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-2021 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-2021 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 SubmissionApril 5, 2021
Notification of Workshop AcceptanceApril 10, 2021

If you are interested in organising workshops for the IICE-2021, 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-2021 (April) Workshops

Workshop 1: Using Collaboration to Infuse High Impact Practice strategies in Virtual and Face-to-Face
Classroom Settings

Scope: Collaboration is a powerful methodological approach to teaching. Collaboration includes teamwork with shared responsibility, sharing of ideas, information and opinions, and formal and informal discussion. Students who collaborate work together toward a common goal, develop positive interdependence, work in focused study groups, and support the learning of others through inquiry. Types of collaborative activities include: Socratic seminars, philosophical chairs, group activities and projects, peer editing groups, tutorials, jigsaw activities, collaborative study groups, service-learning projects. When collaboration becomes the foundation of human interaction, change occurs in all aspects of life. Colleges and teachers that integrate collaboration into classrooms and their broader intuitional environments stimulate student learning through increasing student social, emotional, and intellectual intelligence. In the days of smart phones, “text talk”, and social media, now more than ever is it imperative to utilize collaboration in everyday teaching. Collaboration requires students to work together for a common goal, communicate effectively, and take individual responsibility for one’s actions and input. By utilizing collaborative high impact practice techniques, students will grow socially, emotionally, and intellectually.


1. Model and introduce high impact practices that can be used in an online and face-to-face classroom setting.

2. Introduce ways of utilizing high impact practices to reach a diverse population students. Examples: high level learners, low level learners, economically disadvantaged, minorities, first time in college.


Stephanie Bain De Los Santos and Nicole D. Morris
Texas A&M University-Kingsville, USA


Workshop 2: Use the LAPU Learning Model to Create Accessible and Inclusive Mobile Learning

Scope: The LAPU mobile learning model stands for Learn, Apply, Practice, and Utilize. This model is our framework for building accessible, inclusive mobile-first learning. The nature of the LAPU mobile learning model helps to remove barriers to higher education. Mobile-first means all content and assessments are accessible and usable from a mobile device. In this model, the Learn section is where the student engages with the primary content. Apply is where they demonstrate their new knowledge through a critical thinking exercise. Practice is where they can use their learning in a real-world scenario, and they have the opportunity to make mistakes. Utilize is where they learn how they can take their new skills and use them beyond the classroom. Every element within each LAPU section is created through a “know, feel, do” perspective. We walk through each section, asking ourselves critical questions:

  • What does the learner need to know?
  • How do we want them to feel?
  • What do they need to be able to do?

These guiding questions ensure that we consider the student holistically, providing them a memorable, well-rounded experience. This process helps us design learning meant to integrate with both the brain’s cognitive and affective domains.


  • Each participant will be able to sequence their materials.
  • Each participant will be able to apply evidence-based learning strategies specific to the online learning experience.
  • Each participant will be able to utilize the contextual nature of mobile learning to engage students through real-world applications.
  • Each participant will be able to apply the LAPU learning model to create accessible and inclusive mobile learning experiences.
  • Each participant will be able to apply the know, feel, do perspective of content creation into their course designs.

Motivation: Creating an online learning experience is more than just uploading documents and videos into an LMS. Creating an effective online learning experience requires the creator to sequence materials logically and build upon evidence-based learning practices. We will cover the use of growth mindset language, grit strategies, neuroscience strategies, and even some game theory within the design. The LAPU method will provide a framework to help facilitate more effective student learning using the strategies and techniques.


George Hanshaw and Callista Dawson
Los Angeles Pacific University, USA


Workshop 3: Build a chatbot to help students feel connected

Scope: Chatbots are everywhere. People are used to using them and even sometimes prefer using them. Chatbots are a great learning tool for Higher Education and L&D professionals. It is relatively simple to build a chatbot today. Someone with general technical skills can build a simple chatbot quickly. A basic chatbot can help learners decide what training to select from or even provide just in time (JIT) training. Building a chatbot as a web 3.0 semantic tool is more difficult, but this can give learners an individual experience as it learns about the learner. Think, “other shoppers have also purchased these items.” When students interact with a graphically designed chatbot in their online classes, they feel a greater sense of instructor presence. The chatbot helps to build both a teaching and cognitive presence for the instructor. This is a powerful tool to help online learners feel more connected and less isolated.


  • Each participant will be able to build a simple chatbot.
  • Each participant will be able to identify content to be used in the chatbot.
  • Each participant will be able to add content and graphics into a chatbot.
  • Each participant will be able to deploy a chatbot in their course.

Motivation: This workshop is unique because it gives the participants the option to build a chatbot within the 90 minute time frame. If the participant chooses to make a chatbot within the time frame, they will be able to immediately deploy the bot in their current classroom. Participants will also learn the design techniques to help online learners feel more connected by using the know, feel, do approach to designing their bots.

Organiser: George Hanshaw, Los Angeles Pacific University, USA