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Conference: "Teaching and Learning for an Inclusive, Interconnected World" 20/21/22 April, Sestri Levante, Italy

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Conference: "Teaching and Learning for an Inclusive, Interconnected World" 20/21/22 April, Sestri Levante, Italy

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JOIN ME!
Join fellow academics, practitioners, and other formal and non-formal education stakeholders in Sestri Levante (Italy) on the Portofino Coast near the famous Cinque Terre, for this special April edition of the ATEE Winter Conference 2022 co-organized with the Global Competence in Teacher Education initiative and the Institute for Developing Across Differences.

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We are delighted to once again come together face-to-face to connect, share and learn from each other!

Join fellow academics, practitioners and other formal and non-formal education stakeholders in Sestri Levante (Italy) on the Portofino Coast near the famous Cinque Terre, for this special April edition of the ATEE Winter* Conference 2022 co-organized with the Global Competence in Teacher Education initiative and the Institute for Developing Across Differences.

*So that we might once again meet up in-person with colleagues from all over the world, we have adjusted the annual ATEE Winter Conference to take place in April 2022 as a precaution.

This conference is part of the multiyear Erasmus+ funded Global Competence in Teacher Education initiative.

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ATEE 2022 Winter Conference We are delighted to once again come together face-to-face to connect, share and learn from each other! Join fellow academics, practitioners and other formal and non-formal education stakeholders in Sestri Levante (Italy) on the Portofino Coast

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The new platform was developed by researchers at IIT in order to understand how blind people move and orient themselves in space. In the future it may become a serious game able to rehabilitate blind people's orientation skills

Researchers at the IIT-Istituto Italiano di Tecnologia (Italian Institute of Technology) developed an acoustic virtual reality-based archery game, enabling blind people to experience for the first time this type of technology, which is typically focused on vision. Researchers' aim was to understand how blind people move and orient themselves in space, and they did so in an engaging way. The platform maybe used in the future to rehabilitate blind people's orientation skills and make them more independent, like the Braille does for reading and writing.

The platform was presented at the 43th annual international conference of the IEEE Engineering and Biology Society (EMBC), and the research results were published in Frontiers in Human Neuroscience in November last year.

" The ability to orient in space is obviously linked to vision, but the mechanisms by which this happens and the strategies used by the human brain to cope with vision loss are still unclear" says Dr. Monica Gori, who coordinates the Unit for Visually Impaired People (UVIP) at Istituto Italiano di Tecnologia (IIT) in Genova (Italy). " Our last research result is a further step forward the understanding of how space and body combine to create the sense of space ".

Contrarily to common belief, blind people do not have super-hearing. Few years ago, Monica Gori and her group demonstrated that their auditory skills depend very much on the context. For example, they struggle at orienting themselves with respect to the available landmarks around them. Thanks to the new platform, researchers demonstrated that congenital blind people struggle at coordinating head and trunk to reorient towards new targets, yet the main information source they rely on is the body - via vestibular, proprioceptive and motor cues - rather than the environmental sounds, which are instead preferred by blindfolded sighted people.

Davide Esposito, developer of the archery game and member of the UVIP Lab, says: " Scientific purpose of the game aside, giving blind people the chance to try virtual reality was fulfilling. Many of our participants were having lot of fun while doing the experiment, and wanted to keep playing even after the experiment ended ".

The researchers hope the platform, which so far has been used for assessment only, could be turned into a serious game to rehabilitate blind people's orientation skills and make them more independent, like the Braille does for reading and writing.

The authors of the studies are: Davide Esposito, (IIT & University of Genova), Alice Bollini (IIT), Monica Gori (IIT).

Link to the article: Early Blindness Limits the Head-Trunk Coordination Development for Horizontal Reorientation https://www.frontiersin.org/articles/10.3389/fnhum.2021.699312/full

DOI: https://doi.org/10.3389/fnhum.2021.699312

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IIT: Virtual reality archery is "Braille" for orientation of blind people - iiTalk

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The new platform was developed by researchers at IIT in order to understand how blind people move and orient themselves in space. In the future it may become a serious game able to rehabilitate blind people's orientation skills Researchers at the IIT-Istituto Italiano di Tecnologia (Italian Institute of Technology) developed an acoustic virtual reality-based archery ...

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Click on the link to find out 2022 conferences about Virtual Reality applications!

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Call For Papers - The World’s Largest Index/List of Call For Papers

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The world’s largest index/list of calls for papers (CFP) of international conferences, workshops, journals, and book chapters in the whole academic fields.

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How VR and immersive environments can enhance education

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How VR and immersive environments can enhance education

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We explore what virtual reality is, how it works, ways that it can be used within education, and why VR is perfect for modern learning environments.

