D3.1 PAX F amewo k o Teache s
[Ve sion 1, 1s D a ]
Due Da e: 1s Dec. 2024
Wo k Package: 3
Funded by he Eu opean Union. Views and opinions exp essed a e howe e hose o he au ho (s)
only and do no necessa ily e lec hose o he Eu opean Union o he Eu opean Educa ion and
Cul u e Execu i e Agency (EACEA). Nei he he Eu opean Union no EACEA can be held
esponsible o hem.
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P ojec In o ma ion
P og amme:
Ti le
Key Ac ion:
ERASMUS-EDU-2023-PI-ALL-INNO
P ojec
Numbe :
101139827
P ojec Ti le:
Pedagogical Alliance o XR Technologies in (Teache ) Educa ion -
PAX
Documen Con ol
Wo k package:
3
Deli e able
Numbe :
D3.1
Lead Pa ne :
PHW
Cu en e sion:
1
Issue da e:
30 / 11/ 2024
S a us:
1s D a
Dissemina ion
ype:
Public
Ve sion his o y
Ve sion:
Au ho (s):
Da e:
Main Re isions/ Rema ks:
0.1
See below
30/11/2024
Funded by he Eu opean Union. Views and opinions exp essed a e howe e hose o he au ho (s)
only and do no necessa ily e lec hose o he Eu opean Union o he Eu opean Educa ion and
Cul u e Execu i e Agency (EACEA). Nei he he Eu opean Union no EACEA can be held
esponsible o hem.
ERASMUS-EDU-2023-PI-ALL-INNO, P ojec No. 101139827 - PAX
ERASMUS-EDU-2023-PI-ALL-INNO, P ojec No. 101139827 - PAX
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Open Educa ional Resou ces (OER) License
The ERASMUS-EDU-2023-PI-ALL-INNO PAX (P ojec #: 101139827) ou pu s
we e de eloped by he ollowing Pa ne s:
• Uni e si y o Müns e (WWU) - Ge many
• Uni e si y o Teache Educa ion Vienna (PHW) - Aus ia
• Uni e si y o he Aegean (UOA) - G eece
• Palacký Uni e si y Olomouc (PUO) – Czech Republic
• FH Müns e Uni e si y o Applied Sciences (FH MS) - Ge many
• S ich ing Saxion (SAX) - Ne he lands
• DTMH PC (DTMH) - G eece
• En e sed S udios (En e sed) - Ne he lands
• C lA (C lA ) - Slo enia
• Hans Böckle Voca ional School (HBBK) - Ge many
As pe he E asmus+ guidelines, he P ojec Ou pu s a e p o ided o he
public (i.e. any hi d pa ies) wi h an Open Educa ional Resou ces (OER)
License, a he minimum o eely:
• Use he wo k;
• Adap he wo k as needed (e.g. ansla e, sho en, modi y o local
con ex s, e c.);
• Rep oduce and sha e he o iginal o adap ed wo k wi h o he s (e.g.
wi h s uden s in he class oom, online, wi h pee s, e c.).
The abo e license is p o ided unde he ollowing condi ions:
• Tha he c ea o has o be indica ed whene e he wo k o a de i a i e
is used o sha ed;
• Tha he wo k canno be used comme cially (e.g. sold by o he s,
in eg a ed in a comme cial ex book, e c.);
• Tha any de i a i es ha e o be sha ed unde he same license o
licensing e ms.
Funded by he Eu opean Union. Views and opinions exp essed a e howe e hose o he au ho (s)
only and do no necessa ily e lec hose o he Eu opean Union o he Eu opean Educa ion and
Cul u e Execu i e Agency (EACEA). Nei he he Eu opean Union no EACEA can be held
esponsible o hem.
