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GLOBAL excursion D3.4. Final report on ViSH integration experiences

GLOBAL excursion – 283686 Page 1 of 36

European Commission Seventh Framework Project (Research Infrastructures Activity – Grant Agreement No. 283686)

D3.4 Final report on ViSH integration experiences

28.02.2014 Final V 1.0



DOCUMENT CONTROL

Deliverable number: 3.4

Title: Final report on ViSH integration experiences

Workpackage: 3

Status: Final

Level of Dissemination: Public

Date: 28.02.2014

Author(s): Fermín Serrano

E-mail: [email protected]

AMENDMENT HISTORY

Version Date Author/Editor Description/Comments

0.1 6.02.2014 Fermin Serrano Creation of first draft

0.2 27.02.2014 Barbara Kieslinger Sue Murket

Feedback on general outline, analysis of national feedback sessions and user survey; contribution to conclusions; contribution to reflection on implemention experiences

0.3 28.02.2014 Enrique Barra Arias

Description of ViSH functionalities for e-Infrastructure integration; general feedback

1.0 14.3.2014 Fermin Serrano Executive summary, layout and formatting issues



CONTRIBUTERS

Name of institutions

ZSI ZENTRUM FUER SOZIALE INNOVATION

UPM UNIVERSIDAD POLITECNICA DE MADRID

EUN EUN Partnership AISBL

UNIZAR UNIVERSIDAD DE ZARAGOZA

UCAM THE CHANCELLOR, MASTERS AND SCHOLARS OF THE UNIVERSITY OF CAMBRIDGE

MTA SZTAKI

MAGYAR TUDOMANYOS AKADEMIA SZAMITASTECHNIKAI ES AUTOMATIZALASI KUTATO INTEZET

ASSA AGORA SYSTEMS, S.A.

Legal Notices The information in this document is subject to change without notice. The Members of the GLOBAL excursion Consortium make no warranty of any kind with regard to this document, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. The Members of the GLOBAL excursion Consortium shall not be held liable for errors contained herein or direct, indirect, special, incidental or consequential damages in connection with the furnishing, performance, or use of this material. GLOBAL excursion is a supporting action funded by the European Commission under the Research and Innovation Infrastructures programme of FP7. This report reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.



INDEX

EXECUTIVE SUMMARY ..................................................................................................................... 5

1. INTRODUCTION ............................................................................................................................ 6

2. E-‐INFRASTRUCTURE RESOURCES INTEGRATED AND VIRTUAL EXCURSIONS ................. 6

3. VISH DEVELOPMENTS AND ENHANCED FEATURES CREATED ............................................ 8

4. VISH USER FEEDBACK AND SURVEY RESULTS ..................................................................... 10 4.1. VISH USER SURVEY ...................................................................................................................... 10 4.2 NATIONAL FEEDBACK SESSIONS ..................................................................................................... 13

5 REFLECTIONS ON IMPLEMENTATION OF E-‐INFRASTRUCTURES ...................................... 14 5.1. GENERAL REFLECTIONS ABOUT DISSEMINATION AND OUTREACH ...................................................... 14 5.2. VISHUB SPECIFIC ISSUES .............................................................................................................. 15

6. CONCLUSIONS ............................................................................................................................. 16

ANNEX I. SURVEY RESULTS ..................................................................................................... 17

ANNEX II. NATIONAL FEEDBACK SESSION ......................................................................... 33

ANNEX III. NATIONAL FEEDBACK SESSION ....................................................................... 36



Executive Summary

In the last year of the Global Excursion project efforts have been oriented mainly to foster community engagement. We have addressed new users awareness and the integration of new e-‐infrastructures training resources. The ViSHub Competitions resulted to be a very effective way of dissemination. As a result, the current number of virtual excursions accessible at this moment in the ViSH is 466. Most of these contents have been created by teachers, students and scientists.

The project team has also covered the technical part dealing with the software developments required to ease further integrations and impacts. Instead of considering the tools as something done and fixed, we have adopted a combined cycle of analysis-‐design-‐development-‐evaluation in order to continuously improve our system based on user’s feedback. The following functionalities have been specifically designed to help scientists with providing their e-‐Infrastructures and resources: Smartcards (Flashcard, vritual tour, enriched video), integration of full web pages, Web apps, SCORM files, promoted resources and Tutorials which can be found on our Youtube Channel.

Finally, we have also conducted virtual surveys related to the ViSH and the live events as well as face to face sessions to collect experiences from our users. By doing this, we have identified the features required to improve the experience of the scientists or resource providers and the teachers and students. The different models of participation is high and we have faced some challenges out of the scope of the project when building up a wider community of e-‐infrastructure providers. Nevertheless, we have solved most of the key issues identified. And overall, the responses regarding the current features and the future use of the ViSH have been very positive and encouraging, with most of the users planning to visit the ViSH at least once a month.



1. Introduction This document describes the efforts made during the final project period in terms of integrating additional resources to the ViSH. It also reports on the findings from a user survey that was conducted amongst all ViSH users and draws some important conclusions from the feedback gathered.

The final project period of the GLOBAL excursion project was dedicated to broadening the user base and community building activities for the ViSH. In addition, some adaptations were made to the platform in order to improve the services and to attract further users. Since there is no additional deliverable for WP2, these final developments are also included in this document (and in deliverable D5.4 Report on final dissemination, exploitation and sustainability) with a special focus on features that allow an easier integration of e-‐Infrastructures and other content resources. In addition, this document critically reflects on the difficulties in attracting e-‐Infrastructures outside the consortium. General reflections as well ViSH-‐specific reflections are drawn and discussed in Chapter 5 and have been useful for feeding deliverable D6.2 Stakeholder Policy Recommendations.

2. e-‐Infrastructure resources integrated and virtual excursions

We have integrated the scientific infrastructures planned in the project’s description of work, from the focus areas (nanotechnologies, biotechnologies, volunteer computing and life sciences) which are being accessed by the end users. We have performed virtual visits and interactive experiments, improving the educational resources. Once we had this set of t-‐infrastructures working we used them as success stories when trying to get involved more researchers and e-‐infrastructure providers from these areas and from other fields of knowledge. We could not get the impact expected but we have gained a valuable experience. The reasons to this low acceptance and our vision are pointed in the Chapter 4 and 5 of this document. Said that, since D3.2 (1 year ago) some e-‐infrastructures have been integrated, including influenza monitoring system based on contributors, CERN facilities, 3D anatomy atlas dissection lab, Solar activity (SalsaJ software) or the Robotic telescope (Eudoxos) among others.