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In a world where technology is a dominant feature in our daily lives, virtual reality is becoming more prominent in a wide range of industries. What was once a rare luxury is now a readily accessible platform that provides immersive experiences to people of all ages.

In this article, we will explore what makes VR education so effective, dive into ways that it can improve student wellbeing and discuss augmented reality in a learning environment. We will also provide some examples of ways that VR can be used in other aspects of learning and training and talk a bit about suitable headsets.

Before we dive in, let's discuss what is actually meant by this. Virtual reality, or VR for short, is a computer-generated simulation that alters the user's perception of reality and allows them to interact with a three-dimensional environment. Although your surroundings do not physically exist whilst wearing a VR headset, the experience is so immersive that it certainly feels as though your surroundings are real.

These false realities can be completely abstract and made up of unrealistic features and surroundings, or it can be used to replicate an exact real-world experience such as touring Vatican City or exploring your home street using Google earth. It comes as no surprise that something so powerful can be a massively helpful teaching tool.

When we think of VR, it's easy to imagine something futuristic and advanced beyond our understanding. However, it is now readily available all over the world, with people using it for fun and leisure on a daily basis.

We know that VR is a powerful tool, but how does it work? Virtual reality headsets typically come in the form of a thick pair of goggles connected to a computer with a set of controllers that allow the user to carry out actions.

That being said, there are also advanced headsets that incorporate eye-tracking without the need for controllers, and even headsets that are standalone consoles without the need for computer connection. There are also more affordable headsets in the form of cardboard goggles that you can connect to your phone.

Movement

The magic of VR comes down to the headsets ability to track the user's head and eye movement and change perspective with you. Headsets are also able to track your body's movement, allowing you to walk within the simulated environment.

This 3D-tracking functionality isn't for everyone, as motion sickness is a common side effect of using these advanced pieces of equipment. Thankfully, the controllers can also function as a means of moving around within the environment.

Vision

Two separate images are shown on either side of the goggles, one for each eye, and these images are displayed at the perfect distance from your eyes to create a sense of depth. We read photos and phone screens as flat images, so they will never have the same effect as a three-dimensional simulation.

Sound

Another key component to creating a fully immersive experience is the sound of your surroundings, so no VR headset is complete without the addition of headphones - which are often built-in.

Before we compare the two, let's define AR. To put it simply, augmented reality is the use of computer-generated technology to enhance a real-world experience. Although it sounds similar to virtual reality, the key difference is that AR incorporates your real surroundings, whereas VR is made up entirely of virtual information.

Although the concept of AR may sound new to you, the chances are you've seen or heard of it before, as it is used within many well-known smartphone apps. Snapchat uses AR to create a range of filters that alter your face or surrounding environment. Another popular application of AR is the game Pokemon GO, which prompts users to 'catch' creatures in various real locations.

AR can be an amazing teaching tool and is more accessible than VR, seeing as it can be used with smartphones and tablets. There are resources available that turn educational content into interactive experiences. An example of this is educational worksheets that can be brought to life with the use of a smartphone. Although this isn't as immersive as a VR experience, it is still extremely useful and engaging for students.

What is mixed reality?

Whilst we're on the topic of augmented reality, let's talk a little bit about mixed reality. Mixed reality is similar to augmented reality in that it combines virtual information with real-world environments. The key difference between the two is that mixed reality allows the virtual environment to interact with the real world.

Augmented reality provides virtual visuals, whereas mixed reality provides the opportunity to manipulate the virtual information. It is essentially a combination of VR and AR, and is another useful educational tool. Microsoft Hololens is the perfect example of mixed reality; it lets the user interact with detailed displays of human anatomy in a real environment.

In this digital age, online and distance learning is becoming increasingly popular, and many people are now acknowledging the benefits of an online learning platform . With such drastic changes, it only makes sense that we utilise technology to increase the potential of a learning environment.

Student wellbeing

Social VR

One of the most incredible features of a VR headset is this ability to talk freely with others as though they were in the room with you. These chat rooms and social platforms could potentially curb the loss of social interaction between classmates and peers.

These tools do a fantastic job of replicating classrooms and playgrounds, and the feeling of actually being present amongst classmates doesn't compare to video conferencing tools.

Technology enhanced learning (TEL) is a broad term that encompasses any type of learning that effectively incorporates technology. TEL is not a new concept, with computers being used as a teaching tool since the 1980s.

Now that we now know what technology enhanced learning is, let's find out some ways that TEL can be implemented. We've already covered virtual reality and augmented reality, so here are some other examples of TEL:

Mobile learning - this is a form of distance education. It's a way to access educational content using mobile or other handheld devices. Mobile learning makes for an extremely flexible learning experience since it can be accessed anywhere. It can range from podcasts to full e-learning courses.

