“How We Became Zoombies.”
“How speech acts explain the utility of face-to-face interactions.”
These are some of the questions Duke’s Edna Andrews tries to answer in her article “Disembodied Teaching and Learning: Contributions from Speech Acts, Peircean Sign Theory and Multimodal Approaches to Embodied Cognition.”
Professor Andrews is the Director of the Slavic and Eurasian Language Resource Center (SEELRC) at Duke, one of 16 Title VI language resource centers currently funded by the U.S. Department of Education (DoEd.)
In a recent newsletter, DoEd highlighted prof. Andrews’ article as the first of three in a “series that attempts to frame a set of principles for measuring the outcomes of remote teaching and learning across U.S. universities and K–12 schools during the COVID-19 crisis.”
