The CICE-2018 workshops are 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 workshops offer a good opportunity for young researchers to present their work and to obtain feedback from an interested community. All the accepted workshops' papers will be included in the conference proceedings.

The CICE-2018 encourages you to submit workshop proposals. Workshop duration is 90 minutes. You can consider organising a workshop that is related to CICE-2018 topics or other areas of education. Please email your workshop proposal to workshop@ciceducation.org

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. 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 Submission April 15, 2018
Notification of Workshop Acceptance April 25, 2018

 


Accepted Workshops

Workshop 1: Sustainable and Peaceful Society Leading to Undivided Global Family

Scope:

All human beings continually aspire for happy life, a fulfilling and successful life and the purpose of education is to provide adequate competence to actualize this aspiration. HVPE course is an innovative type of course input aimed at bringing about a perceptional transformation among the students by initiating a process of self-exploration. Through this course students are able to see that the only right evaluation leads to fulfilment in the relationship. This is the base of peaceful and sustainable society. Students imbibes social and emotional skills through the process of self-exploration with the help of this course. Many existing problems in the society are outcome of wrong evaluation of fellow human beings like gender-bias, cast-conflicts, class struggle, domination through power, communal violence and so on. All this problem could get permanent long-term solution when humans develops realization that their fellow human-beings are alike irrespective their cast, creed and religion. This HVPE course help students to develop this realization. HVPE follows a process of self-verification, on the basis of one’s own Natural Acceptance, leading to self-determination. It is not a process of assuming or a process of do’s and don’ts. It has been designed to be a part of the academic curriculum. It aims at Knowledge (right understanding) in the self, Love (feeling of being related to all) in thought and Compassion (the expression of the responsibility of being related to all) in behaviour and work.

Objectives and Motivation:

1. HPVE course subject is to facilitate development of holistic perspective among students towards life and profession as well as towards happiness and prosperity based on a correct understanding of human reality and nature. Such a holistic perspective forms the basis of peaceful and sustainable societies.
2. This holistic understanding stated above in terms of ethical human conduct, trustful and mutual fulfilling human behavior and mutual enriching interaction with nature would help young enquiring minds in contributing towards global peace.
3. It would help students to appreciate the essential complementarity between ‘Social and Emotional Skills’ and professional skills to ensure sustained happiness and peace, which is the core aspiration of all human beings.

The feeling of relatedness that naturally expands from family to world family is the underlying mindset for an integrated or undivided society. Living in order starts with family order and naturally expands to living order in a group of families and onwards right up to world family order, which is the basis for universal human order. This course provides the essential guidelines for and develops commitment for a humane society.

Organisers: R.S. Uppal, Harpreet Kaur Uppal, Manraj Singh Uppal
Baba Banda Singh Bahadur Engineering College, India


Workshop 2: ‘Let’s help students learn to test without stress’

Scope:

Testing skills are critical for many to further their education; however, the stress is often debilitating causing the persons to not present their selves at their best. The workshop will present ways to help educators guide their professionally young followers. The intellectual material gained in this session will be appropriate for all content areas and for most ages. Testing time is not a time for the student to be learning how to do the test as even the smallest of things (such as bubble in) can cause the student to lose valuable content test time thus getting a lower score. Make sure students know what to expect. As an educator, you can envision your tasks as twofold. The first being to teach the content and second if you can assist students to be ‘good’ test takers, you will be helping them open the doors for their future. It is the goal of this workshop to help you reach both of those tasks.

Objectives and Motivation:

Diverse ideas will be explored to help educators their students master tests. Numerous negative factors creating barriers for inexperienced test takers exist and many will be addressed. Two negative influences which are very troublesome for students are motivation and anxiety. Unmotivated students will procrastinate and never study until it is too late to gain the needed information. The student with high anxiety may seem to have everything under control yet as the test draws near the anxiety seems burst into full blossom thus preventing student to be well-prepared. Control of anxiety is one factor to be addressed in this workshop. Goals of a test are to determine how much knowledge one has on a specific topic. By helping a student overcome negative factors, the student will be able to focus on the positives and master the content. Some of the methods we will use are mnemonics, annotations, cards, etc. By addressing barriers (organization, anxiety, lack of content knowledge) and the role it plays, it will help students improve their ability to master testing. Small interactive groups will be incorporated to motivate attendees and help each recall the content. Test construction and organization will be explored if time permits.

