英国华威大学论文代写:传统的传递课程
Keywords:英国华威大学论文代写
传统的传递课程内容发生在封闭的系统中，当信息可以交换以极快的速度和达到可与社交媒体的概念，强迫学生坐在教室里，老师把复印件和阅读书籍列表购买似乎明显过时。学术界要么慢于适应新媒体，要么对数字出版实行同样的封闭系统。高校教师的教学已形成传统的教育环境所面临的一个新兴的一代在他们手中的移动设备的学生和搜索引擎在他们的¬ngertips。在今天的毛里求斯，年轻人都是精明的技术和越来越小的孩子拥有网络功能的WiFi功能，GSM移动设备。更重要的是，这些学生更倾向于价值教师的独特专长的话，事实上，互联网可以更容易地提供相同的内容（Sarachan和reinson，2011），再加上与一个强大的和从事同样课程的学生真实的社会网络，像谷歌这样的搜索引擎的可靠性，英国华威大学论文代写:传统的传递课程教育方法改变，至关重要的是，当局和学术界的接受试验的技术。最吸引人的对话是发生在互联网上因为人们可以在任何介质¬TS最有效交流的内容，无论是视频、图像、文本或超链接。可通过社会媒体和信息网络正在改变学习环境和教育工作者探索的可能性可能¬寻找新的方法让学生在更广泛的规则的海量信息库，丰富的讨论。越来越多的互联网普及率在国内家庭证实这一事实的课程管理系统是无法成功的¬将网络社会的期望自德¬定义它是一个封闭的系统，而不是试图跟上教育和社会媒体技术引领创新。
英国华威大学论文代写:传统的传递课程
Traditional delivery of course content takes place in closed systems, but when information can be exchanged with great speed and reach as it can with social media, the notion of forcing students to sit in the classroom while an instructor distributes photocopies and reading lists of books to purchase seems overtly antiquated. Academia has been either slow to adapt to new media or has imposed the same closed system to its digital delivery. College and university instructors whose pedagogy has been shaped in traditional educational environments are facing an emerging generation of students with mobile devices in their hands and search engines at their ¬ngertips. Today in Mauritius, youngsters are savvy of technology and increasingly younger children are owners of web-enabled wifi enabled, GSM mobile devices. More importantly, these students are less inclined to value an instructor's unique expertise if, in fact, the Internet can more readily deliver the same content (Sarachan and Reinson, 2011).Coupled with the reliability of search engines like Google with a powerful and authentic social network of students engaging in the same coursework, educational methodologies are changing, it is essential that Authorities and academia embrace experimenting with the technology. The most engaging conversations are taking place on the Internet because people can communicate in whatever medium ¬ts the content most effectively, whether it is video, images, or hyperlinked text. The massive library of information available through social media and information networks are changing the rules of the learning environment - and educators who explore the possibilities may ¬nd new ways to engage students in broader, richer discussions. The growing Internet access penetration rate in the domestic households testify to this fact Course management systems are unable to ful¬ll the expectations of a networked society since by de¬nition it is a closed system that tries to keep up with rather than lead innovation in educational and social media technology.
