Saturday, 5th June 2021

ICC 1day Online Conference 2021

Conference Recording
Morning Session

4h 23min

Conference Recording
Afternoon Session

2h 13min

Language Teaching and Learning in a New Era

Conference Programme

Timetable has set according to Central European Time (CET)

Saturday, 5th June.2021
09.00 – 10.00 AGM
10.00 – 11.15


Frank Heyworth, European Centre for Modern Languages of the Council of Europe: The Future of Language Education – Lessons to be Learned from the Pandemic

The Professional Network Forum of the European Centre for Modern Languages of the Council of Europe carried out a survey in February in which teachers and other language professionals were asked to recount and assess their experience of teaching languages during the pandemic. There were 1735 responses to the survey from 37 countries around Europe. The team coordinating this initiative is now analysing the data from the questionnaire, using corpus analysis to explore the input in open text to questions (among others) related to the challenges raised by the pandemic, but also the positive factors which can be drawn from it. In my talk I will present the results of the survey and some ideas on ways in which approaches to language education will be impacted by the pandemic.

11.15 – 12.00

Session 1

Dana Kampmann: Building Community in Online Classes

The move to online classrooms has created many new challenges in teaching and learning. One of these challenges is creating connections between the teacher and students as well as amongst the students. This interactive workshop aims to share strategies and stories to better build online learning communities.

12.00 – 12.45

Session 2

Claudia Schuhbeck: The learning cycle: Holistic learning approach

Learning methodologies from a humanistic and constructivist perspective propose that we are naturally capable of learning. The organization of a sequence focused on the educational objective plays a critical role in constructing, acquiring, and applying knowledge. Within teaching, the teacher needs to consider that a learning process is fundamental. It establishes a relationship between a learner’s performance at each stage of the process and the achievement of the stated goal. The learning cycle requires a series of techniques that can be used in all its phases, but their variety will enrich the learner’s experience of the target of study. The combination of techniques motivates students to experiment at each stage of the cycle with their learning process. It also helps them to develop their reflections and concepts about what they have learned. On the other hand, the process provides the teacher with a guide for action to establish an effective path towards achieving the educational objective. In this presentation, you will identify the main elements of the phases that make up the learning cycle, which can be used in face-to-face, virtual or blended learning classes.

12.45 – 13.45 Lunch break
13.45 – 14.30

Session 3

Geoff Tranter: Strategies for Activating and Involving Everybody – Not Only, but Especially in the Online Classroom

For teachers, it is often a challenge to ensure that every learner in the group is actively involved in the lesson, especially in larger groups. This applies equally to face-to-face teaching and the digital classroom. The aim of this practical session is to show a few techniques that can be used to keep (almost) everybody active throughout the lesson – regardless of whether the emphasis is on reading, listening, speaking or writing. Most of the techniques can be used as from A2 upwards.

14.30 – 15.15

Session 4

Angélica Martínez: Contributions of Neuroscience to Language Learning

Derived from the experience of English teaching, and the observation of students´ learning patterns, this paper reviews some Neuroscience principles applied to the second language teaching-learning process. In this context, we identify Neuroscience as Educational Neuroscience, which study constitutes a relevant and powerful tool for teachers.
It starts with an introduction to the subject, proceeding to an overview of Neuroscience findings related to the way we learn, and an overview of the brain-compatible learning principles. Then, the application of these principles to class planning and classroom issues will be analyzed.
It is concluded that besides the search for the best didactic strategies, teachers should build awareness of the importance to study the brain and its functions as the foundation to develop methodologies more compatible with the way our brains learn.

15.15 – 15.30 Coffee break
15.30 – 16.15

Session 5

Silke Riegler: Blended Learning in Adult Education – is it worth the hype?

In an increasingly digital world online learning has finally found its place in adult education. The advantages are obvious and so are the challenges of setting up a program that benefits students and teachers alike.
In this talk, I will look at the benefits of using Moodle, a free and open-source learning platform, with university students. Based on my own experiences as a course developer for the Virtual University of Bavaria, an online university open to all students studying in Bavaria, and as a university lecturer, I will show examples of my own Business English blended learning courses, which can easily be adapted to any adult education scenario.
I will discuss my experience with a blended approach, share my successes and challenges during the development and teaching process. In addition, I will encourage you to think about how to implement my framework into your own teaching context.
By the end of the talk, I hope to have sparked your interest in the topic and maybe you will transform from tech sceptic to tech addict in the classroom.

16.15 – 17.00

Session 6

Neil Anderson: Mind the Gap: Maximising Meaningful Communication Online

Despite online and face-to-face teaching representing different modes of delivery, when it comes to motivating students to communicate, the problems remain similar: the need to scaffold, support and motivate learners through, for instance, providing clear goals to stimulate interaction. This interactive talk will review these general principles and examine practical tools and techniques for encouraging students to communicate meaningfully online.

17.00 – 17.45

Session 7

Dr. Edith Huerta Trejo: Flexible learning in the face of pandemics: The case of the Gestalt University in Mexico

Prolonged school closures during COVID-19 have been a challenge for students, teachers and parents. Today, many countries are planning to reopen schools in Latin America and the Caribbean (LAC). Social distancing measures probably make that distance learning remain at least partially part of our daily lives. The substantial distance restrictions necessary for reopening and reducing the number of students per classroom by approximately 30% make “hybrid education” models a possible solution. During this presentation, a change in the educational model of the Gestalt University in Mexico to face the pandemic challenges will be described.