The ViSH2013 Competition organized in the last months of the project has shown to be very effective to enlarge the user communities and to increase their engagement as well as the content pool and the increased the number of excursions beyond expectations. Most of the content on the ViSH has been uploaded by teachers or non-‐scientists. Those resources are mainly multimedia, games and references to didactical material.

The number of virtual excursions accessible on the ViSH is currently 466. Here we would like to give only a few examples of attractive and pedagogically valuable excursions:



1. The Higgs Particle Excursion by Andreas Valadakis (http://vishub.org/excursions/560) provides a brief history of Higgs particle discovery through ideas and experiments: An excursion from the origin of the Universe to the Large Hadron Collider at CERN. It is targeted for students of 14+ and its educational objective is to see how reality suggests ideas about the origin of the Universe and how these ideas are checked by experiments.

2. The identification of minerals via QR code (http://vishub.org/excursions/515) is an excursion jointly developed by a school class, the 2º Bac IES David Buján from Spain, who use mobile devices for scanning the QR code they included in the excursions to identify and obtain specific information about common minerals. The excursion is in Spanish.



3. Development of the global population by Jörg Haas (http://vishub.org/excursions/564) is an excursion German for the age group of 15+ and is an example ofa cross-‐disciplinary excursion as it covers aspects of Maths, Computer Science, Ethics and Social Sciences. This excursion is in German.

These excursions are just a few examples of the variety of educational resources available now on the ViSH.

3. Vish developments and enhanced features created Having experienced the very limited take up of the ViSH by the science and e-‐Infrastructure community the consortium decided to add a few specific functionalities to the ViSH that would allow an easy integration of new scientific resources and infrastructures. The ViSH is now prepared to easily integrate new e-‐Infrastructure in the future.

The following functionalities have been specifically designed to help scientists with providing their e-‐Infrastructures and resources:

1. Smartcards Smartcards are different visualizations of the virtual excursions. Currently three different types of smartcards are available on the ViSH:

1. Flashcard: this was the first that we created. The user can link slides with points in a

background image. (example: http://vishub.org/excursions/83)

2. Virtual tour: the user can link slides with points in a map. (example:



http://vishub.org/excursions/343#2)

3. Enriched video: the user can link slides with timestamps in a video. This feature is

very new. Here is a ink to an example http://vishub.org/excursions/784

2. Integration of full web pages Any external webpage can be integrated in a virtual excursion or to the repository on the ViSH. So any resource that an e-‐Infrastructure has online can be inserted in a e-‐excursion. We implemented this functionality in the very beginning, but we have improved it for the latest release as we have seen that there is no standard for simulations or virtual laboratories and most of them are integrated like web pages. The improvements now offer the possibility of zooming in and out (so you can show the full page or resource if it does not fit the screen) and to show only a part of the web page, so you can show a specific experiment or simulation that is in the bottom of the external web page.

3. Web apps With this functionality anyone can upload a zip package with a web app developed in any language (it only has to contain an index.html file). We ensure the security inserting this web app in a special iframe, so no harm can be done to the ViSH user accessing the app. This way virtual experiments, simulations and remote labs can be easily inserted even if they are not provided via an external web page. 4. SCORM files This kind of files can be imported now in the excursions and similar to the external web pages the content of the SCORM package will be displayed inside a slide and the users will be able to interact with it in the ViSH editor.

5. Promoted resources When uploading a new resource to the repository users can suggest it to be a “promoted resource”. After that the ViSH board will receive an email with the proposition and will be able to mark it as a promoted resource, if appropriate. In the interface of the ViSH Editor this promoted resources have more visibility and are promoted for the users to include them in their excursions. This functionality is very useful for e-‐Infrastructure resources to add their resources and give them visibility among the thousands of resources in the repository.

6. Tutorials on Youtube Channel Since most of the new ViSH features, although intuitive, are not known to the users we have started to create a series of tutorials on the ViSH Youtube channel: http://www.youtube.com/channel/UCo-‐73n6eZBWNBs2gvKLyBhQ



These tutorials are short videos showing step by step how to use the different features of the ViSH and should support scientists in providing their resources in the future.

4. ViSH user feedback and survey results

4.1. Vish user survey

In order to improve the ViSH for the future and to provide optimum services we asked our community to give us their feedback. An online questionnaire was prepared and sent out with a request for participation to all ViSH users in January 2014. In total, we had 31 responses for the 14 questions, which included open and closed questions. The whole online survey results are available in the Annex I of this document. In the following we will present and discuss the main outcomes from the survey:

Who answered the survey?

-‐ 55% or the contributors come from Spain, which reflect the high impact this project has reached in this country. Various factors have contributed to the national success of the ViSH in Spain. Amongst the 7 consortium partners three are located in Spain, which resulted in a proportionally higher dissemination effort in this country compared to the other partners. In addition, the contracted pedagogical advisor from Spain has been very active in promoting the ViSH in the Spanish teacher community, where he is a well-‐connected member with a wide



personal network of contacts.

-‐ 67% of the contributors included science or technologies as their main area of expertise, showing the lower impact of virtual environments in other disciplines e.g. humanities. This reflects clearly the initial focus of the project on specific STEM (Science, Technology, Engineering, Maths) topics. In its initial phase and actually as such defined in the DoW the project was offering content in the area of nanotechnologies, biotechnologies, volunteer computing and life sciences. Only at a later stage in the project the range of topics offered on the ViSH was expanded.

-‐ 67% of the contributors are teachers, showing the lower impact of the project within the scientific community and the rest of stakeholders. This is clearly one of the shortcomings of the project and will be further analysed below in chapter 5. Although the project was originally designed to offer a service for both, the teacher community and the e-‐Infrastructure/scientific community, the scientific community outside the consortium is clearly underrepresented.

Main outcomes

Usefulness and usability -‐ For both groups, teachers and scientists/science communicators, all the features from ViSH are marked as important or very important, and ViSH and MashMeTV or similar tools are considered very important or rather important.

-‐ For almost 93% of the teachers the ViSH constitutes an important addition to their currently available teaching tools. Scientists/science communicators identified the ViSH also as an important addition to their science communication. Considering the low number of participants from this group these answers do not give any statistically relevant insights into the usefulness of the ViSH for this target group.

