Thus, TSU is taking forward a large-scale digital project dubbed “Virtual University 4.0” that al-lows faculty to put together interactive courses, while enabling students to run interactive 3D models of state-of-the-art equipment and receive instruction in process mechanics inside a VR/AR lab.
Tomsk Polytechnic University (TPU) has designed a virtual model of its in-house research nuclear reactor and offered to supply other higher learning institutions with a full version of this applica-tion, which, while VR-compatible, can also run on no-frills PCs. In total, TPU has developed more than 200 virtual lab apparatuses that enable online teacher-student interaction. South Ural State University (SUSU), too, actively uses VR technology to simulate lab work.
STEM subjects, however, are not the only ones that can be taught this way. Arts and humanities can also benefit. Far Eastern Federal University (FEFU) is enrolling students in ‚VR-enabled‘ con-versational English classes. This means that, as part of their training, learners will talk to native English speakers on a variety of everyday topics via a VR platform.
In fact, immersive technology is more than just a stopgap to see universities through a period of ‚enforced‘ distance learning. It is here to stay – and help them train graduates who meet the needs of today’s labor market.
VR, or immersive, technology has “huge” application potential, says a recent book published by HSE’s Institute of Education. The book, entitled “The Challenges of, and Prospects for, Digital Transformation of Learning”, claims that this techas burst its way out of laboratories into everyday life and is gaining traction. The authors see reason to believe that it will eventually penetrate all fields of human endeavor, and, crowding out keyboard and computer mouse, assert itself as a highly popular way for humans to interact with the global digital environment.
Quelle: The Ministry of Science and Higher Education of the Russian Federation
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