Organiser: Barba Aldis Patton, University of Houston-Victoria, USA


Workshop 3: Access to Higher Education for Rural Students in Kyrgyzstan and Tajikistan

Scope:

The scope of the workshop is two-fold: (a) an in-depth discussion of a case study that investigated the experiences and perceptions of students from rural areas of Kyrgyzstan and Tajikistan regarding gaining access to higher education and (b) a discussion of recommendations for practice to improve access to higher education for rural students. Although the scope of the discussions is limited to the context of a specific international university with campuses in Kyrgyzstan and Tajikistan, the study contains information that is relevant to other institutions and to the governments of Tajikistan and Kyrgyzstan and beyond.

Objectives and Motivation: 

The main objectives of the workshop are as follows:

Disseminate limited research on access to higher education in the Central Asian countries of Kyrgyzstan and Tajikistan.
Increase awareness of access barriers for students from rural areas of Kyrgyzstan and Tajikistan and globally.
• Recommend approaches for strengthening institutional policies and practices to improve the admissions experience and, eventually, access to higher education for rural students.

A disparity in access to higher education exists between rural and urban regions of the world. The research and theory that will be discussed during the workshop have demonstrated that lives of residents of rural areas around the globe and at a local site are negatively affected by rurality. Although rurality impacts many areas of life, this case study’s focus on access to higher education has contributed to a better understanding of the barriers to higher education access at the local setting. The project has the potential to improve university access for students from rural areas of Tajikistan and Kyrgyzstan. The workshop has the potential to provide researchers, institutions, and governments with a better understanding of access challenges experienced by rural Kyrgyz and Tajik residents, allowing them to improve current outreach practices and potentially support the creation of long-term strategies for rural development.

Organiser: Anna Hughes, Registrar, University of Central Asia, Campuses in Kazakhstan, Kyrgyzstan, and Tajikistan


Workshop 4: Enhancing Equality, Diversity and Inclusion in Teaching and Learning Through Critical Pedagogy and Reflective Practice

Scope: 

Equality, diversity and inclusion in educational practice are increasingly important dimensions of undergraduate education, rather than secondary considerations. In the UK in 2012, the National Union of Students called for a ‘liberated’ curriculum that challenges and tackles structural inequalities in society, alongside equality and diversity. Since then, due to major government policy changes to the higher education sector, funding is now driven by student outcomes, measured through a new Teaching Excellence Framework, under the auspices of a new Office for Students that has a strong remit for social mobility and improvement in the retention, progress and success of students of colour and non-traditional backgrounds. To meet student demands and government priorities, higher education institutions must ensure that educational practitioners have the requisite skills to deliver culturally democratic teaching and create inclusive learning environments in which all students can flourish. Enhancing educational practice through workshops focused on reflective practice and critical pedagogy can deliver multiple benefits both to higher education institutions and students. Critical reflective practice combines critical inquiry and self-reflection with critical analysis to create awareness of how cultural practices and educational policy shape teaching practice. Cultural competence enables educators to deliver cross-cultural and culturally responsive teaching. Diversifying the curriculum can help democratise the learning and teaching environment to enhance student experience and outcomes.

Objectives and Motivation: 

This workshop aims to:
1. Advance educational practice by enhancing the cultural competence of educational practitioners.
2. Equip educators with the knowledge and skills to decolonise, diversify and democratise the curriculum through inclusive practice and critical pedagogy.
3. Enhance educational practice by promoting reflexive teaching.

Organiser: Deborah Gabriel, Bournemouth University, UK


Workshop 5: The Valuable Use of Video based Analysis to Reflect on Teaching Practices: Complementary Analytic Views on Classroom Activities

Scope:

Our workshop on ‘the valuable use of video based analysis to reflect on teaching practices’ aims at giving both theory-based and practice-oriented insights into teacher-student interactions during classroom activities. By referring to video data showing classroom interactions, we will demonstrate how a conversation analysis informed approach combined with a psychoanalytic view can offer enlightening information about teacher practices and motivation and thus increase our understanding of the analysed teaching-learning activity. In the first part, we present our analytic methods by relying on key concepts. Then, video excerpts showing teaching in action will be displayed under segmented form allowing the audience to follow and to contribute with comments and questions. Thus, the main part of our workshop will be constituted by theory-related in-depth discussion and exchange about teachers’ professional conduct and its accounts.

Objectives and Motivation:

With regard to reflection as an integral part of teacher education, we consider video/film analysis as a means for supporting the becoming of the reflective practitioner. In this line of thoughts, we will demonstrate that CA informed video analysis allows to grasp and to visualize teaching practices as interactively and materially achieved. Furthermore, the psychoanalytic view enables us to detect and to study the position and the changing of the teacher in his discourse. These two complementary approaches can elicit and support teachers’ analytical stance.
Thus, our workshop,
- provides a theory based methodology for analysing and understanding the complexity of teaching-learning activities,
- promotes conceptualized reflection on teachers’ professional becoming,
- offers suggestions for setting up and orchestrating teacher education sessions.

