All Australasian veterinary science degrees have a requirement that graduates must be omnicompetent at graduation across relevant species, including livestock such as sheep and cattle (Australian Veterinary Boards Council, 2024). The majority of students entering veterinary degrees come from urban backgrounds and most intend to graduate into roles in small animal practice, rather than rural livestock practice (Feakes et.al, 2019). Veterinary educators need to rapidly upskill students in livestock production systems so they are competent graduates, particularly as significant numbers of students move into mixed practice work, including livestock, when their initial intention may only have been small animals such as dogs and cats (Feakes et.al, 2019). Students studying the veterinary degree come from a diversity of backgrounds with significant numbers of international students (VSANZ, 2024). Any curriculum development therefore needs to include consideration and inclusion of the needs of a diverse group of learners across different city/country background, cultural and historical learning background amongst other factors. One method to rapidly provide students with access to enterprises is to produce virtual farm enterprise visits (Hallein et.al, 2025). Virtual visits can be used as adjuncts to a visit to real farms to extend the geographic range and temporal nature of what is available during a teaching period/s. A range of virtual media can be collected on-site, most commonly 360-degree photo or video content, 360-degree audio and also standard photos, videos or audio to further illustrate particular aspects of the farm. This can then feed into innovative technology enhanced learning, improving the quality of the learning content and experience. This concept has broad potential over any subject requiring an understanding of an environment, including viewing change over time. The production of 360-degree imaging content can be used within a subject or course, or between different courses. In particular, direct integration with a learning management system (LMS) both in learning modules and for assessment purposes can optimise the use of a resource. This can avoid requirements for new equipment such as VR devices, but still utilising the resource. The system however may also be used as a standalone VR experience with extra support. In this case, our virtual farming enterprises were inserted into the learning management system (LMS) Canvas using an embed code. This allows full interaction of viewing each 360-degree photo through time and over the farm within the LMS. This has been used as a single or multiple person activity including assessment with students collecting screen captures, similar to a treasure hunt for particular images containing a learning outcome. In some situations students are asked to explore the enterprise to find certain information, in other tasks they are given more directed instruction. The large volume of images has potential for further use in gamification. A combination of VR and on-farm experience is more effective and has better knowledge and application retention than solely on-farm experience. Our use of virtual reality as part of the overall teaching process appears to have assisted student understanding of enterprises. This is predominantly based on verbal and written student feedback but requires greater investigation to provide demonstrable evidence of improved outcomes. It reduces some of the variation seen with solely enterprise visits where environmental variables such as heavy rainfall, wind and heat can impact teaching and learning. It can also reduce impacts where students may have physical limitations being able to attend on-farm exercises. Virtual reality has significant potential to enable students to understand concepts more rapidly than historical teaching methods alone. Further evidence-based review is required to demonstrate these outcomes. This presentation will include the use of virtual reality shared on screen mirroring the headset view. The audience will view the same resources as veterinary students use in class using DookieVR. This will investigate the provocation statement in practice.
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