Flipped learning - this is a teaching method that allows teachers to prioritise active learning tasks during class time by providing students with materials and presentations to work through at home. Flipped learning works well with virtual learning environments and mobile learning.

Virtual learning environments - these are online systems that are commonly used within schools, colleges and universities. They allow students to have access to various resources and submit assignments with ease. They also allow teachers to share their own materials and communicate with students. Moodle and Blackboard are examples of these virtual learning environments.

Digital games and apps - these can prove very useful for learning, and are easily accessible to those with smartphones. Apps can create a more engaging learning experience than traditional methods.

A good example of an educational app is Duolingo, which makes language learning more interactive. This could be helpful to those taking part in language lessons.

Virtual reality has the potential to revolutionise education, but it is yet to be widely used within conventional classrooms, most likely due to the cost of the headsets. With education as a whole shifting to more online settings, VR could be a groundbreaking addition to any lesson plan. VR education makes learning fun, safe, and more engaging than ever before.

Why is VR education powerful?

As Albert Einstein once said, "The only source of knowledge is experience". The best way to learn and retain information is to actually experience it, and VR learning allows you to do just that. Would you rather hear stories about ancient Egypt or walk amongst the pyramids yourself?

VR learning allows students to experience complex areas and environments that they wouldn't otherwise be able to, and this can be beneficial to a wide range of subjects.

Which subjects can benefit from VR?

Geography - Rather than the traditional method of learning about the world via textbooks and videos, VR allows students to actually venture anywhere in the world. Being immersed in an environment on the other side of our planet is enriching, and is a much more enjoyable experience.

History - Have you ever thought about travelling back in time to catch a glimpse of how things used to be? With a VR headset, you can do just that; there is content available that replicates historical environments and scenarios, and even lets you converse with historical figures!

Art - Gone are the days of travelling and paying to enter a prestigious art gallery. With VR, you can view some of the world's most beautiful art galleries from absolutely anywhere. As well as being able to virtually attend art galleries, there are also some fantastic VR tools that allow you to create virtual art and unleash your creativity.

Science - There are many ways that VR can be used to teach science, but biology and chemistry are perfect examples. There are educational biology tools that allow you to get up close and personal with a range of dangerous wild animals, as well as tools that let you explore the anatomy of both people and animals. With the use of VR, students can also carry out chemistry experiments using potentially dangerous substances in a completely safe setting.

These aren't the only subjects that can benefit from the use of VR; the possibilities are endless! There are so many different tools that can be incorporated into lesson plans or used for general study.

With the virtual reality industry continually growing, there are a vast number of virtual reality headsets to choose from. They range in price, comfortability, quality and effectiveness. Let's look at some examples of headsets that are available:

ClassVR headset - These are standalone headsets designed specifically for students, which makes them comfortable and easy to navigate. This headset supports augmented reality as well as virtual reality, and comes with readymade lesson plans and guides. These headsets do not need to be connected to a phone or other device, as everything is built into the headset.

Destek V5 VR Headset - This headset is one of the cheapest available, so it would be very accessible for students. Despite the low price of this headset, it is still incredibly powerful. The Destek connects to your smartphone, and has sliders to adjust the focus. What separates this headset from other alternatives is the comfortability, it has padding and adjustable straps, unlike other cheap headsets.

Oculus Quest 2 - Although this headset is pricier than the others listed, it offers an incredibly immersive virtual reality experience. Other headsets as powerful as this one tend to require connection to a computer, and wires directly connected to the headset. The Oculus Quest 2 separates itself from the rest by acting as a standalone console that can be accessed anywhere. This headset has some of the most seamless graphics available, and features cinematic 3D audio.

Although these headsets are the most accessible way to experience virtual environments, and therefore the most appropriate for students, the technology doesn't end there. There are various advanced add-ons and other bits of equipment to enhance your virtual experience. VIVE even offers trackers that can be added to real-world items or parts of your body to heighten the immersion.

The use of immersive technology to learn is not limited to students - it has also proven useful to train professionals in a wide range of industries. The US Air Force has implemented the use of virtual reality within their pilot training programs. They have even said that they've seen benefits from having pilots learn the basics through cutting-edge virtual reality training.

There are also surgery simulators available that offer surgeons a fully immersive experience identical to that of a real surgery scenario. VR medical training uses haptic technology to replicate the feeling and touch of real bone, tissue and muscle.

The construction industry is also benefiting from virtual reality, with VR being used to carry out training procedures in the safest way possible. Not only can virtual reality be used to carry out safe training, but it can also be used to showcase building plans in more detail than has ever been possible. Building plans can be studied in great depth, and VR really allows workers to visualise their projects before working on them.

We hope that this article has given you a strong idea of how beneficial virtual reality tools can be in a learning environment. With the direction the world is heading, it's safe to say that VR is likely to become more prominent in the education sector. It's certainly something that our learners hope to see more of.

