Workshops
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-2025 encourages you to submit workshop proposals. Workshop duration is 1 hour 20 minutes. All the accepted papers will be included in the conference proceedings. You can consider organising a workshop that is related to IICE-2025 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 (IICE-2025 in October)
| Workshop Proposal Submission | May 1, 2025 |
| Notification of Workshop Acceptance | May 15, 2025 |
If you are interested in organising workshops for the IICE-2025, 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).
IICE-2025 (April) Accepted Workshops
Workshop 1
Title: AI in the Primary Classroom: Responsible Tools to Support Young Learners
Scope:
This workshop empowers primary teachers to leverage AI in the classroom, enhancing learning outcomes and streamlining instruction. It introduces accessible, age-appropriate AI tools that support foundational skills in literacy, numeracy, and social-emotional development, while fostering differentiated and personalized learning to meet diverse student needs. Participants will explore how AI can automate routine tasks, freeing up time and reducing mental strain. The workshop emphasizes responsible AI use, ensuring tools align with child-friendly standards, promote inclusivity, and safeguard data privacy. Through hands-on activities, teachers will gain practical experience with AI applications designed for primary education and learn to critically evaluate tools for alignment with educational goals and student safety. By combining innovation with ethical practices, this workshop equips educators to confidently and effectively integrate AI into their classrooms.
Objectives and Motivation:
Motivated by the growing role of AI in primary education, this workshop aims to provide teachers with confidence and competence to responsibly use AI, focusing on tools that respect student needs and safety.
The objectives of this workshop are to:
- Introduce AI tools to save teachers’ time and mental effort in day-to-day tasks.
- Practice with AI tools specifically designed for primary classrooms, supporting literacy, math skills, and social-emotional learning.
- Equip teachers with methods to differentiate and personalize instruction as well as provide meaningful feedback using AI.
- Emphasize best practices for using AI responsibly, focusing on data privacy and child-friendly applications.
Organiser:
Natalie Beach
Tennessee Tech University, USA
Workshop 2
Title: REimagining and Accelerating Literacy through Arts Integration (REALAI): How Authentic Arts Integration and Literacy Support Student Success
Scope:
ArtsNOW is national non-profit organization dedicated to improving education by equipping teachers with professional learning and resources to bring creativity and the arts into daily instruction so all students succeed academically, socially and artistically. ArtsNOW, and our collaborating partners, work with schools and school systems to advance arts in education through direct alignment with district and local school priorities. ArtsNOW was awarded a $2.8 million Innovative Approaches to Literacy (IAL) grant award from the US Department of Education for “REimagining and Accelerating Literacy through Arts Integration (REALAI)”. The IAL program supports high-quality programs designed to develop and improve literacy skills for students from birth through grade 12 in high-need local educational agencies and schools. REALAI fosters students’ literacy achievement through professional learning designed to build the capacity of teachers and media specialists to plan and deliver integrated instruction, while also contributing significantly to school library collections through the purchase of developmentally appropriate and culturally relevant books. In addition, this project includes parent events to provide families with access to books and other content about how to support their child’s reading development. Each year, REALAI serves approximately 3,200 students and 170 teachers, media specialists, and literacy coaches across six high-need schools.
Objectives and Motivation:
ArtsNOW will share specific examples of how arts integration has supported school improvement efforts in literacy. Participants will leave with greater knowledge of how to strategically align professional learning opportunities with local school and system-wide priorities. Also, they will have a better understanding about how to effectively facilitate K-12 collaborative planning of school reform with the arts. The session will include the sharing of multiple engaging, hands-on strategies and approaches to unify and advance arts in education. REALAI has provided the opportunity to impact literacy instruction through authentic arts integration. During the pandemic, our organization had to modify our face-to-face professional learning support; however, we were recognized by the US Department of Education as a model for being able to “pivot” to a virtual environment, while still meeting our grant goals. We would be honored to be able to share best practices with others so that they, too, might be able to utilize arts integration strategies in their own classrooms, while also improving literacy.
