Overwhelmed Much? Keeping My Sanity While Racing Through the 19th Century

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In my first year at Seton Hill, I have chosen to tackle 18 credit hours while managing a job and having a large family at home for which to attend. The most ominous of these endeavors is schoolwork, and for someone who has no time to begin with, reading takes up a large chunk. For my blog portfolio, I have been asked to discuss what I feel I have accomplished. In this short span of time, much, much, MUCH reading has been given in assignments, as well as blogs, responses to blogs, our responses to responses on our own blogs - you get the idea. I would like to say my accomplishment in this class is "fake it till you make it," but I would be selling myself and my work short. This is a list of items I have finished and an accurate portrayal of my classroom behavior and activities.

The first topic for discussion is the timeliness of our blogging. Many of us didn't even catch on to the blogging until the second week of class. My technologically lacking mastery put me back to week three, but I managed to crank out a few, and according to my time stamps, even some of the late ones I posted were still the first blogs of the class. This occurred with http://blogs.setonhill.edu/MichaelMcCullough/2010/09/20-years-of-beer-goggles-and-all-i-get-is-this-stinkin-country.html



The blogs that I entered earlier than the deadline were











There were many others, some of which were on time, and others which were late.

All of the blogs have links to and from the coursepage. This occured once we were instructed how to crosslink them.


Some of the blogs I created with more in-depth detail were:














These writings give insight to my thoughts on the reading in clear, descript manner and add opinion to the quotes or ideas of the reading. My writings where I contributed to other peoples' blogs (although some didn't spark much conversation) were:













I do not have much in the way of interaction, although every one of my links ha a crosslink back to class page. A few of my blogs do have items outside the general coursework, like the operatic reference in http://blogs.setonhill.edu/MichaelMcCullough/2010/09/htrlap-chapter-5.html and the outside references I related or found in these blogs:








I believe that ninety percent of my blogs would be recognizable and understood, with referencing titles and chapters of works, to an outside person. Most of them have the author and title of the work along with quotes of passages I found interesting.

 In Xenoblogging, the idea is what you can write and take away from another student's blog. There is never enough of this type of blogging. On several occasions, I may have been the first to blog, but no responses were given till much later in the course. I, also, am guilty of this. The mad rush to complete discussion items before the due date leaves us scrambling to the deadline, barely gettig a foothold before the next rung of the assignment appears. In any case, I did find two blogs where I feel I used the riposte gracious response. The first, http://blogs.setonhill.edu/MichaelMcCullough/2010/09/htrlap-chapter-3.html, is my response about vampires to Peaches, while the second, http://blogs.setonhill.edu/MaryJaneStano/2010/09/sleepy-winkle-is-confused.html, is in a discussion with Mary Jane. While direct quotes were not used, especially in the Foster book, I tried to persuade these ladies with my own insight about these topics.


The only thing I can write as a wild card is that I like to be able to use the iPad. The Griffin Technology Advantage program has allowed me to carry several pounds of books on one thin tool, and my arthritic back appreciates that very much. This class could, for all intents and purposes, be strictly done with the iPad. All the readings, writing notes, and research on the internet can all be done with this one unique tool. I definitely feel that it has helped me a great deal with this class as well as the rest of my university classes.


In summary, I have not done well in this class from a personal and educational standpoint. While I have attended all but one class, the major thing I want to take away from it is the ability to better understand and decipher the materials I am reading. While I feel that the teaching method of allowing us to think on our own is a wonderful practice, SOME guidance (besides rules and rubric) could be helpful, at least to me.


I do feel that I have learned in this class the beginnings of an analytical approach to learning. The words on the page are not enough. The highlighting method of researching the reading we learned in class has helped me a lot in reading and understanding what is being said in the text.


I have not done everything on time or thoroughly as I could have. This class has been very intense so far in the assignments, and sometimes a person can get overwhelmed with life. But I have every intention of working to complete this class and all of the assignments posted. And now with knowing what is expected from each assignment, how the rubric is graded, and that there will be less readings, I am ready to move onward and upward towards the end of the semester.

P.S. I tried to format this correctly with the spacing, but the technogods want me to fail in style. 

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This page contains a single entry by Michael McCullough published on October 11, 2010 6:27 AM.

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