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Virtual Reality in Education: How VR is Used in Immersive Learning - FutureLearn

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In a world where technology is a dominant feature in our daily lives, virtual reality is becoming more prominent in a wide range of industries. What was once a rare luxury is now a readily accessible platform that provides immersive experiences to people of all ages.

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The short article reports the results and conclusions outlined during "CHItaly 2021".

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Academia.edu is a platform for academics to share research papers.

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July 11th, 2021

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Virtual reality in foreign language training at higher educational institutions

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Virtual reality in foreign language training at higher educational institutions

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by Symonenko, S., Zaitseva, N., Osadchyi, V., Osadcha, K., & Shmeltser, E.

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Virtual reality in language learning: a systematic review andimplications for research and practice

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Virtual reality in language learning: a systematic review andimplications for research and practice

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by Antigoni  Parmaxi, Cyprus University of Technology

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Genially offers a wealth of resources to apply gamification, a strategy to enhance learning and teaching.

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Genially offers a wealth of resources to apply gamification, a strategy to enhance learning and teaching. Want to get rid of boredom and a lack of motivation in your classes? Follow the tips we offer you to create a successful gamification! At the end of the post, you'll find a selection of great templates you can use.

What is gamification?

Gamification consists of applying game-specific elements in any other context to achieve certain goals. The objectives can be varied, but, in general, it's a matter of getting someone to perform a certain behavior or action. For example, getting answers from a survey, facilitating understanding of complex concepts, or simplifying tasks.

This methodology is used in different fields, including education.

The power of games is something we should never underestimate. Football, for example, is a game but also a billion dollar industry capable of influencing people. Football drives fans into the stadium on holidays, or even when it's cold and raining, just to see their team. Another good example? The hugely popular game, Pokémon Go, led millions of people - who otherwise might not have gotten out of the house - to travel miles and miles in pursuit of virtual animals.

Gamification uses the incredible power of games as motivation to achieve certain goals, and has been proven effective in improving the learning experience for people of all ages.

There are great examples of gamification in the classroom. In the genially we've shared below, you can see that it's possible (and easy with Genially!) to create a resource that helps students to have fun while they learn. Later in this post, we will discuss the elements of successful gamification using this example.

Why use games to teach?

If talking about the benefits of gamification is new to you, you may be questioning its effectiveness in the educational world. The more traditional approaches to teaching consider play unproductive, an activity that should be kept separate from lessons and classrooms.

Games are for fun and entertainment, right? For the same reason, they are also a powerful educational resource. The explanation lies in our brain: When we play a game, we produce dopamine, a substance that relates to learning and memory. When we experience pleasant sensations such as solving a problem or getting a response right, we release dopamine. The interesting thing about this is that we tend to repeat any action that provides satisfaction because it is essentially a reward.

Conversely, when we are wrong, the level of dopamine drops, and this is unpleasant for us. Therefore, the brain learns to make an effort to avoid what is wrong and repeat what is right so it can continue to receive the pleasant sensations. That's why reward systems are so motivating and so important in learning.

For a game to have the ability to engage us, we need more than just a reward system. If it were that simple, good grades would become an addiction, and the reward of getting a high score would be enough to keep students motivated. But as we know, that's not enough.

Beyond rewards, games are attractive because they take place in a fictional environment. The person who plays can more or less control the situation, and decide whether or not they want to play. The structure of the game, the way in which rewards are earned, also functions like a magnet. There is an artistic part and a scientific part in the creation of a gamification.

Returning to the Pokémon Go example, the people who enjoy the game are able to decide whether they want to play or not, and whether they want to go out searching for pokémons or not. But they never know when they're going to get the reward. This aspect, known as the variable reward system, boosts the release of serotonin and as a result, motivation

This explains (at least in part) why we like to play and also why the possibilities of gamification go far beyond attracting students with games: As you can see, numerous scientific explanations show that this strategy enhances learning and teaching.

Is gamification the result of the digital age?

No, it has been practiced since ancient times, and it's impossible to put an exact date on the history of gamification. There are many examples of fully analog gamification.

In fact, reward-based loyalty systems are an example of gamification. However, the term "gamification" was not coined until 2002, when internet use was already widespread.

The relationship between gamification and technology is evident: Technological advances offer far more possibilities to develop this strategy. In addition to giving rise to impressive content, there are also numerous tools to connect people and share.

Goals of gamification in the classroom

Loyalty, motivation, and reward are, in essence, the goals that gamification helps us achieve, allowing us to improve the results of teaching and learning. In practical terms, this translates to:

Facilitating understanding of complex concepts

Improve students' skills

Reward certain behaviors, actions, or achievements

These goals have to be aligned with the previously established educational objectives. Gamification can cover an assignment, a subject, or an entire course. In addition to helping students learn theoretical knowledge, it's also effective in promoting team dynamics or values such as collaboration and altruism.