ERASMUS-EDU-2023-PI-ALL-INNO, P ojec No. 101139827 - PAX
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Au ho s & Con ibu o s
Pa ne
O ganisa ion
Au ho s & Con ibu o s
PHW
Sabine Albe , Rena e Bu ian, Ju e Pu gaj
FHMS
Celina Khongklad, Ma c K üge
HBBK
Ral Bö ge
WWU
F auke Ma z, Ka oline Wi ba z
C lA
Nada Sagi
Re iewe s
Pa ne
O ganisa ion
Re iewe s
UOA
Ilona Lasica, Sa os Pi sikalis
WWU
Rebecca Schlieckmann
Acknowledgemen
We would like o hank all eache s and eache educa o s who played a
signi ican ole in ad ancing ou PAX P ojec and i s associa ed wo k h ough
hei in ol emen in he design o his amewo k h ough pa icipa ing in
su eys, wo kshops, aining sessions and in e iews. You openness and
ideas, pa icula ly in he applica ion o XR echnologies, dese e he highes
ecogni ion. You ha e no only demons a ed how inno a i e and u u e-
o ien ed you a e bu also p o en you willingness o boldly and c ea i ely
implemen new echnologies in p ac ice.
Funded by he Eu opean Union. Views and opinions exp essed a e howe e hose o he au ho (s)
only and do no necessa ily e lec hose o he Eu opean Union o he Eu opean Educa ion and
Cul u e Execu i e Agency (EACEA). Nei he he Eu opean Union no EACEA can be held
esponsible o hem.
ERASMUS-EDU-2023-PI-ALL-INNO, P ojec No. 101139827 - PAX
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Table o Con en s
Summa y: The PAX F amewo k (1s D a )
................................................................................................... 7
1. In oduc ion: Who we a e and wha we do
....................................................................................... 7
2. The design p ocess: How we wo ked
.................................................................................................. 8
2.1. Ini ial esul s: 1s wo kshop (T3.1)
................................................................................................... 10
2.2. Ini ial esul s: 2nd wo kshop (T3.2)
................................................................................................ 10
3. S uc u e and con en o he amewo k o eache s
................................................................ 11
4. The PAX F amewo k
................................................................................................................................... 12
4.1. Founda ion o he PAX F amewo k: Educa o s’ XR li e acies
........................................... 13
4.1.1. The echnical dimension
..................................................................................................................... 13
4.1.2. The pedagogical dimension
.............................................................................................................. 14
4.2. A ea 1: P o essional engagemen
................................................................................................... 14
4.3. A ea 2: XR designs
................................................................................................................................ 14
4.4. A ea 3: Teaching and lea ning in imme si e se ings
............................................................ 15
4.4.1. The p ac ical dimension
...................................................................................................................... 15
4.4.2. The pedagogical dimension
......................................................................................................... 15
4.5. A ea 4: Assessmen
............................................................................................................................... 15
4.6. A ea 5: Empowe ing lea ne s
........................................................................................................... 16
4.7. A ea 6: Facili a ing lea ne s’ XR-li e acies
............................................................................... 16
4.7.1. The echnical dimension
.................................................................................................................... 16
4.7.2. Agency and p esence
............................................................................................................................ 17
4.7.3. The cogni i e / affec i e dimension
.............................................................................................. 17
5. The ision: The in e ac i e PAX F amewo k
.................................................................................... 17
5.1. How can he in e ac i e PAX F amewo k be na iga ed
..................................................... 19
Re e ences (APA S yle)
....................................................................................................................................... 20
APPENDIX I
................................................................................................................................................................... 21
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Table o Figu es
Figu e 1: The PAX esea ch and design p ocess ............................................................... 9
Figu e 2: DigCompEDU ............................................................................................................ 12
Figu e 3: The PAX F amewo k ............................................................................................... 13
