Project duration: June 2021 – May 2023 Value: €248,000 Funded by: Erasmus+ Strategic Partnerships in Higher Education
The development of innovative methodologies, tools, platforms and resources for accessible immersive learning in art and design.
This 2-year partnership brought together art and design lecturers, educational researchers and learning technologists from the UK, Ireland, Poland and Ukraine. The project reflected on the impact of COVID-19 on higher education teaching and explored new possibilities for pedagogy and digital innovation.
This project was jointly delivered by Camberwell, Chelsea and Wimbledon Colleges of Arts and the UAL Creative Computing Institute.
The project focus was on the potential transformative role of immersive technologies (augmented, virtual and mixed realities, also known as extended reality [XR]) in the teaching of art and design. It was recognised that many learners face significant challenges in engaging effectively with XR technologies. These included disabilities, complex personal circumstances, low quality devices, poor and unreliable internet access.
Qualitative and quantitive assessment of the impact of COVID-19 on art and design teaching and learning during 2020–2021.
A wealth of online materials to support art and design teachers, technical staff and students in using immersive technologies.
Included in the methodological guide they demonstrate the value of accessible immersive learning for art and design teaching.
Collects existing digital tools and platforms that support art and design learning. Includes a pioneering prototype open-source VR platform developed by the project and an enhanced AR smartphone app.
Access to the methodological guide, case studies, diagnostic report, online course and immersive ecosystem (including the VR platform) —immersiveartdesign.net
Self-paced training for art and design lecturers with little or no experience of immersive technologies.
The diagnostic report of the impact of COVID-19 on art and design teaching provides a way for staff to reflect on their own institutional experiences and performance. This will help with future strategic planning and curriculum development.
The immersive ecosystem (IO4) can enhance the teaching of XR in practice-based classrooms by providing key digital tools and platforms. This includes a pioneering prototype VR platform that is open source. It allows users to retain full IP and data rights. It can be ported onto a new server, allowing any institution to manage its own pedagogical VR platform.
The case studies demonstrate the transformative potential of accessible immersive learning to art and design lecturers and learning technologists.
The project demonstrated the value of interdisciplinary approaches that could be applied to future projects and collaborations, both across practice-based subjects and between practitioners and developers.
Partners adopted UAL's 'Internet of Things’ network initiative as best practice for supporting institutional VR connectivity integration.
It established institutional ties between partners who have not worked together before and strengthened pre-existing relationships.
Ukrainian partners have been able to demonstrate their resilience and commitment to teaching despite the Russian invasion.
The online course has been incorporated into partner staff development programmes.
Training in immersive technologies and pedagogies improved digital competencies.
The Accessible Learning Student Ambassadors (ALSAs) gained experience by:
Provided a specific Ukrainian-language teaching manual about VR, drawing on methodological guide and case studies, for teachers and students across the university.
Immersive technology workshops are now embedded into the art and design curriculum.
Project supported launch of a new undergraduate module on immersive media.
Improved pedagogical practice at undergraduate and postgraduate levels.
UAL BSc (Hons) Creative Computing and BA (Hons) Creative Arts Practice are considering incorporating VR platform in their courses.
A new Camberwell, Chelsea and Wimbledon-wide community of practice has been established to help take forward and share project resources.
UAL Digital Learning has used project resources for on-boarding into Meta Quest headsets.
Tutors have made use of the Accelerate project as part of their teacher training qualifications.
Methodological guide is used to support tutors.
UAL benefited from the donation of 10 VR headsets by software developer Gravity Sketch and joined their education programme.
Exploration of a new model for offering paid for consultancy to other non-UAL institutions.
UAL is considering use of AR app for promotional purposes.
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