It’s often said that learning shouldn’t stop at the classroom – and that’s where informal science steps in. Chapter 9 discussed how we can extend the learning experience beyond informal science settings, beyond museums and exhibits. Computers and cellphones improve the learning experience, connecting visitors to apps and websites designed to enhance the exhibit. I found this especially interesting as this shows the increasing relevance of augmented reality. Augmented reality refers to “live, direct or indirect, view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data” (Wikipedia). In an informal science learning context, this means that someone can look at an object of interest and access important information about it as they’re observing.

This can also mean informal science participants can give live feedback and results if they’re participating in a study. In a present context, we can see this already happening in exhibits. Visitors are sometimes to asked to scan QC codes and see something relevant to the display. Augmented reality is the next step in that engagement process. I’m reminded of how certain students were also given Google Glass during BioBlitz. They used it to take pictures of the species they were supposed to observe. Ostensibly, in the near future, they’ll be able to seamlessly look at those species and cross-reference them with known species. This should make the process of discovering new species far easier. I’m excited to see how Google Glass and other augmented reality interfaces will influence informal science learning in the future.