and learning materials and demonstrations. Digi4VET will provide for (company) trainers and teachers: - Blended learning course for the use of AR / VR / MR and 3D printing in teaching and learning processes in the company/training institution - Training for use and content creation on various AR / VR / MR and 3D printing hardware - Object Database for Royalty-Free Use of Objects in the classroom (Augmented Reality, Mixed Reality, 3D Printing) - Best practices use in the field of chemistry, floristry and painters trade - Didactical guidelines for the use in the company and in the classroom Only the cross-border cooperation allows an EU-wide application in different sectors, as it explicitly addresses the needs of teachers / company trainers as well as students / trainees, regardless of the type of vocational training system of the partner countries in Digi4VET. The professional development of teachers / trainers is compared between the different industries. This would not be possible without the participation of institutions, in particular from DE, NL and BE."

<< Objectives >>At XR4CRAFTS, vocational training staff in craftsmanship is supported by acquiring digital skills for the pedagogical-sound use of Augmented Reality (AR) and Virtual Reality (VR) as well as new VR haptics in practical training when implementing new training regulations. This promotes the implementation of the Digital Education Action Plan (Action 7) as well as national agendas and contributes to more digital, greener, and more inclusive teaching and learning in craftsmanship.<< Implementation >>The professional project management enables the development, testing, evaluation, and transfer of immersive media-enriched teaching and learning scenarios in the painting trade, bricklaying, carpentry and parquet laying. The basis for this are needs assessments in DE, BE, FR and ES, which lead to a pedagogical handout. The experiences will then be marketed in a targeted manner via the social media channels of the partners and their networks at regional, national and EU level.<< Results >>XR4CRAFTS leads to more digitally competent trainers and teachers in the partner countries. This increases the attraction of being a trainer in craftsmanship, of the occupational profile and leads to more motivated and thus better learning apprentices. At least 10 trainers in the focus crafts will be qualified, and a further 90 will be sensitized via promotional measures. All results are freely available on the project website and support knowledge transfer to the focus occupations and beyond.

"Vocational training is inconceivable today without the use of digital teaching and learning aids. Acquiring comprehensive digital media skills is one of the basic skills. Media skills relate not only to how we learn, but increasingly also to how we work.The increasing use of digital media in companies is accelerating the integration of technologies such as augmented reality (AR), virtual reality (VR), 360 ° video, IoT (Internet of things / sensors) and 3D printing. Appropriate didactic-methodical experiences with these technologies in vocational training are rare. These results particularly from the lack of teaching and learning documents in practical training and the lack of knowledge to work digitally. This means that company trainers and teachers at vocational schools cannot train learners, according to the current and expected requirements of the business world. This is particularly painful to see during the global corona pandemic. The lack of relevant knowledge of professional teaching staff, the use and the opportunities to convey knowledge with it, leads to a reduction in the occupational competence of learners, and it reduces the propensity to train companies as well as the demand for appropriate qualification offers, public and private educational institutions.In order to reverse this development, the vocational training staff needs structured qualifications for handling these technologies as well as the freedom to adapt these technologies to the respective operational processes. This particularly enhances the work of company trainers in SMEs, who usually lack the professional competence and the time resources for such activities. This also enables innovations from the amended training regulations in the areas of chemistry (chemical operator: 2018, chemical lab technician: from 08/2020), IT (2020) and electrical engineering / mechatronics (2018), in dealing with AR, VR / 360 ° video, 3D printing and IoT, to be promptly integrated into the training.The transnational project ""DIOS - didactic innovations labs - digitalization experts in VET"" will choose selected contents and concepts for the use in relevant teaching and learning processes for the occupational profiles: chemical operator, chemical lab technician, mechatronics technicians, electronics technician and IT specialist, or their equivalents, to develop, test, evaluate and transfer them in the 5 partner countries. This is done with the aim of setting up and operating industry-specific didactic innovation labs as well as to implement a digitalisation specific qualification concept for vocational training personnel.The integration and effective use of digital media requires the successful integration of pedagogy, technology and organization in order to enable and sustain innovative teaching and learning scenarios. The industry-specific, physical teaching and learning laboratories for chemistry, IT, electrical engineering and mechatronics serve to anchor these new technologies in the organization of the DIOS partners and thus in vocational training. The laboratories each contain a so-called ""Learning Lab"", for the qualification of teaching staff, and a ""Media Lab"", for tailor-made media creation. The corresponding, organization-specific need is recorded with the SELFIE tool, contents and formats will derived from it. This includes i.a. the creation of hands-on workshops and tailor-made teaching and learning content. The visualization of complex facts can lead to an increased motivation among learners, which leads to a more effective execution of working tasks as well as corresponds to a better learning success. At the same time, the attractiveness of teaching and training personnel activities in vocational training is increasing. The experiences are then published. The DIOS project activities are a contribution to a Vocational Training 4.0 and a reaction to demographic change.DIOS takes into account the different vocational training systems of the partner countries and the requirements in the classroom or practical learning environments. These include countries with predominantly school-based vocational training (SI) and countries with a share of WBL up to 50% (CY, NL and CZ). The cross-border cooperation enables an EU-wide application in various industries, since the needs of teachers / company trainers and students / apprentices are explicitly addressed, regardless of the type of vocational system of the partner countries in DIOS. The professional development of teachers / trainers is compared between the different industries. This would not be possible without the participation of institutions from DE, NL, CZ, CY & SI."