-‐ All the learning objects that can be created with the ViSH Editor, namely virtual excursions, Flashcards and virtual tours, are rated as useful or very useful. The virtual excursion, which is also the core element of the ViSH, has been rated slightly more useful than the other learning objects.

-‐ The usability of the ViSH, its intuitive design and the flexibility of its features are clearly the aspects that users appreciate most. In addition, a few answers stress the collaborative aspects of the ViSH and the fact that excursions can be easily adapted and extended with a mix of online resources.

Current problems and barriers -‐ Regarding current problems encountered with the use of the ViSH, the users reported surprisingly few. Actually, many contributors to the questionnaire said that they had no problems when using the ViSH. Other reported specific technical issues, such as the usability on smartphones, problems with PDF export feature and other minor bugs. These have been reported to the technical team who took care of solving those technical issues.



-‐ Regarding barriers of use some important aspects were addressed, some of which can be tackled by the project itself while some others have to be solved on a different level, e.g. school administration or national curriculum. The most important barrier for using the ViSH is the lack of time. Many respondents said that they do not have time to prepare excursion. In the case of teachers they complain also that their curriculum is very tight and they do not have much time for alternative activities. In the case of researchers they similarly lack time for sharing scientific resources. Participants in the survey criticized also the lack of scientific infrastructures on the ViSH. The number of alternative tools and platforms already available and the need for more publicity of the tool in their countries have been listed amongst the barriers. And finally, another barrier for teachers still is the infrastructure in their schools. Various respondents relate to the fact that Internet is not available in all the classes or schools.

Future use Overall, the responses regarding the future use of the ViSH have been very positive, with 80% of the respondents planning to visit the ViSH at least once a month.

Time and appropriate infrastructure seems to be the most important resources for teachers to make use of the ViSH in the future. An important suggestion for the consortium was also mentioned repeatedly, namely making the service of the ViSH better known in the various European countries. So more publicity for the ViSH and information campaigns were suggested by a number of teachers.

Finally, the Meet the scientist sessions should be organized once a month or once every months, at least.

As previously stated, the complete survey can be found as an Annex of this document.



4.2 National feedback sessions In addition, specific user feedback was gathered in online meetings with teachers from across the participating countries. These national feedback sessions were all conducted via MashMeTV and teachers shared their experiences with the latest version of the ViSH and made suggestions for additional improvements. The meetings were structured along the following questions:

1. Pedagogical experience: · How was the experience to use the ViSH in class and for which specific pedagogical

scenarios was it most appropriate? · Did you use the ViSH for any interdisciplinary teaching? · Do you have any recommendations for teachers to use it in the future in class?

2. Technical experience: · Was the ViSH functioning properly and how was the access to the ViSH? · How do you like the new version of the ViSH? Did it improve from the previous

version? · Where there any technical difficulties in accessing the ViSH? · Do you see any important change needed in terms of functionalities or design?

3. Content on the ViSH: · Are the resources and excursions on the ViSH appealing? · What would you like most to have as resources on the ViSH?

4. Students’ experience: · What was the feedback from the students? · Did they like it? What did they prefer? What did they criticise?

5. Organisational aspects: · How was it to integrate the ViSH activities into the regular school curriculum? · Do you have recommendations for national curriculum developers or other

educational policy makers (e.g. school principal) in order to be able to use the ViSH in the future in class?

Overall, the feedback from the teacher community with the new ViSH release has been very positive and encouraging. Teachers liked the new design and found it much more intuitive and easy to work with. Some requested additional features, such as the download as PDF of an excursion and some others.

Regarding the usage as part of their teaching the experiences differed across countries. While some teachers were using the ViSH in class, others were exploring it on their own. Some teachers performed interdisciplinary teaching and confirmed that the ViSH is supporting such teaching as long as enough content is available. Some even appropriated the ViSH in new ways, e.g. for homework.



Teachers were rather critical with the content available at the ViSH during that time. They requested more quality content, a cleaning up of useless resources and an better classification of the content. These suggestions have been taken up by the developers and more content was achieved via the competition.

The networking features of the ViSH amongst teachers seem to be important and teachers want to exchange their experiences with their peers. Technical infrastructure at school is still a problem for some countries, as it seems.

A more detailed summary of the national feedback sessions is provided in Annex II of this document.

5 Reflections on implementation of e-‐infrastructures Unfortunately, it has to be said that we never really succeeded in WP3 to attract the wider scientific community and scientific infrastructure providers to participate. In the following we will provide a critical analysis of why we think that the project was not as successful as expected in this respect.

5.1. General reflections about dissemination and outreach

Many researchers understand that it is important to explain what they do in their research and why it is good for others and for the whole society. The University of Cambridge for example, and especially its science departments, has a good reputation for working with schools and has two large events every year for access to schools and teachers. One held in March called the Cambridge science festival and one in September called Physics at work. Both events are very popular but are, of course, face-‐to-‐face events where visitors listen to talks and have direct access to selected researchers. Both events are voluntary. There are many initiatives within the UK to encourage STEM learning in schools and things have changed here slightly with more students taking up their final school exams in these subjects. Cambridge is now starting to embrace the MOOC and the Department of Physics has a recently funded large project in this area. A similar situation can be found in many scientific institutions across Europe. Despite there are some incentives, such as community awareness, for scientists to communicate and interactive with a broader public, including schools, there are no formal recognition mechanisms in scientific career or in appraisal or tenures. Many of the researchers, who often also have teaching duties at universities, express the feeling that dissemination is a mandatory, but “low level” activity, time consuming, and with uncertain funding. The dialogue between researchers and society-‐students is mostly done via intermediators, such as journalists or specific science communicators.

There is a shared concern about the work done in the lab and how it can be communicated to the public, as it does not seem to be “sexy” enough and needs some pimp-‐up in order to be attractive and gain attention. Idiom, documentation, social media, adapting the message, etc. are key issues that require preparation. Whenever publishing a work for the general public, feedback is a must and bi-‐directional dialogue should be ensured, which is again highly time consuming. Addressing language issues correctly is required as well.



When trying to attract scientists to share their resources on the ViSH the project team has been faced with this set of challenges and some more specific issues as explained below.

