How Educators Understand and Implement Ed3, Blockchain, and Metaversal Technologies

Ryan Straight, Ph.D

College of Applied Science and Technology
University of Arizona


The Plan for Today

  1. Introduction
  2. Terminology
  3. Ed3
  4. The Study
  5. The Future
  6. Your Toolkit

Link to this slide deck!


Ryan Straight, Ph.D
Honors/Associate Professor of Practice Applied Computing & Cyber Operations
Director, MA{VR}X Lab
College of Applied Science and Technology
University of Arizona


Let’s speak the same language

  1. Metaverse
  2. Web3
  3. Blockchain
  4. NFTs
  5. DAOs
  6. Ed…3?

Tree image via Getty Images.


According to Parisi (2021), there are 7 Rules of the Metaverse:

Rule #1: There is only one Metaverse.

Rule #2: The Metaverse is for everyone.

Rule #3: Nobody controls the Metaverse.

Rule #4: The Metaverse is open.

Rule #5: The Metaverse is hardware-independent.

Rule #6: The Metaverse is a Network.

Rule #7: The Metaverse is the Internet.

“The Metaverse of the Mind” via by WOMBO


What is Web3? According to Mak (2021), it’s an internet…

runs on public blockchains… the appeal of Web3 is that it is decentralized[;] it’s the individuals themselves who own and control pieces of the internet.

How do the metaverse and Web3 relate?

Web3 is all about inclusivity and putting users first. The metaverse is a new world where creation is put in your hands. NFTs are how we’re going to do it1. (Bashir, 2022)

“A Web for All” via by WOMBO


Blockchains are… “similar to a ledger that records digital forms and shares information across a computer network that includes digital signatures and certificates” (Bucea-Manea-Țoniş et al., 2021).

Via Coding is Love

“Blocks, Chains, Locks, and Keys” via by WOMBO


  • Tokenomics
  • Metaverse
  • Regulation and risk
  • Video games
  • Asset valuation

(Taherdoost, 2023)

“There Are Many Like It But This Is Mine” via by WOMBO


Decentralized Autonomous Organizations

DAO A traditional organization
Usually flat, and fully democratized. Usually hierarchical.
Voting required by members for any changes to be implemented. Depending on structure, changes can be demanded from a sole party, or voting may be offered.
All activity is transparent and fully public. Activity is typically private, and limited to the public.


“We Are One And We Are All In Charge” via by WOMBO


Ed1 / Ed2 / Ed3

Photos via Dream by WOMBO

Ed1: Learn

Ed2: Teach

Ed3: Own

The Birth of Ed3





Preparing to Study Ed3

Studying Ed3


  • Demographics? Check.
  • Expertise? Check.
  • Opinions? Very nearly!


Difference: Teaching

Educators: Teachers can spend more time teaching? Doubtful.

Non-educators: Developing a sense of community among students? Doubtful.


Difference: Optimism




NFTs (Again)

\(N\) = 136, \(M\) = 6.01, \(SD\) = 1.31


Other NFTs


What is to come?

Most importantly, a critical need for

re-orienting blockchain technology in education from pro-profit to human-centred adoption. This is to ensure a balance among technological advances, knowledge transformation, and safeguarding of privacy and individual rights of marginalised teachers and learners. (Savelyeva & Park, 2022, p. 1592)

What is to come?

Secondly, DAOs and education. Some considerations (Qian, 2021):

  • Credentials
  • Social life
  • Path toward professional “success”
  • Education
  • Admissions
  • Cost
  • Length of time spent at the institution


That’s a wrap!

Thank you for coming! Find out more at:

See the toolkit!


Alsobhi, H. A., Alakhtar, R. A., Ubaid, A., Hussain, O. K., & Hussain, F. K. (2023). Blockchain-based micro-credentialing system in higher education institutions: Systematic literature review. Knowledge-Based Systems, 265, 110238.
Aslan, B., & Ataşen, K. (2020). A blockchain based lifelong learning platform: The Smart University. Manas Journal of Engineering, 8(2), 151–154.
Bashir, I. (2022). Council Post: The Metaverse, NFTs And The Inevitability Of Web3. In Forbes.
Bucea-Manea-Țoniş, R., Martins, O. M. D., Bucea-Manea-Țoniş, R., Gheorghiță, C., Kuleto, V., Ilić, M. P., & Simion, V.-E. (2021). Blockchain Technology Enhances Sustainable Higher Education. Sustainability, 13(22), 12347.
Ferdig, R. E., Cohen, M., Ling, E., & Hartshorne, R. (2022). Examining Blockchain Protocols, Cryptocurrency, NFTs, and Other Web 3.0 Affordances in Teacher Education. Journal of Technology and Teacher Education, 30(1), 5–19.
Lam, T. Y., & Dongol, B. (2022). A blockchain-enabled e-learning platform. Interactive Learning Environments, 30(7), 1229–1251.
Li, D., Han, D., Zheng, Z., Weng, T.-H., Li, H., Liu, H., Castiglione, A., & Li, K.-C. (2022). MOOCsChain: A blockchain-based secure storage and sharing scheme for MOOCs learning. Computer Standards & Interfaces, 81, 103597.
Mak, A. (2021). What Is Web3 and Why Are All the Crypto People Suddenly Talking About It? Slate.
Parisi, T. (2021). The Seven Rules of the Metaverse. In Metaverses.
Qian, K. (2021). DAOs as University Replacements: A Thought Experiment. In Substack.
Rosenberg, L. (2022). Regulate the Metaverse. In Predict.
Savelyeva, T., & Park, J. (2022). Blockchain technology for sustainable education. British Journal of Educational Technology, 53(6), 1591–1604.
Sousa, M. J., Dal Mas, F., Gonçalves, S. P., & Calandra, D. (2022). AI and Blockchain as New Triggers in the Education Arena. European Journal of Investigation in Health, Psychology and Education, 12(4), 445–447.
Taherdoost, H. (2023). Non-Fungible Tokens (NFT): A Systematic Review. Information, 14(1), 26.