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Canada International Conference on Education (CICE-2013)  June 24-26, 2013  University of Toronto, Canada.
Workshops
The CICE 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 CICE-2013 encourages you to submit workshop proposals. Workshop duration can be 90 minutes. All the accepted papers will be included in the conference proceedings. You can consider organising a workshop that is related to CICE-2013 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.
Invited Workshop - Tic Tac Toe Math: An Alternative Techniques for Individuals Who have Learning Disabilities
Scope
The 90 minute workshop will provide participants with:
- a rationale for using alternative instructional techniques with individuals who have learning disabilities;
- a description and demonstration of Tic Tac Toe Math* for completing multiplication, division, fraction and percentage problems;
- a discussion of the pros and cons of using such alternative techniques.
*Tic Tac Toe Math was created by the presenter and has been successfully used by adults and children for more than 25 years. The technique uses the familiar Tic Tac Toe pattern to substitute for rote memory of the times tables.
Objective and motivation
The objectives of the workshop are to:
- explore the alternative instructional technique of Tic Tac Toe Math for teaching basic math skills.
- discuss the pros and cons of alternative instructional techniques.
The motivation for workshop participation is to:
- learn to use a successful alternative math technique that can replace the usual drill and practice model.
- learn about an alternative technique that appears to match the way that individuals with learning difficulties process information.
- explore the implications for conducting outcomes based research on the use of this technique.
Accepted Workshops
Workshop 1 - Inclusive Design for Learning Hackathon
Scope
This highly interactive workshop/hackathon will introduce and explore pedagogical, technical and policy-based tools and strategies to design, create and deliver learning experiences that can be used by the broadest range of learners. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities. The workshop will address the full curriculum delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to open hardware kits and application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
Objective and motivation
Participants will discover, explore and experience tools and strategies for creating curriculum that is designed for the full diversity of learners. Participants will work in teams to address difficult pedagogical and accessibility challenges encountered when creating curriculum
Workshop 2 - Digital Teaching Portfolio for the Enhancement of Teaching and Learning
Scope
This 120 minute workshop would provide participants with the rationale and ideas for using digital teaching portfolios as a platform for them to document and reflect upon their scholarship of teaching and professional development. Through engaging in quality dialogues and sharing resources with colleagues, users of digital teaching portfolios may benefit from the potential of collective capacity building. Drawing upon the case study of a university in Hong Kong, this workshop highlights the milestones of promoting the use of digital teaching portfolio in the university and showcases examples of how the teaching portfolios may contribute to sustainable growth in professional capacities and foster knowledge exchange in the community of practice. The workshop would also highlight the issues and concerns related to using digital teaching portfolios, and how these issues have been addressed. Participants could gain a better understanding of the potentials and benefits of making digital teaching portfolios a facilitating tool for pursuing professional and career endeavors. Taken together, this workshop allows participants to be acquainted with and to a certain extent, through a short hands-on session, experience the benefits of digital teaching portfolios to teaching staff, PhD students, aspiring teachers and school leaders.
Objective and motivation
At the end of the workshop, participants would be able to:
(a) identify the affordances offered by digital teaching portfolio to enhance teaching and learning practices;
(b) reflect upon their existing teaching and learning practices and identify gaps for improvement; and
(c) develop an outline of their own teaching portfolio.
The main motivation for the workshop participation are to be acquainted with and experience the following affordances of digital teaching portfolio:
(a) enables participants to critically reflect upon their pedagogies and formulate plans for future professional development;
(b) provides opportunities to engage in constructive dialogues regardless of time and location;
(c) facilitates participants to collect evidence of effective teaching and learning; and
(d) offers a platform to showcase one’s work and achievement for formative and summative purposes. Read more...