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-2019 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-2019 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 SubmissionJanuary 15, 2019
Notification of Workshop AcceptanceJanuary 18, 2019

If you are interested in organising workshops for the IICE-2019, please email your proposal to the workshop@iicedu.org. 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).

 

Invited Workshop

Title: Parents as Important Participants in Bullying Prevention and Intervention in the Schools

Scope: Bullying is best perceived as a systemic phenomenon wherein students, teachers, administrators and parents share in the responsibility for identifying bullying victimization, for helping student bullies to move in a more positive direction, or for their student to become more of a “defender bystander” who can assist bullied students report the bullying and get the help that they need. The problem is that most parents are left out of the solution to bullying due to ignorance about bullying. They are left to hold their own misconceptions about bullying as being a rite of passage in childhood and adolescence and are left to think that perhaps harsh parenting strategies they may employ have nothing to do with the bullying event which may well have been modeled for their bullying child by them as parents over time in family relationships. The purpose for this workshop is to share the issues involved in parent advocacy in cases of bullying. In the workshop participants will learn about the results of a parent research study in which parents were first trained in what is their rightful role in bullying prevention and intervention and were subsequently asked to complete a survey about what they now think they should be doing as a parent in response to bullying, victimization and bystander behavior. Participants will have the opportunity to share their own experiences with parents who provided the correct response in the context of a bullying event and then other parents who may need further education about bullying and more positive approaches to parenting itself. Parents, teachers and researchers of bullied children of all ages will find this workshop informative and discover an open opportunity to share their experiences. Workshop participants will have the chance to role play various case scenarios of parents responding to various bullying events. How participants respond to these events as a role play will be a good groundwork for discussion and sharing of ideas.

Objectives and Motivation:
The objectives for this workshop are the following:
1) To describe the rightful role of parents in bullying prevention and intervention
2) To share the results of a research study to evaluate parental knowledge and attitudes about bullying prevention and intervention
3) To problem solve and role play various case scenarios about how parents could be involved with schools in responding to bullying events, victimization and targeting of their child/adolescent for bullying , and how their child/adolescent could be better prepared to become a defender bystander rather than a passive or active bystander taking part in the bullying itself.

Organiser: Robert G. Harrington, Department of Educational Psychology, University of Kansas, USA

Accepted Workshops

 

Workshop 1: Want Achievement? Build Community!

Scope: Building community is something that all educators know they should do. It’s common sense, right? But often, common sense is not common practice. This workshop is intended to introduce teachers, staff members and school leaders to the steps needed to build and sustain effective learning communities.

Objective and Motivations:The objective of this workshop is to provide a comprehensive approach for building and sustaining effective learning communities. Teachers, staff members and administrators will be introduced to the A.C.T. Formula- three important components of community building: Authentic Relationships, Culture and Climate, and Teacher Mindset. In addition, they will understand how building community has a positive effective on behavior, motivation and student achievement. Participants will walk away with tools, strategies and insights they can utilize tomorrow to create thriving learning environments for all students and learn how to keep them going strong throughout the year.

Organiser: Cindy Robinson, Enhancing Teacher Practices, USA

Workshop 2: Education for Reconciliation: Educating Teachers in Integrating Indigenous Land-based Knowledge and Pedagogy into Classrooms

Scope: The Truth and Reconciliation Commission of Canada’s final report on the long-term consequences of enforced residential schooling for Indigenous children (2015) outlines a number of calls to action in relation to “education for reconciliation,” including the need to develop age-appropriate curriculum in contemporary and historical Indigenous knowledges for all levels of the school system. The need for development of teacher training is also highlighted in the context of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), which Canada adopted in 2016. The work being done in relation to land-based curricula in Indigenous education in Canada and elsewhere thus becomes increasingly relevant as part of a wider decolonizing strategy. Western education has undermined Indigenous intellectual development through the violent separation of Indigenous peoples from their greatest source of knowledge and strength – the land (Wildcat et al. 2014). Land-based education teaches students to develop non-exploitative relationships with the land and value Indigenous epistemologies and lifeways. Thus there is an especial value and urgency in facilitating opportunities for teachers to engage Indigenous and non-Indigenous students in learning from and on the land in order to break down negative stereotypes and effect real change in relationships between Indigenous and non-Indigenous peoples (Bell 2009; Simpson 2014).

