In the course of these 10 weeks I have developed a wide range of contacts within and outside the University with the purpose of understanding the immersive economy from one side, and the current positioning of our institution within that economy from the other one. In the course of time, I started identifying the existence of silos across our schools. Silos in regards to the available immersive resources and to the ongoing immersive technology-based projects for teaching and learning across the institution. This has been a shifting moment for the project. As I begun to understand how the institution is structured and to get closer to the members of the staff’s needs, fears, interests, and concerns, I came to realize that a change in my approach was needed. I stopped pushing for change, and instead, I started actively supporting  the institution in understanding what  resources and assets they already had, how to use those at best and how to move forward in a way that could make the transformation process exciting rather than exhausting.

 

I developed a central online resource to help the University at bridging those silos, raising awareness of the immersive technologies and projects existing within the institution and to provide a central hub within which cross-schools collaborations could be enhanced and promoted. A set of guidelines on when, what and how to use these media within teaching has additionally and later been designed in collaboration with the University's Center for Learning & Teaching. 

What in fact has started as a research project, primarily aiming at developing and evaluating an immersive lecture in the form of an experimental case study, has then turned into a greater consultancy and solution-driven project.