Thinglink is an interactive platform for creating immersive educational experiences. Participants will utilize Universal Design to create hands-on virtual activities that simulate real world experiences for onboarding and classroom learning. By applying constructivist and experiential learning principles, educators will develop skills to transform educational landscapes and redefine learning spaces.

Background: This workshop focuses on Thinglink (https://www.Thinglink.com/), an interactive platform for creating engaging virtual experiences. Participants learn how to design onboarding materials that familiarize students with resources, faculty, and facilities using multimedia elements. We explore how to develop interactive classroom materials that simulate real-world experiences, enhancing student engagement and understanding. Through hands-on activities, educators gain practical skills in using Thinglink, empowering them to create tailored onboarding experiences and dynamic educational content. Thinglink: A Technology: Thinglink is an interactive media platform that allows users to create immersive images and videos, complete with clickable tags linking to text, audio, video, or web content (Thinglink, 2024). Commonly used for virtual tours, interactive infographics, and educational resources, it fosters self-directed exploration and engagement among learners (Lappalainen & Örn, 2024). Thinglink embodies constructivist and experiential learning through active engagement and exploration, enabling students to navigate content at their own pace while making meaningful connections between theory and practice (Nunley, Roy, and Christensen, 2022; Jeffery et al., 2022). The platform's interactive quizzes provide immediate feedback, reinforcing learning and guiding students toward mastery. High customizability empowers educators to design tailored interactive experiences that enhance their unique curricula, transforming the educational landscape for distance learning and classroom settings alike (Nakatsuka, 2018). During this workshop, we focus on two applications for Thinglink: 1) orientation materials and 2) classroom content. 1) Virtual Orientation Through Thinglink: Student orientation, whether virtual (Cooper, 2021; Strayhorn, 2023) or in person (Chavez, 2019), is essential for fostering a sense of belonging and helping students navigate their academic environment. It ensures that students are aware of available support services, enhances their engagement with faculty, and promotes effective use of resources. For distance education students, this orientation is particularly important as it helps bridge the physical gap, enabling them to build connections and feel integrated into the academic community despite their remote learning circumstances (Prodgers, Travis, & Pownall, 2023). Using Thinglink, program directors can create virtual environments where students can explore information on future instructors, research opportunities, and courses. This immersive experience allows students to discover key facilities of the institution’s main campus and take virtual tours of satellite campuses, enhancing their sense of community and bridging the physical gap often present in distance education (Wilkinson, 2024). 2) Education Through Thinglink: Thinglink is a versatile tool that can be utilized across various disciplines and curricula to create engaging, interactive learning experiences. Its ability to integrate multimedia elements allows educators to design immersive content tailored to diverse subjects, from science to the arts (Stephens, 2021; Roslan & Sahrir, 2020). By enabling students to explore complex concepts through interactive visuals and virtual environments, Thinglink enhances engagement and deepens understanding. For example, in an Insect Classification course, Thinglink is employed to provide a virtual tour of natural habitats where students can determine appropriate insect collection techniques based on the ecosystem. This experience introduces students to practical insect collection techniques, simulating real fieldwork and ensuring they meet key objectives. Through this innovative approach, students gain hands-on experience in a controlled setting, bridging the gap between theory and practice. Additionally, this technology creates opportunities for students who may lack the resources to visit these spaces or access specialized equipment in person (Appasamy, 2018), making high-quality education more accessible for all by focusing on Universal Design (Bauder & Simmons, 2017). Goals: • Recall the key features of Thinglink, including how to create interactive media elements. • Describe the principles of constructivist and experiential learning that underpin the effective use of Thinglink. • Evaluate the effectiveness of existing educational materials and identify opportunities for enhancement through Thinglink, considering how interactivity can improve student engagement. • Apply software and hardware to collaboratively create immersive materials (GoPro 360, Quik, and Thinglink). • Create a basic interactive onboarding tool and educational materials using Thinglink, incorporating multimedia elements tailored to their audience. Session Timeline (Includes Icebreaker, Expectations, and Engagement): INTRODUCTION (25 mins) 1. Welcome, Icebreaker, Expectations (10 mins) i. Introduce facilitators– two facilitators to aid participants ii. Icebreaker activity - Virtual Exploration: Attendees use laptops/tablets to explore a pre-made Thinglink virtual tour. Participants share one new insight or resource they discovered through Padlet. iii. Set expectations for the session: active participation, collaboration, and openness to sharing ideas and experiences. 2. Background: Facilitator Use of Thinglink (10 mins) i. Overview of the tools and their applications. ii. Discuss how these tools can enhance work processes 3. Small Group Brainstorm: Personal Applications (5 mins) i. Small group brainstorm how participants would use the tools in their work and present ideas. ONBOARDING (35 mins) 1. Onboarding Material Production (10 mins) i. Demonstration of tools and technology, highlighting key features. ii. Interactive recording session using GoPro360 and Quik (A GoPro app) in small groups. This hands-on activity allows participants to apply what they've learned immediately, with instructors available for support. 2. Onboarding Thinglink Creation Demonstration (15 mins) i. Presenters facilitate step-by-step tutorial of software. Participants require a laptop/tablet. 3. Roundtable Discussion (10 mins) i. Following the creation of their materials, participants share projects, thoughts on the process, and use of technology to receive construction feedback, fostering community and shared learning. ii. Questions and reflections. EDUCATION (15 minutes) 1. Premade Educational Materials Overview (15 mins) i. Introduce premade materials for tutorial (e.g., parts of body, nature walk). ii. Hands-on masterclass on integrating instructional techniques DEBRIEF (15 mins) 1. Takeaways, What You’ve Produced, Questions (15 mins) i. Encourage participants to share takeaways from the session through discussing what they’ve created or learned. ii. Address questions or concerns. iii. Participants receive facilitator curate Google Drive with templates, guides, and additional resources related to Thinglink. Participants can explore and contribute their resources to this shared space, fostering ongoing collaboration beyond the workshop. Takeaways: • Understand Thinglink's Capabilities: Participants gain an overview of Thinglink's key features, including interactive media creation to enhance learning experiences. • Apply Constructivist and Experiential Learning Principles: Participants learn to apply constructivist and experiential learning principles to effectively utilize Thinglink in teaching practices, fostering active engagement among students. • Evaluate and Enhance Educational Materials: Attendees develop skills to evaluate existing educational materials and identify opportunities for enhancement through interactivity and Universal Design. They explore how Thinglink can improve student engagement and learning outcomes. • Hands-On Experience with Technology: Participants collaborate in hands-on activities to apply GoPro 360, Quik, and Thinglink. They learn to create immersive materials, gaining practical skills in using these technologies. • Create Interactive Learning Resources: Attendees create interactive onboarding tools and educational materials using Thinglink, providing them with immediate, applicable skills. • Comprehensive Implementation Resources: Participants are provided with templates and guides within Google Drive to enable effective implementation of the approaches discussed in the workshop. These resources support efforts to create engaging and interactive learning environments. • Network and Share Best Practices: Attendees connect with peers, share insights, and discuss novel methods for integrating emerging technologies into their work, fostering a collaborative learning community. By focusing on these engagement activities and takeaways, participants leave with practical skills, innovative ideas, and a clear plan for implementing Thinglink in their educational practices, aligning with the track of Emerging Education Technologies and Innovations. References: Appasamy, P. (2018). Fostering Student Engagement With Digital Microscopic Images Using Thinglink, an Image Annotation Program. Journal of College Science Teaching, 47(5), 16–21. Bauder, D., & Simmons, T. (2017). Digital pedagogy: Embedding universal design for learning (UDL) strategies in online courses. In Society for Information Technology & Teacher Education International Conference (pp. 127-132). Association for the Advancement of Computing in Education (AACE). Chávez, J. (2019). Do I Belong Here?: First-Generation Students & Support at Trinity College (s). Cooper, R. (2021). PECS: An evidence-based orientation event framework for enhancing students’ sense of belonging. Student Success, 12(2), 51–60. Jeffery, A. J., Rogers, S. L., Pringle, J. K., Zholobenko, V. L., Jeffery, K. L., Wisniewski, K. D., & Emley, D. W. (2022). Thinglink and the laboratory: Interactive simulations of analytical instrumentation for HE science curricula. Journal of Chemical Education, 99(6), 2277-2290. Lappalainen, I., & Örn, M. (2024). Operating room furniture and accessories. Instructional virtual tour for nursing students. Nakatsuka, K. (2018). Making history come to life: Thinglink virtual museums. Social Studies Review, 57, 47-52. Nunley, M., Roy, P., & Christensen, M. K. (2022). Gearing Up: Using Technology to Reinvigorate Instruction. Prodgers, L., Travis, E., & Pownall, M. (2023). “It’s hard to feel a part of something when you’ve never met people”: Defining “learning community” in an online era. Higher Education, 85(5), 1219–1234. Roslan, N. N. A., & Sahrir, M. S. (2020). The effectiveness of Thinglink in teaching new vocabulary to non-native beginners of the Arabic language. IIUM Journal of Educational Studies, 8(1), 32-52. Stephens, J. R. (2021). Level Up Your Orchestra: Gamification in the Orchestra Classroom. American String Teacher, 71(3), 19-24.  Strayhorn, T.L. Analyzing the Short-Term Impact of a Brief Web-Based Intervention on First-Year Students’ Sense of Belonging at an HBCU: A Quasi-Experimental Study. Innov High Educ 48, 1–13 (2023). Thinglink. (2024). Interactive images and videos. https://www.Thinglink.com/en-us Wilkinson, J. (2024). Thinglink: A technological review of a case-based virtual learning environment. Innovative Practice in Higher Education, 6(1).

