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VIRIT » E-LEARNING » NUGGET 3.4

Game making with VR

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Activity
Description

Background:

VR game development is rapidly becoming a popular investment. These computer games working with virtual reality generate millions of dollars a year. Which methods, devices and graphics are used to design these VR games? This learning unit focuses on the main steps as a roadmap for game making with VR. This learning unit includes a video about game making with VR and a form of analysis of a video game.

Tasks:

1. Students fill in the following form about their favourite video game and the teacher collects the form to understand students’ readiness: ‘’ANALYSIS OF YOUR FAVORITE VIDEO GAME FORM’’

2. Students watch the video to learn more about game making with VR and discuss the video with their classmates: ‘’GAME MAKING WITH VR’’

3. Collective discussion/brainstorming about the answers and game ideas.

Duration

40 minutes

Format

Interactive video and word form

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Next in module 3:

Evaluation - Monitoring

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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VIRIT » E-LEARNING » NUGGET 3.3

Content development with VR

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Activity
Description

Background:

The era of Virtual Reality is flourishing. It is important that we are not only users of the changing technology’s products, but also creators and designers in this field. Contrary to popular belief, content development with Virtual Reality, creating environments and characters and bringing them to virtual life can be simple and free with CoSpaces Edu. This learning unit focuses on how to develop content simply and includes a Prezi video for content development with VR.

Tasks:

Students are wanted to watch the Prezi video to know how to develop content and create new worlds with VR: ‘’CONTENT DEVELOPMENT WITH VR’’

Students give feedback and discuss the topic with their classmates and the teacher.

Students go onto the website or download CoSpaces Edu to their mobile device and register. Then confirm their e-mail address and get started.

https://cospaces.io/edu/

Students create their own three-dimensional environment on their desktop or mobile devices.

Duration

40 minutes

Format

Prezi video and website

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Next in module 3:

Nugget 3.4

Game making with VR

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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Activity
Description

Background:

Virtual reality (VR) is an exciting new medium with broad applications in entertainment, marketing, design, and more. There are lots of applications and websites that can be used to design with VR in various categories and with various objectives. This learning unit includes a video about designing with VR.

Tasks:

1. The students watch the informative video after the teacher gives background information of the video: ‘’DESIGNING WITH VR’’
2. Students share their ideas about the video.
3. (Design Your Own Sneakers). The sports textile manufacturer Nike allows people to design their own sneakers online, on its official website under the heading of “Nike by You”. Students are requested to design their own sneakers and share it with their peers. They can change shape, colour etc. After designing their own sneakers, students share their stylings with friends by showing them.”

  1. https://www.nike.com/tr/w/nike-by-you-ayakkabilar-6ealhzy7ok
  2. https://www.nike.com/it/w/nike-by-you-6ealh
  3. https://www.nike.com/de/w/nike-by-you-6ealh
  4. https://www.nike.com/gb/w/nike-by-you-shoes-6ealhzy7ok

Info: Location must be chosen in the bottom of the homepage for different languages for original website. So, you should change the location to view the page in related language. Or you can click right “translate” and choose a language.

4. Collective discussion/brainstorming about the results.

Duration

40 minutes

Format

Video and website

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Next in module 3:

Nugget 3.3

Content development with VR

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

EN / DE / IT / TR 

VIRIT » E-LEARNING » NUGGET 3.1

VR usage

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Activity
Description

Background:

In an ever-changing world due to digitalisation, we see virtual reality applications in every aspect of our life. These VR applications, ranging from art to finance, from health to the cinema industry, are gaining popularity day by day. It includes examples and usage areas of VR with Education, Health, Sales & Marketing, Advertising & Promotion, Finance, Industrial Design, Cinema & TV sectors. This learning unit includes VR usage areas and examples of certain sectors.

Tasks:

The teacher and the students read and work on the infographic: ‘’VR USAGE AREAS’’

The teacher divides the class into 4 parts and wants students to create a poster which shows a usage area of VR.

After a group work, students share their posters and discuss the posters with their classmates.

Duration

40 minutes

Format

Infographic and preparing a poster

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Next in module 3:

Nugget 3.2

Designing with VR

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

EN / DE / IT / TR 

VIRIT » E-LEARNING » NUGGET 2.4

Effective communication in interviews

Activity
Description

Background:

If we want to make a good impression in job interviews and we want a successful interview, we need to learn and apply effective communication methods. In this module, there is information about both verbal communication and body language, which are necessary for effective communication.

Tasks:

1. The teacher explains effective communication via the information in the video.

As a follow up activity, the teacher invites the students to sit back to back in pairs.

