Establishing Digital Agency in the Internet of Things (IoT): Pedagogic Transformations From the DLI Fellowship

Rebecca J. Blankenship (Florida A&M University, USA)
Copyright: © 2019 |Pages: 112
EISBN13: 9781799813668|DOI: 10.4018/978-1-5225-9331-7.ch006
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The concept of identity development itself is complex and difficult to define. Identity can be perceived as both an explicit (known to others) and implicit (known to the self) perception. The notion of identity development is multifaceted and is necessarily transmutable according to the interactive socio-contextual plane. Accordingly, the purpose of this chapter is to suggest two models that can be used in tandem to explain how faculty negotiated identity transformation from face-to-face to virtual learning environments (VLE) through digital agentic transformations within the framework of a digital learning fellowship initiative. Using the Johari Window of Personal Identity in tandem with Hall, Loucks, and Rutherford's Levels of Use filtered through a sociocultural theoretic lens, it is suggested that faculty perception of the virtual and non-virtual self can experience significant and sustained pedagogic agentic change according to the type of sociocultural interactions situated within and external to a VLE.
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