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Online learning is here to stay. The current pandemic boosted its development to new heights and increased demand for arranging remote teaching at all levels of education. There have been major efforts of creating online content such as textbooks, materials to learning management systems, educational videos, quizzes and certainly combinations of them to provide facilities for online learning. However, a persistent challenge to online learning remained -learner engagement and inclusion. Campuses with their workshop spaces, classrooms or cafeterias are examples of places that can engage learners when properly designed. Online learning is mostly lacking such relatable contexts. With the emergence of virtual and augmented reality one can create 360° learning environments simulating existing places but also bringing people to new places where the environment is augmented with useful information. The challenge is, however, how can an educator design and create 360° learning environments, from start to delivery? In this paper we present our approach -a 360° production pipeline -supporting educators in their journey to provide engaging 360° spaces. We report the different elements and phases of the pipeline, resources needed and elements to consider such as funding, equipment and platforms. We further present two cases that have been our pilots for understanding what such a 360° production pipeline should include. We also outline the research and development agenda for the years to come as part of the Online Hybrid Lab activities and Unite! Virtual Campus, a task force of the European University alliance of nine partners.

Our paper discusses digitalization of language learning and the creation of an open language learning platform for learning professional Swedish. The platform is being developed in one of the teacher teams in DIGIJOUJOU project, a national development project for digitalizing second language learning in higher education in Finland and financed by the Ministry of Education. The team represents three institutions:

This paper discusses how pedagogical aspects have affected the technical choices in constructing the multidisciplinary and open-access digital language learning portal called Svenskstudier i bufféformat. The portal is being developed in one of the teacher teams in DIGIJOUJOU project, a national development project for digitalizing second language learning in higher education in Finland financed by Ministry of Education. The developing team represents three higher education institutions: Aalto University, Haaga