Organisers:
Pam Walker and Crystal Collins
ArtsNOW, Inc., USA
Workshop 3
Title: Use of Generative AI in Educational Settings: Applications in Three Areas
Part 1
Title: Generative AI as a Tool to Create Prompts for Role-Playing Simulations
Scope:
In this applied segment of the workshop, participants will explore how to create effective prompts for generative AI to facilitate role-playing simulations that immerse students in authentic learning experiences. They will learn the techniques for crafting prompts that engage learners, generate different forms of scaffolding, encourage critical thinking, and simulate real-world scenarios tailored to different educational contexts. By aligning AI-driven simulations with specific learning objectives, educators can support their students in developing deeper content knowledge, process skills, and metacognitive strategies. Participants will leave with practical strategies and examples to integrate generative AI role-play into their own teaching practices.
Organisers:
Jim Diamond and Olysha Magruder
Johns Hopkins University, USA
Part 2
Title: Scaffolding Research Methods Education Using Generative AI
Scope:
This working session will provide participants with an opportunity to discuss the affordances of using generative AI tools in support of graduate student learning, with a specific focus on the opportunity these tools may provide in developing the requisite research methods and data analysis skills to complete their applied research. This session will propose that generative AI tools can facilitate student support for asynchronous learning environments to promote greater equity for students who are spread across the world and do not always have easy access to their instructor. Further, the integration of the AI tools into research methods training removes a barrier to successful completing of the degree in a manner that honors the development of a scholar-practitioner as a translator of research to practice.
Organisers:
Christine Eith, Elizabeth Woodward, Denise Zawada
Johns Hopkins University, USA
Part 3
Title: AI Meets Life Design: Crafting Pathways in Global Education
Scope:
In this portion of our workshop, participants will explore foundational principles of life design – including curiosity, prototyping, and reframing -as tools to intentionally create meaningful lives aligned with values and goals. These principles are highly impactful in higher education, benefiting faculty, staff, and students by fostering self-efficacy, adaptability, and long-term fulfilment. Using AI-generated case studies, participants will engage in exercises to apply life design concepts in practical scenarios. They will then have the opportunity to generate culturally relevant case studies tailored to the unique needs of their specific populations and contexts.
Organisers:
Kelly Cooney, Christina Harnett
Johns Hopkins University, USA
Workshop 4
Title: Faculty leadership responsibilities in short-term study abroad programs
Scope:
The scope of this project is to provide faculty with the necessary knowledge and skills to effectively lead short-term study abroad programs. The workshop will focus on three key areas:
1. Faculty Leadership: This will cover the essential roles and responsibilities of faculty leaders, including program planning, student selection, and pre-departure preparation.
2. Student Support: This will focus on strategies for supporting students’ success abroad,such as addressing cultural adjustment challenges, providing mental health support, and managing crises.
3. Program Evaluation: This will explore effective methods for evaluating the impact ofstudy abroad programs on student learning and overall well-being.
The workshop will utilize a variety of instructional methods, including lectures, group discussions, and case studies, to engage participants and promote active learning. By the end of the workshop, participants will be equipped with the knowledge and skills to lead successful study abroad programs and enhance the global learning experiences of their students.
Objectives and motivation:
1. Participants will develop a comprehensive understanding of the key roles and responsibilities of faculty leaders in short-term study abroad programs, including program planning, student selection, pre-departure orientation, and post-programe valuation.
2. Participants will acquire practical strategies for supporting student success abroad, such as addressing cultural adjustment challenges, providing mental health support, and managing crises.
3. Participants will learn how to design and implement effective evaluation methods to assess the impact of study abroad programs on student learning, cultural competence, and overall well-being.
Organisers:
Kristen Christman and Donna Duffy
University of North Carolina at Greensboro, USA
