Jordanian Participants: Registration 
Providing space in the conference is available, you may reserve a place at this international conference by completing the online registration form, and submitting the Registration Form together with the appropriate fee. The payments will be invoiced by the ICIE in (JDs), and will include VAT (or Tax) when applicable. The registration fee of JD150 covers the whole period of the conference (June 16 – 18, 2020) including: Registration Fee; coffee breaks; workshops; lunches; conference materials and certificate; and ICIE publications and books. But, it is exclusive of accommodation, and other meals. For those who are interested to attend the workshops, as scheduled in the conference programme, you have to select one workshop per day.  If for any reason you would like to cancel your registration, cancellation by the participant must be made in writing to the conference organising committee. Cancellation fees will be charged in accordance with the scale below: Until March 31, 2020 refund minus JD50 cancellation/ administration fees; Until April 25, 2020 refund minus 50% of all amounts paid; and After April 25, 2020 NO Refund. In the event that a participant is unable to take part in this international conference but he/ she is able to nominate an alternate, then the participant must inform the organising committee in writing of the name of the alternate, and must do so by not later than 14 days prior the conference. We reserve the right to apply JD50 for changing the registration record.
How to Pay? You can pay via the following methods:
  • Bank Transfer or Deposit: 
    • Account number: 0139-070325-7/610
    • Bank Name: Arab Bank (البنك العربي)
    • Al-Madina Al-Monwara Barnch  (فرع المدينة المنورة)
    • IBAN: JO32ARAB1390000000139070325610

International Participants: Registration
Providing space in the conference is available, you may reserve a place at this international conference by completing the online registration form, and submitting the Registration Form together with the appropriate fee. The payments will be invoiced by the ICIE in (US$), and will include VAT (or Tax) when applicable. The registration fee of US$400 for other nationalities covers the whole period of the conference (June 16 – 18, 2020) including: (1) registration; (2) coffee breaks; (3) workshops; and (4) lunches. But, it is exclusive of accommodation, and other meals. For those who are interested to attend the workshops, as scheduled in the conference programme, you have to select one workshop per day.  If for any reason you would like to cancel your registration, cancellation by the participant must be made in writing to the conference organising committee. Cancellation fees will be charged in accordance with the scale below: Until March 15, 2020 refund minus US$70 cancellation/ administration fees; Until May 15, 2020 refund minus 50% of all amounts paid; and After May 1, 2020 NO Refund. In the event that a participant is unable to take part in this international conference but he/ she is able to nominate an alternate, then the participant must inform the organising committee in writing of the name of the alternate, and must do so by not later than 14 days prior the conference. We reserve the right to apply US$50 for changing the registration record.
How to Pay? You can pay via the following methods:
  • Bank Transfer:
    · Bank account opened under the name: International Centre for Innovation in Education (ICIE)
    · Account number: 1010270881
    · Bank Name & Address: Sparkasse Ulm, Neue Str. 66, D-89073, Ulm-Germany
    · Bank Identifier Code (BIC): SOLADES1ULM
    · IBAN : DE86630500001010270881
    · German Bank Code: 63050000

  • Cheque
    PLEASE QUOTE “Excellence in Education 2020”
    Make cheques payable to: The International Centre for Innovation in Education (ICIE);
    and send your Cheque to:
    Prof. Dr. Taisir Subhi Yamin; General Director;
    Heilmeyersteige 93;
    D-89075, Ulm; Germany.

Important Notes:
All participants are kindly recommended to register by completing and submitting the Online Registration Form and pay the appropriate fees by credit card. Please read the instructions on the website carefully.
Submitting the Online Registration Form, without paying the fees, does not mean you are now enrolled in the conference. Such forms will be removed within 24 hours.
To pay the registration fees by bank transfer, contact us to send you the invoice, and the registration number.

To pay the registration fees by PayPal:



Invalid Input

Enter your name

Invalid Input

Invalid Input

Invalid Input

Invalid Input

Conference Fee(*)
You Have To Choose the Conference Fees !!

