The document outlines an upcoming workshop on June 30th and July 1st, 2022 about the roles of teachers and students in future immersive learning scenarios. The workshop will include case studies of teachers designing virtual reality experiences for sustainability education and students designing immersive environments for social justice. It will also discuss recommendations for engaging parents and community members in immersive education experiences and the possibilities of virtual reality in education.

1. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
New Roles of Teachers &
Students in Future Learning
Scenarios:
XR to Engage Parents &
Community
by Paula MacDowell
«Education 4.0»
June 30th and July 1st, 2022
12th eMadrid Workshop. Education 4.0
June 30th and July 1st 2022

2. Session Overview
1) Meaningful integration of immersive learning in K-12 and
higher education contexts.
2) Case study: Teachers designing immersive learning
experiences for sustainability education.
3) Case study: Students designing immersive learning
environments for eco-justice education.
4) Recommendations for the future of immersive learning:
Designing for possibilities and community engagement.
5) Audience questions and engagement.
#12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
New Roles of Teachers & Students in Future
Learning Scenarios: XR to Engage Parents &
Community

3. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
 The hype and excitement we’re hearing about the Metaverse is
unprecedented in education (or MetaEducation).
 With potential to generate $5 trillion in value by 2030, the Metaverse
is too significant for educators to ignore (McKinsey & Company,
2022).
 What are new roles for teachers and students as creative designers,
storytellers, and worldbuilders in the Metaverse?
 How do we engage parents and community members in immersive
education?
 “There are new possibilities for achieving enviable levels of learner
engagement and connecting students to some of the most
meaningful goals educators collectively seek” (Richter, 2022).
2030 Scenarios: Meaningful Integration of
Immersive Learning in K-12 and Higher
Education

4. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Case Study: Teachers Designing
Immersive Learning Experiences for
Sustainability Education
 VR course for teachers: Designing immersive experiences for K-
12 learning environments.
 Focus: Designing for pro-social and environmental change, with
an ethical foundation that benefits the lives of all people and the
planet.
 Question : How can immersive learning experiences can mitigate
the ongoing challenges of environmental and sustainability
education (ESE) in teacher education and school systems?
 Contribution: Teachers developed skills in designing immersive
learning experiences using instructional design principles.

5. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Case Study: Teachers Designing
Immersive Learning Experiences for
Sustainability Education
Empoweringteacherswith
immersive toolsandthe
knowledgeof howandwhyto
use them.
The worldis changing,andwe need
to changetoo. Technologyand
innovationarereshapingsociety
andthe futureof howwelearn.

7. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Case Study: Teachers Designing
Immersive Learning Experiences for
Sustainability Education
From Pedagogical Innovation to
Evidenced-Based Practice
 The VR course promoted the teachers’
pedagogical content knowledge to enhance
learning with immersive experiences designed
specifically for their students.

8. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Case Study: Students Designing
Immersive Learning Environments for
Eco-Justice Education

9. Case Study: Students Designing
Immersive Learning Environments for
Eco-Justice Education
RESEARCH PROBLEM
Integrating sustainability is highly
complex in classroom settings,
such that students understand the
connections between their actions
and the consequences on the
environment.
RESEARCH SETTING
26 youth co-researchers were
invited to the University of
Saskatchewan for a 2-day VR
workshop. They used the Meta
Quest to explore virtual worlds
and FrameVR to create a gallery.
RESEARCH METHODS
Qualitative techniques were used
for data collection and synthesis,
including surveys, pair interviews
(iPads), artifact analysis, and
group discussion.
RESEARCH CONTRIBUTION
The study offers research
evidence on how youth mobilize
action on sustainability by
learning and creating in
immersive virtual reality.

10. You are welcome!
http://framevr.io/ecojustice

12. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Research Question 1: What would you tell
a friend or family member about learning
in VR?
It will make you look at
learning in a completely
different way. Other
teachers need to try it.
You can use your hands
and eyes for learning
instead of just writing
stuff down.
In our FrameVR project,
it's really cool cuz you
get to look around and
see what everyone's
perspective on
deforestation is.
I would tell them about
the creativity that
happened there because
there's so many different
forms of media that we
chose to represent.
In VR, you can express
yourself in ways in which
you can’t in real life.

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«Education 4.0»
June 30th and July 1st, 2022
Research Question 2: What was your
favourite experience with VR for learning?
 “… when I got to connect with my friends through VR and we were able to share our learning experiences
together”
 “… just looking out different worlds and seeing how our world is connected through it. “
 “Painting with Multibrush changed the way I experienced art, mostly because I could create whatever I
want in 3D. “
 “I loved getting to create art that was 3D and being able to collaborate with my classmates. I would
recommend this experience to other classes.”
 “When we dove into the ocean. I was able to see how our waste effects the fish and marine life.”
 “I enjoyed going on the field trips to the ocean as well as the forest where we were really small. It was
really cool going to these places because in real life we would not be able to.”
 “…making my avatars”

14. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Research Question 3: What was your
least favourite experience with VR for
learning?
 “It was logging into the WiFi lol, actually
nothing.”
 “After a while I got really dizzy but it was
great other than that.”
 “My least favourite part was that after a
while it kind of hurt my eyes and I started
feeling a bit uneasy."

15. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Research Question 4: What are some
benefits and drawbacks of communicating
in VR?
 "VR really helps you practice empathy
and like the act of like standing in
someone else's shoes. Just the art of
talking doesn't really cut it most of the
time because a lot of people there's a
saying like 'I'll believe it when I see it'.
And when you see it and you're actively
in that world that can really help change
your perspective."

16. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Research Question 5: Were there any
moments in the VR learning that
challenged you?
 "Moments that challenged me were
actually seeing how much garbage
there was in the ocean, and actually
seeing how people are affected by like
the flooding of houses or like the
flooding of the community, and actually
being there and seeing how much it is
affecting people in the environment."

17. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Research Question 6: How have you
improved because of your collaborations
in VR ?
 "VR makes you relate to sustainability
issues. Like it's hard to empathize with
situations that are so far away, like
across the world, but when you're in VR
you feel like you're really there. So, it's
easy to connect with the issues. VR
would definitely help citizens become
aware and empathize with other
people."

18. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
2019 Research: Oculus Go
2019 Study: Immersive Virtual Reality as a
Change Agent in Language Learning

19. Which is education? Which is technology?

20. #12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022
Recommendations for Future Learning
Scenarios
 Focus on the learning. XR tools should be selected with pedagogy,
student experiences, and learning outcomes as the priority.​
 Redefine engagement. Empower students as partners to elevate
collaboration and engagement with the whole school community.
 Inclusion matters. Explore artful, accessible, and affordable integration
of XR.
 Teachers matter. Without empowering and supporting teachers,
immersive education in the classroom is likely to fail.
 Value critical perspectives. Thinking critically about immersive learning
(not typically primary source material) is an essential skill that must be
taught.
 Try creative assessment. World building (aka best assignment ever).

21. “12th eMadrid workshop”
«Education 4.0»
June 30th and July 1st, 2022
MetaEducation is a source and reason
for hope, inspiration, and change.
What role will you play?
#12eMadridMetaEduca #VRARAEduCom
«Education 4.0»
June 30th and July 1st, 2022