Objective and Motivation: In this workshop we outline the theory and practice of land-based and land-focused education for Indigenous, immigrant, and settler students in classrooms. We incorporate hands-on activities that are based in current innovative programs such as the Post Baccalaureate in Indigenous Knowledge Diploma Program for practicing teachers at the University of Winnipeg, Canada, and ground-breaking projects such as the government-funded Six Seasons of the Rocky Cree: Reclamation, Regeneration, and Reconciliation Project (2017-24), located in Manitoba, Canada, which creates resources for middle-years teachers across subject areas of English Language Arts, Social Studies, and Science. In engaging in practical activities, participants will be given opportunities to reflect on the following topics so that they can begin to imagine ways to bring Indigenous knowledges and pedagogies into their own diverse contexts:

  • role of teacher education in training teachers in Indigenous knowedges and pedagogies
  • best practices in Indigenous education and curriculum development today
  • role of teachers in fostering land-based learning opportunities for students of all backgrounds
  • opportunities for land-based education when – because of location, time, season, or budgetary constraint — learning in natural environments outside the city is difficult or impossible
  • role of local Indigenous Elders to help inform course content and pedagogy
  • use of technologies such as picture book apps and 3-D digital printing to enhance classroom learning

Organisers: Doris Wolf, Paul DePasquale
University of Winnipeg, Canada

Workshop 3: Teaching and Learning Experiences in Engineering Education and learning opportunities transferred to MOOC

Scope: Aim to make a workshop on the possibilities in online-education and –possibilities focusing on working students and their situation. WE have created a Cross European MOOC(Massive Online Open Course) which present the diversity of each countries approach to Social pedagogy and the traditions. Think education into an online world is still a new player on the market for educating people who work with people with special needs. To engineer online educations have some build-in challenges and possibilities. At K.P. (København Professionshøjskole/Copenhagen University College), we have 15 years’ experience in taking advantage of the flexibility which online education offer, to educate BA students on pedagogy. With e-learning you can provide your learners with the opportunity deduce the practice-theory meeting. Be presented for theoretical impact while you are doing your job – that makes reflection. And pointing at the social pedagogues who can initiate the first steps into education – and become more reflective practitioners. The advantage for distance learning is multiple. Focus on togetherness and collaborative learning, we eager the students to work and learn together. The teaching is non-synchronic, not depend on time and/or place, but where it is suitable for each student. Even though we encourage working togetherness by using existing educational technology. Using these above-mentioned points, I have developed an MOOC in Cross European Social Pedagogy with six other partners. It will be launched in February 2019. Presenting and discussing the didactical thoughts behind the MOOC, could be useful for nearly all other organizations who work with learning I every day.

Objectives and Motivation: For every organization who on daily base work with learning in a professional way, is working with e-learning essential. College, Universities, consultancies, internal education etc. can benefit from this presentation University College Copenhagen (kp.dk) have a long tradition for educating students online. The scope for the online education is students who have ambitions for BA level, but by different reasons, are not able to participate physical, because of geography, family patterns, work etc. E-learning based education and development is central for further learning in a modern professional life. For educational institutions, scope is to maintain students in an interesting way. The students is not tight to physical show up, but access education, whenever it is suitable. This MOOC has 2 sides, first to introduce the working students to formal education, second to development in everyday life and supporting further education. The didactical considerations must be build inside the e-learning tool.