5.2. VISHub specific issues It has proved difficult to persuade researchers/scientists to contribute to the ViSH for several reasons. First of all, the ViSH did not work properly initially as it was still in its developmental stage. Its underlying concept was not trivial and the usability still had to be improved. In the beginning it was e.g. not easy to upload resources and thus some of the researchers who were approached probable at a too early stage were put off at the start when trying to upload their resources. Maybe in hindsight, it would have been worth sorting out the issues first so we had the optimum version before asking people to contribute to it. The following statements summarize input received from scientists when asked about the current shortcomings of the ViSH to be used as a dissemination channel towards a school audience:

• Too time consuming to produce the materials is not really their “job” • There are often restrictions as to what researchers can put into the public domain and this has to be carefully monitored often by their respective institutions

• Little guidance as to what is involved i.e. what do the teachers want/need for their lessons especially as curricula vary hugely from country to country.

• e-‐Infrastructures and e-‐science are some of the most complex issues of mankind. Complexity and specialization of science is creating a wall among scientific fields but also between researchers and society. The alignment of these concepts with the educational model is not clear and further feedback from the teachers and educational experts is required.

• Some groups presented some reluctance considering ViSH as yet another resource. The are other channels to perform communication, training and outreach with funding opportunities and this was not the case of Global Excursion projects, except the case of the subcontracted Doñana infrastructure.

• MashMeTV is appealing to the scientists for the direct access to the teachers/school children. Volunteers were easier to find but in the case of UCAM some technical features within MashmeTV did not work properly at the early stages and the scientists became embarrassed and frustrated and did not want to repeat the exercise. However the programme of the session was revised and access to the scientists restricted to text questions only and this worked better. Feedback from the scientists was that they would not be willing to take part unless the technical issues were fixed.



6. Conclusions From the experience of this 30-‐months of EC-‐funded project duration GLOBAL Excursion succeeded from an educational point of view in attracting a community of teachers and engage them in using the ViSH. Clearly, more dissemination and publicity work is needed even after the official project ends in order to attract even more teachers and expand the user base with community services.

Some activities targeting specifically at this main user group are already planned, such as a teacher training workshop in Austria in April 2014 in collaboration with ODS and the NanOpinion project. Presentations to teacher communities in other countries are foreseen via EUN network. In addition, the Spanish partners have initiated a dialogue with educational policy makers at regional level to promote the ViSH in Spanish schools. Furthermore, the next “Meet the Scientist” session is already planned for March/April 2014.

Regarding the scientific and e-‐Infrastructure provision on the ViSH the project has identified its main shortcomings, namely the lack of time, efforts, incentives and motivation from individual scientists and institutions (e-‐Infrastructure providers), who have been addressed outside the consortium. The lack of standards for e-‐Infrastructures, as described in D6.2 Stakeholder Policy Recommendations has proven to be an enormous hindering factor in technical terms for the integration of such e-‐Infrastructures in the ViSH.

In the final period the developers of the ViSH have implemented specific features, such as the integration of web apps in order to allow an easy integration of simulations and remote labs to the ViSH. Additional tutorials explaining these features for easy integration are being prepared and need to be promoted and disseminated towards the specific scientific communities.

One strategy for promoting the ViSH further is to address institutions that have a strong interest in promoting their resources, such as science museum and science communication units, scientific societies, etc. and move away from the individual researcher, who is limited in their time and resources.



Annex I. Survey Results Global excursion- ViSH feedback

1. In which country are you working?

Answer Options Response Percent

Response Count

Austria 0,0% 0

Belgium 3,2% 1

Bulgaria 3,2% 1

Croatia 3,2% 1

Czech Republic 3,2% 1

Denmark 0,0% 0

Estonia 0,0% 0

Finland 0,0% 0

France 0,0% 0

Germany 3,2% 1

Greece 6,5% 2

Hungary 6,5% 2

Ireland 0,0% 0

Israel 3,2% 1

Italy 3,2% 1

Lithuania 0,0% 0

Malta 0,0% 0

Netherlands 0,0% 0

Portugal 3,2% 1

Republic of Macedonia 0,0% 0

Romania 3,2% 1

Slovakia 0,0% 0



Spain 54,8% 17

Sweden 0,0% 0

Turkey 0,0% 0

United Kingdom 0,0% 0

Other (please specify) 3,2% 1

answered question 31

skipped question 0

2. What is your main area of expertise?

Answer Options Response Percent Response Count

Art 6,5% 2

Astronomy 6,5% 2

Biology 6,5% 2

Chemistry 0,0% 0

Citizenship 0,0% 0

Classical Languages 0,0% 0

Computer Science 9,7% 3

Cross Curricular education 3,2% 1

General culture 0,0% 0

Economics 0,0% 0

Educational administration 0,0% 0

Environmental Education 0,0% 0

Ethics 0,0% 0

European Studies 0,0% 0

Foreign Languages 3,2% 1

Geography 3,2% 1

Geology 0,0% 0



Health education 6,5% 2

History 0,0% 0

Home economics 0,0% 0

Law 0,0% 0

Literature 0,0% 0

Mathematics 0,0% 0

Music 0,0% 0

Natural Sciences 3,2% 1

Philosophy 0,0% 0

Physical Education 0,0% 0

Physics 6,5% 2

Politics 0,0% 0

Psychology 0,0% 0

Religion 0,0% 0

Social sciences 0,0% 0

Technology 16,1% 5

Telecommunications 3,2% 1



skipped question 0

3. What is your profession?


Response Count

Teacher 67,7% 21

Scientist 16,1% 5

Science Communicator 3,2% 1





skipped question 0

4. The ViSH can be used for different activities. Which of the following ones are the most interesting to you? On a scale from 1 (most important) to 4 (least important) please rate the importance of the following items by ticking one box per each record

Answer Options 1: Most important

2: Important

3: Quite important

4: Least important

Rating Average

Response Count

4a. For Teachers - Usage of the ViSH to … Browse for existing excursions and present them to pupils in class.

20 9 2 0 1,42 31

Create new excursions and present them to pupils in class. 20 10 1 0 1,39 31

Get in contact with scientists via the Live-Sessions on MashMeTV.

14 11 6 0 1,74 31

Involve my students in the creation of excursions on the ViSH.

13 8 9 1 1,94 31

Find new resources and teaching ideas and then move to another platform to present this content.

