What I learned in the six weeks in HMNT 1001-10

Topics: Learning Pages: 10 (2527 words) Published: August 4, 2014


What I learned in the six weeks in HMNT 1001-10
Kimberly Allen
Walden University

What I learned in the six weeks in HMNT 1001-10

Before this course, I had no clue how I was going to manage learning in college. All I knew, I wanted to go. I wanted to improve myself no matter how naive I was. Presently, it is the end of the class. But it is only the beginning for me at Walden University, and because of this course, I now know what to expect and what to do to be a successful Walden student ( State tax liens - myFICO® Forums. (n.d.)). In this essay, I will describe what HMNT 1001-10 Living and Learning in a technical world has taught me in the last six weeks.

Week one was a little tense for me. But after meeting the instructor and my classmates in the class café’ I felt more at ease and ready start learning. Firstly, I learned to be an online student was going to require a lot of technologies I may not be familiar with. At that time, I was introduced to the good and bad sides of technology, such as going to school online or cyber bullying. Then, I came across relevant guidelines and documents, such as The Academic Writing Expectations Checklist; a checklist to ensure writing meets academic standards, and the Assignment and Discussion rubrics. Rubrics are requirements and principles used to mark work. Eventually, in the week one discussion, I realized that I need to be careful how I put words online. People have feelings, whether, good or bad. Be aware of what and how you write online (About us - Copy-Editing for Uni Students. (n.d.)). Stay conscious of how people perceive what you put online. Be kind, professional, objective, and sympathetic with views. More importantly, I acquired the knowledge of how imperative it is to have a printed emergency plan available, just in case of mechanical failure(John Rayworth: FLUTE List Assistant - Larry Krantz. (n.d.)). The paper includes a backup plan for your computer, phone numbers and email addresses, of the instructor, classmates, student support and technical support. It also includes a strategy how to go to class, if the primary method is unobtainable.

I learned a lot about time management in week three, as setting goals to work towards (Does anyone LOVE Geriatrics? - pg.3 | all nurses. (n.d.)). Set objectives so to focus on what to work towards. Also, I set goals, so I am capable of recognizing what is worth-spending time on and what is a distraction to avoid. Goals help to have a clear mind on where I want to go and how best to manage my time. (This is who I am; this is what I have become. (n.d.)). Also, it was shown that time management can be gained by a simple priority to do list. A list would keep me prioritized with my goals if I put the most relevant project first. Especially if life goes crazy, at least I know I have accomplished the most important thing (This is who I am, this is what I have become. (n.d.)). In the document Time Management Strategies, The time management learning style I have, as described by Lanna Nakone (2011), is thought to be prioritizing (Cook, L., & Bergren, D. (2011). I am known as a logical thinker and perfectionist. Also, goals keep me motivated. As well, many other time management rituals were shown during week two. Also, this week made me understand that I need to be descriptive when writing. Or the viewer might perceive a vision entirely different from what I am describing. Simultaneously we constructed an Artifact Analysis Worksheet to describe an important thing, so that other people may discern the same feeling, about the artifact, we feel when sensing it.

Meanwhile in week three, the Life Factors Individual Attributes and Learning Styles suggested I should study two to three hours per day per credit hour (Smarter services LLC 2014). For example, 6-credit hours equal 12 to 18 hours a week studying time. Additionally, my individual attributes score proved to me, that I need not hesitate to...


References: Walden University, (2014) http://my.waldenu.edu/portal/Learning/Default.aspx
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