Navigating learning worlds : using digital tools to learn in physical and virtual spaces
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Authors
Parsons, David
Inkila, Milla
Lynch, J.
Inkila, Milla
Lynch, J.
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Date
2019-08-24
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
immersive learning
digital classrooms
learning outside the classroom
interactive scavenger hunts
virtual reality teaching tools
VR (virtual reality)
Actionbound (VR learning tool)
Google Tour Builder (VR learning tool)
Google Expeditions (VR learning tool)
Mind Lab (Unitec)
AR (augmented reality)
digital classrooms
learning outside the classroom
interactive scavenger hunts
virtual reality teaching tools
VR (virtual reality)
Actionbound (VR learning tool)
Google Tour Builder (VR learning tool)
Google Expeditions (VR learning tool)
Mind Lab (Unitec)
AR (augmented reality)
ANZSRC Field of Research Code (2020)
Citation
Parsons, D., Inkila, M., & Lynch, J. (2019). Navigating Learning Worlds: Using digital tools to learn in physical and virtual spaces. Australasian Journal of Educational Technology (AJET), 35(4), 144-159. doi:10.14742/ajet.3675
Abstract
This article explores the various ways that teachers and learners can navigate different learning worlds with the support of digital tools. Increasingly, teaching and learning takes place in spaces beyond the classroom, whether physical or virtual. Place, navigation and movement have all been recognised as important concepts in approaches to understanding how we learn in and across places. With our postgraduate cohort of in-service teachers from across New Zealand, we have been exploring forms of learning that engage in the exploration of other spaces, using a range of digital tools. Google Tour Builder has allowed creative global navigation in a virtual space, Google Expeditions has given teachers an opportunity to integrate virtual reality into their classrooms, and Actionbound has exposed them to the use and design of situated outdoor learning activities with geolocated augmented content. Our article is based around participant interactions on social media that express their responses and creativity using mobility in physical spaces and the navigation of virtual spaces. Based on these interactions, we reflect on the nature of pedagogy in technology-redefined activities that involve senses of both place and navigation, structuring our analysis along two continua of physical accessibility and the extent of world knowledge.
Publisher
Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
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