Historically, underserved children have been last to benefit from new innovations in educational technology. This gap has led to digital inequity, which in turn further exacerbates educational inequity. There will be lifelong economic and societal impacts for these students if the digital divide continues (Rideout & Katz, 2016). With the continued escalation of technology in the digital age, it is imperative that students have equitable access to promising new resources. What happens when the needs of these students are addressed in the design and development of new educational technologies? 3D-Based Learning was pioneered by African-American technology researchers to specifically address the learning needs of children from underserved communities, and help teachers engage those most in need without raising costs. The potential of 3D-Based Learning in education is limitless. It literally opens up new realms in education, where the abstract becomes real and students walk through magnetic fields, fly through the dense clouds of the Planet Venus, and cross underground magma chambers to understand plate tectonics. 3D and VR learning has been typically confined to expensive VR headsets and clinical operating environments. How can educators now take advantage of the newfound ability to explore the inside of a human cell or fly through a black hole and put it to use to engage underserved students?

Objectives

This workshop and has three primary aims: (1) to provide participants with a foundational understanding of 3D-Based learning technologies through demonstrations and hands-on experience; (2) to share strategies to engage underserved children by integrating these new 3D technologies into schools at low cost with existing equipment; and (3) to foster an understanding of the pedagogical foundations of 3D-Based learning (visual, experiential, and self-directed learning), and how underserved students gain an immediate understanding of subject matter. Like the underlying technology itself, the workshop is highly interactive. Attendees will be active participants, experiencing 3D-based virtual learning programs from their own device. As a 3D program is being discussed, attendees can explore it on their own in a separate window. Finally, participants will be provided with a PDF smart sheet with links to programs and supporting studies. An example of this next-generation participation can be seen by clicking this link: https://webgl.sunrisevirtualreality.com/solar_system By the end of the workshop, participants will have an acute understanding of 3D based learning and how it can impact and engage children of underserved communities.

Topical Outline

I. Introduction a. Can a Child Learn Anything? b. The New World of 3D Learning c. Underserved Children and Engagement with 3D Technology d. Educational and Digital Equity e. How it Works II. Learning in 3D and Student Engagement a. Learning Overview: Learning styles of children of underserved communities b. Foundations of Virtual Learning • Visual Learning • Experiential Learning • Self-directed learning c. Increasing Student Engagement- Lessons from the Study d. 3D Learning in STEM e. Benefit overview (literature review) • Increased Student Engagement • Increased Student Comprehension • Increased Complex Conceptual learning • Preferred by 85% of Students III. Conclusion: Platforms and In-school Use a. Into the Classroom: The Next Step in 3D Learning b. Connectivity Is Opportunity c. Opportunities/Challenges d. Educator downloads to allow participants to further experience 3D learning on Chrome/Android Android Apps by SUNRISE VR on Google Play

Prerequisites

PC/Mac/Chromebook to understand and experience 3D learning programs during the workshop.

Experience Level

Intermediate

Qualifications

Brett Reid is VP Technology and founder of SUNRISE VR (www.sunrisevr.com). A graduate of the Massachusetts Institute of Technology, Mr. Reid saw the potential of his virtual reality systems to help underserved Chicago students learn by introducing powerful visualization tools into the educational process. His research led to the creation of specialized immersive virtual reality learning systems, primarily used in controlled academic environments. His goal is to provide schools with the access to the same tools he created for the private sector and various government agencies, and transform schools into real incubators for new ideas and exploration. Dr. Wylmarie Sykes is founder of Operation Safe Child. She is a former professor of English at the City Colleges of Chicago, Chicago State University, and Drake University. Additionally, she is an author, former high school board president, and founder of Operation Safe Child in Maywood, IL. She received her doctorate in Education from the University of Iowa, and holds four other Masters Degrees in disciplines ranging from Puritan literature to reading.