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.

中文翻译：

---

导航学习世界：使用数字工具在物理和虚拟空间中学习

本文探讨了教师和学习者在数字工具的支持下可以导航不同学习世界的各种方式。越来越多的教学活动发生在教室以外的空间，无论是物理的还是虚拟的。在理解我们如何在不同地点和不同地点学习的方法中，位置，导航和移动都被认为是重要的概念。与我们来自新西兰各地的在职教师的研究生队伍一起，我们一直在使用各种数字工具来探索参与其他空间探索的学习形式。Google Tour Builder允许在虚拟空间中进行创造性的全球导航，Google Expeditions为教师提供了将虚拟现实集成到其教室中的机会，而Actionbound已使他们接触到具有地理定位的增强内容的户外学习活动的使用和设计。我们的文章基于参与者在社交媒体上的互动，这些互动使用物理空间的移动性和虚拟空间的导航表达了他们的反应和创造力。基于这些交互作用，我们在涉及位置和导航感的技术重新定义的活动中反思教学法的性质，从而沿着身体可访问性和世界知识范围的两个连续性来构造我们的分析。