Immersive Learning Professional Programme

Raising Awareness of How Immersive Technologies Can be Used Effectively in Education and Training.

Immersive Learning Professional Programme

Raising Awareness of How Immersive Technologies Can be Used Effectively in Education and Training.

Immersive Learning Professional Programme

Jointly, PAULEY and NCATI have devised an Immersive Learning Professional (ILP) programme to enable more learning and development professionals to become digitally aware and confident in how they train using immersive technology. Our goal is to provide awareness of how augmented/virtual reality or immersive technologies can be used effectively in education and training.

Delegates will be able to:

  • Experience the possibilities and benefits of immersive technology in course delivery and assessment
  • Understand how this technology can be embedded into course delivery
  • Understand the range and type of commercial off-shelf resource that is currently available
  • Understand the commissioning process for the development of bespoke resources and the potential routes for commercialisation

There are 2 courses within the Learning

  • Introduction to Immersive Learning
  • Immersive Learning Practitioner

Introduction to Immersive Learning

Designed for College Principals, Faculty Leaders, Heads of Learning and Development, Curriculum Managers and ICT technicians, this course introduces delegates to key immersive learning formats, allowing these to be experienced as professionally facilitated learning activities. Once familiar with a best-practice approach to the planning, implementation and facilitation of Immersive Learning, delegates are then introduced to the new organisational processes needed to identify where immersive learning could both enrich learner experiences and deliver concrete organisational benefits. Finally, they learn how to develop business case proposals for investments in Immersive Learning technology, deal with queries, negotiate approvals and work with third party partners to develop, pilot and implement high quality immersive learning solutions.

By the end of the course delegates will be able to:

  • Describe and differentiate the strengths and weaknesses of different immersive learning formats.
  • Review curricula to identify exactly where immersive learning could enrich learner experiences.
  • Identify the location, type, volume and suitability of existing Immersive Learning resources.
  • Identify and specify any additional immersive Learning resource required to deliver benefit.
  • Balance benefits and costs, work up and submit business cases for financial investments.
  • Produce business case proposal documents for Immersive Learning hardware and/or software.
  • Negotiate Approvals for investments in immersive learning resources.
  • Support developers with immersive software resource development.
  • Support the piloting and operational implementation of immersive learning resources.

Immersive Learning Practitioner

Designed for Lecturers and Workshop Support Technicians, this course introduces delegates to key immersive learning formats, allowing these to be experienced as professionally facilitated learning activities. Once familiar with a best-practice approach to the planning, implementation and facilitation of Immersive Learning, delegates are introduced to the organisational processes needed to identify where immersive learning can enrich learner experiences and deliver concrete organisational benefits. They learn how to support curriculum managers and ICT technicians with business case proposals for investments in Immersive Learning technology and how to work with others as Subject Matter Experts to develop, pilot and implement high quality immersive learning solutions. Finally, delegates get to plan, rehearse and then dual-facilitate an Immersive Learning session of their choice using a high quality library of immersive resource in a dedicated immersive suite.

By the end of the course delegates will be able to:

  • Describe and differentiate the strengths and weaknesses of different immersive learning formats.
  • Review curricula/lessons to identify where Immersive Learning could enrich learner experiences.
  • Work up and submit Outline Recommendations to curriculum managers and ICT technicians.
  • Support curriculum managers and ICT technicians with their business case proposals.
  • Plan blended twin-track immersive lessons, including use of 3D assets in 2D environment.
  • Develop non-Immersive materials for blending.
  • Support developers with immersive software resource development.
  • Dual-facilitate effective blended twin-track immersive lessons with support from your partner.
  • Support the piloting and operational implementation of immersive learning resources.

Please contact us for further information on either of the courses or to enquire about arranging or attending a course.

Key Benefits

Appeals to a Variety of Learning Styles and Preferences

Classic teaching and training methods convey content to students according to the instructor’s preferred style of learning. These styles are classified as visual, auditory, tactical, and kinaesthetic. But what if multiple styles of learning could be satisfied simultaneously? With AR/VR learning, this is a new reality.

Offers Experiences that Promote Repetition to Allow Mastery of Skills

New skills require practice. Simulations have always been part of vocational training, but it’s never been easy or cheap to set them up for the sake of practice. AR/VR training options offer controlled, easily generated environments that allow for the repetition students need to master a new skill or process.

Enable Flexibility of Location 

Using headsets, students can explore the Great Barrier Reef, take a virtual walk on Mars–the options are limitless. Even otherwise cost-prohibitive domestic destinations can be options. Subject-intensive modules are also gaining in interest. History teachers are discovering “time-travel” opportunities as more and more content is produced. AR/VR enables access to work-sites which may otherwise be inaccessible.

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What Our Clients Say

“The Digital Twin is really important for us here at High Speed One. It actually shows how we are bringing live asset data to the point of need; where the technicians need it and where the operations staff need it. And actually tied in what is happening on the operational railway to our station assets, which we have never done before.”
Richard Thorp, Engineering Director HS1
“There are clear and wide ranging benefits of this technology being applied to both stations and the linear asset, from a maintenance and asset management perspective. Everyone was keen to see this project extended to include Rapid Response (and support for field technicians by those in maintenance depots and NICC), training, competence and familiarisation, defect rectification and reference to technical documentation during planned maintenance. Additionally, we see benefit in simulating complicated possessions and isolations, particularly using on-track machines, to improve safety of workers while on the track.” 
Simon Morley, Head of Infrastructure Maintenance, HS2 Ltd
“I was amazed upon first experiencing the tunnelling environment that PAULEY has created. In front of me was a real life hologram, fixed in space and that could be inspected from any angle. The real ‘wow’ moment came when I leaned over the image to find a digger and workers not visible until I peer down the pit shaft, which reached toward my feet. Immersive technologies are set to become huge disruptors in training. For augmented technologies the killer app is the ability for collaboration in real space, with shared visualisations that provide learning experiences people can walk around, view and interact with together. People learn best from shared, peer to peer experiences” 
Nathaniel Cooke, Assistant Fund Manager, CITB (Tunnel Skills)
“We found the team at PAULEY to be helpful and understanding of our requirements; our vision of a 3D interactive training and assessment programme was brought to life by Phil and his team. Phil’s team took our ideas and challenged the boundaries, offering ideas and solutions to this initiative, delivering a programme that surpassed our expectations on time and in budget. We at Eurostar Engineering look forward to expanding our programme with PAULEY” 
Chris Thompson, Engineering Training Manager, Eurostar International Ltd
“PAULEY’s development of the digitised curriculum at NCATI has been excellent. They have truly engaged with our core values and have delivered an industry leading product that our students and lecturers find compelling and engaging.”
Charles Anderson, Head of Curriculum Development (NCATI)