How do you achieve these goals?

Through games, children seek to obtain validation of their skills and abilities, build relationships, and make independent decisions. For the gamification to succeed, the experience must be designed with this in mind.

Taking full advantage of this strategy involves developing a complete system. It's not about creating a single game, but a whole environment that combines different aspects of gameplay: rewards, feedback, levels, even a little competition among students.

A structure with effective mechanisms to meet needs such as self-expression or seeing their achievements being recognized will engage students and make them want to continue playing.

For example, giving choices such as the ability to choose the character or the environment satisfies the need to make decisions independently; setting up group dynamics helps them build relationships; creating a point system helps measure their progress and validate their abilities; making the rest of the class's progress visible is motivating; creating different levels or displaying the results can also be very stimulating.

Similarly, it's important to design feedback messages to reinforce correct answers and encourage students to try again when they are incorrect.

How to create successful educational gamification in 5 steps

1. Define your goals

Create a list of your goals as a teacher. What do you want your students to learn? What values would you like to instill? In the example genially, the teaching goal is to learn biographies of famous characters.

2. Create storytelling

To do this, think about your students. What do they like? What are their hobbies? The mapa mundi in our example encourages one to travel, to explore, to discover. The key is to connect with the student body and make them feel like the protagonists.

3. Define the mechanism of play and motivation

Creating a series of exercises where they choose the answers is not gamification, even if the style of the game is based on their interests. How can you hook them and make sure they keep playing? When are they given feedback?

Again, the example genially is perfect for showing best practices:

You can choose between four characters and you can also choose the order in which you want to walk the circuit.

Feedback is provided at each step, encouraging you to repeat the attempt if a mistake is made.

The reward system is complex enough to keep students engaged - they have to get five numbers to be able to open the safe and complete the challenge.

4. Find the tools and elements you're going to use

You need a tool that makes it easy for you to create an attractive storytelling, with resources to illustrate and structure it as quickly and easily as possible.

As far as this is concerned, provides everything you need, with over 70 templates specifically designed to create gamifications (question and answer games, board games, escape rooms...) available to teachers, as well as a lot of resources to make it very simple.

Genially also allows you to add interactivity and animation to your creations in a few minutes without programming knowledge, and is a perfect support for storytelling. These features make it a very powerful tool for developing your gamification. With interactivity, your students can interact with content in an immersive way, and different animations will easily capture their attention.

In addition, Genially can be integrated with Moodle or any of the major Learning Management Platforms (LMS). Therefore, resources created with Genially can be used in face-to-face, online, or mixed environments, eliminating learning barriers.

5. Make it fun!

Once the whole system is created, try to view it through your students' eyes and make sure you've built a fun learning experience.

Best gamification templates and examples

Perhaps the most important advantage of using pre-designed templates is that they save time. In addition to the templates available in the Genially repository, there are many other reusable geniallys in the "Inspiration" section. If you don't want to spend too much time on your creation, simply use the resources that already exist. Replace the questions and answers with your own, and just like that - in only a few minutes - you have created a gamification resource!

It's important to remember that templates are fully customizable, and can be adapted to any subject or pedagogical need.

Resources created with Genially are versatile: They can be shared via a link for students to use individually, displayed on the screen in a virtual class, or projected on any surface in the classroom mode.

Want to start creating gamification resources? Go to Genially and create your free account. Here are some of the templates you'll find in the gamification section:

Trivial

Monopoly

Secret Word Quiz

Visit the "Inspiration" section, type the word "gamification," and get ready to be amazed by the resources created by other people in the teaching community. Share them with your class! Some are even reusable.

Pokémon Let's Go English

Recycling Sorting Game

Challenge: Order of Operations

Did you know about the incredible potential of gamification in education? Encourage yourself to start using this strategy! There are amazing benefits for both your work and that of your students.

Sign up for free in Genially and start creating learning materials to motivate a new generation of students.

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How to use gamification to engage students | Genially Blog

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Genially offers a wealth of resources to apply gamification, a strategy to enhance learning and teaching. Want to get rid of boredom and a lack of motivation in your classes? Follow the tips we offer you to create a successful gamification! At the end of the post, you'll find a selection of great templates you can use.

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Do you want to participate in our workshop? Click on the link below!

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Do you want to participate in our workshop? Click on the link below!

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For urgent questions related the registration process, please, contact:

Given its hybrid nature, CHItaly offers two main types of participation:

1. either a physical participation, for those who can participate in the conference in person, in Bolzano,

2. or a virtual participation, for those who can only participate in it remotely.

Due to the uncertainty in travel regulations, we have adopted a 2-step registration process for both types of participation.

