Irisspeabody Vanderbilt Edu Module Assignment 1

Httpsirispeabodyvanderbiltedumodulediiris Module Assignment1

Go to the following website: a. 2. Click on the button, for the corresponding titled under IRIS Resource Topics 3. Select Modules 4. Click on the module link that is assigned. 5. Click on the icon for Challenge. Watch the video. 6. After completing the video, click on the icon to the right titled Thoughts. Respond to the questions. 7. After you have jotted down your thoughts, click on the icon, Perspectives and Resources. 8. Read all content, view all media content, and take notes as you navigate through the module. When you have finished the entire Thoughts and Perspectives section of the modules, click on the icon to the right titled Assessment. 9. Respond to all questions in the Assessment section. All answers must be in complete sentences. 10. When you are finished with the Assessment icon, click on the icon titled Wrap Up. Watch media content, read information, and reflect on your thoughts that you wrote down in Step #7. 11. Due: A completed response to the modules a. Your responses to the icon Thoughts for each of the modules. (Step #7) b. Your Assessment responses. (Step #10) c. Your reflections and additional comments to the Wrap Up. (Step #11)

Paper For Above instruction

This paper presents a comprehensive reflection and analysis of the IRIS Module assigned from the Vanderbilt Peabody Institute’s online educational resources. The module involves navigating through a series of structured activities, including watching videos, reflecting on thoughts, engaging with perspectives and resources, completing assessments, and reflecting on the entire learning experience. The purpose of this assignment is to deepen understanding, encourage critical thinking, and foster personal insights regarding the educational content presented in the IRIS Module.

The initial step in the module involves accessing the designated website and selecting the corresponding IRIS Resource Topic. This interaction requires clicking on the intertwined links and buttons to reach the specific module assigned for review. Once the module link is selected, the participant is prompted to engage with multimedia content by clicking on the Challenge icon and viewing the associated video. This visual material aims to set the foundational context for the module's key concepts and themes.

Following the video, there is a structured reflection phase labeled as 'Thoughts.' Participants are encouraged to respond to guiding questions, jot down their immediate reactions, insights, and personal interpretations. This reflective activity is vital for fostering active engagement and internalization of the material. Subsequently, the participant moves to the 'Perspectives and Resources' section, which involves reading supplementary content, viewing additional media, and taking notes to enhance understanding. This section enriches the learning experience by providing diverse viewpoints and supporting materials.

Upon completing the Thoughts and Perspectives activities, the participant proceeds to the 'Assessment' section. Here, they are required to answer all questions comprehensively in complete sentences, demonstrating their grasp of the module’s key concepts. This step serves as a formative assessment and consolidates learning outcomes. Afterward, participants are directed to the 'Wrap Up' segment, which involves reviewing additional media, reading concluding information, and reflecting on their initial thoughts captured earlier. This reflective process encourages deeper synthesis and personal connection to the material.

In terms of deliverables, students are expected to submit a complete compilation of their responses. This includes their thoughts recorded during the initial reflection step, detailed answers to the assessment questions, and insights or comments derived from the Wrap Up activities. The overall purpose of this structured approach is to ensure active engagement, critical reflection, and comprehensive understanding of the educational content provided through the IRIS modules.

References

  • Vanderbilt Peabody Institute. (n.d.). IRIS Center Resources. https://iris.peabody.vanderbilt.edu/
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  • Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press.
  • Salmon, G. (2013). E-tivities: The key to active online learning. Routledge.
  • Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. Jossey-Bass.
  • Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
  • Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

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