Figu e 4: Educa o s‘ XR Li e acies ...................................................................................... 13
Figu e 5: P o essional Engagemen .................................................................................. 14
Figu e 6: XR Design .................................................................................................................... 15
Figu e 7: Assessmen ............................................................................................................... 16
Figu e 8: Empowe ing Lea ne s .......................................................................................... 16
Figu e 9: Facili a ing Lea ne s‘ XR Li e acies ............................................................... 16
Figu e 10: Example s uc u e o he in e ac i e PAX F amewo k ......................... 17
Figu e 11: Showcase example ................................................................................................ 18
Figu e 12: Bes p ac ice examples ...................................................................................... 19
Figu e 13: DigCompEdu ........................................................................................................... 21
Figu e 14: SAMR Model ............................................................................................................ 22
Figu e 15: CAMIL Model .......................................................................................................... 22
Figu e 16: TPACK Model .......................................................................................................... 23
Figu e 17: SAJP Model ............................................................................................................. 24
Lis o Abb e ia ions/ Ac onyms
Abb e ia ion/
Ac onym
Desc ip ion
AI
A i icial In elligence
AR
Augmen ed Reali y
CAMIL
Cogni i e Affec i e Model o Imme si e Lea ning
CK
Con en Knowledge
DigCompEdu
Digi al Compe ence F amewo k o Educa o s
LMZ-BW
Landesmedienzen um Baden-Wü embe g
MR
Mixed Reali y
PK
Pedagogical Knowledge
SAJP
Sabine Albe , Ju e Pu gaj Model
SAMR
Subs i u ion, Augmen a ion, Modi ica ion, and Rede ini ion
TPACK
Technological Pedagogical Con en Knowledge
TK
Technological Knowledge
VR
Vi ual Reali y
XR
eX ended Reali y
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Summa y: The PAX F amewo k (1s D a )
Wo k Package (WP) 3 ocuses on de eloping he PAX F amewo k - a
compe ence amewo k o s uden and in-se ice eache s. This amewo k
includes compe ence desc ip o s o he pedagogical and subjec -speci ic
use o XR echnologies in he class oom and will be in eg a ed in o he
cu icula o all pa ne uni e si ies and beyond. Deli e able 3.1 (D3.1) o WP3 is
he i s d a o he PAX F amewo k o eache s, p oduced du ing he i s
p ojec cycle, which includes key e en s and miles ones. O e he coming
mon hs, he amewo k will be e ined, implemen ed, and ho oughly
e alua ed in close collabo a ion wi h he PAX Boa d, he PAX Think Tank, and
ou P AXis g oups.
The PAX F amewo k is designed o suppo eache s in eaching
wi h XR echnologies. I helps o p o ide an o e iew o he
diffe en a eas ha need o be conside ed in imme si e lea ning
en i onmen s.
1. In oduc ion: Who we a e and wha we do
One o he main objec i es o WP3 in he PAX P ojec is o de elop a
amewo k ha p o ides s uden s and in-se ice eache s wi h compe ence
desc ip o s o he pedagogical and subjec -speci ic use o XR echnologies
in he class oom. This documen , D3.1, p esen s he i s d a o his
amewo k, which will se e as a p o o ype o he inal e sion.
In his ini ial phase, WP3 has combined he expe ise o he uni e si y
pa ne s wi h he esul s o MS2.1, MS3.1 and MS3.2. This mixed me hods
app oach o ms he basis o he amewo k, which will e en ually be
ans o med in o a websi e p o o ype o u he de elopmen and es ing.
The esul ing amewo k will p o ide p ac ical, e idence-based
ecommenda ions o help eache s in eg a e XR echnologies effec i ely,
ailo ed o he needs o hei s uden s.
PAX ollows a design-based app oach. We de elop he PAX
F amewo k
wi h
eache s o
eache s
. So we wo ked wi h
eache s in diffe en wo kshops in diffe en places. We lis ened
o hei needs and wishes o ou amewo k.
The de elopmen o he i s d a o he PAX F amewo k (D3.1) is a
collabo a i e effo in ol ing se e al ins i u ions, each con ibu ing unique
expe ise:
Uni e si y o Teache Educa ion Vienna (PHW) - Lead Ins i u ion
PHW is leading WP3, d awing on i s ex ensi e expe ience in eache
educa ion a p ima y, oca ional and gene al seconda y le el. Wi h a
Eu opean ne wo k o o e 90 pa ne uni e si ies and he Cen e o Lea ning
Technology and Inno a ion (ZLI), PHW specializes in in eg a ing digi al ools
in o inno a i e eaching p ac ices. The ZLI ocuses on e-lea ning, media
educa ion and digi al li e acy, making PHW an ideal leade o he
de elopmen o he PAX F amewo k.
FH Müns e (FH MS)
FH MS, a uni e si y o applied sciences, is co-leading WP3, d awing on i s
expe ise in oca ional didac ics and p e ious XR- ocused p ojec s. I s
expe ience in he EduAR Wo kbook p ojec , unded by he Ge man Fede al
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Minis y o Educa ion and Resea ch (BMBF, Funding No.: 21LDI003I), p o ides
a aluable basis o he amewo k. This p ojec , in collabo a ion wi h he
Chambe o C a s o Lowe F anconia, de eloped esou ces o oca ional
aine s o c ea e AR applica ions. Mo e de ails abou he p ojec can be
ound he e: h ps://www.p ojek -a iha.de/.
