BIBB (client -AG) plans to award a contract with a term until 30.09.2024 for the development of a community and content content such as learning and work tasks and VR applications, geared to the needs of the new profession "Designer for Immersive Media (GIM)", which represents the above-mentioned developments on a case-by-case basis. Training companies in the field are to be provided with a nationwide accessible information and knowledge management system, with the help of which potential training companies for the new profession of "Designer for Immersive Media (GIM)" will be provided with an effective, technically and content-related up-to-date service on all questions relating to training design. The community to be developed should moderately exchange and network on innovations, ideas, good practices, new approaches to the above-mentioned focus. The aim is to learn together and informally from each other, to implement a substantial information and knowledge management structure for companies and their responsible training personnel in order to develop and implement an adaptable model of "training practice in new professions". At the same time, the portal activities, which support a broad-based implementation of the new profession in a focused and goal-oriented manner, enable a corresponding image-building "visibility" of vocational education and training in an environment that is attractive for junior staff. Here, "deadweight effects for dual vocational education and training as a whole are to be expected.

Furthermore, case-exemplary VR applications are to be designed and developed that represent the job description and the service of the portal for training and examination staff at information events or trade fairs. The aim is to develop both an application for the representation of the MIKA Campus and an application for the representation of the portal's service offering, which run on common VR devices (Oculus/Pico/Microsoft).

1. Desired result

1.1. Community

A special focus will be placed on the development of a pilot community group as well as associated multimedia contributions and materials as well as the organization of networking meetings (online and offline) for the training staff.

Communities may include:

- Rather small (over 40) groups that work very concretely on common goals (e.g. development of documents, mutual advice, etc.)

- Larger groups, with the aim of exchanging ideas and networking

The portal will provide all the necessary digital tools to organize, exchange, collaborate and document the results as a community.

Typical community formats to be initiated:

- Events, conferences or meetings (digital, hybrid, face-to-face)

- Asynchronous exchange (forums, chat, virtual, etc.)

- Collaborative editing of documents

- Development, publication of relevant documents and contributions

For training personnel, the above-mentioned community formats to be developed in terms of content are to be enabled to compare proven training practice from other training companies, changes resulting from technological developments in production, sales, maintenance, and their own training practice. Ideally, this documented "good practice" should be adapted to one's own training context and further developed according to one's own needs. In particular, the handling of increasing amounts of data as well as new possibilities of collection and analysis options for the continuous optimization of the trainees' training path can thus be implemented for their own training practice.

The community contributions and materials, which are to be designed in a practical and application-oriented manner, should be didactically comprehensible, media-modern, contemporary, barrier-free/barrier-free, and usable online and offline. Explained technical terms, further information as well as current operational application examples of "good practice" are intended to enable and promote (cross-trade) exchange. The central parameters of the methodological orientation are to be action- and process-oriented training and its methods, cooperation between learning venues (vocational school and company, inter-company vocational training centres, competence centres) as well as roles and tasks of in-company training personnel.