Organisers: Arend Béatrice, Weber Jean-Marie
University of Luxembourg


Workshop 6: Exploring the advantages of interdisciplinary studies: Preparing Adult Learners in Education

Scope: 

We live in a transient world. Since the findings of anthropology and the research from historians, we have uncovered and pieced together the movement of people in ancient times. The earliest travelers are called the nomads. They traveled from continent to continent, eventually setting up systems of culture. We still witness movement of people today. With the advancement of transportation, movement appears to be effortless. Buy a ticket, board an airplane, train, bus or car and go. Today, we are called immigrants-people who migrate from one cultural setting to the next. As we migrate, we either deposit or withdraw some element of experience from our setting. Experiences help to shape the interpretation of the world around us through the views of our cultural environment. Within the classroom setting, these cultural values and background surface and play a vital role by providing a range of perspectives. As we continue to observe continuous shifts and changes such as cultural, socio-economic and a wide spectrum of educational needs in this twenty-first century classroom setting, instructors are expected to implement many varied instructional lessons. Academics Serving a Global Classroom: Trends and Assessment is a course that will enable the participant to see education as a journey of academic and personal development.

Objective and Motivation:

Within the adult literacy setting, the aim is not only academics. Instructors are also expected to provide social, civic and vocational training opportunities. The essential goal is to guide the adult learner on the path to achieving their professional or personal goal. As stated by the National Council for Teachers of English, “educational experiences are more authentic and of greater value to students when the curricula reflect real life, which is multifaceted rather than being compartmentalized into neat subject-matter packages (NCTE, 1995).” Through this presentation, participants will engage in planning a framework designed to assist learners (target demographic: adult learner and out-of school youth) to effectively participate in their academic experience by:

  • Making connections to lessons – connections enable the student to explore how lessons may or may not relate to life and provide a platform for self-reflection. It offers the opportunity to explore information where the student will reflect on how their views related to civic issues.

  • Establishing links between content subject-interdisciplinary teaching. Small changes teaching yields major benefits.

  • Identifying issues that are global in nature, for example: sharing resources and resolving conflicts within the classroom.

Organiser: Cheryl Wilson, Literacy Achievers New York City, USA


Workshop 7: Fostering Social and Emotional learning in Educational Institutes to ensure ethical student conduct through HVPE Course

Scope: 

All human beings continually aspire for happy life, a fulfilling and successful life and the purpose of education is to provide adequate competence to actualize this aspiration. HVPE course is a innovative type of course input aimed at bringing about a perceptional transformation among the students by initiating a process of self-exploration. Through this course students are able to see that the only right evaluation leads to fulfilment in the relationship. This is the base of peaceful & sustainable society. Students imbibes social and emotional skills through the process of self-exploration with the help of this course. Many existing problems in the society are outcome of wrong evaluation of fellow human beings like gender-bias, cast-conflicts, class struggle, domination through power, communal violence and so on…. All this problem could get permanent long-term solution when humans develops realization that their fellow human-beings are alike irrespective their cast, creed & religion. This HVPE course help students to develop this realization. HVPE follows a process of self-verification, on the basis of one’s own Natural Acceptance, leading to self-determination. It is not a process of assuming or a process of do’s and don’ts. It has been designed to be a part of the academic curriculum. It aims at Knowledge (right understanding) in the self, Love (feeling of being related to all) in thought and Compassion (the expression of the responsibility of being related to all) in behaviour and work.

Objective and Motivation:

The objectives of the workshop are as follows:

1. HPVE course subject is to facilitate development of holistic perspective among students towards life and profession as well as towards happiness and prosperity based on a correct understanding of human reality and nature. Such a holistic perspective forms the basis of peaceful & sustainable societies.
2. This holistic understanding stated above in terms of ethical human conduct, trustful and mutual fulfilling human behavior and mutual enriching interaction with nature would help young enquiring minds in contributing towards global peace.
3. It would help students to appreciate the essential complementarity between ‘Social & Emotional Skills’ and professional skills to ensure sustained happiness and peace, which is the core aspiration of all human beings.

The feeling of relatedness that naturally expands from family to world family is the underlying mindset for an integrated or undivided society. Living in order starts with family order and naturally expands to living order in a group of families and onwards right up to world family order, which is the basis for universal human order. This course provides the essential guidelines for and develops commitment for a humane society.

Organiser: Harpreet Singh, Baba Banda Singh Bahadur Engineering College, India