Al-Istiqlal University as a specialized Higher Education Institution in training future officers for the different Homeland Security Departments is seeking to introduce the Virtual/Mixed- Reality Concept in the Topography and Forensics courses as an innovative approach to teach the student the different challenging technical concepts related to principle of navigation, terrain's topography, tracing and reading different maps describing the contours, interpret different keys when reading topographic maps, how to use compass in navigation , Extracting DNA from crime-scene evidences to perform PCR testing as an avant-guard training before using real expensive kits and samples in the future laboratory which is currently under construction at Al-Istiqlal University.Virtual reality is also used for training purposes especially in topics with a relative high risk and it can't be done inside the institution walls which includes flight and battlefield simulations, medical training under battlefield conditions, virtual boot camp and more. Moreover, the ability to introduce practical knowledge to the classroom without actually leaving it, makes educational experience invaluable. Rather than listening to lectures, students can put words underneath a headset and get a real experience but in a virtual wrapper.The project will explore both popular models used to implement the virtual reality concept : the first model using a common platform built around a 3D open world which will be shared by partners and offers a lot of possibilities to further development, while the second will be a laboratory-based approach using Head-Mounted Displays, haptic devices and some technological innovation like eye-tracking, and force feedback on peripherals .
Tesla is a capacity-building project to create a typical virtual reality development framework throughout Palestinian institutions. It provides excellence in instructional design, development, and exploitation of services, answering critical needs related to the Palestinian horizontal policies for the Higher Education sector. The main goals of the project were the following:•To involve Palestinian HEI's in Research Movement related to Virtual Reality in Europe.•To encourage Palestinian researchers and academics to be interested in Software Engineering, Virtual Worlds Technology, Virtual Worlds Pedagogics.•To reduce the cost of material related to experimentation and mobility issues.•To reduce risks by offering a simulated controlled environment and immersive learning experience.•To involve Palestinian 3D Modellers and Programmers in the VR development process.Outputs:During the project's lifespan, the consortium developed two Terms of Reference (instructional and technical) which any other third party can use to create new projects based on VR technologies. The consortium translated both Terms of Reference into the project's main output, three virtual worlds in 5 disciplines: Forensics, Molecular Biology, Geography, Geology, and Physics. Based on these two outputs, five virtual worlds were developed implemented into the learning process, and these virtual worlds are accessible either remotely or on-site.The Palestinian involved partners opened three Virtual Reality laboratories to promote the Virtual Reality Technologies throughout the Incubator. These labs served as well for the Training of the stakeholders (TVET schools) in Palestine.Methodology:The project consisted of three main stages. The first stage started with preparation and Training. According to the project plan, the European counterparts performed eight intensive workshops to train the instructional and technical teams on Virtual Reality concepts and technologies.The second stage (development) started with the project's second year. The consortium worked on the instructional and technical Terms of Reference. Technical Term(s) Of Reference for the VR applications includes 3D modeling and scenery, Core programming, GUI development, and purchasing the production server to host and develop the environments.The Palestinian counterparts tested the developed 3D worlds with teachers and students, then added the Results to the instructional Terms of Reference. We built the instructional Terms of the Reference design process on three different frameworks: the Assure Model, the primary instructional design model used for the TESLA project. This 6-steps Model serves as an umbrella for the whole project instructional design and development processes. At the same time, we used the second Model (T-PACK) for the scenario pedagogy and interaction design enhancement. Finally, we used the KIRKPATRICK evaluation model in the 6th step of the Assure model.The third stage (piloting & exploitation) started during the 3rd and 4th years of the project due to the Pandemic. The Palestinian counterparts tested the developed 3D worlds with teachers and students, then added the Results to the instructional Terms of Reference. This stage consisted of various activities, including curriculum updating, Training of Trainers, Training of direct stakeholders, and awareness campaigns.