Title: Blended Learning: The convergence of augmented reality, cloud based and virtual world teaching environments to support neo‐millennial student learning. Author Jenny Grenfell Deakin University Australia Email : kinloch@deakin.edu.au Abstract Blended learning, incorporating augmented reality (located learning), Cloud Deakin and multiuser virtual worlds (MUVEs), scaffolds the development of a vibrant teaching and learning community, in which all participants, singly and collectively, are actively involved in advancing knowledge and skills through creative learning processes, where diversity of expertise among its members is valued, and relevant mechanisms for sharing what is learned are advanced. It is contended that learning in well‐designed online digital contexts and augmented (located) learning environments incorporating ubiquitous e‐technologies, online activities, located studio projects, and virtual simulations in the Deakin Art Education Centre in Second life, enabled second year undergraduate students and the art educator to establish a collaborative community of learners in the art discipline unit Navigating the Visual World. Using a narrative interpretative approach, the research focus was to investigate whether the experiential, explorative, authentic and multiple art learning experiences documented in students’ visual journal entries and art educator observations resulted in student transfer from passive to active modes of learning and whether introducing students to technology rich blended learning environments resulted in the establishment of more effective communities of practice. Keywords: Blended learning, augmented reality , located learning , the cloud, multiuser virtual worlds, art education, visual literacy, collaboration, learning community. Introduction. A Scenario. It is Wednesday morning, and students, singly, in pairs and in groups, arrive for class at the visual art studio. Observation reveals that the majority are young people, described as neo millennials , ( Dede 2005, Oblinger & Oblinger 2012) , intermingled with multiple age students , identified variously as traditionalists, baby boomers, generation X, or millennials, ( Oblinger & Oblinger 2012). The students carry an assortment of equipment, portfolios, rolls of paper, containers overflowing with art materials, laptops, and other ubiquitous technologies. Some are engrossed in