News Project Timeline

The police student case

The 360ViSi project partners invited colleagues and people in their professional networks to attend a workshop where experiences from use of 360° video were shared and discussed. An interesting case from the Norwegian Police University College gave new insight on possibilities for learning with 360° video.

With help from University of Stavanger, the Norwegian Police University College has produced and started using 360° video in education with the purpose of boosting asset recovery behavior from police officers, both bachelor students and post graduate police officers.

Inger A. E. Coll, assistant professor at the Norwegian Police University College, explained that police students need to be able to identify valuable assets during search and seizure of properties when a crime is suspected.

In a digital meeting, Inger A. E. Coll shared the Norwegian Police University College’s experience with 360° video in education.

Learning about asset recovery

The 360° video simulation allows the students to move around in an apartment in search of valuable items. Before starting the tour, the students are provided with this context for the scenario: The couple living in the apartment are suspected of massive drug sales. They have no recorded income and receive social security benefits.

Placed in the apartment are expensive female accessories, jewelry, valuable art and wine, user equipment for cocaine and documents proving ownership of a horse and a yacht. It is up to the student to identify and assess them.

“The simulation is offered two times for the students. The first time, the goal is to boost their attention and stimulate reflection. Later in the course they do the same simulation but are then given added information about the items’ value, to increase the learning outcome,” Coll explains.

The second simulation session provides students with added information in order to increase the learning outcome.

 The simulation is not a compulsory part of the education, but since it was introduced, 90 % of the students have completed it, and their feedback is very positive.

360° live streaming

The second part of the workshop was called “Possibilities with 360 live streaming” and presented by Kåre Spanne, media engineer at the University of Stavanger.

Spanne talked about how 5G, the fifth-generation technology standard for broadband cellular networks, is enabling a new aspect for 360° video: live streaming.

In China, an intensive care unit (ICU) has started using live streaming of 360° video to enable family members to “visit” patients on the ward.  See the news report about the story by CGTN:

“I believe we will see live streaming of 360° video used in education in the near future. One opportunity is to use it to observe students while they perform specific procedures,” Spanne says.

More workshops to come

This particular workshop was hosted by University of Stavanger, and all the partners will take turns to host workshops where a larger audience is invited to take part.

“The Knowledge Alliance is all about sharing knowledge. The project partners have insight into other cases that could be relevant and inspirational to the 360ViSi project, so this is a perfect arena for us to learn and develop our project,” says Atle Løkken, project manager for 360ViSi.

Project Timeline User guide

Process for creating interactive 360° video for education

As a case study, the 360ViSi team created an interactive 360° video and recorded their steps throughout the process. The goal was to find a useful process for preparing, filming and making interactive 360° video for educational purposes.

Please note that the information related to the patient case is constructed.

Step 1 – Scope

The process started with workshops where the goal was to describe the case, using and testing a predefined template. The template poses these questions:

  • What’s the goal of this 360-video?  
  • Why are we making the video in 360 format? 
  • Who is the audience of this video? 
  • What’s our video topic? 
  • What are the key takeaways of the video?  
  • What should viewers learn from watching it? 
  • What’s our call-to-action? What do we want viewers to do after they’ve finished watching the video? 
The team from University of Stavanger preparing for the case study.

For this case study, these questions were answered as follows:

What’s the goal of this video?  
Ensure knowledge and confidence in nursing care in a home care setting

Why are we making the video in 360 format and not 2D video? 
To present a comprehensive and complete overview of a complex home care setting where several factors interact together, i.e patient and surroundings (pictures, furniture etc). Ability for the student to move around at own will, as in a physical setting.

Who is the audience/target group of this video? 
Nurse student in the 2nd and 3rd year of the Bachelor program in nursing.

What’s our video topic? 
Home care nursing

Still picture: Apartment – entrance/ living room and bedroom (with equipment).

Video from a home care setting. Still picture from entrance and living room and door into the room where the procedures and dialogue between patient and nurse take place.

Please note that the information related to the patient case is constructed.

Learning outcomes, information and call to action
For every hotspot (i.e. interactive digital areas in the video where information, sound and tasks may be included) in the video, these questions were addressed:

  • What are the key learning outcomes of the video?
  • What information should the student get – and where?
  • Call to action: What do we want the student to do? 

Step 2 – Mapping out the hotspots

Hotspot 1 

Learning outcomes


  • Knowledge of communication and interaction with patients in a home care setting


  • Skills in how to behave and communicate with patients in this home care setting
  • Display respect and dignity for the patient

General competence:

  • Reflection on nurse patient communication and interaction in a home care setting

Hotspot placement

Corridor /entrance and view of the living room in the apartment.

Hotspot voiceover

“You are visiting a patient for the first time as a nurse student in home care. You know that the patient is 65 years old lady, living in an apartment and your tasks are to do colostomy care and a heparin injection. The lady has received home care the last year. “

Hotspot questions (written)

  1. When you enter the room what will be important to observe to be able to communicate and display respect and dignity for the patient?
  2. Write an example of how you will communicate and interact with the patient living in this apartment?
  3. Share your example with your fellow students and reflect on your experience.
  4. Write a reflection paper based on your communication and interaction experience.

Hotspot 2

Learning outcomes


  • Knowledge about prevention of falls in a homecare setting


  • Supervise patient related prevention of falls according to their learning needs

Hotspot placement


Hotspot on carpets. The student can click to hear sound and read the information, or move into the next room.

Hotspot voiceover

“Falls in a home care setting have serious health consequences, referring to the bachelor thesis about falls in a home care setting.”

Hotspot questions (written)

  1. Plan a supervision session about prevention of falls related to the patient you are visiting in the apartment.
  2. Conduct a supervision session about the prevention of falls.
  3. Evaluate the supervision session. 

