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 Education, ICT, Language Learning, Education (Early Year, Secondary, Post-Secondary and Higher), E-Learning, and identify emerging research topics.

The IICE-2020 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-2020 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 SubmissionSeptember 12, 2020
Notification of Workshop AcceptanceSeptember 15, 2020

If you are interested in organising workshops for the IICE-2020, please email your proposal to the Your workshop proposals will be reviewed by the Steering Committee.

The proposal must include:

1. The name of the workshop

2. Scope (not more than 200 words)

3. Objectives and Motivation (not more than 200 words)

4. The organiser(s) name(s)

5. The URL of the workshop web site (if available).

IICE-2020 (October) Accepted Workshops

Workshop 1: Improving Reading Comprehension: Teaching Inference Skills in Primary School

Scope: Reading for meaning is the ultimate goal in teaching foundational literacy skills to primary school students. Students require instruction in making inferences to analyze various types of text (Hall & Barnes, 2016). Inferences reflect a student using background knowledge, values, and beliefs combined with text evidence and logical reasoning. Research shows that students with higher levels of inference skill score higher on tests of reading comprehension than do students with low levels of inference skill. This is true for both elementary-aged (Cain, Oakhill, & Bryant, 2004; Kendeou, Bohn-Gettler, White, & van den Broek, 2008) and adolescent readers (Ahmed et al., 2016; Barth, Barnes, Francis, York, & Vaughn, 2015; Cromley & Azevedo, 2007). This session will focus on multiple methods that engage students in making meaning of fiction and nonfiction text using inferential thinking. Instructional methods that employ student engagement, such as collaborative, academic conversations and the use of visual supports to assist students in developing inferential thinking and analysis skills will be discussed. Using explicit methods to foster inferential thinking and reading comprehension results in improved reading comprehension (Kispal, 2008). This session will explore various practical instructional methods that can be employed in a classroom or tutoring session at the primary school level.

Objectives and Motivation:

The objectives and engagement activities for this session include:
1. Participants will analyze various strategies to teach inference skills by participating in hands-on demonstrations across content areas.
2. Participants will engage in collaborative conversations to explain their thinking in session simulations.
3. Participants will identify specific strategies to use in the classroom or tutoring sessions as shared in the conference session by participating in reflection and sharing activities.
Organiser: Andrew Stetkevich, Riverside Unified School District, Riverside, CA, USA