Participate and share: Poster 
Purpose: To demonstrate the power and potential of 3D social online spaces in enhancing blended learning experiences, ensuring educators harness these tools effectively for increased student engagement.
Participant Outcomes:
1, Understand the importance and benefits of 3D social online spaces in the context of modern education.
2, Differentiate between traditional online learning platforms and 3D social online spaces, and why the latter offers enhanced engagement opportunities.
3, Apply practical strategies to integrate 3D social online spaces into their blended learning curriculum.
4, Design and customize their digital interactions to complement traditional classroom pedagogies.
5, Engage in hands-on activities within a 3D space, experiencing firsthand its immersive qualities and pedagogical benefits.
Educational Challenge: Educators struggle with keeping students engaged in digital platforms, often leading to diminished learning outcomes.
Technology intervention: MegaMinds (gomegaminds.com) is a learning platform where students learn through creative play and interactive activities in 3D social online spaces.
Models Employed:
Active Learning - In a 3D environment, students are not just passive recipients but active participants, leading to better retention and understanding.
Collaborative Learning - The platform fosters group activities, discussions, and projects, promoting peer-to-peer learning.
Experiential Learning - Hands-on activities within the 3D environment allow students to 'learn by doing'.
Lesson Plans/Activities:
3D Space Exploration - Participants will navigate a pre-designed 3D space, understanding its basic functionalities.
Collaborative Projects - Attendees will engage in a short group project, highlighting the collaborative capabilities of the platform.
Customization Workshop - A brief hands-on activity where participants can tailor a 3D space to their pedagogical needs.
Presentation Outline: "Learning in 3D: Leveraging 3D Social Online Spaces to Maximize Student Engagement"
Introduction (3 minutes)
Content - Brief overview of the current blended learning landscape and the challenges faced.
Process - I will begin with a question to gauge the audience's familiarity with 3D social online spaces.
The Power of 3D Social Online Spaces (5 minutes)
Content - I will dive into the benefits and uniqueness of 3D social online spaces.
Process - I will show a short video clip showcasing a typical session in a 3D online space.
Active Engagement in 3D (5 minutes)
Content - Exploring the features of 3D spaces that promote active learning and engagement.
Process - Real-time poll (using devices) to see how many educators prioritize active learning in their classrooms.
Hands-on Activity: Navigating a 3D Space (7 minutes)
Content - A short, interactive exercise where participants navigate a 3D space.
Process - Device-based activity where attendees use the platform on their devices.
Collaborative Learning in 3D (4 minutes)
Content - I will demonstrating the collaborative capabilities of 3D social online spaces.
Process - I will share a pre-recorded testimony from students and teachers about their experience with collaborative projects in a 3D environment.
Customization & Flexibility (3 minutes)
Content - I will showcasing how educators can tailor the spaces to their specific pedagogical needs.
Process - A slide show of various customized 3D classrooms and their functionalities.
Evidence of Success (2 minutes)
Content - I will briefly share statistics and feedback highlighting the platform's efficacy.
Process - Infographics and quotes displayed on slides.
Q&A Session (1 minute)
Content - I will open the floor for any pressing questions.
Process - Peer-to-peer interaction where the audience can seek clarification or further details.
Closing Remarks & Call to Action (30 seconds)
Content - I will encourage educators to explore the potential of 3D social online spaces.
Process - I will share links and resources for further exploration, inviting them to a deeper dive post-presentation.
Articles:
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66-69.
Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners' attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182.
Books:
Bricken, M., & Byrne, C. M. (1993). Summer students in virtual reality: A pilot study on educational applications of virtual reality technology. In Virtual Reality: Applications and Explorations. Academic Press Professional, Inc.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.
Websites:
EdTech Magazine - Numerous articles on the implementation and benefits of virtual reality and 3D spaces in education.
EdSurge - Regular features on the latest technologies in education, including in-depth discussions on 3D online spaces.
Recognized Experts:
Dr. Chris Dede - Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education.
Dr. Jeremy Bailenson - Founding director of Stanford University's Virtual Human Interaction Lab. His work primarily focuses on virtual reality's impact on cognition and behavior.
Documentation & Reports:
Horizon Report (2016). Higher Education Edition. NMC Horizon Report series. This report consistently reviews emerging technologies in education, with several mentions of virtual reality and immersive learning over the years.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.
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