CICE. Canada International Conference on Education

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Canada International Conference on Education (CICE-2015)

June 22-25, 2015

University of Toronto Mississauga, Canada

Free Post-Conference Tour (Travel Information)



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-2015 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-2015 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


Helping Students Reduce Test Anxiety


Test anxiety is a problem for many students. This workshop will demonstrate techniques to help students prepare for and take tests. These include learning how to teach students relaxation and study skills and when to implement accommodations. Techniques for analyzing test taking problems will also be demonstrated.
Test anxiety is a problem for many students at all levels of education. Using the evidenced based method of direct instruction, the presenter will teach the participants how to use exercises from the his new student manual about stress and anxiety. They will explore everyday stressors and crisis situations and describe their reactions to these situations. The presenter will describe ways teachers, tutors, and counselors can help students recognize and deal with the physical symptoms, nervous activities and avoidance behaviors caused by anxiety.
The second part of the workshop will demonstrate techniques for reducing test anxiety. The presenter will engage the participants in activities that demonstrate test taking desensitization -- gradually increasing the students’ ability to feel more confident. Next the presenter will demonstrate affirmations, self-talk, and reframing as tools for reducing test anxiety. The participants will then explore the incredibly powerful tool of visualization followed by physical stress reducing techniques. The presenter will briefly describe some unique test taking techniques and study skills. The session will end with an explanation of Test Question Analysis, a technique that instructors can use to identify weaknesses in students’ test taking skills.

Objective and motivation

Participants will:
1. understand how test anxiety can limit student success;
2 experiment with techniques to help students increase their understanding of stress and anxiety;
3.learn how to help adult learners to control and reduce their test anxiety through a variety of techniques.


Richard Cooper, Learning Specialist, Center for Alternative Learning, USA


Accepted Workshops

Workshop 1

If you want the right answer, you have to ask the right question.


Benjamin Bloom published his work some 50 plus years ago. Yet today we can find that it is very relevant in teaching today. His work is definitely not outdated. True a few revisions have been made but they are very minor. Dichotomous questions are at the lowest level in Bloom’s taxonomy. As an educator, when dichotomous questions are asked you do not have the information to truly help that student if he/she is having difficulties with the content. In this workshop the audience will participant in small groups to investigate questioning techniques which lead to higher level thinking skills. The development of questioning skills can and will make one a better prepared educator to meet the needs of all students. As the audience leaves the session and returns to the classroom, it is hoped that he/she will no longer rely on the lower level questions which have the high chance of guess. When students are asked questions with a yes/no type answer/response, they have a 50% chance of being correct even if they have never heard of the subject matter prior to answering the question. Remember dichotomous questions are quick to grade on an assignment but one rarely know more than a grade. The educator really does not know what or even where to begin working with the struggling 60 % student.

Objective and motivation

The focus of the workshop will be to provide ways for the educator to help their students learn to put their knowledge to use and not keep it hidden away.


Barba Aldis Patton
University of Houston-Victoria, USA

Workshop 2

Leadership pédagogique dans un contexte de reddition de comptes


Bien que les études montrent l'effet bénéfique de la supervision des enseignants sur la réussite scolaire (Bouchamma, 2007), la supervision ou l’accompagnement pédagogique reste encore un sujet peu développé vu sa complexité qui, s'explique entre autres par son association à l'évaluation, au contrôle et à la hiérarchie (Noolan & Hoover, 2005). L’une des pistes les plus prometteuses pour améliorer la réussite scolaire réside dans le rôle de leadership pédagogique que les directions d'écoles jouent dans leur quotidien et du travail de collaboration qu'ils suscitent parmi leur personnel enseignant (Coldren & Spillane, 2007; Mullen & Hutinger, 2008).

Objective and motivation

Cet atelier présente les résultats de recherches sur l’accompagnement du personnel enseignant et sur la formation des superviseurs dans un contexte de reddition de comptes. Les études présentées ont été menées auprès et avec différents acteurs scolaires (recherche-action-formation): gestionnaires, directions d’écoles, enseignants et formateurs concernés par le développement professionnel. L’atelier présente également le contexte théorique, méthodologique et politique (reddition de compte dans lequel les acteurs scolaires doivent implanter ce changement) du développement professionnel des acteurs scolaires.


Yamina Bouchamma, Université Laval, Canada
Marc Basque, Université de Moncton, Canada
Daniel April, Université Laval, Canada
Lawrence Kalule, Kyambogo University, Uganda

Workshop 3

Multiliteracies in Music Education: Empowering Students to Develop Agency


Multiliteracies and Critical Pedagogy can be used as frameworks in music education to create a space in which we reimagine our teacher-directed pedagogy to encourage student empowerment, efficacy, and agency in an ensemble setting.

Objective and motivation

Participants will be investigating modes of representation to make meaning out of sign and symbol, discuss interactions of primary and secondary discourses of students home and school worlds, and the repositioning of power in teacher-student relationships as well as between student language and the discourse of the Western canon. Participants will be encouraged to connect these theories in both research and practitioner contexts while discussing the impact of each on music education, including topics such as social constructivism, critical thinking, and problem solving.


Katie Tremblay-Beaton, Leslie Stewart Rose
OISE Canada

Workshop 4

Cooperative Learning as the Most Powerful Instructional Tool: Research, Structure and Implementation


Cooperative Learning activities can be incorporated into classrooms from the secondary level through to the university level, in any discipline.

Objective and motivation

Our objectives for the workshop are that, by the end, participants will be able to (1) understand the significance of well-structured Cooperative Learning vs. common group work and its effects on deep learning; (2) explain and defend decision about group composition, learning tasks and affective and cognitive assessment; (3) consider their own application of Cooperative Learning; and (4) identify key elements of the Dual Objective model for Cooperative Learning. We are offering this workshop because we want to teach participants about the “most powerful” instructional practice available to serious teachers, Cooperative Learning, and discuss the quantitative/qualitative evidence that supports it.


Paul Vermette, Niagara University, USA
Jade Bloom, Niagara University, USA
Cindy Kline, Private Consultant, USA
John Myers, OISE, Canada
Sabrina Campregher, University of Trento, Italy

Workshop 5

Using social collaboration technology to promote inclusiveness and active learning


This interactive workshop will review current research on active learning and unconscious bias and then explore multiple case studies showcasing how professors are using technology as well as non-technical techniques to promote inclusion and improve overall student learning and engagement, both within the classroom and outside it during critical study hours. The workshop will conclude with an overview and demo of a free tool, designed by a female engineer, that promotes active, collaborative learning for students of all backgrounds and is widely adopted in university STEM programs across the US and Canada (with 100,000 Canadian enrollments and over 1 million total enrollments from 1000 colleges and universities per academic year). Engagement on this tool is high, with students spending on average 3 hours per day on the platform and receiving help more than 200 times per course.

Objective and motivation

Fewer than 19 percent of Canadian engineering students are women. Women, first generation students, and other minority segments remain under-represented in computer science, engineering, math and science programs across Canada and much of the world. Given the importance of these skills for success in the 21st century workforce, this workshop will review best practices for promoting inclusiveness within the classroom and also within the dorm room and computer labs, where much of the learning takes place. We will discuss approaches for building social support structures among students who may be at a disadvantage for creating them organically, and we will review specific steps instructors can take to identify and tackle unconscious bias within the classroom. Furthermore, given that active learning has been found to be effective in improving learning outcomes for underserved groups, we will discuss specific strategies for implementing these within the classroom.


Tony Luckett, Scott Brenstuhl
Piazza, USA


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