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-2023 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-2023 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 SubmissionFebruary 01, 2023
Notification of Workshop AcceptanceFebruary 10, 2023

If you are interested in organising workshops for the IICE-2023, 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-2023 April Accepted Workshops 

 

Workshop 1

Title: Embracing Diversity through Universal Design for Learning and Translanguaging

Organiser’s Name: Dr Cynthia C. Millikin, Johns Hopkins University, United States of America

Scope:

The traditional model of teaching in higher education usually follows the age-old pattern of the “sage on the stage” where the teacher teaches, and the students listen. This pattern is not unique to the United States. However, it creates a passive learning experience with a divide between student instructor and peer to peer and results in learners losing agency in their own learning. This approach also eliminates the need to consider learner characteristics because differentiation is not a priority in design. Across the last three decades, higher education in the United States has embraced many antidotes to encourage inclusion and acceptance of diversity as tools for teaching and learning. We recognize our learners may have foundational and experiential knowledge upon entering the classroom and could serve as models for, or support to, others in peer-based activities. Yet, despite these advances in inclusive practices, active learning, higher order thinking, and a focus on greater depths of knowledge, even our hybrid models fail some learners. This is where UDL and translanguaging for linguistically diverse learners can play a critical role. Diversity, Equity and Inclusion (DEI) are primary targets for American graduate education. Many universities have mandated that these principles guide instruction and interaction with graduate learners. However, instructional design, assessment practices, and pedagogical approaches still fail many of our graduate learners despite good intentions. With the growing presence of international students who are non-native English speakers, it behooves committed educators to revisit traditional and hybrid paradigms for teaching and learning.

Objective and Motivation:

The purpose of this workshop is to present a model for instructional design for diverse populations in higher education that embraces the multiplicity in our learners’ characteristics and creates an environment that reflects caring and inclusive practices consistent with the tenets of Vygotsky. This model results in a practical and reflective approach for creating instruction and assessment tools founded on Universal Design for Learning and translanguaging. Thus, the learner is afforded a clear picture of acceptance and care on a personal level [5]. It also views learners as individuals with experiential and background knowledge that is valued and integral to the teaching-learning process. Furthermore, the model facilitates a sense of inclusivity.