Learning at the interstices; locating practical philosophies for understanding physical/virtual inter-spaces

References

• AbouRizk, S. (2010). Role of simulation in construction engineering and management. Journal of Construction Engineering and Management, 136, 1140–1153. doi: 10.1061/(ASCE)CO.1943-7862.0000220
   Web of Science ®Google Scholar
• Allen, R. E. (1993). Plato: The symposium. Translation with commentary. New Haven, CT: Yale University Press.
   Google Scholar
• Aristotle: Poetics. (1995). Edited and translated by St. Halliwell (Loeb Classical Library). Harvard.
   Google Scholar
• Aubusson, P., Fogwill, S., Barr, R., & Perkovic, L. (1997). What happens when students do simulation-role-play in science? Research in Science Education, 27, 565–579. doi: 10.1007/BF02461481
   Google Scholar
• Bayne, S. (2005). Deceit, desire and control: The identities of learners and teachers in cyberspace. In R. Land & S. Bayne (Eds.), Education in cyberspace (pp. 26–41). London: Routledge.
   Google Scholar
• Bayne, S. (2014). What's wrong with ‘technology enhanced learning’? In S. Bayne, C. Jones, M. de Laat, T. Ryberg, & C. Sinclair (Eds.), Proceedings of the 9th international conference on networked learning, Edinburgh, UK. pp. 347–350.
   Google Scholar
• Bauman, Z. (2000). Liquid modernity. Cambridge: Polity Press.
   Google Scholar
• boyd, D. (2002, September). Faceted ID/entity: Managing representation in a digital world. Master of Science in Media Arts and Sciences at the Massachusetts Institute of Technology. Retrieved June 12, 2014, from http://www.danah.org/papers/Thesis.FacetedIdentity.pdf
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Dawn, M. (2010). The writing on the wall: High art, popular culture and the Bible. London: Hodder and Stoughton.
   Google Scholar
• Ducheneaut, N., Wen, M., Yee, N., & Wadley, G. (2009, April 4–9). Body and mind: A study of avatar personalization in three virtual worlds. Paper presented at the 27th annual CHI Conference on Human Factors in Computing Systems (CHI 2009), Boston, MA.
   Google Scholar
• E4c. (2014). Education for the crisis. Retrieved September 23, 2014, from http://educationforthecrisis.wikispaces.com/About
   Google Scholar
• Falconer, L. (2013). Situated learning in accident investigation: A virtual world simulation case study. International Journal of Learning Technology, 8, 246–262. doi: 10.1504/IJLT.2013.057062
   Google Scholar
• Floridi, L. (2011). The construction of personal identities online. Minds and Machines, 21, 477–479. doi: 10.1007/s11023-011-9254-y
   Web of Science ®Google Scholar
• Guitton, M. J. (2010). Cross-modal compensation between name and visual aspect in socially active avatars. Computers in Human Behaviour, 26, 1772–1776. doi: 10.1016/j.chb.2010.07.004
   Web of Science ®Google Scholar
• Hemmi, A., Bayne, S., & Land, R. (2009). The appropriation and repurposing of social technologies in higher education. Journal of Computer Assisted Learning, 25, 19–30. doi: 10.1111/j.1365-2729.2008.00306.x
   Web of Science ®Google Scholar
• Honey, M., Connor, K., Veltman, M., Bodily, D., & Scott, D. (2012). Teaching with second life: Hemorrhage management as an example of a process for developing simulations for multiuser environments. Clinical Simulation in Nursing, 8, 79–85. doi: 10.1016/j.ecns.2010.07.003
   Google Scholar
• Jaspers, K. (1953). The origin and goal of history. New Haven, CT: Yale University Press.
   Google Scholar
• Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites. Acceptable identity fragments, and the identity constellation. Computers and Education, 72, 292–301. doi: 10.1016/j.compedu.2013.12.001
   Web of Science ®Google Scholar
• Ku, K., & Mahabaleshwarkar, P. S. (2011). Building interactive modelling for construction education in virtual worlds. ITCon Special Issue; Use of Virtual World Technology in Architecture, Engineering and Construction, 16, 189–208.
   Google Scholar
• Lefebvre, H. (1991). The production of social space. London: Blackwell.
   Google Scholar
• Linds, W. (2006). Metaxis: Dancing in the in-between. In J. Cohen-Cruz & M. Shutzman (Eds.), A boal companion: Dialogues on theatre and cultural politics (pp. 114–124). New York, NY: Routledge.
   Google Scholar
• Mandela, N. (1994). The long walk to freedom. London: Abacus.
   Google Scholar
• Savin-Baden, M. (2007). A practical guide to problem-based learning online. London: Routledge.