Hans Böckle Voca ional School (HBBK)
HBBK is a oca ional school offe ing cou ses in chemical, elec ical and
mechanical enginee ing as well as in o ma ion and communica ion
echnology. Due o hei oca ional pedagogical o ien a ion and he s uc u e
o hei educa ion and cu icula, hese cou ses a e pa icula ly sui able o he
use and e alua ion o he PAX F amewo k in hei eache educa ion cou ses.
O he Con ibu o s
The Uni e si y o Müns e (WWU) p o ides academic insigh s and suppo s
esea ch ac i i ies wi hin WP3, while C lA con ibu es p ac ical expe ise in
XR applica ion de elopmen and p e ious expe ience in wo king wi h
educa ional ins i u ions.
This mul idisciplina y app oach ensu es a obus and well- ounded
ounda ion o D3.1 and pa es he way o he de elopmen o he PAX
F amewo k.
As s a ed in he p oposal, [WP3] is going o ocus on using XR in a p ac ical,
mos ly eaching way. The plan o D3.1 is o collec and analyse da a om lo s
o diffe en sou ces o help us c ea e an XR amewo k o s uden and in-
se ice eache s. I builds on wha we lea ned in MS2.1 om WP2, as well as
MS3.1 and MS3.2 om WP3. On op o ha , D3.1 also makes use o he p io
knowledge and esou ces o key p ojec pa ne s o make su e he XR
amewo k has a solid ounda ion. This coo dina ed app oach combines
igo ous heo e ical esea ch wi h p ac ical engagemen , p o iding a obus
basis o he i s d a o he XR amewo k o eache s.
2. The design p ocess: How we wo ked
Deli e able 3.1
, he PAX F amewo k, is a p ac ice-o ien ed pa o he PAX
P ojec o suppo eache s in he effec i e use o Ex ended Reali y (XR)
echnologies in he class oom. The aim o his deli e able is o de elop a i s
d a amewo k ha mee s he speci ic challenges and needs o eache s
while b idging he gap be ween echnological inno a ions and pedagogical
equi emen s. A a ime when echnologies such as Vi ual Reali y (VR),
Augmen ed Reali y (AR) and Mixed Reali y (MR) a e becoming inc easingly
impo an , he use o XR in he class oom opens and enables new possibili ies
o in e ac i e and compe ence-o ien ed lea ning expe iences. The
inco po a ion o hese echnologies in o pedagogical p ac ices has he
po en ial o ans o m educa ion, as imme si e se ings can be e y effec i e,
mo i a ing and highly engaging (also see, e.g., D2.1). A he same ime, his
ans o ma ion equi es a sound heo e ical basis ha conside s no only he
echnological possibili ies, bu also bu also pedagogical, physical and
psychological affo dances. Models and amewo ks and such as he
Cogni i e Affec i e Model o Imme si e Lea ning model (CAMIL, Mak ansky
& Pe e sen, 2021), Digi al Compe ence F amewo k o Educa o s
(DigCompEdu, Ca e e o e . al, 2017), Technological Pedagogical Con en
Knowledge model (TPACK, Mish a & Koehle , 2006), and SAJP model
(ac onym: Sabine Albe , Ju e Pu gaj, Albe & Pu gaj, 2023) p o ide aluable
s a ing poin s o add ess hese challenges (see appendix o a b ie o e iew
o each o hese models).
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Figu e 1: The PAX esea ch and design p ocess
The i s d a o he amewo k was de eloped as pa o he p ojec h ough
wo cen al asks: T3.1 “Explo a ion o XR eache s' needs” and T3.2 “Analysis
and ans e o PAX esea ch esul s”. Bo h asks we e ca ied ou in he
con ex o aining cou ses and design hinking wo kshops and in close
coope a ion wi h a g oup o eache s, which a e pa o he so-called P AXis
g oup. I became e iden ha hese wo kshops a e o signi ican alue o he
design p ocess. Consequen ly, FHMS, HBBK and WWU p oceeded o
o ganize u he exchanges wi h eache s.