Day One Workshops
Invalid Input

Day Two Workshops
Invalid Input

Day Three Workshops
Invalid Input

0.00 USD

Enter Here(*)
Enter Here
RefreshInvalid Input




Dr. Ibrahim Badran is the Advisor to the President for International Relations at the Philadelphia University (Amman – Jordan). He holds membership of a number of organizations including the National Council for Family Affairs, the Royal Advisory Committee for Education. His previous posts responsibilities included: Minister of Education; Dean of Faculty of Engineering at Philadelphia University, Advisor to the Prime Ministry, Supervisor of Human Rights Unit at the Prime Ministry, Secretary General of the Ministry of Industry & Trade. Dr. Badran received his Master’s degree in Near Eastern Studies from Princeton University (2003). He Chairs the Princeton Alumni committee in Jordan. 


شغل الدكتور إبراهيم بدران العديد من المناصب الحكومية والعلمية في الأردن من أبرزها تعيينه وزيرًا للتربية والتعليم وأمينًا عاماً لكل من وزارة الصناعة والتجارة ووزارة الطاقة، كما عمل مستشارًا لرئاسة الوزراء وعميدًا لكلية الهندسة في جامعة فيلادلفيا التي ما زال مستشارًا لرئيسها للعلاقات الدولية والمراكز العلمية، وهو عضو مجمع اللغة العربية الأردني. وصدر له 27 كتابًا منها: دراسات في العقلية العربية، التاريخ والتقدم في الوطن العربي، أفول الثقافة، النهضة وصراع البقاء، وهو يحمل درجة الدكتوراة في الهندسة الكهربائية.

Prof. Dr. Shaker Abdul Hameed Soliman
  • Former Minister of culture, Egypt , 2011-2012
  • General secretary of the national council of culture, Egypt
  • Vice president of the academy of Arts, Egypt, 2003-2005.
  • The director of gifted education programme, faculty of Higher studies , Arabian gulf Univ. Kingdom of Bahrain 2005-2011
  • Dean of the higher institute of Art criticism , Academy of Arts Egypt, 1996-1998.
First, Authorship:
  1. The creative process in painting, 1987, Egypt
  2. Childhood and creativity (in 5 volumes), 1989, Kuwait
  3. The psychological Bases of creativity in short story, 1993, Egypt.
  4. Literature and Madness, 1993
  5. Drugs and its serious effects, Ryadh, saudia, 1993.
  6. Psychology of creativity, 1995, Egypt.
  7. Dream, symbol and myth, 1998, Egypt
  8. Curiosity, imagination and creativity, 1998, Egypt.
  9. Aesthetic preference, 2000, Kuwait.
  10. Humor and laughing, a new paint of view, Kuwait.
  11. The age of image, 2005, Kuwait.
  12. Visual Arts and the genius of perception, 2007, Egypt.
  13. Imagination from cave age to hyperreality. 2009, Kuwait.
  14. Art and the uncanny, Egypt. 2010.
  15. The concept of the uncanny and its manifestations in literature, Kuwait, 2012.
  16. Arts and its effects on the developments of human societies, Cairo: 2015.
Second, Translations from English into Arabic:
Prizes :
  1. Abdul Hameed Shoman award for Arab researchers, Jordon 1990
  2. The state prize of Excellence, Egypt 2003
  3. Sheikh Zayed Book Award, in Art Branch 2012.
During his work as a Minister of culture he prepared and participated in many international conferences and meetings such as:
  1. African cinema
  2. Children's arts
Recent he participated in many international conferences on creativity & Dialogue of Cultures, Cultural and Creative Industries. . etc.