12 13 3 3 1,90 31

Use the ViSH to get in contact with other teachers. 12 9 9 1 1,97 31

Other (please specify) 1


skipped question 0

4b. For Scientists/Science Communicators – Usage of the ViSH to …



Answer Options 1: Most important

2: Quite important

3: Important

4: Least important

Rating Average

Response Count

Create excursions about our research work. 11 5 1 0 1,41 17

Upload resources from our research work. 8 6 2 1 1,76 17

Providing access to our scientific infrastructure, e.g. remote lab, microscope, webcam, etc.

7 8 2 0 1,71 17

Present our area of research during a live session with teachers and pupils on MashMeTV.

6 4 7 0 2,06 17

Follow teachers’ interest in our area of research. 5 6 6 0 2,06 17

Other (please specify) 0


skipped question 14

5. Please rate the usefulness of the following Learning Objects that can be created with ViSH Editor. *Flashcards are resources presented as an image background with arrows on which the user can click to see additional contents. (eg: http://vishub.org/excursions/83) *Virtual Tours are presented as interactive maps with map pins on which the user can click to see additional contents. (eg: http://vishub.org/excursions/343)

Answer Options

1: Not Useful

2 3 4

5: Very Useful

Rating Average

Response Count

Virtual Excursions 0 0 1 10 19 4,60 30

Flashcards 0 0 3 10 17 4,47 30

Virtual Tours 0 0 1 12 17 4,53 30




skipped question 1

6. What do you like most about the ViSH?

Answer Options Response Count

31


skipped question 0

1. The excursion creator Tue, Feb 4, 2014 10:42 PM 2. The excursions Sun, Jan 19, 2014 9:02 PM

3. Usability. Sharing. Tue, Jan 14, 2014 5:16 PM

4. simplicity, easily available excursions Mon, Jan 13, 2014 8:39 PM

5. I like that I can create complex applications in that can be included several ICT tools.

Mon, Jan 13, 2014 11:30 AM

6. You can create attactive presentations easily. Mon, Jan 13, 2014 11:25 AM 7. The usability Mon, Jan 13, 2014 10:36 AM 8. The creator of Virtual Excursions Mon, Jan 13, 2014 10:29 AM 9. Easy to use Sun, Jan 12, 2014 8:46 PM 10. the virtual excursions Fri, Jan 10, 2014 9:16 PM

11.

El poder generar actividades expositivas e interactivas para aplicar en mis clases

Fri, Jan 10, 2014 11:25 AM

12. el poder añadir másica y páginas web en directo Thu, Jan 9, 2014 6:30 PM

13. The apresentation Thu, Jan 9, 2014 1:22 AM

14.

Su fácil manejo y las posibilidades que ofrece para llevar al aula los contenidos.

Wed, Jan 8, 2014 10:01 PM

15. It is for teachers and we may ask for the tools we need. Wed, Jan 8, 2014 9:01 PM

16.

It could be a very useful instrument to create, show and share works. Anyway, it's compatible with Moodle, which is being used in our IT project (Technological Secundary Schools Project of the Comunidad de Madrid). Finally, Vish can be used to develop a more creative way of learning,

Wed, Jan 8, 2014 8:54 PM



based in cooperative, scientifical and practical works.

17. All the different tools and resources that are available Wed, Jan 8, 2014 5:45 PM

18. It's encourage creativity Wed, Jan 8, 2014 5:27 PM

19.

I like very much possibilities to put on one slide more information as using of Flashcards and Virtual Tours..

Wed, Jan 8, 2014 5:22 PM

20.

The variety of items that can be embedded (picture, video, text, quizzes, online resources)

Wed, Jan 8, 2014 2:58 PM

21.

Finding new and interesting ressources and the possibility to adapt the excursions to the local curricullum!

Wed, Jan 8, 2014 2:42 PM

22.

Wide range of information on various subjects the use is easy

Wed, Jan 8, 2014 1:58 PM

23.

you can create and edit online, and the Flascard and virtual tours.

Wed, Jan 8, 2014 1:22 PM

24. easy to use, simple for me and students Wed, Jan 8, 2014 1:20 PM

25. Full availability on-line Wed, Jan 8, 2014 12:56 PM

26. I like that is focused only in learning content. Wed, Jan 8, 2014 12:53 PM

27. Sharing ideas. Wed, Jan 8, 2014 12:37 PM

28.

The Meet the Scientists lessons and the access to things like the Lynx in Donana Wed, Jan 8, 2014 12:36 PM

29. The usability Wed, Jan 8, 2014 12:20 PM

30. Access to scientific resurces in an organized repository. Wed, Jan 8, 2014 12:17 PM

31. Intuitive, easy to use Wed, Dec 4, 2013 2:47 PM

7. What is the biggest problem that you have with the ViSH?


31


skipped question 0



1. Nothing Tue, Feb 4, 2014 10:42 PM

2. Nothing Sun, Jan 19, 2014 9:02 PM

3. To use it in some devices as smartphones. Tue, Jan 14, 2014 5:16 PM

4. You can not edit content (increase the image, add a contingency contents).

Mon, Jan 13, 2014 8:39 PM

5. I have no problem with creating applications on the platform , but with on connection on the platform. Were days when I could not connect on any platform.

Mon, Jan 13, 2014 11:30 AM

6. I couldn´t include a background in one slide. Mon, Jan 13, 2014 11:25 AM

7. fewer features than most used programs Mon, Jan 13, 2014 10:36 AM

8. Lack of scientific infrastructure resources Mon, Jan 13, 2014 10:29 AM

9. I have no clear how to use some features. Sun, Jan 12, 2014 8:46 PM

10. no problem Fri, Jan 10, 2014 9:16 PM

11.

Adaptar las posibilidades de la herramienta a los resultados que yo pretendía conseguir, pero esto no fue muy problemático, de momento.

Fri, Jan 10, 2014 11:25 AM

12. wallpapers Thu, Jan 9, 2014 6:30 PM

13. Work with applications of ViSH Thu, Jan 9, 2014 1:22 AM

14. No tuve problemas importantes. Wed, Jan 8, 2014 10:01

PM 15.

There are problems when I upload some few pdf files and some videos.

Wed, Jan 8, 2014 9:01 PM

16.

I miss some flexibility in the moment of organize the information into each slice.

Wed, Jan 8, 2014 8:54 PM

17.

upload slides from presentations (I don't like exporting them into pdf to be able to upload)

Wed, Jan 8, 2014 5:45 PM

18.

When the excursion ready for use, it's static and you cant change it anymore....

Wed, Jan 8, 2014 5:27 PM

19.

