Chapter 1: The Digital Dilemma

The current landscape of education, where digital and hybrid models dominate, has significantly altered traditional teaching methodologies and reshaped our understanding of engagement. The interplay between presence and absence has become increasingly vital to comprehend in this context.

For instance, consider the design of an online course. The various dispersed subjects and bodies that cannot be easily contained within the course framework raise important questions about how individuals, their physical forms, and the materials they interact with are both present and absent in the digital realm. This invites us to reconsider what it truly means to “be online.”

Understanding the dynamics of presence and absence in digital education is crucial for developing postdigital pedagogies. The term "postdigital" suggests a time where digital learning is omnipresent, yet this very ubiquity often obscures the profound effects that digital education has on teaching practices, identities, and subjectivities. Meanwhile, limited and binary interpretations of online existence continue to persist.

As digital education becomes synonymous with education itself, educators have been unable to fully assess the ontological, ethical, and pedagogical ramifications of this shift. The digital landscape introduces an ontological confusion between presence and absence, which necessitates an exploration of how various forms of communication—texts, videos, and voices—contribute to our understanding of these concepts when established boundaries are disrupted.

Ray Land articulates this complexity well: “The embodied learner and the embodied teacher may initially appear as distinct entities with clear physical boundaries. However, cyberspace complicates this notion and challenges our established practices.”

As the permeability of boundaries increases, we must reflect on how we understand presence, absence, and the body in digital contexts. This reflection is crucial for gaining insights into the experience of digital engagement. The apparent rigidity of face-to-face interactions belies a deeper complexity: Are we present or absent in the digital space? This inquiry into the essence of presence requires deeper contemplation, especially in light of advancements in AI.

As AI systems grow increasingly sophisticated, it is essential to engage with the idea that “AI is a master at masquerading absence as presence.” The human mind is easily influenced, and a lack of awareness about these dynamics could lead us into unforeseen consequences. This tendency has contributed to the rise of narcissism in society. To thrive in this evolving landscape, humans must cultivate self-awareness before attempting to delegate responsibilities to AI technologies.

Rethinking our approach is imperative if we wish to develop a meaningful understanding of engagement, moving beyond outdated assumptions.

Deep Dive:

Small Private Online Course (SPOC): Project Different Voices

Section 1.1: The Role of AI in Education

As artificial intelligence continues to advance, it plays an increasingly prominent role in educational settings. Understanding its influence on both teachers and students is vital for harnessing its potential effectively.

Chapter 2: The Future of Digital Engagement

In this evolving educational landscape, we must consider how digital tools shape our interaction with knowledge and one another.

The video titled "Smaller God (cover) - Vampire: The Masquerade Bloodlines Soundtrack - Darling Violetta | Katja Savia" provides a creative reflection on themes of identity and presence, complementing our exploration of digital engagement.