"The EU 2020 strategy promotes digital skills, as does the 2013 Great Coalition for digital jobs. The EU lighthouse action calls for more ICT-oriented qualification (appropriate curricula at all levels of vocational education and training). In the area of work-based learning, AR4VET is closely linked to the efforts of the European Training Alliance and the so-called Riga Conclusion of 2015, which require systematic approaches to the professional / professional development of company trainers and mentors in work-process-oriented environments become. The EU's strategies help to transform digital technologies into almost every aspect of everyday life. Especially teachers / (company) trainers as well as trainees need the appropriate skills for the correct handling of these new technologies. Technological development often outpaces the development of the required skills among company trainers and teachers. There is a particular need for activities where digital technologies complement existing activities. This applies in particular to the field of work-based learning, since here the need for digital competences is not immediately reflected into the professional development of teachers and trainers. This can lead to a loss of authority and a deterioration in the quality of the training. Teachers and trainers in particular need digital skills to keep pace with technological, educational and social developments in the world of work and society. The transnational project ""Augmented Reality for Vocational Education and Training"" (AR4VET) develops and tests concepts and selected content for the use of extended reality in teaching and learning processes with the aim of a measurable motivation increase among learners as well as to provide teacher and company trainers with a new teaching method, in order to be able to visualize complex situations in particular. This is a contribution to VOCATIONAL & EDUCATIONAL TRAINING 4.0. Augmented Reality is a novel technology with great potential. This new teaching and learning method requires concepts and content to convey competencies to teachers and to company trainers. Thus, further application scenarios are conceivable. So far, however, there is a lack of relevant, industry-related content for teaching and learning in the process of work. For chemistry, automotive engineering, architecture and IT, the use of AR in vocational training has not yet been tested. The use of AR in the teaching and learning process is a didactic innovation, which is technologically induced, and should lead to a didactic transformation or to a user-centered orientation in the classroom and in the company. AR encourages the inclusion of other target groups. A transnational online questionnaire (2017) of the AR4VET consortium, among 45 teachers / trainers (see ANNEX I), found out, that over 80% of them are interested in subject-related AR-content and concepts for use in the classroom or in the company. Because AR is a new technology, they prefer mainly demonstrations / videos, or finished teaching and learning materials. AR4VET will be provide to (in-company) trainers and teachers: - Blended learning course for the use of AR in teaching and learning processes in the company as well as vocational school - Training for use and creation of content on various AR hardware (e.g., Microsoft Hololens) - Object database for license-free use of objects in class - Best practices use in chemistry, automotive, IT and building visualization - Guidance for use in the company and in the classroom Cross-country co-operation allows an EU-wide application in different sectors as the needs of teachers / company trainers and pupils / trainees are addressed, irrespective of the type of vocational training system of the partner countries in AR4VET. The professional development of teachers / trainers is compared between the different sectors. This would not be possible without the participation of facilities from DE, NL, FI, SL and CY."