The main objec i e o D3.1 is o c ea e a i s d a o a p ac ice-
o ien ed amewo k ha se es as a guide o eache s o success ully
in eg a e XR echnologies in o hei lessons. The ocus is no only on he
echnical implemen a ion, bu also on a eas such as eache s XR-li e acies on
a mo e gene al le el, p o essional engagemen , assessmen and lea ne
empowe men . I is in ended o enable eache s o c ea e engaging lea ning
en i onmen s ha ac i ely in ol e bo h lea ne s and eache s.
The subsequen sec ions o his documen a e s uc u ed as ollows:
he ini ial sec ion desc ibes he de elopmen p ocess o D3.1, subsequen ly
highligh ing he me hods used and analysing he key esul s. The documen
hen p oceeds o examine he challenges and oppo uni ies ha a ose om
his wo k. The amewo k is subsequen ly p esen ed in i s inaugu al o m and
s uc u e.
In c ea ing D3.1 a ull-day wo kshop di ided in o wo pa s was
conduc ed. The goal was o gain a deep unde s anding o he challenges,
needs, and expec a ions o educa o s when dealing wi h XR echnologies.
The wo kshop u ilized he Design Thinking me hod (C oss, 2011) o de elop
c ea i e and use -cen ed solu ions.
• D3.1, Pa 1: Theo e ical Inpu
o S ephanie Wössne (LMZ-BW) p esen ed he la es de elopmen s and
challenges in he use o XR echnologies in educa ion in Ge many. She
p o ided conc e e examples and discussed app oaches ha ha e
al eady been success ul, as well as ba ie s ha s ill exis .
o Nada Sagi (C lA ) demons a ed p ac ical examples illus a ing
how XR echnologies a e being used in educa ion, highligh ing he
po en ial o hese echnologies o design inno a i e lea ning
scena ios.
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Figu e 7: Assessmen
4.6. A ea 5: Empowe ing lea ne s
This a ea is closely connec ed o a ea 6, bu pays a en ion o mo e
undamen al aspec s (see CAMIL o de ails). I enables eache s o be
mind ul o hei lea ne s’
-
Physical wellbeing
(such as simula o sickness and dizziness);
-
Men al well-being
(allowing o aspec s such as physical and social
p esence, coping wi h cogni i e load e c.).
Figu e 8: Empowe ing Lea ne s
4.7. A ea 6: Facili a ing lea ne s’ XR-li e acies
The XR li e acies ha s uden s need o de elop g adually when engaging
wi h XR a e diffe en om he li e acies hey need when engaging wi h mo e
con en ional digi al ools, such as lea ning managemen so wa e o simple
lea ning applica ions. As desc ibed in CAMIL, o example, aspec s such as
p esence and agency a e key cons uc s ha need o be conside ed mo e
closely.
Figu e 9: Facili a ing Lea ne s‘ XR Li e acies
This is why he PAX F amewo k p oposes o highligh he ollowing
dimensions:
4.7.1. The echnical dimension
Analogous o he XR li e acy o educa o s, s uden s need o be p epa ed o
he apid eme gence and e olu ion o imme si e echnologies. Teache s
need o p o ide guidance on how o use indi idual XR designs (bo h de ices
and ela ed applica ions) in a c i ically e lec i e and esponsible way.
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4.7.2. Agency and p esence
As desc ibed in a ea 5, he physical and men al wellbeing o s uden s is
essen ial o wo king in imme si e en i onmen s. S uden s need no only o
lea n how o c ea e hei a a a , o example, bu also o e lec on he impac
o hei choices on o he s in collabo a i e and in e ac i e scena ios. Thei
agency akes on diffe en dimensions and he emo ional in ol emen may be
e y diffe en om o he lea ning se ings. They also need o be awa e o hei
physical p esence in he class oom as well as hei social p esence in he
imme si e en i onmen as well as o he amoun o con ol hey ha e in he
XR spaces (see CAMIL and TICOL o de ails).
4.7.3. The cogni i e / affec i e dimension
This is closely ela ed o he dimension o agency and p esence, bu ex ends
o and includes aspec s such as sel - egula ion, cogni i e load and si ua ional
in e es , as well as sel -efficacy and mo i a ion (see CAMIL o de ails). These
a e impo an aspec s ha eache s need o be awa e o and g adually be
able o add ess.
