Tuesday, March 25, 2014


Culture in global learning, an experiment.
 Central Region Regional Centers for Teaching Excellence.
Virginia Community College System.
Friday, March 28, 2014.


10 AM
    Greetings and refreshments.
10:10 AM
Brief introduction to the purpose of this seminar by Ana Fodor, Associate Professor of History.

(Introduction, not part of the program)
1.       Participants will hear four lectures about the culture in different areas of the world. They will consider their role in global culture –how they are affected by globalization and how they have also an effect in other cultures- in candid conversations from personal experiences.
2.      After each lecture, participants will take mini quizzes consisting in five multiple-choice questions.
3.      Peer participants will grade the quizzes at the end when the keys with all answers will be made available.
4.      A short essay (one page-long will be written by the participants).
5.      A survey of the seminar will be organized and its results will be made available via e-mail to allow the participants interpretations of the learning processes and their effectiveness by:
a.       Considering individual and class scores.
b.      Considering the focus of the learners when provided lectures on several topics in the same day –replicating lectures in several disciplines when taking several college courses during a semester by regular students.
c.       The validity of maintain informed perspective when teaching young adult audiences.

10: 30 AM

I.                   1. Mini Lecture: India in global culture.
Mukesh Chhajer Ph. D. Professor of Physics & Mathematics.

10: 55 AM
2.      Mini quiz on India.

 11:05 AM

II.                1. Mini Lecture: Culture of Cataluna.
Rita Guffey. Assistant Professor of English.

11:30 AM
2.      Mini quiz on Cataluna, Spain.

11:55 AM Coffee and refreshments break.
12:10 PM
III.             1. Mini Lecture on Taiwan in global culture.
Jue Ling Tai, Assistant Professor of Mathematics.
12:35 PM
                 2. Mini Quiz on Taiwan.
12:45 PM
IV.             1. Mini lecture in Greek daily-life culture
Constantine Terzopulous. Associate Professor of Mathematics.
1:10 PM
2.      Mini quiz on Greece.
1:20 PM   Lunch.
2: 00 PM 
V.                Peer evaluations. Lecturers will present the keys to grade the multiple choice mini-quizzes to be “graded” by peers.
2: 30 PM
Revised quizzes and essays will be submitted to form a survey of the seminar to be send via e-mail to all participants.

On February 28th, the Central RCTE at Danville, Virginia hosted the following three seminars for all full-time and part-time faculty of the six colleges in our region.

  Results of the experiment using Cognitive learning theories, in particular Cognitive Load Theory (CLT) for teaching, will be published in early April.

Principles of Cognitive Learning, an Experiment.
 Central Region, Regional Centers for Teaching Excellence (RCTE).
Virginia Community College System (VCCS).
Oliver Hall, Danville Community College (DCC)
Friday, February 28, 2014.


10 AM
I.                   Principles of Cognitive learning in cognitive load theory.
II.                Application of cognitive theories in Massive Open Online Courses-
A Coursera sample.
This exposition is intended to demonstrate faculty and adjunct-faculty how cognitive learning principles –chunking, short lectures to create renewed mind “events” and often mini quizzing are used.

10: 20 AM
III.             Introduction to teaching modeled for the application of Cognitive Load Theory with multimedia world class technology.

1.      CLT and the assumption that the human mind has limited ability to learn.
a.      Commercial and private efforts combined to learn how the human mind learns.
b.      Using short videos along with live lectures.
c.       Using slide shows along with live lectures or a recording of the combination for asynchronous release.
d.      Using lectures and quizzing while talking.
e.       The 15 minutes boundary. A mini quiz (single question or two questions with multiple choice answers every 12 to 15 minutes.
f.       The limited mind can only pay attention for 12 to 15 minutes at a time.
g.      The limited mind can only grab seven things: five plus or minus two.