Dr. Georgette Kluiters

Lecturer & Distance Education Coordinator at University of Florida

Dr. Kluiters studies vector-borne diseases of livestock and is the distance education coordinator for the Entomology and Nematology Department at UF. She teaches a range of classes, including Insect Classification, Science Communication, Capstone for non-thesis MS students, Blood-Feeding Insects, Professional Development, Principles/Graduate Survey of Entomology and Arthropod Vector Identification. She held a BBSRC-funded Future Leader Fellowship (PI) and subsequent internally-funded Fellowship at the University of Liverpool, UK, before moving to the University of Florida in 2022. She continues to be an Honorary Fellow at the University of Liverpool. Prior to this, she held positions at the National Assembly for Wales (Cardiff, UK), Animal Health Trust (Newmarket, UK), Swiss Federal Veterinary Office (Bern, Switzerland), and has also spent time working at CIRAD (Montpellier, France) and ILRI (Nairobi, Kenya) – on both veterinary disease control/surveillance programs (primarily with an entomological focus) and scientific policy.

Ms. Ally Fleischer

Academic Advisor at University of Florida

Ms. Ally Fleischer is the academic advisor for the Entomology and Nematology Department's Distance Education Program as well as the Undergraduate Program. In her role, she works with undergraduate on-campus students as well as both undergraduate and graduate certificate students to select classes, connect with university resources, and achieve their academic goals. Ms. Fleischer is a proud University of Florida College of Agricultural and Life Sciences (CALS) graduate - Go Gators!