Week 3 assignment
•Return to your Week 2 Assignment and review the artifact you selected.
•View each artifact posted by your classmates.
•Read the Bennett and Bower articles in this week’s Learning Resources. Bennett, J. (2010, June 13). Why millions are living virtual lives online. Newsweek. Retrieved from http://www.newsweek.com/why-millions-are-living-virtual-lives-online-104537
Bower, M., (n.d.). How could we create a virtual world with technology?[Blog post]. Retrieved March 23, 2014, from https://web.archive.org/web/20120423095838/http://curiosity.discovery.com/question/create-virtual-role-technology
•Review the Reading Images document from the Week 2 Learning Resources. https://class.waldenu.edu/bbcswebdav/institution/USW1/201610_03/BS_GNED/HMNT_1001/artifacts/USW1_HMNT_1001_Week02_Reading%20Images_and_Texts.pdf
•Review the results of the Self-Assessments taken this week.
•In organizing your writing, consider:
?What the artifact you selected says about you. Did you share a video of the music or the lyrics? Did you show a photograph or a painting? It was a photograph of my grandfather
?If online environments bring in many different perspectives, what did your artifact bring to the discussion?
?As you review the artifacts that your classmates selected, do you see any theme?
?Consider your artifact in the context of the overall collection of artifacts in your class. What is the “class story” as revealed in the artifacts? What type of virtual reality could be constructed if you viewed the artifacts as a deliberate collection?
By Day 7, submit a 1- to 2-page paper (about 300–500 words) that responds to the following questions:
•What types of perspectives did your fellow classmates display in the artifacts they selected?
•How do the artifacts displayed together reveal ways of knowing, thinking, and expressing?
•What surprised you about the other artifacts that your classmates selected?
•Would your artifact be complimentary with another student artifact? If yes, describe why, if no, describe why not.
•Does your artifact reveal your perspective of who you are as a student and a learner?
Weekly Journal Entry this one will be on the second page I paid for
The objective of this Assignment is to provide you with a private place to think on the page; “thinking on the page” is a phrase used to describe writing as a form of thinking. Some of us process our thoughts out loud as we describe them to others. In an academic environment, you will be asked to record your ideas in writing or “thinking on the page” to show the new knowledge that you’ve acquired through reading and listening to the resources and completing the assignments. The journal is not a formal type of writing and only you and your Instructor will see the journal entry.
The weekly journals will be used to develop a personalized academic writing plan that will fit into the Week 6 Personal Success Plan Assignment.
Each journal must be at least three paragraphs long, but you are allowed to write as much as you would like. These entries are meant to be free writing, but you should revise before submitting. Your journal entries will be graded on participation and do not have rubrics.
To prepare for writing your journal entry:
• Read the Montante article in this week’s Learning Resources Montante, S. (2004). Thinking on Paper. Literary Cavalcade, 57(3), 36-37.
Retrieved from the Walden Library databases.
• Review the Academic Writing Expectations Checklist to guide your writing
• Review sample journal entries posted in an Announcement.
Think about the material you encountered in the course this week, and describe one aspect of the classroom resources (Assignments, Discussions, or assigned readings) that surprised you. Make sure to describe why the material interested you as a thinker.
Set a timer (on the stove, a clock or on your phone) and write for 10 minutes without stopping. The prompts will remain the same each week, but you will reflect about a different aspect of each week’s resources.
By Day 7, post an entry that addresses each of the following:
• Observe. Describe the week’s content and resources to a person who has not seen/heard or observed it.
• Process. Answer the question: “What does this content/topic mean?”
• Reflect. Answer the question: “What is the value in understanding this?”