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Welcome to the Metaverse! Creating Awesome 3D, Interactive Learning for your Classroom

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Pennsylvania Convention Center, ISTEverse AR/VR Experience

Learning experience: ISTEverse
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Presenters

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Assistant Teaching Professor
Loyola University Maryland
Graduate student
@ireneamelia1
@ireneamelia1
Irene A. Bal is an Assistant Teaching Professor of Educational Technology in the School of Education at Loyola University Maryland. Irene has a Bachelor's and Master's in Music Education, a Master's in Educational Research, and is a doctoral candidate in Instructional Design and Technology at Old Dominion University. Irene likes integrating innovative technology into her classes and creating innovative learning experiences for PK-12 students. Irene's research interests include microlearning, teacher PD, and designing innovative technology for the classroom.
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Loyola University Maryland
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Loyola University Maryland

Session description

The metaverse is a 3D, interactive world where people can collaborate, create, and communicate with one another. This session will engage participants in a metaverse created for education, showcase metaverses created by a 4th and 5th grader, and guide participants in setting up their own metaverse space using Frame.io.

Purpose & objective

The metaverse is an emerging 3D interactive space that is becoming more accessible through web-based systems. The session will showcase how metaverses were created and utilized for learning in both a higher education setting and a K-12 setting. Student-created metaverses will also be showcased and with the students presenting their design decisions and learning experiences of building a metaverse to demonstrate their knowledge. In the creation and integration of the metaverses in the classroom, many considerations for integrating the metaverse into education were realized, reflection from the K-12 students and teacher were captured, and feedback from K-12 teachers was collected. This session will engage participants in a metaverse, showcase metaverses created by a 4th and 5th grader, highlight the lessons learned and considerations and reflections realized, and guide participants in setting up their own metaverse space using Frame.io. This session is appropriate for someone who has limited or no experience or prior knowledge of the metaverse. Devices with internet capabilities are required.

By the end of this session, the participants will:
1. Identify considerations for integrating a metaverse platform in their classroom.
2. Reflect on the possibilities of students creating a metaverse to demonstrate their learning.
3. Create a metaverse for use in their classroom or another educational setting.

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Outline

This session will engage participants in a metaverse, showcase metaverses created by a 4th and 5th grader, highlight the lessons learned and considerations and reflections realized, and guide participants in setting up their own metaverse space using Frame.io. A metaverse is being created to engage participants in the presentation (in lieu of a slides presentation).

Outline:
1. Introduction of presenters and session (2 min)

2. Welcome to the metaverse! (5 min) - Participants will enter a metaverse created for this session. Navigation support will be provided during this time as well as an overview of the metaverse space. The space will also be presented on the screen for anyone experiencing technical difficulties or cybersickness.

3. What is the metaverse? (3 min) - An overview of what the metaverse is will be presented by the K-12 students. Participants will be encouraged to follow along on their devices but will also have the ability to roam around the metaverse in a more exploratory fashion.

4. K-12 Metaverse examples (10 min) - The K-12 students will showcase their metaverses they created for learning. These will be linked within the metaverse created for this session so participants can navigate in those metaverses.

Participants will be given 2-3 minutes to discuss with each other how the metaverse could be utilized in their classrooms for students to demonstrate learning. The chat feature in the metaverse will also be used during this time to capture ideas and share around the room.

5. Lessons Learned, considerations and reflections realized (10 min) - The lessons learned and considerations and reflections realized will be presented in a visual format within the metaverse. Participants will be directed to explore this section independently for 5 minutes. The K-12 students and lead presenter will support participants in any technical needs.

Then, participants will be encouraged to discuss with each other what information was most impactful for them and their classrooms. The chat feature in the metaverse will also be used during this time to capture ideas and share around the room.

6. Creating your own metaverse (20 min) - Participants will be given time and support in creating their own metaverse in Frame.io. The K-12 students and lead presenter will support participants in any technical or instructional needs.

A metaverse creation template will be provided (digitally and printed) to participants to guide their creation and support the inclusion of instructional design principles and best practices for learning in the metaverse at the forefront of the design.

7. Share your metaverse! (10 min) - In the last 10 minutes, participants will add their metaverse links to the metaverse created for this session for other participants to explore. The K-12 students and lead presenter will support participants in any technical needs.

The metaverse created for this session will remain available beyond the ISTE conference and be placed in the Digital Tote for this session.

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Supporting research

Driscoll, M. P. (2018). Psychological foundations of instructional design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 52-60). Pearson.

Fokides, E., & Atsikpasi, P. (2018). Development of a model for explaining the learning outcomes when using 3D virtual environments in informal learning settings. Education and Information Technology, 23, 2265-2287. https://doi.org/10.1007/s10639-018-9719-1

Huang, W., Roscoe, R. D., Craig, S. D., & Johnson-Glenberg, M. C. (2021). Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality learning: A structural equation modeling approach. Journal of Educational Computing Research, 0(0), 1-36. https://doi.org/10.1177%2F07356331211053630

Johnson, D. W., & Johnson, R. T. (2018). Social interdependence theory and the design of high-quality learning experiences. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 269-276). Pearson.

Vendelskis, S. (2021, May 29). What is the difference between High Poly and Low Poly models in 3D modeling? ARsenal by cgtrader. https://arsenal.cgtrader.com/blog/difference-between-high-poly-and-low-poly-models

Wilson, B. G. (2018). Constructivism for active, authentic learning. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 61-67). Pearson.

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Session specifications

Topic:
Augmented, mixed & virtual reality
Grade level:
PK-12
Skill level:
Beginner
Audience:
Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Attendee devices:
Devices required
Attendee device specification:
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials:
Frame.io will be utilized during this session. This is a web-based platform that will require participants to create an account. Participants can do this during the session.
ISTE Standards:
For Educators:
Designer
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
For Students:
Empowered Learner
  • Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.