迪肯assignment代写:分享材料的实践

2017-06-20 22:12

诚实地说，任何大学（有适当的资金）都能适应分享材料的实践。不只是“假定了。”认为学费涵盖了学生的互动，程度和机会的指导，指导教授。课程材料，同时通过了相当的努力和教授的时间承诺的准备，但不是他们是什么特殊¬地付出；这只是他们的职业责任的目的的一种手段。开放的学习材料，更多的观众展示了一所大学的知识力量，甚至会让现在的学生更多的知识选择课程。甚至公开课程网站可以通过基本的信息传播达到这个特定的目的¬C。虽然我们都承认，这些都是长期规划的考虑，我们也希望更多的研究的开展将提高欣赏和非常具体的路径，高等教育真正的开放由毛里求斯政府实际的设想。美国高等教育费用的上涨在很大程度上承担的学生，通过学费上涨或资金的削减，迫使教育项目是基于学生对他们的投资得到回报。如果一个学生只想通过自主学习课程的学习，这是可能的，创造性的内容收集在线教学大纲可以产生丰富的主题的理解，即使没有标价的程度。通过社交媒体，学习也成为一个公共空间必须协商的社会过程。封闭系统根本不是会话的一部分。知识越来越多地存在于其他领域，这些领域是免费的、易于共享的，不论是否有同行评审。社会媒体的认识可能处于起步阶段，但开放的学习环境和谈话，可以构建知识的潜力是值得探索的（Sarachan和reinson，2011）。在毛里求斯的资金和空间不足，但其他高等教育机构的急救往往表明，竞争是无处不在的，因此在社会化媒体的整合方向的战略眼光应该开始讨论在我们看来与研究。
迪肯assignment代写:分享材料的实践
Honestly, any university (with appropriate funding) could adapt a practice of sharing its materials. Little is just ''given away.'' Consider that tuition covers a degree and opportunities for student interaction, guidance, and instruction by professors. Course materials, while prepared through a considerable effort and time commitment by professors, are nonetheless not what they are speci¬cally paid to do; this is only a means to an end of their professional responsibilities. Opening learning materials to a larger audience showcases the intellectual strength of a university and would even allow its current students to more knowledgably select courses. Even openly available course websites could achieve this speci¬c objective through basic information dissemination. Although we do acknowledge that these are long terms planning considerations, and we do hope that more researches will be carried out to enhance appreciation and a very tangible path to true openness of tertiary education as envisaged by the actual Government of Mauritius.The rising costs of American higher education are largely shouldered by students, either through tuition increases or cuts in funding that force educational programs to be viewed based on the return students will receive on their investment. If a student simply wants to learn through self-directed programs of study, it is possible that creative content gathering from online syllabi could yield a rich understanding of a subject, even without the sticker price of the degree. Through social media, learning as well, becomes a social process where common spaces must be negotiated. Closed systems are simply not part of the conversation. Knowledge increasingly exists in other spheres that are free and easily shared, with or without peer-review. The epistemology of social media may be in its infancy, but open learning environments and the potential for conversations that can build knowledge are worthy of exploration(Sarachan and Reinson, 2011). In Mauritius funds and space is lacking, yet the emergency of other tertiary education institutions tends to show that competition is omnipresent and therefore strategic vision in the direction of social media integration should be something to start debating upon and researched in our humble opinion.

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