I had a problem when wanted to improve my excursions. I like to know more how to do excursions by Flashcards and Virtual Tours.

Wed, Jan 8, 2014 5:22 PM

20 Not any problem in particular, except for the basic text processor Wed, Jan 8, 2014 2:58



. and a few bugs, such as the position changing of the items inside the slides (but it was solved).

PM

21. Integrate JAVA-simulations was not possible?

Wed, Jan 8, 2014 2:42 PM

22. no serious problem

Wed, Jan 8, 2014 1:58 PM

23.

There is not a recorder to add an audio file synchronized with the slides.

Wed, Jan 8, 2014 1:22 PM

24. lock of time for creating excursions Wed, Jan 8, 2014 1:20

PM 25. NA Wed, Jan 8, 2014 12:56

PM 26. Communication between users. Wed, Jan 8, 2014 12:53

PM 27. Pages are too large to fit in screen. Wed, Jan 8, 2014 12:37

PM 28. Still wonder its advantage over PowerPoint Wed, Jan 8, 2014 12:36

PM 29. few applications Wed, Jan 8, 2014 12:20

PM 30. None. Wed, Jan 8, 2014 12:17

PM 31. I don't have time to use it Wed, Dec 4, 2013 2:47

PM

8. What do you see as current barriers that hamper the use of the ViSH for you and your peers?


31


skipped question 0

1. No time to share our scientific resources. It is very time consuming. Tue, Feb 4, 2014 10:42 PM

2. No, I don't. Sun, Jan 19, 2014 9:02 PM 3. To have to create new contents. Tue, Jan 14, 2014 5:16 PM 4. Teachers in our country know little about Vish. Mon, Jan 13, 2014 8:39 PM 5. A barrier for me is the time limit, never I don't have enough Mon, Jan 13, 2014 11:30 AM



time to do what I suggest, time flies very fast.

6. I don´t see any barriers. Mon, Jan 13, 2014 11:25 AM 7. other commonly used programs Mon, Jan 13, 2014 10:36 AM 8. Lack of scientific infrastructure resources Mon, Jan 13, 2014 10:29 AM 9. There are a lot of platforms and we must find the diference Sun, Jan 12, 2014 8:46 PM 10. time to create content Fri, Jan 10, 2014 9:16 PM

11.

El disponer de suficientes medios informáticos y/o con una buena conexión a internet, sumada a la formación en TICs de una buena parte del profesorado.

Fri, Jan 10, 2014 11:25 AM

12. anything Thu, Jan 9, 2014 6:30 PM

13. Motivate Thu, Jan 9, 2014 1:22 AM

14.

Están sin elaborar aún los materiales curriculares, debido a que es una herramienta reciente y no suficientemente divulgada.

Wed, Jan 8, 2014 10:01 PM

15.

I do not have barriers because I am relentless. My peers prefer to teach in the traditional way (only talking, using notes, using books, some use Internet for images or some information, others use Moodle) . They do not want to use these new tools. Some of them say proudly they only need to speak to teach (even the Headmaster in the staff meeting)

Wed, Jan 8, 2014 9:01 PM

16.

Due to the crisis, the Consejería de Educación of the Comunidad de Madrid is increasing the pupils ratio per classroom. So, teachers barely have time to learn, prepare and apply new tolls and material.

Wed, Jan 8, 2014 8:54 PM

17.

that it is necessary to be connected to internet. Internet is not available in all the classes/schools

Wed, Jan 8, 2014 5:45 PM

18.

I don't see any barriers, barriers are the sign that teachers don't want be "open mind" for new ideas.....

Wed, Jan 8, 2014 5:27 PM

19.

One of barriers for me was lack of time to learn how to use more effective ViSH. Maybe will be nice of we can have FAQ.

Wed, Jan 8, 2014 5:22 PM

20.

The lack of infrastructures inside the classroom and the time difference.

Wed, Jan 8, 2014 2:58 PM

21. - Wed, Jan 8, 2014 2:42 PM

22.

The speed and access of Internet connection at school Only a few lessons fo using it, due to national (also school) curricua for exra materials

Wed, Jan 8, 2014 1:58 PM



23. none, just it is time-consuming Wed, Jan 8, 2014 1:22 PM

24. new technologies give better motivation for students Wed, Jan 8, 2014 1:20 PM

25. awareness in the academic environment Wed, Jan 8, 2014 12:56 PM

26. Maybe the platform is not known enough Wed, Jan 8, 2014 12:53 PM

27. Access to the internet Wed, Jan 8, 2014 12:37 PM

28. Not possible to download into power point format Wed, Jan 8, 2014 12:36 PM

29. Other programs (.ppt) than most people use actually Wed, Jan 8, 2014 12:20 PM

30. None. Wed, Jan 8, 2014 12:17 PM

31. Time Wed, Dec 4, 2013 2:47 PM

9. ViSH Usage for

Answer Options 1: Very important

2: Rather important

3: Neither important nor unimportant

4: Very unimportant

Rating Average

Response Count

9.a. Teachers: Do you think that the ViSH and MashMeTV, or very similar tools, are an important addition or not to the teaching tools you have available?

16 10 1 1 1,54 28

9.b. Scientists/Science communicators: Do you think that the ViSH and MashMeTV, or very similar tools, are an important addition or not to science communication you have available?

7 7 4 0 1,83 18


skipped question 0



10. How often do you plan to visit the ViSH in the future?

Answer Options Response Percent Response Count

Once a week 38,7% 12

twice a month 25,8% 8

once a month 16,1% 5

once every two months 0,0% 0

less often 12,9% 4

I don’t know 6,5% 2


skipped question 0

11. How frequently should we organise “Meet the scientist sessions”?


Response Count

Once a week 6,5% 2

twice a month 12,9% 4

once a month 35,5% 11

once every two months 22,6% 7

less often 6,5% 2

I don’t know 16,1% 5


skipped question 0

12. Would you need any specific support from your organization or policy makers in your country in order to use the ViSH more in the future? What kind of support would that be?


31




skipped question 0

1. Introduce dissemination in the agenda, let/obligue us dedicate time to it

Tue, Feb 4, 2014 10:42 PM

2. Economic support. Sun, Jan 19, 2014 9:02 PM

3. Maybe some place for institutions like science centres, in order to have more visibility. Tue, Jan 14, 2014 5:16 PM

4. The competition was a great way to promote ViSH and encourage teachers. Mon, Jan 13, 2014 8:39 PM

5.

