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.


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 His work is definitely not outdated.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

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