{"title":"新空间，新风格:适应网络时代的错位空间","authors":"D. Frank","doi":"10.18554/RT.V14I1.5471","DOIUrl":null,"url":null,"abstract":"Drawing from a foundation of pedagogical research in pedagogy, digital learning, and 21st-century writing theory, this article posits that the situation of the COVID-19 pandemic necessitates a paradigm change in the educational apparatus. The article will work through the theories of several key figures in these studies and then detail the pedagogical changes and technologies used during an emergency, the online year, which helped the author adapt to the challenges of a suddenly dislocated and asynchronous classroom environment.","PeriodicalId":184149,"journal":{"name":"Revista do TCU","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"New Spaces, New Styles: Adapting To Dislocated Space In An Online Age\",\"authors\":\"D. Frank\",\"doi\":\"10.18554/RT.V14I1.5471\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Drawing from a foundation of pedagogical research in pedagogy, digital learning, and 21st-century writing theory, this article posits that the situation of the COVID-19 pandemic necessitates a paradigm change in the educational apparatus. The article will work through the theories of several key figures in these studies and then detail the pedagogical changes and technologies used during an emergency, the online year, which helped the author adapt to the challenges of a suddenly dislocated and asynchronous classroom environment.\",\"PeriodicalId\":184149,\"journal\":{\"name\":\"Revista do TCU\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-05-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista do TCU\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18554/RT.V14I1.5471\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista do TCU","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18554/RT.V14I1.5471","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
New Spaces, New Styles: Adapting To Dislocated Space In An Online Age
Drawing from a foundation of pedagogical research in pedagogy, digital learning, and 21st-century writing theory, this article posits that the situation of the COVID-19 pandemic necessitates a paradigm change in the educational apparatus. The article will work through the theories of several key figures in these studies and then detail the pedagogical changes and technologies used during an emergency, the online year, which helped the author adapt to the challenges of a suddenly dislocated and asynchronous classroom environment.
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