I don't need support to use the platform, but rather that a teacher of TIC I have to use all tools ICT everything that's new, every resource , but I have problems with the computers that are from physically and psihic exceeded.

Mon, Jan 13, 2014 11:30 AM

6. I don´t. Mon, Jan 13, 2014 11:25 AM 7. more advertising Mon, Jan 13, 2014 10:36 AM 8. ... Mon, Jan 13, 2014 10:29 AM 9. ? Sun, Jan 12, 2014 8:46 PM 10. no Fri, Jan 10, 2014 9:16 PM

11.

Necasitaría básicamente apoyo desde mi centro escolar para poder disponer de equipos informáticos suficientes y de una buena conexión a internet

Fri, Jan 10, 2014 11:25 AM

12. no... only e-mails often Thu, Jan 9, 2014 6:30 PM

13.

Yes, I need more support. The lack of time for organize other work with my students.

Thu, Jan 9, 2014 1:22 AM

14.

En primer lugar que no me echen del sistema educativo, ya que la nueva ley de educación pretende cargarse las materias que imparto en la actualidad (básicamente la tecnología). En segundo lugar, superado el punto anterior, se necesitan aulas suficientemente dotadas de equipos informáticos optimizados y bien mantenidos por personal cualificado.

Wed, Jan 8, 2014 10:01 PM

15.

They have to publicize and make visible the work we are doing. Otherwise it is something else that it is developed and nobody uses.

Wed, Jan 8, 2014 9:01 PM

16.

Nowadays, we have 11 digital classrooms thanks to an important economic effort. In addition, we can develop virtual classes using Moodle, but we have got it after four years of training and learning. So I really think we could join ViSH into that project to make it better. We need investment and time to

Wed, Jan 8, 2014 8:54 PM



do it.

17.

most teachers don't know about the existence of ViSH in Italy...

Wed, Jan 8, 2014 5:45 PM

18. no Wed, Jan 8, 2014 5:27 PM

19.

No, I don't needs to any support. I can use it personality at my classes.

Wed, Jan 8, 2014 5:22 PM

20.

In Greece we have freedom inside our curricula to use resources outside the official school program or develop school cooperation with other schools inside or outside our country. On the contrary, school environment (buildings, classrooms, labs, free space, student-friendly space) is incompatible with these really modern and progressive ideas, like ViSHub, new cross-curricular programs. So, our policy makers and government should proceed to brave and realistic decisions and not only change the philosophy of learning in papers and laws, but simultaneously prove that they can implement and build infrastructures that can support the programs that already exist in the papers and books!!! In few words, give money to schools and not only words...

Wed, Jan 8, 2014 2:58 PM

21. No. Wed, Jan 8, 2014 2:42 PM

22. We can not affect them :( Wed, Jan 8, 2014 1:58 PM

23. About the Meet the scientist sessions Wed, Jan 8, 2014 1:22 PM

24. no Wed, Jan 8, 2014 1:20 PM

25. No Wed, Jan 8, 2014 12:56 PM

26. I don´t think so. Wed, Jan 8, 2014 12:53 PM

27. Access to the internet Wed, Jan 8, 2014 12:37 PM

28. don't know Wed, Jan 8, 2014 12:36 PM

29. videoconferencing include Wed, Jan 8, 2014 12:20 PM

30. None Wed, Jan 8, 2014 12:17 PM

31.

advices from the pedagogical experts when creating a new excursion

Wed, Dec 4, 2013 2:47 PM



13. Do you have any additional comments for the team behind the ViSH and MashMeTV?


31


skipped question 0

1. Good work Tue, Feb 4, 2014 10:42 PM 2. No, I don't. Sun, Jan 19, 2014 9:02 PM 3. Great job! Tue, Jan 14, 2014 5:16 PM 4. Thank you, we are all delighted with the award at school. Mon, Jan 13, 2014 8:39 PM

5. No, I don't have any comments , But I wish all teams, many congratulations to the management platform.

Mon, Jan 13, 2014 11:30 AM

6. I don´t. Mon, Jan 13, 2014 11:25 AM 7. is a good tool Mon, Jan 13, 2014 10:36 AM 8. Good work Mon, Jan 13, 2014 10:29 AM 9. Thank you Sun, Jan 12, 2014 8:46 PM 10. no,thanks. Fri, Jan 10, 2014 9:16 PM

11.

Me parece una iniciativa muy interesante y que puede generar una actividad creciente en el futuro y que puede ser muy creativa para los profesionales de la enseñanza.

Fri, Jan 10, 2014 11:25 AM

12. no I love it Thu, Jan 9, 2014 6:30 PM

13. No. thanks Thu, Jan 9, 2014 1:22 AM

14.

Sólo tengo palabras de elogio para las personas que me hicieron conocer esta herramienta y me enseñaron las herramientas básicas para su utilización. Felicito al equipo investigador de la universidad que trabaja en este proyecto, por el bien del sistema educativo.

Wed, Jan 8, 2014 10:01 PM

15.

I do not understand why I can use properly (audio and video) skype in my android device with a wireless connection (1MB router at home) and I can not use properly (audio and video) Mash me TV in a new computer connected to a 50 MB fibber optic connection in the high school.

Wed, Jan 8, 2014 9:01 PM

16.

Thank you for your great work. I really think it could be a good way to insert technologies into education.

Wed, Jan 8, 2014 8:54 PM



17. no one Wed, Jan 8, 2014 5:45 PM

18. ..... Wed, Jan 8, 2014 5:27 PM

19. I like it and started use at my astronomical classes. Wed, Jan 8, 2014 5:22 PM

20.

They can effectively help open and distance education and improve the quality of communication among people that are involved with education and e-learning.

Wed, Jan 8, 2014 2:58 PM

21. Good job! Congratulations! Wed, Jan 8, 2014 2:42 PM

22.

Nice job! Go on improving and advertising it! Wed, Jan 8, 2014 1:58 PM

23.

Please, add a recording audio possibility, I know you can link to a file but then it is not synchronized with the images or slides.