REGISTRATIONS FOR RESEARCH ARTICLES

For each research article, at least one author is requested to register (with a Global Pass ticket) by June 7 June 14 via

and to present the article at the conference. Specifications for the presentation will follow separately.

ALL OTHER REGISTRATIONS
All attendees, who are not registering for a research article, are invited to register via

In particular, for each workshop, at least one organiser is requested to choose a Global Pass ticket and his/her workshop by June 7 by June 14.

Similarly, at least one of the Interactive Experience organisers is requested to choose a Global Pass ticket by June 7 by June 14.

After June 7 June 14 registrations are considered late.

Late registration closes on June 30.

Onsite registrations will not be possible.

Payments are purposefully delayed. They will be based on the Step 1 registration data. In Step 2, it will be allowed to modify a physical into a virtual fee for serious COVID-related reasons.

Payments for both physical and virtual fees will close on June 30.

Registration for the physical event in Bozen-Bolzano covers the costs of coffee breaks, lunches (Monday the 12 th and Tuesday the 13 th), the social dinner (Monday the 12 th) and the good-bye reception (evening of Tuesday the 13 th). Please note that it will be closed by June the 30 th (strict deadline).

Registration for the virtual event covers shared costs, such as the use of online conferencing software, proceedings fees, and technical support. Please note that it will be closed by June the 30 th (strict deadline).

*The Global Pass Ticket allows participation in all events: interactive experiences, doctoral consortium, workshops, and the main conference program. Please note, however, that participation in workshops and in the doctoral consortium is dependent upon acceptance by the doctoral consortium chairs and the workshop organisers. The list of workshops can be found here.

**The Single Workshop Ticket covers the cost of participation in a single workshop alongside the related social activities, but NOT the social dinner. Please note, however, that participation in workshops is dependent upon acceptance by the workshop organisers. The list of workshops can be found here.

***The Exhibition Fee is required of the interactive experience artists/researchers, who participate in presence during the interactive experience event. It covers the cost of related social activities, but NOT the social dinner.

The Interactive Experiences are open to the public on Sunday the 11 th through the sponsorship of Sparkasse.

Local Chair

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For urgent questions related the registration process, please, contact: Given its hybrid nature, CHItaly offers two main types of participation: either a physical participation, for those who can participate in the conference in person, in Bolzano, or a virtual participation, for those who can only participate in it remotely.

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WORKSHOP VR-ISLAND: SPEAKERS 11TH JULY ONLINE

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WORKSHOP VR-ISLAND: SPEAKERS 11TH JULY ONLINE

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For all the English teachers out there, here there is a CoSpaces avtivity about black culture and history.

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CoSpaces Edu: Make AR & VR in the classroom

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CoSpaces Edu: Make AR & VR in the classroom

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Bring CoSpaces Edu into the classroom and enhance your teaching inside an intuitive and engaging platform.

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Here there is an Indonesian platform for Augmented Reality. It is kid-friendly.
Enjoy it!

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Assemblr | Immersive AR, VR, & Metaverse Technology

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Assemblr lets you enliven your own AR, VR, and metaverse experiences easily with its all-around ecosystem. All coding-free, flexible accessibility.

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A very interesting European project about the application of VR  and Artificial intelligence to help University students with dyslexia in their academic journey. Enjoy it!

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VRAILEXIA general objective is based on the motto " Dyslexic think differently: it's time to change in perception and act in network ".

Through this objective, VRAILEXIA aims at developing useful contents, both services and tools, to overlap dyslexic's main difficulties during learning process in HE.

The perspective is to let that Universities can develop strategies for inclusion for fostering all students to discover and point on one's strengths and values. From this reason, it is clear how the potentiality of the project has to be carried out according to a transnational approach in order to obtain common and shared services and tools.

Among these services and tools, VRAILEXIA will lead to the realization of:

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VRAILEXIA general objective is based on the motto " Dyslexic think differently: it's time to change in perception and act in network ". Through this objective, VRAILEXIA aims at developing useful contents, both services and tools, to overlap dyslexic's main difficulties during learning process in HE.

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SOS DISLESSIA: Italian conference about dyslexia and school

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SOS DISLESSIA: Italian conference about dyslexia and school

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For more info and enrollement, click below.

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V Convegno nazionale SOS DISLESSIA
Direzione scientifica prof. Giacomo Stella

I VOTI FANNO MALE... MA LA SCUOLA FA BENE!

23 - 24 APRILE 2021
EVENTO ONLINE
PROGRAMMA
I Sessione

9. 00 - La scuola italiana in Europa: ritardi, divari e come ridurli

Anna Maria Chilosi IRCCS - Fondazione Stella Maris Pisa

12.30 - Voglio la patente: presentazione del software Up & Drive

II Sessione

15.00 - Didattica della lingua. Saper 'leggere' le produzioni scritte: la prospettiva dell'interlingua

16.15 - Coffee break

Progetto a cura di AID - Associazione Italiana Dislessia

III Sessione

9.00 - Scuola: il futuro è sempre in ritardo?

