ICEIPI 5th

The 5th International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 5th) was a hybrid conference which included several workshops around the world. Dr. Enrique Mallen from Sam Houston State University, Dr. Jianfei Yang from Communication University of China and Dr. Elaine Chapman from University of Western Australia have chaired these workshops on related topics. ICEIPI 5th provided the participants with good opportunities to exchange ideas and build networks, and it will lead to further collaborations between both universities and other societies.

To specifically concentrate on “Education” and “Psychology”, the conference full name of ICEIPI will be officially updated to “International Conference on Educational Innovation and Psychological Insights (ICEIPI)” from the year of 2024.

Workshop

Sam Houston State University, USA

Organizer: Prof. Enrique Mallen, Professor in Sam Houston State University

his workshop examines different creative strategies for vocabulary learning for their potential efficiency in the acquisition process: (1) Essential Words Routine, for instance, consists of using a graphic organizer to briefly cover the meanings of important words. Target words are then introduced with definitions, visual cues, and examples. Learners engage in immediate practice using the words through collaborative turn-and-talk activities. (2) Frayer Model is a graphic organizer that builds vocabulary and conceptual knowledge across content areas. The strategy requires learners to define a vocabulary word and then list its characteristics, examples, and nonexamples. (3) Semantic Mappings visually display and connect a word or phrase and a set of related words or concepts. Implementing semantic map activities help learners recall the meanings of words and understand how multiple words or concepts “fit together.” Using a semantic map, combined with explicit instruction and practice opportunities, is an effective way of expanding learner's vocabulary and supporting their content knowledge. (4) Vocabulary Review Activities provide multiple opportunities to practice using new words and is an important part of vocabulary instruction. Partners create sentences using words assigned by the teacher. Or one partner can ask a question and the other holds up an index card with the word that fits or answers the question. (5) Morphemic Analysis Routine involves explicit instruction of words. One way to help learners develop strategies for approaching unfamiliar vocabulary is to teach morphemes (prefixes, roots, and suffixes). They can then use this information to help them engage in independent word study.



Communication University of China, China

Organizer: Dr. Jianfei Yang, Associate Professor in Communication University of China

The workshop discussed how to balance the business benefit and the art quality in the perspective of cultural economics. Business-backed initiatives to support prestigious arts organizations, initially through programme sponsorship, have become naturalized as part of plural arts funding. Yet critics appeared from the outset of the arts-business nexus, arguing against the privatization of public culture, and remain today. The role of the arts in enhancing business relationships is discussed with reference to two prominent examples: corporate art collections; and contemporary artists collaborating with luxury brands, including recent initiatives of LVMH. Financial services institutions have used art as a point of differentiation and to address--at least before the current banking crisis--a somewhat staid, conservative, and uncreative image. The discussion also covered the topic of whether AI can solve Baumol's cost disease. The workshop concludes by analysig examples in the US, UK, China and elsewhere.



University of Western Australia, Australia

Organizer: Dr. Elaine Chapman, Associate Professor at University of Western Australia

This workshop focused on the question of how we can embrace the use of generative artificial intelligence in our assessment practices, and potential challenges in doing so across all levels of education. There were three presenters (A/Prof. Elaine Chapman; Dr. Jian Zhao; and Dr. Peyman Sabet), all of whom teach in the area of assessment and evaluation at the university level. The ten workshop participants were drawn from a wide variety of foundation discipline areas and levels of education. These included: secondary level science; secondary level mathematics; primary level languages; primary level mathematics; university level computer sciences; university level engineering; and university level linguistics. The participants were first introduced to the foundational measurement and assessment concepts from the AARDVARC model. Some of the concerns and opportunities associated with using generative AI in assessment were then introduced, and the participants subsequently worked in small groups on exercises set by the presenters. These called upon participants to apply the foundational concepts to design innovative approaches for using AI in their own assessment practices. The diversity of participant backgrounds contributed to a very rich workshop experience and discussion. A special issue of a journal is already planned based on the combined products and expertise of the group.