This webinar is part of the OLC Innovate 2026 Best-In-Track Webinar Series!
Webinar Overview
This webinar explores how immersive, student-built virtual environments can transform learning in online courses. Drawing on a case study from a large-enrollment asynchronous archaeology course, participants will see how students used accessible 3D modeling tools to reconstruct ancient Egyptian tombs and then explored those spaces together in a shared virtual environment. Rather than passively consuming content, students became active creators—designing, interpreting, and inhabiting the past—while developing technical skills, deepening engagement, and building a surprising sense of community in a fully online setting.
Beyond the technology itself, the session highlights how immersive design can support meaningful ethical reflection. Throughout the project, students grappled with questions of cultural ownership, colonialism, and the display of human remains, using their own digital reconstructions as a platform for critical inquiry. Participants will leave with a clear, adaptable model for integrating immersive, creative assignments into their own courses, along with practical strategies, sample structures, and evidence-based insights into what works, what challenges to anticipate, and how to scale these approaches across disciplines.
Intended Audience
This webinar is designed for faculty, instructional designers, and academic leaders interested in rethinking how engagement, creativity, and rigor can be achieved in online and hybrid courses. It will be especially valuable for instructors in the humanities and social sciences, as well as those teaching large-enrollment or asynchronous courses who are looking for ways to move beyond discussion boards and traditional assignments. The session is also relevant for educators exploring experiential learning, project-based design, or the integration of emerging technologies, regardless of whether they have prior experience with VR or 3D modeling.
Participants will benefit by gaining a clear, adaptable framework for implementing immersive, student-centered assignments that emphasize creation over consumption. They will see how relatively low-cost, accessible tools can be used to foster deeper engagement, collaboration, and ethical reflection, even at scale. The webinar will also provide practical takeaways (e.g., assignment structures, scaffolding strategies, and lessons learned from student feedback, etc.) helping attendees anticipate challenges, refine their own course design, and translate the idea of “worldbuilding” into meaningful learning experiences within their own disciplines.
Key Messages & Takeaways
- Move beyond passive online learning. See how shifting students from content consumers to worldbuilders can dramatically increase engagement, ownership, and deeper learning—even in large, asynchronous courses.
- You don’t need expensive tech to do immersive learning well. Learn how accessible, low-cost tools can support high-impact, creative assignments without requiring VR headsets or advanced technical expertise.
- Get a ready-to-use model. Walk away with a clear assignment structure, scaffolding strategies, and practical tips you can adapt immediately to your own discipline.
- Learn what actually works (and what doesn’t). Hear directly from student data and reflections—what they found engaging, where they struggled, and how those insights shaped the next iteration of the project.
- Build community in online courses. Explore how shared virtual experiences can create connection, collaboration, and a sense of presence—even when students never meet live.
Presenters
Robert Stephan
Associate Dean, W.A. Franke Honors College and Associate Professor of Practice, Classics – University of Arizona
Matthew Hillin
Instructional Specialist III: Department of Religious Studies and Classics – University of Arizona
I am an Instructional Specialist at the University of Arizona in the Department of Religious Studies and Classics. I received my Masters from the University of Arizona in Classical Archaeology where I focused on Late Roman Military Architecture. Most recently, I have been exploring the educational benefits of projects in VR and 3d spaces and how those might contribute to a greater learning in the field of archaeology. Connect on LinkedIn
Montine Rummel
Master’s Student, Department of Law and Digital Society – Unitelma Sapienza University of Rome
Master’s student in pedagogy examining VR user experiences to better understand effective learning in immersive spaces. Connect on LinkedIn