10.45 - Coffee break

Lauro Mengheri Centro Verbavoglio Livorno
SARANNO DISPONIBILI - PER CHI E' ISCRITTO - LE REGISTRAZIONI DEGLI INTERVENTI DEL CONVEGNO.
SCARICA QUI IL PROGRAMMA

QUOTA DI ISCRIZIONE**
199€ IVA INCLUSA ISCRIVITI CON
Convegno SOS Dislessia 2021

Come creare il buono con la Carta del Docente

Vai sul sito https://cartadeldocente.istruzione.it/

Genera il buono dell'importo esatto del corso che vuoi acquistare.

Dal menu seleziona "CREA BUONO" carta-del-docente.

Seleziona la sezione "ONLINE" e successivamente "FORMAZIONE e AGGIORNAMENTO"

Scegli l'opzione: "CORSI AGGIORNAMENTO ENTI ACCREDITATI/QUALIFICATI AI SENSI DELLA DIRETTIVA 170/2016" e imposta l'importo esatto.

ACQUISTA con Carta del Docente Iscriviti sul sito MIUR (SOFIA)
ID Corso: 54511
ID Edizione: 79882

Come iscriversi attraverso SOFIA

Collegati al sito http://sofia.istruzione.it/

Cerca sulla piattaforma Sofia il corso che vuoi acquistare tramite l'identificativo iniziativa: ID Corso: 54511 / ID Edizione: 79882

Iscriviti al corso su Sofia, inserendo i dati richiesti dalla piattaforma.

*La quota di iscrizione dà diritto alla partecipazione al Convegno e a ricevere il kit congressuale

ISCRIZIONI
tel. 333 1807131
convegno.sosdislessia@gmail.com
www.sosdislessia.com

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I VOTI FANNO MALE... MA LA SCUOLA FA BENE! - V Convegno nazionale SOS DISLESSIA

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V Convegno nazionale SOS DISLESSIA Direzione scientifica prof. Giacomo Stella I VOTI FANNO MALE... MA LA SCUOLA FA BENE! 23 - 24 APRILE 2021 EVENTO ONLINE PROGRAMMA 23 APRILE I Sessione Modera: Giacomo Stella 9.00 - La scuola italiana in Europa: ritardi, divari e come ridurli Andrea Ga

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English as L2/EFL level B1+ The London Eye: ThingLink

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English as L2/EFL level B1+ The London Eye: ThingLink

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Here there is an EFL activity for students with an intermediate-advanced level. Enjoy it!

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An international VR/AR software with many applications: education and e-learning too.

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ThingLink:  A complete solution for accessible visual learning in the cloud

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Improve productivity with better online learning experiences, train employees using interactive infographics, video, virtual tours and 3D models.

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An Italian app to enhance the abilities of reading and writing of your kids and students.

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Tachidino lavora a fianco del tuo professionista di fiducia per vincere la dislessia.

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The FORDYS-VAR main objective is to provide an opportunity to improve the learning of people with dyslexia through technology, specifically Virtual Reality (VR) and Augmented Reality (AR).

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FORDYS-VAR is a Project iniciated in july 2018 and was funded by the ERASMUS+ Programme and coordinated by Universidad de Burgos.

About the Project

The FORDYS-VAR main objective is to provide an opportunity to improve the learning of people with dyslexia through technology, specifically Virtual Reality (VR) and Augmented Reality (AR). Introducing these technologies in the process of evaluation and intervention can become a key element to improve the effectiveness of learning and the improvement of their training experience.

The transnationally approach of this project is needed because dyslexia occurs in all languages. Project activities have been implemented throughout 3 different European countries: Italy, Romania and Spain.

News

Recent news and announcements
regarding Fordys-Var

On the 23rd February 2021 the members of the FORDYSVAR Project will hold a multiplier event which aims at presenting...

Three days promoting Inclusion from the Euroddip-e, Fordysvar and Tut4ind projects 94.5% of the students were unaware...

The European Fordysvar project, led by the University of Burgos, has been presented this week at the Facoltâ di Studi...

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FORDYS-VAR is a Project iniciated in july 2018 and was funded by the ERASMUS+ Programme and coordinated by Universidad de Burgos. The FORDYS-VAR main objective is to provide an opportunity to improve the learning of people with dyslexia through technology, specifically Virtual Reality (VR) and Augmented Reality (AR).

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Here there is an interesting video-tutorial about a first approach to CoSpaces. Enjoy it!

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Ecco un video tutorial su come approcciarsi per la prima volta a Co Spaces. Buona visione!