   Google Scholar
• Savin-Baden, M. (2008). Liquid learning and troublesome spaces: Journeys from the threshold? In R. Land, J. Meyer, & J. Smith (Eds.), Threshold concepts within the disciplines (pp. 75–90). Rotterdam: Sense.
   Google Scholar
• Savin-Baden, M. (2010). A practical guide to using second life in higher education. Maidenhead: McGraw Hill.
   Google Scholar
• Savin-Baden, M. (2013). Spaces in-between us: Understanding spatial practice in second life. London Review of Education, 11, 59–75. doi: 10.1080/14748460.2012.761820
   Google Scholar
• Savin-Baden, M. (2015). Rethinking learning in an age of digital fluency is being digitally tethered a new learning nexus? London: Routledge.
   Google Scholar
• Selwyn, N. (2013). Digital technologies in universities: Problems posing as solutions? Learning, Media and Technology, 38(1), 1–3. doi: 10.1080/17439884.2013.759965
   Web of Science ®Google Scholar
• Selwyn, N. (2014). Education and ‘the digital’. British Journal of Sociology of Education, 35(1), 155–164. doi: 10.1080/01425692.2013.856668
   Web of Science ®Google Scholar
• Seymour, W. (2001). In the flesh or online? Exploring qualitative research methodologies. Qualitative Research, 1, 147–168. doi: 10.1177/146879410100100203
   Google Scholar
• Sibbett, C. H., & Thompson, W. T. (2008). Nettlesome knowledge, liminality and the taboo in cancer and art therapy experiences: Implications for learning and teaching. In R. Land, J. H. F. Meyer, & J. Smith (Eds.), Threshold concepts within the disciplines (pp. 227–242). Rotterdam: Sense.
   Google Scholar
• Steils, N. (2013). Learner identity in virtual worlds (Unpublished PhD). Coventry University.
   Google Scholar
• Steils, N., Tombs, G., Mawer, M., Savin-Baden, M., & Wimpenny, K. (2014). Implementing the liquid curriculum: The impact of virtual world learning on higher education. Technology, Pedagogy and Education, 24(2), 155–170.
   Google Scholar
• Taylor, T. L. (2002). Living digitally: Embodiment in virtual worlds. In R. Schroeder (Ed.), The social life of Avatars (pp. 40–62). London: Springer.
   Google Scholar
• Temple, P. (2007). Learning spaces for the 21st century. York: Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/research/Learning_spaces_v3.pdf
   Google Scholar
• Temple, P. (2008). Learning spaces in higher education: An under-researched topic. London Review of Education, 6(3), 229–241. doi: 10.1080/14748460802489363
   Google Scholar
• Thrift, N. (2006a). Donna Haraway's dreams. Theory, Culture & Society, 23, 189–195. doi: 10.1177/0263276406069231
   Web of Science ®Google Scholar
• Thrift, N. (2006b). Space. Special issue on problematizing global knowledge. Theory, Culture & Society, 23, 139–146.
   Google Scholar
• Trafford, V. (2008). Conceptual frameworks as a threshold concept in doctorateness. In R. Land, J. Meyer, & J. Smith (Eds.), Threshold concepts within the disciplines (pp. 273–288). Rotterdam: Sense.
   Google Scholar
• Turkle, S. (2011). Alone together. New York, NY: Basic Books.
   Google Scholar
• van Gennep, A. (1909). The rites of passage. (M. B. Vizedom & G. L. Caffee, English Trans. 1960). London: Routledge & Kegan Paul.
   Google Scholar
• Waggoner, Z. (2009). My Avatar, my self. Jefferson, NC: McFarland.
   Google Scholar
• Whelan, J. (2008). Metaxis. After the future. Retrieved November 10, 2013, from http://afterthefuture.typepad.com/afterthefuture/2008/12/metaxis.html
   Google Scholar
• Wigham, C. R., & Chanier, T. (2013). Architecture students’ appropriation of avatars – Relationships between avatar identity and L2 verbal participation and interaction. In M.-N. Lamy & K. Zourou (Eds.), Social networking for language education (pp. 31–55). Basingstoke: Palgrave Macmillan.
   Google Scholar
• Wisker, G., & Savin-Baden, M. (2009). Priceless conceptual thresholds: Beyond the ‘stuck place’ in writing. London Review of Education, 7, 235–247. doi: 10.1080/14748460903290207
   Google Scholar
• Witmer, B. G., & Singer, M. J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence: Teleoperators and Virtual Environments, 7, 225–240. doi: 10.1162/105474698565686
   Web of Science ®Google Scholar