<< Background >>Reality shows that pupils have a poor spatial awareness despite the importance of the knowledge of this: pupils don’t understand the 2D-models (building plans, electronic plans) schools work with. As pupils grow up in a 3D-world they don’t often fully understand a concept when they have to work in 2D. By using 3D-technology - such as Augmented Reality (AR) - pupils can get a new perspective on often quite abstract scientific concepts by which their spatial awareness skills will be developed. Compared to Virtual Reality a lot of AR-application can be run on devices most people own, without extra costs. This makes AR very attractive for education. AR includes virtual elements that interact with what already exists. It is a virtual layer put above reality. Also in other subjects than technology, AR can help in the learning process. Probably, the most popular application for AR in education is the use of AR apps directly in the classroom. In this case, they can help the teacher explain a subject, provide a visual representation of the material, and help students test out their knowledge in spatial awareness. The use of AR in education is a very innovative digital and effective tool. The main objectives are to increase the learning profit and spatial awareness for students, to familiarize teachers with AR and teach them to use it in their lessons and finally to implement AR in education. By increasing the competences of teachers the learning effect by students will be reached easier. To reach this we translate them into following concrete objectives, spread on three important levels of education:Level of students:- to increase and visualize the spatial awareness in order to increase the learning results by using AR (more interactivity and involvement) and ameliorate the connection with the job market. Vulnerable learners will be sustained in their learning process by the use of AR when this is necessary as a matter of differentiation.Level of teachers:- to professionalize teachers in the development, sharing and using lessons with existing AR-apps and AR-glasses as a powerful didactical tool in the classroom. Level of school:- to implement AR as an innovative tool in education, develop new strategies for distance learning by the use of AR-apps, extend international cooperation.<< Objectives >>The main achievement is the implementation of AR in education in order to improve spatial awareness for vulnerable readers. Therefore we will focus on the target group of students, teachers and school leaders. Students will get better learning results in spatial awareness by using AR. Therefore teachers need to be trained in the use of AR and school leaders have to be sustained in the implementation of it. As AR puts a virtual skin above reality, we believe in many opportunities for education:- AR has the potential to replace paper textbooks, printed manuals... It offers portable and less expensive learning materials. As a result, education becomes greener and more accessible and mobile.- AR doesn’t require any expensive hardware. AR technologies are immediately available for use for the majority of the target audience by Smartphone.- Interactive AR learning has a significant positive impact on students. It keeps them engaged throughout the lesson and makes learning fun and effortless.- AR apps offer vast opportunities to diversify and shake up boring classes. Interactive lessons, where all students are involved in the learning process at the same time, help improve teamwork skills.- AR in education helps students achieve better results through visualization and full immersion in the subject matter. - Professional training will benefit greatly from the use of AR. - AR isn’t limited to only one use case or field of application.AR in education is very innovative and progressive as the principle of AR is quite new itself. The advantage of using AR in education will be huge as students can learn even outside the classroom. Online or distance learning can be easier and more efficient with AR-aided educational materials. For that reason the project will introduce, implement and improve adjusted AR-principles in European education and guide school leaders to implement it within their schools by giving them a framework. As we realize that something new scares people to start with it, we will introduce the use of AR systematically. As a start we will work with existing apps where AR can be used. The use of apps is free and can be used also in distance learning. In a final phase we will introduce the HoloLens as a tool to use AR. Once schools have a HoloLens it’s important to mention that further use and content is totally free! This increases the feasibility of using the HoloLens in education. During the project the possibilities of other AR-glasses will be mentioned too.With the SAVLAR-project different outputs are aimed. As AR is quite new, the partners chose to start gradually and use the outputs to enlarge the use of AR in a later phase:- implement existing AR-applications and AR-glasses in education - sustain vulnerable learners - close the gap- professionalize teachers in different ways in using AR as a powerful didactical tool in the classroom - develop, test and exchange good didactical practices of AR, ready to useThe strength of the partnership is the experience in different spaces of the SAVLAR-project: - POV (BE) as an umbrella-organization reaching different schools and investing in professionalization and innovation in education, experts from schools will be involved in this project;- Vechtdal College (NL) as a pioneer in the use of AR in education in Europe and challenged to expand their outstanding knowledge and share it with other institutions all abroad;- GIP FTLV Franche-Comté (FR) is experienced in the use of digital tools on construction sites and wants to develop this experience to a higher level, ready to be spread in their network of 39 schools;- Bursa provincial Directorate of National Education (TR) has a network of over 2000 schools and will cooperate with Bursa MEM, experienced in ICT and implementing serious projects about coding and STEM education in an innovative way.