Digital Identity, Social Presence Technologies, and Presence Learning

Digital Identity, Social Presence Technologies, and Presence Learning

Chaka Chaka (Tshwane University of Technology, South Africa)
Copyright: © 2015 |Pages: 21
DOI: 10.4018/978-1-4666-6461-6.ch009
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This chapter characterizes the way in which social presence technologies mediate digital identity, presence learning, and Presence Pedagogy (P2) in the context of higher education. It is argued that digital identity, presence learning, and P2 manifest themselves through the four social presence technologies in varying degrees. Against this backdrop, the chapter first provides a concise overview of digital identity, social presence, presence learning, and P2. Second, it presents seven projects to demonstrate how digital identity, presence learning, and P2 are mediated by these four social presence technologies. Third, the chapter outlines future trends likely to influence social presence technologies, digital identities, presence learning, and P2.
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Digital Identity, Social Presence, Presence Learning, And Presence Pedagogy

Classically, the concept of identity is theorized as static, fixed, and self-containing; it is viewed as essentialist and centered. This is a structuralist view of identity (Belsey, 2002; Dobrowsky, 2012). In contrast, from a poststructuralist standpoint, identity is theorized as decentered and commingled, and as displaying multiple subjectivities and agencies (Blanch, 2013; Butler, 1990; Sawicki, 1991; Sharma, 2012; Weedon, 1997; Zappavigna, 2012). Identity, as mediated through social networking sites such as MXit, Twitter, Facebook, and Second Life, differs radically from its classical conceptualization as it is digitally constructed and configured. This digital construction and configuration of identity is engendered by digital multi-modal discourses utilized by users of these types of social presence technologies (Blanch, 2013; Bortoluzzi, 2012; Ellis & Anderson, 2011; Heivadi & Khajeheian, 2013; Zhao, Grasmuck, & Martin, 2008).

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