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Augmenting Schools

  • Kieron Sheehy
  • Rebecca Ferguson
  • Gill Clough
Chapter
  • 236 Downloads
Part of the Palgrave Macmillan’s Digital Education and Learning book series (DEAL)

Abstract

In chapter 1, we considered why it is important to examine augmented learning and the use of augmented reality in education at this point in our technological and cultural history. This is partly because our view of “augmented reality” and its effects changes over time, as illustrated in our previous examples of written orthographies, road signs, and recorded music. It is possible to see buildings, such as the 404-foot high spire of Salisbury Cathedral, as augmenting our interactions with the landscape and each other. A fictional account of the construction of this landmark is given in The Spire by William Golding (Golding, 1964). The building changes how people navigate the physical and social landscape of their local world. It enables them to take new paths and travel further without getting lost. The spire is also a location from which new views are possible. This new perspective, coupled with the awareness that it can be used for surveillance, changes town life and behavior. The spire also has a profound affective and spiritual impact on those who interact with it, bringing a particular meaning into the natural environment. As with other technologies, the influence of the spire has become fossilized in our culture (Holland & Valsiner, 1988) and its augmentation of local lives passes largely unnoticed today.

Keywords

Cognitive Load Augmented Reality Physical World Smart Phone Virtual Object 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kieron Sheehy, Rebecca Ferguson, and Gill Clough 2014

Authors and Affiliations

  • Kieron Sheehy
  • Rebecca Ferguson
  • Gill Clough

There are no affiliations available

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