New Spaces, New Styles: Adapting To Dislocated Space In An Online Age

Authors

  • Daniel Frank University of California - UCSB

DOI:

https://doi.org/10.18554/rt.v14i1.5471

Keywords:

Pedagogy. Connected learning. Digital writing

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.

References

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Ito, Mizuko, et al. Connected Learning: An Agenda for Research and Design. BookBaby, 2013.

Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. NYU press, 2006.

McLuhan, Marshall, and Quentin Fiore. “The Medium Is the Message.” New York, vol. 123, 1967, pp. 126–28.

Papert, Seymour, and Idit Harel. “Situating Constructionism.” Constructionism, vol. 36, 1991, pp. 1–11.

Prensky, Marc R. Teaching Digital Natives: Partnering for Real Learning. Corwin Press, 2010.

“Skeuomorph.” Wikipedia, 24 Jan. 2021. Wikipedia, https://en.wikipedia.org/w/index.php?title=Skeuomorph&oldid=1002448833.

Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a New Key.” College Composition and Communication, vol. 56, no. 2, 2004, pp. 297–328. JSTOR, doi:10.2307/4140651.

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Published

2021-05-31

How to Cite

FRANK, D. New Spaces, New Styles: Adapting To Dislocated Space In An Online Age. JOURNAL TRIANGLE, Uberaba - MG, v. 14, n. 1, p. 175–185, 2021. DOI: 10.18554/rt.v14i1.5471. Disponível em: https://seer.uftm.edu.br/revistaeletronica/index.php/revistatriangulo/article/view/5471. Acesso em: 22 jul. 2024.

Issue

Vol. 14 No. 1 (2021): JANEIRO / ABRIL 2021

Section

Relato de experiência

License

Autores que publicam nesta revista concordam com os seguintes termos: Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.