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Education resource sharing for American colleges and universities

2018-11-29 来源: 51due教员组 类别: Essay范文

下面为大家整理一篇优秀的essay代写范文- Education resource sharing for American colleges and universities,供大家参考学习,这篇论文讨论了美国高等学校教育的资源共享。近几年,随着政府公共财政资助的不断削减,社会捐赠目标的转向以及捐赠投资收益大量缩水,美国各高等院校纷纷面临严重的财政危机。为了应对日益窘迫的财政状况,各高校相继调整预算,削减开支,同时大幅提高学费,多方筹集经费。因此,在教育投入有限的情况下,高效利用现有的教育资源,充分实现资源共享,以此在保证教育质量的同时最大限度降低教育成本,就成了美国各高等院校未来发展的关键性问题。

Education resource sharing,教育的资源共享,essay代写,作业代写,代写

Throughout the 1980s and 1990s, higher education in the United States faced many problems. Recession-linked inflation first caused fiscal problems and then changed public policy on public spending during the economic recovery of the 1990s. In addition, in recent years, with the continuous reduction of government public financial aid, the diversion of social donation goals and the substantial shrinkage of donation investment returns, American colleges and universities are faced with a serious financial crisis. To cope with the increasingly difficult financial situation, colleges and universities have adjusted their budgets, cut spending and raised tuition fees in various ways. Therefore, with limited education input, it has become a key issue for the future development of American colleges and universities to make efficient use of existing education resources and fully realize resource sharing, so as to ensure the quality of education while minimizing the cost of education.

In addition, in a learning society, it is particularly important to make full use of various resources. Research data shows that only 27 percent of research papers are published, and only 5 percent of research is Shared within the academic community. As resources are Shared, the value of research data will increase tenfold. Therefore, in a learning society, through resource sharing, the value of academic community research findings will increase exponentially, which makes resource sharing particularly urgent.

American colleges and universities have the tradition of alliance. There are different forms of alliance among comprehensive universities, liberal arts colleges, private schools and community colleges. Implementing strategic alliance strategy is a strategic choice for colleges and universities to cope with the shortage of resources, improve the level and efficiency of running schools, enhance core competitiveness and sustainable development. Through strategic alliances, colleges and universities form a stable and long-term cooperative relationship with other organizations, realize complementary advantages and resource sharing, and enhance their educational strength and core competitiveness. This is not only the internal demand of colleges and universities to accelerate their own development, but also the strategic choice of higher education development at the present stage. Strategic alliance of colleges and universities is a form of inter-school cooperation emerging after world war ii in order to adapt to social changes, reduce school operating costs, meet learners' demands for education resources, improve the social status of colleges and universities, and adapt to changes in market demands. It has made an important contribution to the improvement of the quality of American higher education.

Through loose alliances, American colleges and universities of various types realize maximum sharing of teacher resources, course resources, student resources, book resources, network resources and hardware resources. In addition, some statewide alliances are being formed in universities and community colleges in the United States. These alliances do not directly participate in academic activities, but only serve as a platform or media for communication and help to share certain aspects of the entire administrative framework. Kentucky, Michigan, Arizona, Georgia, Ohio, Washington, Colorado, south Dakota and Oregon all have similar agencies. This kind of alliance can enable universities to share institutional resources and other intangible resources.

In the multi-campus university system, each type of school has distinct levels, so the resource sharing of the same type of school can be realized both horizontally and vertically. When sharing resources in the same type of schools in a horizontal sense, there is less resistance to sharing due to the homogeneity of organizations, which can ensure the smooth progress of sharing and cooperation. When schools at different levels share resources in a vertical sense, institutions at higher levels can provide more high-quality resources to promote the development of institutions at lower levels. In addition, lower level institutions have improved their resources to some extent while using high-quality resources, which is equivalent to giving back to higher level institutions. Therefore, through the resource sharing of different levels and levels of institutions, the whole multi-campus university system as an organic whole has gained strong vitality.

Overall, comprehensive university, college of liberal arts, private schools and community colleges, such as various types of all kinds of institutions of higher learning through different forms of alliance between realize resources sharing, is helpful for universities to focus its limited education resources, strengthening the construction of the key link, is beneficial to have different advantages of complementary advantages, qiangqiang cooperation between organizations, to their respective comparative advantages into full play. In the field of research, limited funds can be focused on the most needed places, and the wisdom of all people can be gathered to give play to their strengths and advantages to jointly tackle key problems. In the field of teaching, can implement credit swaps, academic recognition system, such as expanding range of interdisciplinary, cross-school students flow to promote each other between the students in colleges and universities, but also can expand students' vision, let the students in the campus culture of different harvest unique cultural experience, these are fundamentally guarantee the quality of higher education.