<< Implementation >>To get a clear image of the results of the project there will be three moments of measurement in order to see the effects of AR in education: one at the start, one in between and one at the end. The results of the students will be covered and there will be questionnaires about the use of AR in the lessons and the impact on learning pleasure in VET. Beside this a questionnaire will be organized with school leaders. This questionnaire will focus on the current situation of digitalization and innovative tools in VET. This will be important to build the strategy for the guidance material for school leaders in order to implement AR in their education.As the use of AR is innovative it is necessary to organize 2 training sessions for teachers. A first one to get the theory about AR and get in touch with AR by existing apps. In a second training the focus will be on the use of the HoloLens. On those training days, school leaders will be invited too. By following the training they see the possibilities and advantages of using AR in education. After each training the participants will go on with the trained stuff in their own school and develop and test AR-lessons. It is important to build a box of AR-lessons to inspire other teachers in Europe. All tested and developed lessons will be checked by the partnership on effectiveness before putting them in the online tool.During the dissemination as many educational stakeholders as possible will be invited to show the results of the project and the effectiveness of AR in education. By the developed policy document the partnership wants to encourage school leaders to implement AR in education.<< Results >>The partnership will work on the innovative implementation of Augmented Reality in VET, focussing on vulnerable learners. By using AR in VET-education students will improve their spatial awareness and learning pleasure will increase. To be sure AR will be used in a proper way, the partnership will professionalize teachers in different ways and sustain school leaders to integrate AR in their school organization by guidance material. Surveys with the sustain of a university will demonstrate the advantages of AR in education. After the three year SAVLAR-project documents, experiences, dissemination activities etc. will be an example and help for many other schools in Europe to start with AR in education. A toolbox with developed AR-lessons with apps on the one hand and with the HoloLens on the other hand will be useful as an inspiration and help for schools, who want to start with AR.

<< Background >>It is no secret that European pupils in vocational education lack reading skills and don’t experience reading pleasure. This has been proven by the provisional Pisa-results 2018(Universiteit Gent, n.d.). As the 3 countries involved in iRead in VET participated in PISA, PISA will be used as a reference in this KA2. The lowering score on reading comprehension is a worldwide challenge. Taking this data POV (BE), HOWEST (BE), Kethna Vocational Education centre (EE) and Conlan School (IRL) express their mutual concern and want to challenge these vocational readers by using the methodology of close Reading and a game based learning platform for reading.10 countries worldwide score higher on reading than Flanders (Estonia & Ireland). 11 countries achieved a score comparable with Flanders and other European countries are doing less well. These results in combination with (international) expertise is an opportunity to create a KA2-project, with partners chosen on their expertise and identity. As a project leader POV will coordinate the project.The main idea of this project is to offer teachers and school leaders in VET schools support and professionalize them education in reading skills. Research shows that stronger readers are more motivated and experience more reading pleasure (Guthrie, 2008). Consequently, pupils will function better in their school, work and in society. They will experience better learning outcomes.As outlined above, the indirect (but most important) target group are the pupils as they will benefit from this project. That is why the results of the pupils will be monitored. Gathereddata will be analyzed throughout the entire project. Beside this group iRead in VET has 4 direct target groups for which we create outputs. On teachers’ level iRead in VET willorganize professionalization activities. The iRead in VET-team will support the school(leader) by implementation in the school policy. Concerning the partnership, the partners will invest in further professionalization and strengthen the partnership to exchange good practices and experiences on Close Reading.This project will run from November 2021 until November 2024. In order to carry out the activities, iRead in VET organizes 6 transnational meetings and online moments of consultation. These meetings are important for the follow up of the draft tools, the progress of the project and the different steps to be taken.The developed outputs will be situated on different levels. A set of texts that pupils like (creation of reading pleasure) will be gathered on the level of the pupil (Reutzel, Fawson, & Smith, 2008) and an online game based learning platform will be developed. On the level of the teacher and the school a professionalization will be offered combined with tools, a forum and an implementation plan to embed an effective