Here are a bunch of physics related OER's for you to browse through
http://www.diigo.com/user/bartcarbonneau

RSA 4 "Power of the learning community"

https://springerlink3.metapress.com/content/nx5741755lr3m7u6/resource-secured/?target=fulltext.pdf&sid=j1ot5vu4cclerbizpv3reth0&sh=www.springerlink.com

            The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions. It goes in depth to illustrate the shortcomings of direct instruction. Direct instruction methods have been criticized for failing to emphasize practical problem solving and critical thinking (National Science Teachers’ Associations, 1993.) Student centered instruction has proven to improve student retention and comprehension. The use of active learning and hands-on discovery not only requires higher order thinking skills, but also makes the learning more engaging. It seems fairly obvious that you will be learning a lot more when you are engaged in the material. The average adult can only “pay attention” to a lecture for about seven minutes. However, if the mind and body are actively working on solving a problem, the student can be attentive for hours.

            This paper supports the assigned reading, “Building Online Learning Communities: Effective strategies for the virtual classroom”, by agreeing the students being engaged in their learning via computers. Students can form virtual study groups on line through blogs, websites, Facebook, etc. It’s virtually impossible not to be active in a virtual study group because you will have to navigate through the information to follow and learn from it. Overall I think it is very obvious that education in the 21^st century needs to become student centered and technologically enhanced.

References:

 Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 157-204.

Hannafin, Michael & Land, Susan. (2006) The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science Volume 25, Number 3, 167-202, DOI: 10.1023/A:1002997414652

RSA #3 Building Online Learning Communities

http://www.tandfonline.com/doi/abs/10.1080/14759390500200211

The topic for this post is Building Online Learning Communities. In today’s day and age of computers, cell phones and iPads we are in a state of constant communication. We have immediate access to anything we want. It only makes sense to have our PLC’s (Professional Learning Communities) linked in a similar fashion.

                The linked online article summarizes a very interesting experiment conducted by the University of Dundee. Students were offered the option of receiving support via the VLE (virtual learning environment) as opposed to the existing methods that included face-to face meetings, letters, emails and telephone contact. It turns out that it was the student who chose the VLE that felt more connected to the learning community compared to the students that actually went to the face-to- face meetings!! Amazing, I think this Cohort should never meet face to face again!!! Students that are active are literally using more parts of their brain. When you go to a lecture, you are most likely only listening, if that. When you are in a virtual learning community you need to be actively searching, responding and interacting with the media. That alone will improve your comprehension. The average adult only has the attention span 15-20 minutes. So think about how much you are paying attention in a 4hour class. Interesting.

RSA #2: Learning as Our Fundamental Purpose

http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED319126&ERICExtSearch_SearchType_0=no&accno=ED319126

Learning as Our Fundamental Purpose was the topic this week. So I searched for an article and found a link to a book that I can actually relate to.  “Improving Schools from Within: Teachers, Parents, and Principals Can Make the Difference.” The abstract says it best, “Although much has been written about school reform in the past decade, insufficient attention has been given to the important relationships among the adults within the school and to a consideration of how their abundant trapped energy, inventiveness, and idealism might be encouraged.”

Can you say PLC??!! I have felt this way many times. We focus so much of our attention on meaningless agenda’s and making parents and students needs met that we often forget about our own. I think of the work environments of companies like Nike and Pixar, where the employees are treated as professionals. These people love to be at work!! Think about how much better we could do if we felt that way. Interesting read.

 Learning by doing is by DuFour is really more focused on the learner…again. There really isn’t anything wrong with that. But I just like thinking a little differently once in a while. That is why I like the link I found. We have all hear and read about a “learn by doing” philosophy. But how often have you ever heard, “let’s make a positive working environment for the TEACHER!!!!” Probably not very much, because our feelings are often swept under the rug.

References

                DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2^nd ed., pp. 155-204,247-266). Bloomington, IN: Solution Tree Press. (Chapters 6, 7, and 10).

RSA #1 Professional Learning Communities…..School Improvement

http://www.sedl.org/change/issues/issues61.html

Professional Learning Communities are a very hot topic in education these days. I researched a scholarly article on the topic titled ““Professional Learning Communities: What Are They and Why Are They Important? Issues... about Change, Vol. 6, No. 1 (1997)” I know we all know the basic reason for a PLC. This article brings up some very simple, yet direct points about the PLC. It starts off by saying that PLC’s have different meanings such as “extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning.” I personally think that the best way to communicate with the three groups is through technology. Blogs, websites, emails, etc. My favorite statement in the article is “The professional community of learners” which means “the teachers in a school and its administrators continuously seek and share learning and then act on what they learn.” To me, that really says it all. We learn from our experience, we talk it over with our peers and then we adjust to better suit the needs of our students.

                The assigned reading, “SUSTAINING SCHOOL IMPROVEMENT Professional Learning Community” describes a PLC as  “teachers and administrators 1) share a vision focused on student learning, 2) share leadership and decision making, and 3) work and learn together as they continually examine instructional practices.” This article focuses a little more on the role of the PLC participants and how to form a productive one. That’s all well and good, but to me it seems pretty obvious. I can sum it all up in two words, mutual respect.  Treat each other as professionals and trust each other to do what is right for students and we will make great strides towards higher learning.

Professional Learning Communities: What Are They And Why Are They Important?
Issues... about Change, Vol. 6, No. 1 (1997)

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2^nd ed., pp. 59-154). Sustaining school improvement: Professional learning community Bloomington, IN: Solution Tree Press. (Chapter 3, 4, and 5)

My first post. yiiippie kiyay..mo