In recent years, 360? technology has provided a means of conducting highly authentic virtual field trips. With the help of 360? cameras, panoramic images that allow viewing in all directions are captured, then assembled into spaces using software, and finally didactically enhanced by text, graphic, video and auditory annotations. The resulting educational 360? VR spaces have proven to be very effective in teaching due to their clarity and authenticity. Accordingly, in this article we report our experiences how such spaces could be created with limited resources by individual instructors and could also be used in teaching with low effort but considerable learning outcomes. In recent years, 360? technology has provided a means of conducting highly authentic virtual field trips. With the help of 360? cameras, panoramic images that allow viewing in all directions are captured, then assembled into spaces using software, and finally didactically enhanced by text, graphic, video and auditory annotations. The resulting educational 360? VR spaces have proven to be very effective in teaching due to their clarity and authenticity. Accordingly, in this article we report our experiences how such spaces could be created with limited resources by individual instructors and could also be used in teaching with low effort but considerable learning outcomes.

360-degree; 360? model; content creation process; best practices; virtual reality learning, open educational resource