Immersive Business and Engineering English in Virtual Reality: A Tool for the Sustainable Mobility of the Skilled Workforce in the EU Erasmus Project

Project Title

Immersive Business and Engineering English in Virtual Reality: A Tool for the Sustainable Mobility of the Skilled Workforce in the EU

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for higher education

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Teaching and learning of foreign languages; New innovative curricula/educational methods/development of training courses; Overcoming skills mismatches (basic/transversal)

Project Summary

Teaching English for a considerable amount of time, the coordinating and the partner institutions were already aware of the need to integrate communication skills more into the curriculum specifically for Engineering students. However, although awareness was the first step, this need must be scientifically put forward and the practice should depend on valuable scientific data and its analysis. Therefore, in the first step of the project, a survey instrument to determine the needs of professional engineers in English was formed and the survey was completed by 270 engineers from Austria, France, Poland, Spain and Turkey. These results were combined with real-time observations conducted in 10 different companies in the countries mentioned above with the aim of determining the needs in English. Following this, the English for Specific Purposes curriculum in different higher education institutions in all partnering countries were analyzed and the common weaknesses were presented by comparing with the needs. The data of these studies were analyzed and under the light of this research and its analysis, the second step of the project which was the production phase began and one self-containing module syllabus was created by each partner and fine-tuned in order to achieve a smooth transition to material design stage. According to the specifications provided for different types of materials, each partner prepared various types of materials. These materials were piloted in the partner institutions and according to the survey results conducted on students and teachers and also the questionnaire results responded by senior teachers who overviewed the course, the materials and the course in general was refined. Therefore, after all the steps taken within this work package, the materials were refined and fine-tuned. The whole course including the all the completed versions of the materials are ready to use for both students and teachers on both the official website of the project: https://ibeevr.itu.edu.tr/i-bee-vr-modules/ and on Moodle platform which is intended for personal use and the activities there are all refined for that use: http://moodle.ibeevr.org/. Professional development was required in order to teach this innovative course. This course was implemented after the refinement and this stage was also analyzed by surveys and interviews conducted on teachers and students. As part of the professional development, 2 short term training events, which mainly focused on how to teach by using the platform and by the integration of Virtual Reality component, were held and attended by 47 instructors in total which definitely had and would have a multiplying effect since all these training documents and presentations would be shared with prospective teachers of the course. Since these trainings and their outcomes should stay for further practice a restricted Facebook page was created in order to share experiences.
Within the scope of the project, English needs analysis was applied to 275 professional engineers and observations were made in 10 international companies. English for Specific Purposes curricula of 32 educational institutions in 5 project partner countries were examined and a report was prepared. By analyzing all these data, deficiencies and needs were determined, and then the course curriculum was created. The project was introduced with in-house meetings at five partner institutions, and an in-house introductory meeting was held at Istanbul Technical University School of Foreign Languages. During the project process, 2 international conferences and 7 transnational meetings were held. The project course includes 5 modules consisting of about 90 different activities and assessment for each module, 2 or 3 tutorial videos have been prepared. In addition, there are videos shot in real business environments in each module. For each module, 2 virtual reality scenarios and activities were prepared. The project course was piloted in 4 different institutions and then implemented. The educational platform, which currently has 110 users, will be opened free of charge to the requesting institutions after the project is closed.It would be a language course for Istanbul Technical University, Ecole Centrale de Lille and Polytechnic University of Catalonia and with some modifications due to the levels of the students or time allocations and a “how to teach a VR course” course for to-be teachers in University of Vienna and Pedagogical University of Krakow. This innovative course that meets international standards and integrates foreign language-related business skills into a digital platform with an immersive virtual reality technology that increases the expected impact on engineering students has been one of the most important outcomes of the project.The institutions will continue to implement the course not just for engineers but also for teachers educating these engineers and will support the use of the open source course.

Project Website

https://ibeevr.itu.edu.tr/

EU Grant (Eur)

Funding of the project from EU: 205061,2 Eur

Project Coordinator

ISTANBUL TEKNIK UNIVERSITESI & Country: TR

Project Partners

• UNIVERSITAT POLITECNICA DE CATALUNYA
• Pandora Artirilmis ve Sanal Gerceklik Teknolojileri A.S.
• Centrale Lille Institut
• UNIVERSITAT WIEN
• UNIWERSYTET PEDAGOGICZNY IM KOMISJI EDUKACJI NARODOWEJ W KRAKOWIE
• ITU Mezunlari Dernegi