In the knowledge society, open education resource is the key factor to improve education and learning policy. In general, open education resources include courseware, content modules, learning objects, learner support, assessment tools, online learning communities and other learning resources, as well as auxiliary materials for teachers to create, adapt and use open education resources on the Internet, as well as resources for ensuring education quality and education practice. Since MIT announced the opencourseware program in the spring of 2001, American colleges and universities have started the practice of open education resource sharing, such as the open learning initiative of Carnegie Mellon university, the Connexionsrepository of rice university, and the open and sustainable learning center of Utah state university. Such projects are part of a growing movement called open education resources.

The Massachusetts institute of technology has announced the launch of its opencourseware program in the spring of 2001. This move set off a tide of knowledge sharing in the world. Universities and institutions in the United States and a growing number of other countries are joining the knowledge sharing movement. According to incomplete statistics, at least 38 universities or other institutions have joined MITOCW university alliance.

The MIT opencourseware program covers all of its course content, with approximately 1,800 courses that are completely open and free to be Shared by teachers and students on campus or anywhere else in the world. The content Shared on the website includes the course syllabus, namely, the course description, teaching objectives, course arrangement, cooperation criteria and grading standards. Lecture notes are the backbone of MIT opencourseware, which is offered in 80% of MIT opencourseware courses. Ninety-three percent of MIT's opencourseware courses are assigned course assignments, complete with detailed answers to questions that students encounter as they complete their assignments. Users test their knowledge through exams and problem solving, and 60 percent of MIT's opencourseware courses publish questions and answers online. Audio and video lectures are one of the most popular opencourseware. Therefore, it can be seen that MIT shares abundant and comprehensive open resources. Sharing design basically covers all aspects of the entire learning process, and attaches great importance to designing sharing methods from the perspective of learners.

Another related project is connectivity at rice university in Texas. This is an online repository of course materials created by teachers and available for use by other teachers. Materials can be lecture notes, models, chapters from a book, or anything else of value to the classroom. The unicom library also includes freely available course development tools, while the unicom library USES the creative work convention licensing terms. Unicom website for teachers to achieve resource sharing between the great convenience. In a word, through open education resource sharing, educators and scholars from all over the world have joined a worldwide learning group at the same time, and all of them share knowledge and exchange ideas openly and freely, and benefit from it. Supporters of opencourseware believe that sharing resources freely is an important way to accomplish the university's public service and related extension tasks. The MIT opencourseware web site is free and open to users around the world, and can be viewed, downloaded, and used without any registration. This innovation shows the wisdom of MIT as a world-class school, and also brings revolutionary influence to the development of higher education and the change of education concept in the world. Subsequently, many universities around the world set off a wave of open sharing, which marked the arrival of a new era of resource sharing education. Openness and sharing have brought the world's higher education closer together and provided unprecedented opportunities for mutual cooperation and the development of higher education. American universities have played a pioneering role in promoting education resource sharing worldwide.

With the advent of the popularization era of American higher education, higher education is bound to present a highly diversified situation. In this case, people can maximize the sharing of higher education resources through "virtual universities". Martin trow said: "the future of universal higher education is not about enrollment, but participation and sharing, which is' continuing education ', which is closely related to the majority of people in society, including almost all adults at home or work. This education no longer relies on traditional college or university campuses, but on remote education. Virtual university is a new form of remote higher education organization that emerged in the United States at the end of the 20th century. Its emergence and rapid development depend on the development of information technology and lifelong education concept. Because it has many advantages that traditional universities do not have, it can better meet the education demand of current knowledge economy and society for talents to some extent. It can be said that virtual university has become an inevitable trend in the development of higher education. The United States has world-class virtual universities, such as the university of phoenix, western governors university and Jones university in the United States. Each virtual university realizes the sharing of high-quality resources such as teacher resources, student resources, course resources and information resources through remote education.

In addition, universities use non-competitive strategies to allocate state investment in remote education. In south Dakota and Montana, there are incentive funds for programs that involve collaboration between schools in developing distance learning programs. At the university of Texas system, eight campuses that used to be fairly autonomous, often competing for students and funding, have joined forces to create a degree program. Since none of these schools has a degree program that can provide full distance learning independently, they all work with system personnel to separate the design and teaching of a series of courses and finally form a degree program together. Students can register on any campus, but they must complete the course on each different campus before completing their degree. Other states have taken a similar approach, since distance learning programs do not overlap across their colleges, but Texas's program is one of the most comprehensive. During the implementation of the distance learning degree program, it can be clearly seen that various colleges and universities have achieved substantial development of distance learning education through resource sharing on remote education.

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