Topic outline

    • Introduction

      This course was developed to support the design and production of 360° videos as innovative tools for vocational and professional education and training (VPET). Its purpose is to guide teachers, trainers, instructional designers and technical developers through the process of creating immersive learning experiences, offering step-by-step instructions on how to plan, produce and integrate 360° videos into training activities. The course highlights the key decisions to be made, describes good practices and discusses critical aspects to consider during development. By combining practical guidance with insights from real-world projects, this course offers a pathway for integrating 360° videos into VPET, thus supporting the creation of immersive, engaging and effective learning experiences. 

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       There are four main types of 360° videos that can be developed, ranging from the simplest to the most advanced in terms of technical development. This guide covers all of them—from the most basic format (raw, unedited recordings) to the most advanced (fully edited and interactive experiences). It is recommended to follow a step-by-step progression: start with the basic formats to become familiar with the technology and then gradually move towards more complex levels as your confidence and teaching needs grow. As with traditional two-dimensional (2D) video production, creating high-quality 360° videos can require technical expertise, such as video editing or proficiency with post-production software. However, this course introduces a range of approaches, from intuitive and beginner-friendly tools to more advanced solutions. The guidelines presented in this course are based on evidence gathered from interviews with 17 professionals involved in seven VPET projects that developed and employed 360° videos. Participants included two technical developers specialised in immersive video recording and editing, five instructional designers with expertise in learning design for immersive technologies, nine VPET teachers and two researchers with subject matter expertise in VPET fields (e.g. healthcare, logistics, gastronomy). These perspectives include three areas of expertise: a) pedagogical expertise to harness the educational potential of immersive technologies, b) subject-matter expertise to ensure professional relevance and alignment with training objectives and c) technical expertise to manage video production and editing. 

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       The course is structured as follows: 

      Chapter 1 introduces the basic concepts, educational value and pedagogical foundations for using 360° videos in training. 

      Chapter 2 outlines the production process, organised according to the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model (Branson et al., 1975). 

      Chapter 3 presents case studies from the seven analysed projects, highlighting the lessons learned from the professionals interviewed. 

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  • Videos youtube exemples 360°

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    • This learning unit is licensed under CC BY-NC-SA 4.0, unless otherwise stated for specific content.

  • 360° projects exemples

  • Other materials

  • References

    • References

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  • Copyright

    • Authors
      Volpe Andrea Carla
      Amenduni Francesca
      Tela Alice
      Salzmann Patrizia
      Cattaneo Alberto

      Licensed under
      This learning unit is licensed under CC BY-NC-SA 4.0, unless otherwise stated for specific content.

      Recommended citation
      Volpe, A. C., Amenduni, F., Tela, A., Salzmann, P., Cattaneo, A. A. P., & Swiss Federal University for Vocational Education and Training SFUVET. (2026). Immersive learning: learning and teaching with 360° videos in vocational and professional education and training. Swiss Federal University for Vocational Education and Training (SFUVET). https://doi.org/10.5281/zenodo.18657639

      Licensed under CC BY-NC-SA 4.0. 

      © 2026 Swiss Federal University for Vocational Education and Training (SFUVET)