5. The ision: The in e ac i e PAX F amewo k
The en isaged in e ac i e PAX F amewo k se es as a comp ehensi e poin
o con ac o eache s o use XR echnologies in hei lessons. The con en is
clea ly s uc u ed, wi h easily accessible sec ions, links and in e ac i e
elemen s. The aim is o s eng hen eache s' skills, suppo hem in hei
pedagogical wo k and p o ide hem wi h speci ic ools.
Figu e 10: Example s uc u e o he in e ac i e PAX F amewo k
A he hea o he websi e a e cons uc i is s ep-by-s ep guides ha
include explo a o y ques ions and p omo e an ac ion-o ien ed app oach.
These guides ha e been de eloped based on eedback om he a ge
audience in T3.1 und T3.2 o ensu e hey add ess he needs and challenges
aced by eache s. Alongside ex -based con en , he pla o m also offe s
mul imedia suppo in he o m o ideo u o ials, in e ac i e lea ning
modules, and an AI-powe ed cha (planned) ha p o ides quick, pe sonalized
esponses o ques ions. To gi e a ough idea o he concep ual idea, he
example o he PAX F amewo k o educa o s (1s d a e sion) (based on
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DigCompEdu) is used. A key componen o he websi e a e i s echnical and
pedagogical esou ces, consolida ed in a dedica ed sec ion called
“Educa o s XR li e acies” (Figu e 10). This sec ion p esen s a ious opics, such
as XR-Technologies, XR-Applica ions, class oom space, physical affo dances
& challenges, psychological effec s and e hical aspec s complemen ed by
conc e e examples o class oom use. These esou ces a e en iched wi h
in e ac i e elemen s and isual g aphics o make hem mo e accessible.
Figu e 11: Showcase example
The echnical aspec s o using XR a e also a signi ican ocus. A sec ion
XR-Technologies / De ices p o ides in o ma ion on necessa y equi emen s
and guides use s s ep-by-s ep h ough he se up and use o hese
echnologies. Supplemen a y u o ials and p ac ical ips will help o e come
echnical hu dles. Simul aneously, a dedica ed sec ion will add esse he opic
o E hical Aspec s ensu ing ha he echnology is used esponsibly and
secu ely. He e, eache s can ind easy- o-unde s and in o ma ion abou
e hics, secu i y, and GDPR-complian solu ions.
Ano he impo an opic is Class oom Space, pa icula ly in si ua ions
whe e no all s uden s can simul aneously use XR echnology. A dedica ed
sec ion will offe p ac ical ips and s a egies o in ol ing s uden s who a e
no di ec ly using he de ices. This will be complemen ed by a galle y o
p ac ice-o ien ed examples, whe e eache s can disco e p o en use cases
and bes p ac ices o sha e hei own expe iences.
The u u e in e ac i e PAX F amewo k will ecognize he di e se needs
o eache s wi h a ying le els o p io knowledge. The e o e, he con en will
be u he di ided in o h ee compe ency le els: beginne , in e media e, and
ad anced. These esou ces will be compe ence-o ien ed and will ollow a
cons uc i is app oach. Fu he mo e, he in e ac i e PAX F amewo k will
offe exempla y con en o diffe en educa ional le els and subjec s,
p o iding inspi a ion o speci ic applica ions o XR echnologies in eaching.
A e he nex design s eps, he PAX F amewo k will be
p esen ed in an in e ac i e o m. Teache s will be able o access
and engage wi h i acco ding o hei needs and wishes.
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5.1. How can he in e ac i e PAX F amewo k be na iga ed
The explo a i e app oach o he in e ac i e PAX F amewo k is designed o
encou age in ui i e na iga ion and os e an engaging use expe ience. By
emphasizing disco e y-d i en in e ac ions, i will allow use s o di e in o i s
con en dynamically, unco e ing in o ma ion o ganically a he han
ollowing a s ic ly linea pa h. This app oach will le e age explo a i e
ques ions (Figu e 12) in e ac i e elemen s, modula layou s, and con ex ual
examples o s imula e cu iosi y and p omo e a deepe unde s anding o he
opics.