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Cospaces Edu: mondi 3D, realtà virtuale e coding tutto in un unico strumento

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Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality

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Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality

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This is a very recent article by Fang-Chuan Ou Yang, Fang-Ying Riva Lo, Jun Chen Hsieh and Wen-Chi Vivian Wu about the application of IVR input to English as a foreign language. Click the link below, log in and read the article!

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Developing communicative ability of English as a Foreign Language (EFL) learners is essential when it comes to authentic learning. Nevertheless, conventional textbook usage and English instruction often fail to be learner-engaging. With the help of high-immersion Virtual Reality (VR), language learning can be transformed into a more self-directed learning experience, using a simulated authentic environment to enhance engagement. Therefore, a three-dimensional learning system, Virtual Reality Life English (VRLE), was developed to provide learners with an authentic setting to facilitate communicative ability development. Seventy-two low-achieving junior high school students were recruited as participants. Multiple data sources were collected for both quantitative and qualitative data analysis of VRLE, including a pre-test/post-test addressing communicative performance, an Igroup Presence Questionnaire (IPQ) for the students' perception of perceived presence, and a semi-structured interview. The primary affordances were the beneficial application of VRLE to English communicative ability and an enhanced sense of presence in an EFL context. Furthermore, the students were positive about the learning experience. The study proves the potential of incorporating high-immersion VR technology in an EFL context. Nevertheless, the challenge of its accessibility needs careful consideration in future research to place VR in an advantageous position for language learning.

Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage such systems. The articles should discuss the perspectives of both communities and their relation to each other. The aim of the journal is to help them better understand each other's role in the overall process of education and how they may support each other.

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Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality on JSTOR

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Developing communicative ability of English as a Foreign Language (EFL) learners is essential when it comes to authentic learning. Nevertheless, conventional textbook usage and English instruction often fail to be learner-engaging. With the help of high-immersion Virtual Reality (VR), language learning can be transformed into a more self-directed learning experience, using a simulated authentic environment to enhance engagement.

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Here there is an example of CoSpaces input. Enjoy!

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CoSpaces Edu: Make AR & VR in the classroom

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Bring CoSpaces Edu into the classroom and enhance your teaching inside an intuitive and engaging platform.

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CoSpaces is a VR environment, kid-friendly and motivating. It lets you create new worlds or upload 360° images and video to make learners immerse in other cultures! If you want some more info about it, click the following link.

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We care about your students' privacy. CoSpaces Edu takes student privacy very seriously and is COPPA and FERPA-compliant.

We have several measures in place to make sure that the data that you and your students store in CoSpaces Edu is always kept safe.

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CoSpaces Edu for kid-friendly 3D creation and coding

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Boost your kids' learning experience by letting them invent, build and code their own creations. Runs on mobile, tablet and desktop, including Chromebooks.

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Rita Cersosimo and I (PhD students at the University of Genoa, Italy) are currently participating in "CHItaly Bolzano 2021" with the proposed workshop "VR ISLAND". If you are PhD students, researchers, academics and want to submit an original paper, please click the link below"

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The proposed workshop is about accessibility to language learning and technology support. In particular, the reasons leading to this proposal are: enhance motivation and cross-cultural competence in students with SLN (Special Language Needs), e.g: dyslexic students and foreigner learners; overcome language obstacles; enhance multi-channel, multi-media, multi-modality and multisensorial language learning; develop digital literacy and digital awareness. This workshop has two main objectives: the first one aims to make attendees familiar with accessible teaching methods; the other one is more practical and focuses on an introduction of IVR (immersive virtual reality) in everyday teaching of language. The workshop will be structured into three parts: the first one is about VR-application-to-language-learning theoretical framework and inclusive teaching theory; the second one is focussed on case studies. There will be also a laboratory part focussed on VR and AR softwares for teaching purposes at the end of the event. The workshop will be held ONLINE on July, the 11th. It is part of the international conference CHItaly Bolzano 2021.

Submission Guidelines

All papers must be original and not simultaneously submitted to another journal or conference. The following paper categories are welcome:

Committees

Program Committee

Organizing committee

Giulia Staggini (University of Genoa)

Rita Cersosimo (University of Geona)

Contact

All questions about submissions should be emailed to stagginigiulia@gmail.com

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The proposed workshop is about accessibility to language learning and technology support. In particular, the reasons leading to this proposal are: enhance motivation and cross-cultural competence in students with SLN (Special Language Needs), e.g: dyslexic students and foreigner learners; overcome language obstacles; enhance multi-channel, multi-media, multi-modality and multisensorial language learning; develop digital literacy and digital awareness.

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This is intended to be a space of confrontation about the following issues: SPECIAL LANGUAGE NEEDS, DYSLEXIA, LANGUAGE LEARNING, VR/AR softwares for teaching purposes