Blended learning is often viewed as a teaching mode that integrates a combination of online interactive activities with face-to-face learnings. This includes a mixture of different types of teaching and learning techniques, and Information and Communication Technologies (ICT) tools. In this study, we undertook an experiment to ascertain what constituted a practitionerbased approach to team-teaching for blended learning. The experiment occurred during one teaching period (11 weeks) at an Australian University where the classroom teaching experience was accessed by students and teachers across different geographical locations, using ICT. During the experiment, we completed individual and collaborative reflections, utilised an online survey to elicit students' perceptions about our team-teaching practice and critiqued the literature on blended learning. Qualitative analysis was conducted for each data source, revealing several key themes, which were: (1) skills, (2) student, team-teaching and teacher roles and (3) the role of ICT. This study explored these themes in detail, showing that when using ICT, specific communication processes build student and teachers' confidence as well as facilitating trust between those involved in providing a blended classroom experience. This in turn, contributes to the flexible use of ICT tools, offering opportunities for teacher and students to participate in variety of class roles, interacting via online, face-to-face or blended methods. Overall we found that to assist with setting-up and facilitating teachteaching for blended learning, it was important to provide role clarity, an agreed-to approach for classroom communications and purposeful integration of ICT for the teaching team and students when failure occurred. KEYWORDS Team-teaching; blended learning; mixed methods; information and communication technology; scholarship of teaching and learning What constitutes a practitioner-based approach to team-teaching for blended learning? Context of the study Students participated in eleven multi-locational classroom learning experiences (via different oncampus locations as well as online learning situations for face-to-face lectures that allowed 'live'

Although Augmented Reality (AR) scholarship is largely defined through technocentric boundary work that delineates the virtual from the real, it is nevertheless vital to consider experiential conceptualisations of AR as mediating the human–physical environment, as this makes visible for analysis specific properties that afford specific dynamics of augmented publics. We consider how AR mediates the environment in ways previous media could not, identifying four affordances of note. We name visual (dis)integrity, environmental activation, contextual pointalisation and four-dimensional place(ment), as well as reliance on digital infrastructures as sets of properties and dynamics that speak to what AR affords its users. The article first traces how the conceptualisation of AR in scholarship has yet to move past technocentric metaphors of description, adopted from the Virtuality Continuum (Milgram et al., 1995) that separates reality from mediating technologies. It then pushes media critique conceptualising AR in ways that more accurately account for lived experiences of perception. Doing so updates the metaphors used to understand AR and exposes first- and second-order affordances of AR media, which define but are not definitive of the constraints and potentials present in how the properties and dynamics of AR mediate perceptions of life. The article concludes by noting how future research can now consider definitions of AR media that centre on how perceptible spatial computation augments relations between objects, whether these are conjured from electrons, atoms or humans.

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