Co-authored with Kieron Sheehy and Gill Clough, this book explores the implications and challenges of this form of learning, which takes place at the frontiers of reality, and the ways in which we can understand it, structure it, develop it and employ it. It investigates what we can do now that we could not do before and asks whether these new possibilities could fundamentally affect how people approach and benefit from learning. For example, can augmented learning create the social, affective and cognitive conditions that will allow individuals and groups of people not only to approach learning in a meaningful way but also to engage with it more deeply?
If so, the impact of these transformations on education and learners will be profound. This book explores the possible consequences of this change in different contexts, considering the learning experience of different groups and individuals who are already engaging in augmented learning. In order to do this, it focuses not only on research into learning in the ‘real world’ that is augmented by use of the virtual but also on learning in virtual environments that is augmented by use of the ‘real’. It combines this wide range of research with consideration of augmented learning taking place in a variety of formal and informal educational settings, including some of the possibilities currently being shared on the Internet.
In 2010 our edited book, Virtual Worlds: Controversies at the Frontiers of Education, was published by Nova Science.
The book deals with the challenges that arise when virtual worlds are used for learning and teaching. The ideas and practices emerging from this field are relevant to all educators, and offers insights into the development of a pedagogy that is authentic, inclusive and enjoyable. Each chapter addresses a particular issue and is illustrated with examples drawn from both research and practice. These examples cover a wide range of learning scenarios, both formal and informal, involving teenagers, school pupils, undergraduate and postgraduate students as well as a variety of lifelong learners. The issues include the importance of virtual worlds, the influence of online games and physical-world economics and politics, the relationship between avatars and learner identity, the challenges of ensuring child safety and protection, interaction between real-world and in-world environments and activities, accessibility and the development of new pedagogies.The authors’ are all teachers and learners in virtual worlds; many have been responsible for designing, programming and maintaining virtual environments.