reading culture. Result on the level of the partnership will be that partners will produce and test the different tools and take responsibility for the dissemination. Secondly, it will offer possibilities to share good practices and learn from each other during the project.Each partner will contribute and assure the dissemination of the developed materials and will involve schools for the testing of the developed tools. The developed online community will also make further dissemination possible.The iRead in VET-project is relevant because good reading skills have an impact on social, cultural and working life. The longer term benefits for pupils involved in iRead in VET are enormous. Besides, professionalization of teachers and school leaders is the best way to achieve long term benefits for a lot of pupils. Teachers and school leaders will use the projects outputs in future. That is why, after finishing the professionalization, it will be turned into a KA1 course. The more teachers and school leaders will learn about this project, the methods and tools, the more pupils will reach a good level of reading comprehension.<< Objectives >>Reading comprehension is an important skill for students. We can all agree on that. But opinions are divided on how we offer it. The main object of the project is to increase the reading skills and pleasure for students in VET. By reading more they will become better readers and learners, which has an impact on their daily lives. To motivate students in reading more, the methodology of Close Reading will be used. By the training of the teachers they will learn the methodology of Close Reading. There are new insights (Fisher, Frey & Hattie, 2016) that show that listening comprehension and reading can be tackled differently by using interesting yet complex picture books and texts for children. This is called close reading . You teach students how to approach reading such a text, so that they actually understand the text and come to a deep understanding of the text. Close reading focuses on the text and turns students into active readers.Beside the methodology of Close Reading the development of a game based learning platform will motivate students to read more. game based learning is a teaching method that balances educational materials with the strategies, rules, and social aspects of playing a game. By using a game based learning platform lesson content is adjusted to fit the game. Reading in a fun and interactive way encourages students to read better and more through a game, in an accessible way. We guide the students through Play it Safetarget audience up to 4 times faster, with 30% more knowledge transfer compared toconventional learning methods. We are convinced that we can do it with Play it Safe to strengthen the project..By presenting the project results the partnership is convinced they will convince school leaders to change reading education in their school. An innovative education in reading will have a positive impact and the reading skills and pleasure of students.<< Implementation >>As the use of close reading and a game based learning platform for reading is innovative it is necessary training sessions for teachers. There will be an e-course that teachers can follow whenever and where they want. Beside that one international training will be organized. This is an excellent opportunity to connect all involved teachers.After training the participants will go on with the trained stuff in their own school and develop and test reading lessons by using close reading. It is important to build a box of lessons to inspire other teachers in Europe. All tested and developed lessons will be checked by the partnership on effectiveness and didactical value before putting them in the online tool.During the dissemination as many educational stakeholders as possible will be invited to show the results of the project. By the developed Mooc the partnership wants to encourage school leaders to be the change in reading education.<< Results >>The most important outcome of the project is the increase of reading skills and pleasure for students in VET. To motivate and challenge them to read more and better a game based learning platform will be developed. They will be challenged to collect all reading stars by reading all texts in the game and giving correct answers. They will experience reading as fun. Students who read more will become better readers. Research has proven that better reading results in better learning which will have a positive effect in their daily life. On the level of teachers the partnership wants to create a new teacher in reading education. Therefore few project results on the level of teachers will be developed.After the project there will be an online toolbox where teachers can find everything they need for effective reading lessons: good examples, tips and tricks, a forum to exchange ideas and experiences… Teachers will be trained in the development of lessons, using the methodology of close reading, in an e-course. This pathway of professionalization will guide them step by step in the process of developing reading lessons. Beside that they will also be trained in the use of the game based platform. Important to implement the developed results is to convince the school leaders to change their school culture and change reading education. Therefore they will be guided in the implementation in a Mooc. In this Mooc the advantages of good readers will be explained, the use and advantages of the methodologies of Close Reading and the game based learning platform will be explained and by presenting the four-in-balance-model they will get tips and tricks to implement an effective ICT-education which they need in order to implement the innovative game based learning platform.