Online learning software has evolved since Covid-19, with increasingly sophisticated virtual experiences available for integration into the curriculum. A myriad of virtual environments are provided, with multiple ways to experience those environments. Many are offered across institutions as generic environments, with predetermined layouts, way finding and interaction tools. What is arguably key for educators, however, is the creation of learner centered online experiences that enhance the connectivity of students to place and peers within their learning community, rather than merely enable virtual learning as a practical application.

The research described in this paper is focused on how to build digital environments and experiences that lean into the integration of learning in the physical world, whilst operating in the virtual. The project discussed aims to demonstrate how the use of realistic digital twins can merge the real and the virtual to change the relationship between in-person and online students. An example of practice is shown, and the challenges involved in its construction and use are explained. The overall aims for the work, its potential benefits and limitations are illustrated through a projection of the approach onto future practice that leans into creating a sense of connection. Phygital elements and their use in hybrid learning experiences are illustrated, and the new ways of working, thinking and communicating these provide are analyzed.

Keywords: User-centered, online, place, connection, immersive, digital environments.