Hotspot 3

Learning outcomes


  • Knowledge about nutrition related to colostomy


  • Supervise patient about nutrition intake when having a colostomy. 

Hotspot placement

Fruit bowl on the table

Hotspot voiceover

“The patient has a colostomy and according to the documentation at the home care office the lady has during the last week reported problem with flatus, irregular and thin stools and she has asked for some advice related to food intake.”

Hotspot questions (written)

  1. Assess together with the patient her nutritional status.
  2. Conduct a supervision / education session about nutrition related to colostomy using a digital device.
  3. Evaluate the supervision / education together with the patient.

Step 3 – Equipment and technical preparations

The technical preparation phase involved ensuring the equipment worked as it should. Practicing how to use the equipment was also part of this phase. Having control of all the technical details gives a better and controlled production phase.

Testing and familiarising with the equipment before going on location.

The equipment used was:

  • Tripod
  • Camera: GoPro Fusion 360
  • Ipad with installed Go Pro App to control the camera, monitor the film/photo input
  • Editing programme: 3D VISTA to add hotspots and learning elements

Note: Using the camera with the GoPro App was a great advantage – especially during the Covid-19 pandemic. This meant a minimum of people had to enter the flat, while others were monitoring everything from outside in the hallway. The distance from the camera to the Ipad can be up to 15 metres.

Step 4 – Communication and consent

At this stage it is time to

  • Contact and inform the selected clinical field about the project
  • Obtain permission and informed consent from patients, health personnel and eventually relatives
  • Divide and decide roles during the production phase

Step 5 – Production phase

Recording 360 video and 360 images on location. Remember:

  • Be on time
  • Keep the roles
  • Stick to the plan or the script (if a predefined script is described).
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Case example

Take the virtual tour of a patient’s home produced for the case study:

Home care example.

Project Timeline

Made art exhibition available in the pandemic – with 360° video

Due to the Covid-19 pandemic in the spring of 2020, Stavanger Art Museum in Norway had to close the doors on their new exhibition about clouds in art. The problem was solved by one of the partners in the 360ViSi project, Screen Story – by using 360° video.

Photo: Screen Story

According to the team at Screen Story, this was a great opportunity to apply interactive 360° video to a real user case. With the help of 360° technology, they were able to make the exhibition into a digital version – open to anyone, for free.

Explore the exhibition

The exhibition is still available online, so feel free to visit it. Navigate around and have a look at this example of one of the many ways to use 360° video.

In contrast to a normal video, the interactive 360° video allows you to choose what you want to look at and where you want to go, just as you would if you attended the exhibition physically.

Behind the scenes

Have a look at how Screen Story made the interactive 360° video for Stavanger Art Museum.

News User guide

User guide for creating interactive 360° video

The document provides basic information on producing 360° video using consumer-oriented equipment. It will discuss what is important to know when shooting 360° video, like tips about equipment, camera settings and camera position.

You will also learn about what you can do post-production; such as editing and exporting the finished video. The user guide gives recommendations and descriptions of different kinds of hardware and software that can be used, with links to several video tutorials.

After reading this – you should have the information you need to get started. We wish you the best of luck!

Please download the document:

Questions about the user guide?

Please contact us!

News Project Timeline

Searching for the best cases for interactive 360° video simulation

The 360ViSi projects proceeds according to plan – well almost. Erasmus+ project work usually entails face-to-face interaction and discussions over the table, but this is prevented by the ongoing pandemic. This week, the project partners gather in digital meetings four days in a row instead.

What makes a good case?

So far, a lot of work has gone into planning, researching available technology and mapping the project partner’s different competences. Now the time has come to find the right test cases.

– We are assessing what would be of most value to students, what kind of interactivity would possible in each case and which cases would give most impact with regards to reducing the need for physical training facilities, explains Mari-Linn Atterås Larsen from University of Stavanger.

A proposal for a standard procedure for describing the test cases has been made, which will also be discussed and completed during the workshop. This is done to ensure the same format and quality throughout the project.

Each partner gets the opportunity to present focus areas and dilemmas for production to each other, and with the technical video skilled partners following the discussion, the creative and visual perspectives are well taken care of.

The workshop takes place 19-24 October at 12-14 CET.   

News Project Timeline

Why 360ViSi?


The instrument game

Getting used to working in an operating room takes time and practice. Turku Game Lab and Nursing studies at Turku University of Applied Sciences are now creating an education game with 360° video where nursing students can rehearse selecting the right instruments. See video of the game at the end of this article.

During nursing studies, there is rarely enough time to practice enough the needed skills to make students feel competent and confident. When entering an operating room, students often feel particularly nervous. As a working environment, it is strict and disciplined, that adds anxiety especially when the practicing time in busy teaching premises is limited due to, for example, spatial resources.

Learning by selecting

As a part of 360ViSi project, Turku University of Applied Sciences’ Turku Game Lab together with Nursing studies, have started to solve the problem by creating an education game placed in an operating room.

When playing, the student first sees a 360° demo video of surgery. In front of the student, one of the nurses is handing instruments to the surgeon according to his requests.

When starting the actual game, the student sees the surgeon and the selection of instruments. The task is to, according to the instructions, select and hand over the correct one. The key to the learning is the immediate feedback to the choices the student makes. In the end, the player sees the scores, the time used per instrument and the number of correct and wrong answers are shown.

Unlike during simulations or internships, the game gives the student a possibility to rehearse countless times. This leads to strengthened self-confidence and supporting his or her learning. Once the student gets to practice, he or she can concentrate on the aspects going beyond the basics.