Organiser: Martin Sørensen, University College Copenhagen, Denmark

Workshop 4: Transforming Reading Comprehension for Vulnerable/Dyslexic Readers

Scope: Teachers are essential to improving reading instruction for all students. When students read words correctly, there is often an assumption that the students also maintain text comprehension. Research proves, however, that although students may read words, comprehension doesn’t always occur. Empowering teachers to participate in writing alongside their students transforms classroom communities. Teaching those who struggle becomes exciting and rewarding work. In the traditional classroom, vulnerable learners are often exposed to the most reductive, repetitive learning practices. This workshop challenges these ideas by examining the complexity of the written language, creating necessary connections required by students to comprehend, and building on the essential foundations of language. Teachers will see literacy instruction through a new lens providing them with greater knowledge of both the reading and writing process. Such practices are readily transferred to the classroom. Students struggling to read benefit from knowledgeable, out-of-the-box approaches to learning. This workshop offers innovative strategies to better engage readers with humor, excitement, and hands-on demonstrations, helping them comprehend complex or multiple-meaning words and bridging the gap between oral and written language.

Objectives and Motivation: Not all students learn best through reading procedures and writing prompts. Teachers must become models for their students, showing how reading and writing can be done with ease and passion. By modeling for and with students, teachers can revolutionize students’ learning. In this session, teachers will begin the process of writing and reading simple poetry for and with their students. Greater teacher knowledge of these innovative learning processes leads to improved student outcomes. With greater teacher knowledge, students will be exposed to the best instructional practices, powerful teaching and subsequently, reading improvements which are both measurable and observable. Through writing, students come to understand the complexity and power of language, such as polysemous (words with multiple meanings) and anaphoric words (pronouns). This workshop offers a different way of looking at and comprehending words with young, struggling readers. Strategies used in this workshop can be transferred to the classroom or for small group instruction. This session demonstrates the power of teacher words, and how using pictures and child-centered teaching engages students. Through creating active learners, students become engaged in their learning process.

Organiser: Lois Letchford, Author/Literacy Specialist, New York, USA

Workshop 5: Clinical Experience-Using Video to Provide Robust Feedback and Virtual Classroom Technology to Rehearse High Leverage Teaching Practices

Scope: Practice-based teacher education is the training of K-12 pre-service and novice teachers, using specific High-Leverage Practices (HLPs). HLPs are a set of teaching pedagogies and capabilities that provide a roadmap to learn and rehearse core practices. These practices are used across content areas, grade levels, and contexts in both general education and special education classrooms. This workshop examines the use of technology to support pre-service and novice teachers as they design lessons that implement specific HLPs, creating a powerful way to deliver academic content and skills. Using high tech platforms including an avatar-based simulation program and a video and web-based feedback tool, teacher candidates and novice teachers receive immediate guidance and feedback. Together we will examine three specific HLPs (Leading a Group Discussion, Eliciting and Interpreting Student Thinking, and Providing Scaffolded Supports) through the following three field scenarios: A teacher assistant using avatar simulation technology, a student teacher using video and web-based feedback and self-reflection and a first-year novice special education teacher using video and web-based feedback to improve instruction. Participants will engage with these practices and will observe and assess the implementation of the HLPs while using simulation and web-based technologies.

Objectives and Motivation: In this session, our overall goal is to share technologies that provide pre-service and novice teachers opportunities to have immediate feedback and self-reflection during their clinical field experiences and the first year of teaching. The impact of using such technologies and other newer approaches to practice-based education has truly changed the landscape and effectiveness of our teacher education program. Students have more authentic, consistent, and varied opportunities to rehearse core teaching practices.

Presenters will:

  • Provide overviews of the general education and special education high-leverage teaching practices
  • Showcase a pre-service teacher assistant rehearsing a high-leverage practice using avatar-based virtual classroom technology
  • Demonstrate an online observation of a pre-service student teacher instructing K-6 students during a clinical experience using a video-based feedback platform
  • Present how robust feedback of video observations impact the effectiveness of first-year novice teachers who are in the process of receiving their endorsement in Learning Disabilities

Organisers: Dori Helder, Megan Freudigmann, Sheryl Vlietstra
Grand Valley State University College of Education, Michigan, USA