The ART project makes part of the international museum world and other cultural / religious institutions accessible to a Europe-wide target group: pupils between the ages of 8 and 16 years old. It is evident that no or hardly any travel is possible due to the COVID-19 virus, this has an effect on the mobility of everyone, but also of students and teachers. But also students do not always have the opportunity (time), interest (mind-set) and resources (money) to physically visit multiple locations in a short time.With the ART VR method, the (museum) "world" opens up for them. With the ART method we teach students the ability to think critically and to form an opinion. Essential to teach this, in addition to all other subjects, in primary and secondary education, which is currently too little or not done in an innovative way (An internationalization chain from primary education to world citizen and the professional field (2015), Coelen , R.). How can you better teach primary and secondary school students about the changing world we live in than through an innovative, modern and appealing way? The ART project connects Virtual Reality (VR) methodology to world citizenship and art education. VR makes it possible to simulate a 3D world that completely encloses us. It looks like we are really in a different place while we don't have to leave the building. Through various recordings of museums, (temporary) exhibitions, historical and / or cultural buildings (of a religious nature), students not only get a beautiful picture of different museums, all kinds of art and history. But through the ART project, they are also offered various assignments and explanations and are taught about their own active contribution to global citizenship in 2021. They are given the in-depth knowledge that is needed in our intercultural society, including the appropriate knowledge and skills. VR + global citizenship; A wonderful combination that brings the world from far nearby, by using an innovative instrument. This gives the student a better understanding of the world around them, how people interact with each other, how they can solve problems and how they give meaning to their existence. That orientation here does not stop at the national borders. Creating knowledge, but above all also tolerance, better understanding and respect is a very important goal here. Starting the ART project also requires professional development for the teachers involved. Creating, integrating and embedding VR technology in education requires specific knowledge, including coordination with the specific context of the ART project, namely global citizenship. How should teachers integrate this into current education and how should they motivate colleagues and experts from the professional field to contribute? This will depend on various factors, such as the diversity of the student, their level, the relationship of the discipline with other disciplines and prior knowledge. So, a distinction can be made in the project between the types of participants. On the one hand, the students (8-16 years) of the schools are involved as participants, who make the tests (O2) and start using the learning materials within the pilots (O4). In addition, there will be teachers and / or educational experts who participate in the needs analysis (O1), participate in the tests (O2) and the realization of the platform (O3). They will also participate in the C1 course and thus be involved in creating, but also plotting the activities (within pilots, also part of O3). • directly involved teachers and / or educational experts (participation needs analysis / development of teaching materials / pilots and in the C1 training / pilot): 5 x 5 (partners) = 25 • pupils from the schools (min. 2 schools; 1 in primary education + 1 in secondary education) directly involved through tests / pilots: 100 x 5 (partners) = 500 The experiences gained by the students in the ART project give them a certain attitude, which they will hopefully adopt outside the classroom. The project not only has an impact on students and the world around them. After all, they learn more about history, art and culture. It also has an impact on the education system in general - using an innovative tool and adding it to current tools to learn things - and the teachers who are taught how to use such a method in their offer. Finally, we want to disseminate the ART project's mind-set, methodologies and VR technology at European level (partly through the organization of Multiplier events). We have paid special attention to forming a consortium with which we can test this in a wide range of educational environments. In addition, we have selected partners with a strong national and EU network to help disseminate our intellectual outputs, which will ensure greater recognition of the this will ensure greater recognition for the results of the project and possible transfer and implementation to non-partner countries.
With the ART project we wanted to achieve an enhanced learning experience for students between 8-16 years old. The VR technology provided an immersive and interactive experience that went beyond traditional classroom methods. By bringing the art world and religious institutes to the students', VR enhanced their understanding and engagement, making the learning process more enjoyable and memorable. Next to that the access to distant locations via VR the students were allowed to virtually visit museums, historical sites, and religious institutions located far away from their schools provides an opportunity to gain exposure to diverse cultural practices.Visualizing abstract concepts was also something we wanted to achieve using VR in the classroom including our ART lesson materials focused on skills for global citizenship in which iclusivity and diversity were main concepts. VR helped us to bridge gaps in accessibility by offering experiences that accommodate different learning styles and abilities. It also provides opportunities to explore art and religious practices from different cultures, promoting inclusivity, diversity, and cross-cultural understanding among students and stimulated the teachers to use these innovative methods.
The ART project made a part of the international museum world and other cultural / religious institutions accessible to a Europe-wide target group: students aged 8 to 16 years. The ART project connected Virtual Reality (VR) methodology to global citizenship and art education. The VR element made it possible to simulate a 3D world with recordings of museums, (temporary) exhibitions, historical and / or cultural buildings (of a religious nature) including lesson materials in which they are taught about their own active contribution to global citizenship in this era. They received the deepening that is needed in our intercultural society, including the appropriate knowledge and skills. It brought the world from afar, close by without burdening nature with extra emissions and without making an effort to travel, especially for those who find it difficult. With the VR technology a better understanding of the world around them was created, how people interact with each other, how they can solve problems and how they give meaning to their existence. That orientation DOES NOT stop here at national borders. Creating knowledge, but also creating tolerance and respect for what is new or different, was a very important goal.