Figu e 12: Bes p ac ice examples
The aim is o c ea e a seamless en i onmen whe e use s will be able o
explo e eely, gaining insigh s h ough hei jou ney while main aining a
cohe en connec ion o he websi e's o e a ching s uc u e and pu pose. I
will be clea ly s uc u ed, easy o na iga e, and offe s all essen ial con en in
sec ions such as XR Didac ics, o Bes P ac ice Examples. I will se e no only
as a guide bu also as an in e ac i e lea ning en i onmen ha encou ages
eache s o con iden ly and c ea i ely in eg a e XR echnologies in o hei
eaching and will se e as a basis o he upcoming WP5.
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Re e ences (APA S yle)
Albe , S., & Pu gaj, J. (2023). Mu zu offenen Le numgebungen – ein Modell
zu Ges al ung on nachhal igen Le np ozessen. Zei sch i ü
Hochschulen wicklung, 18(4), 155–173.
h ps://doi.o g/10.21240/z he/18-04/09
B aun, V., & Cla ke, V. (2006). Using hema ic analysis in psychology.
Quali a i e Resea ch in Psychology, 3(2), 77–101.
h ps://doi.o g/10.1191/1478088706qp063oa
C oss, N. (2011). Design Thinking: Unde s anding how designe s hink and
wo k. Be g Publishe s.
E lebach, R., Leske, P., F ank, C. (2020). Ein Analyse as e Technische
Wissensinhal e als G undlage ü eine lebenswel - und
essou ceno ien ie e Un e ich splanung. bwp@, Ausgabe 38. ISSN 1618-
8543
Eu opean Commission, Join Resea ch Cen e, Ca e e o, S., Vuo ika i, R., &
Punie, Y. (2017). DigComp 2.1: he digi al compe ence amewo k o
ci izens wi h eigh p o iciency le els and examples o use, Publica ions
Office. h ps://da a.eu opa.eu/doi/10.2760/38842
Mak ansky, G., & Pe e sen, G. B. (2021). The cogni i e affec i e model o
imme si e lea ning (CAMIL): A heo e ical esea ch-based model o
lea ning in imme si e i ual eali y. Educa ional Psychology Re iew,
33(3), 937–958. h ps://doi.o g/10.1007/s10648-020-09586-2
Mak ansky, G., & Pe e sen, G. B. (2023). The heo y o imme si e collabo a i e
lea ning (TICOL). Educa ional Psychology Re iew, 35(103).
h ps://doi.o g/10.1007/s10648-023-09822-5
Mish a, P. & Koehle , M. J. (2006). Technological pedagogical con en
knowledge: A amewo k o eache knowledge. Teache s College
Reco d, 108(6), 1017-1054. h ps://doi.o g/10.1111/j.1467-
9620.2006.00684.x
Puen edu a, R.R. (2013, May 29). SAMR: Mo ing om enhancemen o
ans o ma ion [Web log pos and slides]. Hippasus.
h p://www.hippasus.com/ pweblog/a chi es/2013/05/29/SAMREn
hancemen ToT ans o ma ion.pd
Ropohl, G. (2009). Allgemeine Technologie: eine Sys em heo ie de Technik (3.
Au lg.). Ka ls uhe: Uni e si ä s e lag.
Download: h p://www.ksp.ki .edu/9783866443747
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APPENDIX I
In his sec ion we p esen a quick o e iew o e he amewo ks
and concep s we use as a ounda ion o he PAX F amewo k.
1.
DigCompEdu F amewo k
Figu e 13: DigCompEdu
The DigCompEdu (Ca e e o e . al, 2017) is a Eu opean amewo k designed
o suppo educa o s in effec i ely in eg a ing digi al ools and echnologies
in o eaching and lea ning. I desc ibes 22 compe ences o ganized in o six
a eas: (1) p o essional engagemen , (2) digi al esou ces, (3) eaching and
lea ning, (4) assessmen , (5) empowe ing lea ne s, and (6) acili a ing lea ne s’
digi al compe ence.
The co e o he DigCompEdu amewo k is de ined by a eas 2-5. Toge he ,
hese a eas ou line educa o s’ digi al pedagogic compe ence, encompassing
he skills and knowledge equi ed o design and implemen effec i e,
inclusi e, and inno a i e eaching and lea ning s a egies using digi al ools.
This pedagogic co e is complemen ed by a eas 1 and 6. A ea 1 ocuses on he
b oade p o essional engagemen o educa o s wi h digi al echnologies.