Step 1: One is asked to describe her room, and the other, according to the explanation, to draw without asking questions.

Step 2. Students share and check out the drawings, discussing what it feels like to have one-way communication when there is no opportunity to get feedback or ask questions while sharing their experiences.

Step 3. With group work “What makes active listening good?”, students are asked to make a list together. Invite students to give spontaneous answers and write them down on a piece of paper. Discuss further why active listening is important when it comes to leadership.

Duration

1 hour

Format

Presentation, group work and discussion

Save as PDF:

Next in module 3:

Nugget 3.1

VR usage

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

EN / DE / IT / TR 

Activity
Description

Background:

The most important step in preparing for the interview is to be informed about the points that employers care about and about their expectations during the interview. This learning unit included a roadmap about the competencies that companies generally look for in candidates and the behaviours they expect from them.

Tasks:

1.The teacher explains what the star technique is by following the theory presented on the presentation;

2. Students discuss the importance of the qualifications required in the star technique;

3. The teacher answers the students’ questions.

Duration

40 minutes

Format

Presentation, discussion

Save as PDF:

Next in module 2:

Nugget 2.4

Effective communication in interviews

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

EN / DE / IT / TR 

VIRIT » E-LEARNING » NUGGET 2.2

Video interview

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Activity
Description

Background:

The remote interview mode has become increasingly common. In this learning unit you will find tips on how best to set up a job interview on video.

Tasks:

Students discuss with the teacher the “Video interview” infographic that highlights the main aspects of setting up a video interview.

Students then work on preparing a presentation for the class: they can use pictures, short films or sketches acted out in class in which students enact a job interview by playing different roles.

The class analyses and reflects together with the teacher on the information learned.

Duration

1 hour

Format

Power point, Prezi, infographics, video

Save as PDF:

Next in module 2:

Nugget 2.3

Competence behaviour

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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VIRIT » E-LEARNING » NUGGET 2.1

Job interview style

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Activity
Description

Background:

It is easy to gain an advantage in job interviews with clothes that fit the company culture and the right colour. This learning unit contains useful information for candidates, such as research, general application information and dress code.

Tasks:

Students watch the video with the task of identifying the sections that talk about looks and outfits for the job interview

Students together with the teacher discuss the infographic “Job interview Style” which highlight the main aspects of the dress code and settings both for traditional as well as for video job interview

Students are then divided into groups and create a document (format of their choice) surfing the internet where they list aspects of clothing appropriate or inappropriate (do’s and don’ts) with a particular attention and reflection on:

The Language of Dress
What Clothes Say
What is Style
What are the 6 Elements of Style and What Influences Business Attire How the Size of Business Affects Dress Expectations (Corporate Dress vs Conventional Dress)

Students may want to research example images to highlight the important aspects of their research

Then they present their work to the class and discuss the common aspects together.

Duration

2 hours

Format

Video, Infographic, Power point, Word

Save as PDF:

Next in module 2:

Nugget 2.2

Video interview

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

EN / DE / IT / TR 

VIRIT » E-LEARNING » NUGGET 1.7

Social competencies

Activity
Description

Background:

Social competencies that stand out in job interviews relate to the candidate’s social skills, leadership, and ability to work as part of a team. It is necessary to have some social competencies in order to answer competency-based questions successfully and quickly. This learning unit includes steps on how to develop social competencies.

Tasks:

The infographic is read with students. Discussion:

Ask students to think about the social components they have now. Ask:

If they rank their social competencies, which one is at the top?

Is there anything they can do to improve other social competences that are not at the top?

Duration

40 minutes

Format

Infographic

Save as PDF:

Next in module 2:

Nugget 2.1

Jon interview style

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

EN / DE / IT / TR 

Activity
Description

Background:

We learn analytical competencies that characterise the candidate’s ability to make decisions, innovation, analytical skills, problem solving, hands-on learning and attention to detail.

Tasks:

– The teacher shows students the presentation, explains what analytical skills are needed and why they are important; and answers students’ questions.

– The teacher asks some of the students:
Tell me about a situation where you had to formulate new ideas?

Tell me about a situation when you solved an unforeseen problem, how did you rectify the situation?

Describe a time when you did not have all the necessary information to solve a problem. What did you do then?

Duration

40 minutes

Format

Presentation

Save as PDF:

Next in module 1:

Nugget 1.7

Social competencies

The VIRIT project was co-funded by the ERASMUS+ programme of the European Union and ran from November 2020 to October 2022. This website and project contents reflect the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.