2.      Subconscious learned is inadvertent. CLT applied to subconscious automated learning.
a.      The relaxed mind has no known limits to what it can learn at any age, provided that the person is healthy and that previously processed ideas from long-term memory are utilized.
h.      Relaxed versus the stressed mind.
i.        The handy work versus dedicated attention attempts.
j.        Automated learning.
k.      Expertise reversal principle.
10:30 AM
IV.             Using a movie of a world famous professor of history to practice often quizzing and creation of new mind events to ease the learning load.
A lecture in video (about 59 minutes in total).
Herculaneum: The other Pompeii by Professor Andrew Wallace-Hadrill. Cambridge University. BBC.
a.      Quiz questions every 13 minutes (one multiple-choice question per mini-quiz, about 2-3 minutes each)
b.      A long quiz after the end of the movie 10 multiple choice questions.
c.       Peer-reviews.
d.      Looking at your scores.
e.       Turning the quiz back for statistics.
12:30 PM  Lunch.
1: 30 PM   Write a plan for a lecture following the sample with any style of
Cognitive learning.
2:00 PM
V.                Share your plans with all colleagues.
2:30 PM
VI.             Survey of the seminar.
  A survey of the seminar will be e-mailed to all participants with statistics of the results as well as published in the Central RCTE blog.
The sample constitutes independent research of the Central VCCS on how adults learning from a one hour lecture with video from professor Wallace-Hadrill score in short, within the lecture testing as opposed to long, after the video testing.
Ideally, the experiment would be followed up by another lecture or set of lectures in germane topics and an even longer comprehensive test to sum up how adults learn when exposed also to testing requiring learning that uses resources from long-term memory.

Biology Seminar
Friday, February 28th 10 AM- 3 PM Temple 206.
Danville Community College
VCCS in conjunction with the Central CRTE
Agenda-Biology ALO Workshop

Conducted by Professor Martin  Zahn (CNTC)

10:00 – 10:30                        Introduction, Warm-up Exercise

10:30 – 11:15                        The “What and Why” – What are the Learning Outcomes and why did                                                 we arrive at this set of outcomes.

11:15 – 11:30                        Break

11:30 – 12:00                        The “How” – Thoughts behind how to apply ALOs and how some have                                                 already done so.

12:00 - 12:45             Lunch

12:45 – 1:30              The “How” Continued - Group work on brain storming and drafting                                        revisions for Courses of Study/Syllabi

1;30 – 1:45                 Break

1:45 - 2:30                 Groups report back to larger group
                                    (Suggestions collected and posted to Science Peer Group Blackboard                                      Site)

2:30 – 3:00                 Where do we go next, how could this workshop be improved,  and                                         Wrap-up

Accounting Seminar
                    Comducted by Professor Paul Weitzel
February 28, 2014. Temple 204.
Danville Community College
VCCS in conjunction with the Central CRTE
February 28th @ 10:00 am - 3:00 pm
The workshop is sponsored through your Regional Center of Teaching Excellence. The workshop is open to all full time and contingent faculty.  The workshop is planned for approximately five hours (10:00-3:00) and will focus on:
·         The background of the Articulated Learning Outcomes Project. 
·         An understanding what the Accounting ALOs are and how the college representatives from the 23 VCCS colleges (your peers) developed the particular set of course learning outcomes.
·         A brief description of the Accounting 211 Pilot Course projects and work-to-date.
·         A presentation of materials developed by the pilot faculty on a selected topic or topics in the three pilot course modalities –traditional, hybrid and virtual.
·         A discussion of the first impressions of the faculty on the success and the challenges of the pilot courses.
·         A discussion of developing a process of assessment.
·         A final wrap-up with suggestions.
The purpose of the workshop is to: communicate to both full and adjunct faculty the changes in the Accounting 211 and Accounting 212 courses; solicit the collegial support of current accounting faculty with communicating the changes in Accounting 211 and Accounting 212 to new and current full-time or contingent accounting faculty at their respective colleges; present a small selection of resources that will be available to faculty using the different modalities --as either a base or as a starting point for their own work; solicit collegial input and discussion on developing an assessment process; and, help accounting faculty prepare to make the transition to the revised learning outcomes. As a member of the Accounting peer group, I solicit and value your collegial input. The workshop is one of the first opportunities to provide analysis, assistance, support and collegial input.
Lunch will be provided for all participants!