This includes hei use in p o essional in e ac ions wi h colleagues, lea ne s,
pa en s and o he s akeholde s, as well as o pe sonal p o essional
de elopmen and o con ibu e o he collec i e imp o emen o hei
ins i u ions. A ea 6 add esses he speci ic skills ha educa o s need o os e
lea ne s’ digi al compe ence, enabling s uden s o pa icipa e con iden ly
and esponsibly in an inc easingly digi al socie y.
The amewo k empa hizes ha educa o s’ digi al compe ence goes
beyond eaching o include enabling ac i e pa icipa ion in a digi al socie y
and imp o ing pedagogical p ac ice.
2.
SAMR Model
The SAMR Model, as o mula ed by Puen edu a (2013), aims o ca ego ize he
use o digi ali y in eaching and lea ning acco ding o i s didac ic and
echnical po en ial. These ange om he basic le el o enhancemen
(subs i u ion and augmen a ion) o he high le el o ans o ma ion
(modi ica ion and ede ini ion).
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Figu e 14: SAMR Model
I could be a gued ha wi h he le el o imme sion, VR echnology could also
be seen in his way, wi h AR being used o augmen a ion, while ully
imme si e VR en i onmen s could be ca ego ized as ans o ma ion, as hey
enable lea ning scena ios ha would no o he wise be possible.
3.
CAMIL Model
Figu e 15: CAMIL Model
The CAMIL Model (Mak ansky & Pe e sen, 2021) p o ides a heo e ical
amewo k o unde s anding lea ning p ocesses in imme si e i ual
en i onmen s. I emphasizes p esence ( he eeling o being on-si e) and
agency (con ol o e one’s ac ions), enhanced by imme sion and in e ac ion.
CAMIL iden i ies six key lea ning ac o s: in e es , in insic mo i a ion, sel -
efficacy, embodimen , cogni i e load, and sel - egula ion. By minimizing
cogni i e load and p omo ing e lec i e ac i i ies, i aims o achie e
p o ound, applica ion-o ien ed knowledge. Po en ial CAMIL applica ions
include coaching wi h i ual eedback and a ge ed suppo , os e ing
au onomy h ough independen decision-making, enhancing mo i a ion
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wi h imme si e echnologies, pe sonalizing lea ning by adap ing con en o
indi idual abili ies, and lea ning h ough hands-on applica ion in simula ion-
based en i onmen s.
4.
TPACK Model
Figu e 16: TPACK Model
The TPACK Model (Mish a & Koehle , 2006) in eg a es echnological
knowledge (TK), pedagogical knowledge (PK), and con en knowledge (CK) o
effec i ely inco po a e echnology in o eaching and lea ning p ocesses,
enabling he sus ainable deli e y o complex con en . TK e e s o
unde s anding he use o mode n echnologies like AR, VR, and MR o suppo
lea ning. PK encompasses effec i e ins uc ional and suppo s a egies,
such as discussion, e lec ion, and hands-on applica ion. CK ela es o
expe ise in speci ic subjec a eas. TPACK applica ions combine hese a eas
o knowledge o os e deep unde s anding and enhance lea ning
expe iences.
5.
SAJP
The SAJP Model p o ides a s uc u ed ounda ion o ins uc ional design
h ough dimensions o he lea ning en i onmen (Replace, Ex end, Modi y,
Design, E alua e) and lea ning p ocesses (Re eal, Complemen , Collabo a e,
C ea e, E alua e).
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Figu e 17: SAJP Model
In simula ion-based en i onmen s, i enables lea ne s o de elop op imized
solu ions, c i ically e alua e decisions, and ake esponsibili y o hei own
lea ning h ough i e a i e e lec ion. Open lea ning en i onmen s os e sel -
di ec ed lea ning h ough lexible digi al and analog spaces ailo ed o
indi idual needs. These en i onmen s enhance c ea i i y, decision-making,
and u u e-o ien ed skills h ough pa icipa ion and collabo a ion be ween
eache s and lea ne s. Sus ainable didac ics and e lec i e lea ning
p ocesses p epa e lea ne s o agile p o essional challenges and suppo
inno a i e p oblem-sol ing. (I will be made a ailable in English du ing he
cou se o he p ojec ).
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