Workshops and Panel Discussions

The IICE has been a prime international forum for both researchers and industry practitioners to exchange the latest fundamental advances in the state of the art and practice, Pedagogy, Arts, History, Open Learning, Distance Education, Math and Science Educution, ICT, Language Learning, Education (Early Year, Secondary, Post-Secondary and Higher), E-Learning, and identify emerging research topics.

The IICE-2017 encourages you to submit workshop proposals. Workshop duration is 90 minutes. All the accepted papers will be included in the conference proceedings. You can consider organising a workshop that is related to IICE-2017 topics.

The purpose of these workshops is to provide a platform for presenting novel ideas in a less formal and possibly more focused way than the conferences themselves. It offers a good opportunity for young researchers to present their work and to obtain feedback from an interested community. The format of each workshop is to be determined by the organisers, but it is expected that they contain ample time for general discussion. The preference is for one day workshops, but other schedules will also be considered.

Important Dates

Workshop Proposal SubmissionAugust 07, 2017
Notification of Workshop AcceptanceAugust 10, 2017

The proposal must include:

  1. The name of the workshop.
  2. A statement of goals for the workshop.
  3. The names and addresses of the organisers.
  4. The names of potential participants, such as program committee members.
  5. A description of the plans for call for participation (e.g., call for papers).
  6. The expected number of attendees and the planned length of the workshop.
  7. The topic of the workshop should be relevant to the main conference and details of any previous workshops.
  8. The URL of the workshop website.

The workshop paper submission and author notification due dates are at the discretion of the workshop organisers but not later than February 10, 2017 in order to be included in the main conference proceedings.

If you are interested in organising workshops for the IICE-2017, please email your proposal to the Your workshop proposals will be reviewed by the Steering Committees. After acceptance of the workshop proposal, it is the responsibility of the Workshop Organiser(s) / Workshop Chair(s) to review all submitted papers to his/her workshop.

Accepted Workshops


Workshop 1

Title: Developing Intercultural Competence in the Curriculum

Scope: The purpose of this workshop is to introduce practical curriculum-based strategies for educators who aim to foster the development of intercultural competence among their students. Activities that are readily adaptable to a range of contexts will be shared, encompassing experiential and reflective modes of learning and the fostering of learner criticality.

Objectives and Motivation: Leaders, administrators and educators in Higher Education settings around the world are increasingly aware of the need to internationalise the curriculum and establish learning outcomes that include global mindedness, cultural awareness and intercultural competences. Yet in practice, institutional strategies that focus on student mobility and international research collaboration over the challenges of internationalizing the curriculum (Egron-Polak & Hudson 2014) prevail across the sector. For academic staff, the development of students’ intercultural competences alongside disciplinary knowledge and skills is a major challenge which entails criticality, reflection and a positive disposition toward the change this entails in how they approach and conceive of their work (Gregerson-Hermans 2017). Educators and curriculum developers are typically are not equipped to integrate a focus on intercultural competence into their work. Drawing upon internationally accepted frameworks and definitions of intercultural competence (Deardorff 2006), this workshop presents practice-based strategies for fostering knowledge, skills and attitudes integral to intercultural competence within the formal curriculum. The workshop draws upon examples of practice detailed in two recently published case studies from international higher education contexts (Peck, Brown & Bouilheres 2017 and Peck & Wagner 2017), and provides opportunity for participants to consider how intercultural competences might be fostered among students in their own contexts of practice.

Organiser: Catherine Peck, Education Consultant, Ireland


Workshop 2

Title: Pop music isn’t academic, or is it?

Scope: Many teachers like to use music and song in the language classroom. Yet, despite the rich potential of songs as authentic and stimulating texts, when it comes to designing a listening activity for a song teachers tend to rely upon the ‘gap fill’; by far the most frequently employed song-related listening task. This workshop will demonstrate a collection of simple, effective techniques that can be easily applied to a range of songs. All techniques incorporate active learning elements such as movement, prediction, student-student interaction and competitive games – providing teachers with a bank of useful and engaging classroom activities. The activities are adaptable for young teen to adult learners, ranging from low intermediate to advanced levels. For Academic English Programs, the activities encompass essential skills and strategies for the learner. Learners can actively employ context and co-text, develop awareness of coherence and cohesion, review and expand vocabulary and develop awareness of prosody and pronunciation to better facilitate listening comprehension.

Objectives and Motivation: The purpose of this workshop is to present nine dynamic classroom activities for using pop songs that go beyond listening for words and completing a gap fill. The activities demonstrated enable learners to actively employ language skills and strategies, utilize context and co-text, develop awareness of coherence and cohesion, and review and expand vocabulary.

Organiser: Nico Lorenzutti, Education Consultant, Ireland


Workshop 3

Title: Brain Based Phonetic Reading Approaches

Scope: Reading and the Brain examines research, content, and utilizes simulation activities focusing on reading. Participants understand how the brain relates to second language acquisition and learning difficulties. The presentation gives an overview that includes learning disabilities, dyslexia, and centers on struggling readers. New insights and research pinpoint best approach to reading instruction, therapies and assessment. This presentation is designed to integrate the latest doctoral research, individual activities, group discussion, and practical applications.

Objectives and Motivation: The objectives of this workshop include providing current research and impact to curriculum planning, foster understanding of needed structural change to foster reading interventions and best practice, and to support informed policy development to reduce the opportunity gaps for students with disabilities and struggling readers.

Organiser: Karyn Grace, Coordinator for Curriculum, Instruction and Inclusive Education in Cambridge Public Schools, Massachusetts, USA