17.45 –  18.00 Farewell

Conference Speakers’ Bios

Frank Heyworth

Frank Heyworth is a former director of the Eurocentres Foundation, and also one of the founders of Eaquals. He has coordinated a number of ECML projects related to quality in language education, to innovation and to professional development for teachers. From 2005 to 2019, he was one of the ECML’s programme consultants.

Dana Kampman

Dana Kampman is an educator and EdTech entrepreneur who helps learners reach their greatest potential. She has extensive experience in materials development, teacher training, and program management. Dana has published lesson plans in prominent TESOL journals and presented at educational conferences. She has also trained, mentored and supported teachers in the US, Saudi Arabia and the UAE. In addition, Dana has managed educational programs both online and offline for training and academic organizations.

Dana holds an MA in TESOL from the School for International Training in Vermont and an MA in Visual Anthropology from the University of London- Goldsmiths College.

Claudia Elena García Martínez

Originally from Aguascalientes, Mexico, where she studied Master’s Degree in Education and collaborated with several educational institutions as a teacher, course developer and teacher trainer in international competencies and new technologies.  She had the opportunity to complete her doctoral studies in education at the University of Paris-Lodron in Salzburg, Austria. In cooperation with the governments of Mexico, Taiwan, and Singapore started to participate in the project to train teachers in the European Framework’s lifelong learning competencies. During her career, Dr. García-Schuhbeck perceived that one of the educational opportunities to be covered is disseminating the benefits of education with a spiritual and social welfare sense. Based on the above, she designed the Integral Wellness system, applied in educational institutions and corporations. The above, combined with a coaching system, has impacted the participants’ personal and professional development. She is currently in charge of the department of doctoral and language studies at the Gestalt University. In addition, she collaborates with international educational projects.

Geoff Tranter

Originally from the UK, Geoff has spent most of his professional life in Germany teaching in the adult, further and higher education sectors. At the present time, he is teaching at the Technical University in Dortmund/West Germany specialising in ESP courses in Business Communciation Skills, English for Engineering, English for Urban Planners and English for Social Science students. His other interests cover testing and assessment, and the use of humour as a language teaching resource – a subject on which he has produced two webinars for ICC that arer availabale on the ICC homepage. At the moment, his attention is focussed on how classroom-based communicative language teaching can be transferred to the digital classroom, in particular techniques for ensuring that virtually (!) all ZOOM students remain as active as possible throughout the lesson.

Alma Angélica Martínez

Alma Angélica Martínez majored in Banking and Finance Administration with a Master in Business Administration degree with a Supply Chain concentration by Duquesne University in Pittsburgh, PA. USA.  She has held managerial positions in the areas of Finance, Administration and Logistics in distribution centers in the United States.

Ms. Martínez considers education as a main force of social development, being the reason for maintaining a constant commitment and preparation in this area.  She has taught several classes and courses in the following areas:

  • Didactics based in the Competency System: Planning and Evaluation.
  • Didactics and Planning for Virtual Education and Blended Learning.
  • Teaching Techniques.
  • Management, Organizational Development.
  • Marketing Strategies and Public Affairs.
  • Finance Planning and Basic Accounting.
  • English

She is currently an active collaborator and instructor for ITE, A.C. programs and other prestigious higher education institutions throughout México.  She also participates in the creation and development of higher education teachers´ training programs according to the newest Mexican education policies, with emphasis in bilingual education, as well as being an evaluator of institutions pursuing a national certification in the Competency System.

Silke Riegler

Based in Munich, Silke works as a university lecturer and in-company trainer. An eclectic mix of students gives her the possibility to draw on her business experience and training, as well as on her passion for the English language.

A trainer technophobe many years ago, she now finds it impossible to improve her students’ communication and language skills without the use of a Moodle classroom.

Dipl.-Päd. Silke Riegler ● Business English & Intercultural Communication

Neil Anderson

I am a teacher trainer (primarily CELTA and DELTA) working at Euroexam International (where I am Head of Training), The Distance DELTA and ALS House. My main interests include fluency-first approaches such as Task-based Learning as well as many areas of teacher education such as mentoring and exploring reflective practice. I am co-author of DELTA Publishing title Activities for Task-Based Learning and co-run the Fluency First ELT website (, a blog devoted to providing free online task-based lessons.

Dr. Edith Huerta Trejo

Dr. Edith Huerta Trejo is originally from Mexico City. She holds a master’s degree in education from Western Kentucky University and a doctorate in educational innovation and administration from Gestalt University. Dr. Edith Huerta has a long professional career. She has held management positions at leading universities in Mexico such as the Tecnológico de Monterrey and the Universidad del Valle de México. She is currently the rector of the Universidad Gestalt. Dr. Huerta’s work has been recognized. At the Mexican chamber of commerce, she served as Chair of the Education Committee and won Woman Entrepreneur of the Year 2020. She is President of the Community of Higher Education (COMUNISE) and a member of the Alliance for Higher Education ALPES. She is also President of the Education Commission of the National Council of Women Entrepreneurs and Director of Academic Training of Hablemos Unidos Podemos’ initiative (Let’s Talk Together We Can). Likewise, due to her spirit of collaboration and her interest in developing processes and solutions to academic problems in the education sector, she has co-authored the Career guidance manual for high school., published by Editorial Innovación Lagares (June 2004). She is also co-author of the Manual Vida Académica para preparatoria, published by Editorial Innovación Lagares (June 2004).