Wed, Jan 8, 2014 1:22 PM

24. no Wed, Jan 8, 2014 1:20 PM

25. No Wed, Jan 8, 2014 12:56 PM

26. No. Wed, Jan 8, 2014 12:53 PM

27. No Wed, Jan 8, 2014 12:37 PM

28. Very nice the new version of ViSH Wed, Jan 8, 2014 12:36 PM

29. more advertising for the school community Wed, Jan 8, 2014 12:20 PM

30. None Wed, Jan 8, 2014 12:17 PM

31. Nop Wed, Dec 4, 2013 2:47 PM



Annex II. National Feedback Session

Context The GLOBAL excursion consortium held a series of national feedback sessions with teachers using the ViSH during the month of September 2013. Feedback sessions where held in Austria/Germany, Belgium, Hungary, Spain and UK. In the case of Austria/Germany and UK the session had to be split up in 2 and 3 respectively meeting since not all teachers were available at the given date. The meetings were all held via MashMeTV and were recorded. A discussion guideline was prepared in advance defining the leading questions for the discussion. The guidelines are attached. A final version of the ViSH had been launched at the beginning of September and teachers were asked to base their answers on their latest experience with the updated version of the ViSH. Summary of feedback received

The feedback received can be grouped into the following topics: · New ViSH design

· Usage experience · Content

· Social network · Infrastructure in schools

In the following the different topics will be discussed in more detail: New ViSH design

The overall feedback regarding the new design and features of the ViSH has been very positive throughout. Teachers found the interface much clearer, it was easier to navigate and appealing overall. Teachers also experienced no technical problems in using the ViSH.

Some specific technical problems were reported, such as the problem with Flash animations. A few users requested specific features, such as the possibility to go one step back in the creation of excursions, to download excursions as PDF or to work offline. One group suggested that not all resources should go directly public but that the user could chose whether a certain resource uploaded to the ViSH should be available to all or just to the user. Regarding the features on ViSH some teachers kept making comparisons with other existing tools, such as LMSs and PowerPoint, and stress the importance that ViSH should define its uniqueness in terms of high quality content combined with social networking features.

Usage experience The usage experience differed across countries. While some teachers were using the ViSH in class, others were exploring it on their own. Some teachers performed interdisciplinary teaching and confirmed that the ViSH is supporting such teaching as long as enough content is available.

An interesting aspect regarding the use of the ViSH is its appropriation by the teachers. Most of the teachers were using the ViSH for homework. In some cases students were creating excursions collaboratively in class while other teachers asked their students to explore the ViSH for relevant



resources as homework. Regarding MashMeTV one of the teachers also reported that she wanted to use it for teaching as she could reach her students at home. Whenever used with students, the feedback from their side was also positive. For some students, who are used to eLearning tools, there was no big difference to other learning support tools. Students liked the possibility to access ViSH via mobile devices.

Teacher stress the importance of having interactive elements in order to engage the students. Content

The currently available content on ViSH was the main point of criticism. There is not enough high quality content available on the ViSH and on the other side there is some useless content that should be removed. Teachers agree that the content has to be improved in terms of quantity as well as quality.

Apart from the low number of high quality content teacher also made a strong claim for a better classification of resources/excursions. Most of them were talking about some sort of catalogue that they could browse according to the typical school subjects. There seems to be some discrepancy regarding the format of the content. While some teachers prefer complete excursions as full learning units (made by other teachers or scientists), other prefer to have small content units such as links to webcams, etc. that they can ten integrate into their teaching style according to their specific needs.

Another claim regarding content on the ViSH is related to interactive elements. Overall teachers prefer to have more interactivity to engage the students. The live events were a good means to do so, since students could directly interact with the scientists, but for the excursion also more interactive elements, such as access to remote labs or microscopes, are requested.

Language has been mentioned in a few sessions as an issue, although again, not in a consensual way. Some teachers prefer to have everything in English in order for students to practice English while others prefer to communicate in their language and have content in their language. An interface with other learning resource repository LRE was demanded as well.

Social networks Teachers paid much attention to social networking and communicating with others. On the one hand, the majority of teachers stressed the importance of communication with their peers. It is important to communicate with others and to exchange experiences. Thus the social networking aspect could be even stressed on ViSH. One teacher suggested to make more use of social networking features similar to eTwinning. She stressed the exchange of experiences about excursions and how they have been used. In one of the sessions the networking with scientists and scientific institutions was mentioned as one of the most motivating aspects to use the ViSH. One of the teachers stressed the importance to get in contact with scientists and scientific institutions and explore what resources they can offer for schools. He wished that ViSH would be more perceived and used as a match-making platform between scientific institutions and teachers.

Infrastructure in schools A reoccurring topic in most of the sessions relates to the current technical infrastructure in European schools. The situation seems to differ strongly across countries and possible even within



countries depending on the type of school, etc. While some teachers reported that they had very good technical infrastructure with laptop classes and good wireless Internet connection others were still facing big problems in that regards. In one case students had neither access to computers nor to Internet. In another country teachers reported that they had good equipment but poor Internet connection. While the ViSH was still accessible for most teachers more problems were reported regarding MashMeTV as this requires latest browser versions and consumes a lot of bandwidth. Thus teachers also expressed their expectations about the mobile apps of ViSH & MashMeTV, since students can then access directly from their mobile devices. Other structural barriers might have to be overcome then, since in some cases students are not allowed to use their mobile devices in class. Finally one teacher mentioned time as an important restriction for using the ViSH. The time to prepare their teaching material is very restricted as well as the time in class to do extra activities such as the use of the ViSH. This also relates to the scheduling of the live events. These should be announced at least 2-3 weeks in advance in order for the teachers to schedule it into their teaching plan.



Annex III. National Feedback Session

Questions to be discussed during the meeting with teachers:

1. Pedagogical experience: · How was the experience to use the ViSH in class and for which specific pedagogical

scenarios was it most appropriate? · Did you use the ViSH for any interdisciplinary teaching? · Do you have any recommendations for teachers to use it in the future in class?

2. Technical experience: · Was the ViSH functioning properly and how was the access to the ViSH? · How do you like the new version of the ViSH? Did it improve from the previous

version? · Where there any technical difficulties in accessing the ViSH? · Do you see any important change needed in terms of functionalities or design?

3. Content on the ViSH: · Are the resources and excursions on the ViSH appealing? · What would you like most to have as resources on the ViSH?

4. Students’ experience: · What was the feedback from the students? · Did they like it? What did they prefer? What did they criticise?

5. Organisational aspects: · How was it to integrate the ViSH activities into the regular school curriculum? · Do you have recommendations for national curriculum developers or other educational

policy makers (e.g. school principal) in order to be able to use the ViSH in the future in class?

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