This document aims to present the project and its main outcomes, as well as discuss benefits and recommendations
for further application, improvement, and integration of the project results in educational policies and practices.
This document is a collection of all educational scenarios implemented by schools in Greece and Romania during phases A and B of the project's Implementation and Validation Activities.
Scenarios herein are only in English to maximize outreach.
Original versions of the scenarios are on the VISTE Community:
This document describes the system developed by INRIA in the context of VISTE. The Augmented Reality Toolkit has undergone several adjustments and improvements throughout the project’s life-cycle in an attempt to make it as stable as possible for schools to use them in the classroom.
The final version of it is presented herein; it is the one used in Implementation and Validation Activities (Phase B). Scenarios implemented with the system are presented in O2.1/A1.2 Training and Support Material (c. Implemented Scenarios).
VISTE – How to get started. This document constitutes a brief introduction to the functionalities of the VISTE Community.
It aims in helping you, the future member of the VISTE Community
to explore its capabilities to the fullest and to ensure that your involvement with the community’s
content will be successful with the minimum required time and effort from your part!
This deliverable reports on the dissemination website of the VISTE project as a means to enhance project visibility and outreach to the external to the project world, its target groups and further stakeholders.
This document seeks to introduce spatial thinking in education practice for students with VI through innovative components.
The document introduces essential strategies for the development of an innovative teaching approach towards effective spatial thinking for students with VI.
The subject of "State-of-the-Art Report" concerns spatial thinking in formal (primary and secondary) education for students with visual impairment (VI). More specifically, the report: a) explores what has been put in practice thus far in education regarding spatial thinking of students with VI in Europe and worldwide, and b) answers how to further develop pupils’ spatial skills in formal educational contexts