السيرة الذاتية
الأستاذ الدكتور شاكر عبد الحميد
الخبرات الوظيفية الرئيسية:
  • وزير الثقافة المصري الأسبق.
  • عمل أمينًا عامًا للمجلس الأعلى للثقافة، ونائبًا لرئيس أكاديمية الفنون، وعميدًا للمعهد العالي للنقد الفني، ومديرًا لبرنامج تربية الموهوبين في جامعة الخليج العربي بالبحرين.
  • يعمل حاليًا أستاذًا لعلم نفس الإبداع بأكاديمية الفنون.من مؤلفاته:
  • العملية الإبداعية في فن التصوير.
  • السهم والشهاب (دراسات في القصة والرواية العربية) ـ
  • الطفولة والإبداع.
  • الأسس النفسية للإبداع الأدبى في القصة القصيرة خاصة.
  • الأدب والجنون.
  • الحلم والرمز والأسطورة. القاهرة.
  • التفضيل الجمالى ـ دراسة في سيكولوجية التذوق الفنى.
  • الفكاهة والضحك.
  • عصر الصورة، الإيجابيات والسلبيات.
  • الفكاهة وآليات النقد الاجتماعى.
  • آليات الإبداع ومعوقاته في العلوم الاجتماعية.
  • الفنون البصرية وعبقرية الإدراك.
  • الخيال من الكهف إلى الواقع الإفتراضي.
  • الفن والغرابة.
  • الغرابة: المفهوم وتجلياته في الأدب.
  • الفن وتطور الثقافة الانسانية.
  • الحلم والكيمياء والكتابة في عالم محمد عفيفي مطر
من مترجماته:
  • العبقرية والإبداع والقيادة- دراسات في القياس التاريخي (من تأليف: د.ك. سيمونتون).
  • الدراسة النفسية للأدب، النقائص، والاحتمالات والإنجازات من تأليف مارتن لنداور ـ
  • سيكولوجية فنون الأداء (تأليف: جلين ويلسون).
  • معجم المصطلحات الأساسية في علم العلامات (السيموطيقا).
  • جوزيف رينزولي، (2006) المنهج الإثرائي المدرسي.
  • قبعة فيرمير، تأليف ثيموتي بروك.
  • ثلاث أفكار مغرية، تأليف جيروم كاجان.


Discovery-Oriented Instruction
Heinz Neber
University of Duisburg, Essen, Germany
Learning by discovery is a response to repeatedly found deficits of traditional teaching: Fast forgetting of rote learned information, non-usable (inert) knowledge, insufficient competencies to think, innovate, and communicate, as well as declining interests in almost all subjects taught at schools.
From the beginning in the 1960s, discovery learning has been derived from findings in the learning sciences. Accordingly, students generate meaningful personal knowledge by own thinking - they go „beyond the information given“ by the teacher or by textbooks. At the same time, they acquire competences for creative and productive problem solving as well as skills to communicate and collaborate.
Meanwhile, discovery learning has been further developed. The lecture will make clear that it is now offering a general perspective for improving the quality of education. The original discovery learning has been transformed into an integrative approach of discovery-oriented instruction.
The participants will be informed about:
  • The required defining characteristics of this approach and how these differ from traditional teacher- and product-oriented instruction.
  • A taxonomy of four interconnected versions: Learning by examples, by conflict induction, by experimentation (inquiry), and, most ambitious for students and teachers, discovery learning by design; all versions will be illustrated by various methods and short examples.
  • Important instructional components will be highlighted: different kinds of learning tasks, required process-supporting tools, and basic methods for organizing learning cooperatively.
Altogether, discovery-oriented instruction should be implemented in all classrooms, for all subjects, and levels of learners. It is required for attaining the worldwide standards of education, and even more for realizing the next-generation standards. However, it is not easy to do this. But there are various possibilities available for gradually transforming teaching and implementing this perspective into your own classroom. First steps are so easy to realize that each teacher could immediately start. The last issue covered in the lecture will be how to do that.
This workshop will further deepen and elaborate this issue by active exercises.

Prof. Dr. Heinz Neber
I studied psychology at the University of Wuerzburg/Germany, and finished it with the diploma (master) in psychology (1970). Parallel to that, I studies teacher education and the Pedagical College in Wuerzburg (finishing it with a Master in Teacher Education for German primary and high schools in 1970).
From 1970-1971, I worked as a school psychologist (counselling students). From 1971 to 1974, I had the position of a Teaching Assistant at the University of Essen/Germany (in educational psychology).
In 1974, I completed my dissertation on “Theory and methods of investigationg epistemic behaviors of students” (which earned the annual price for excellent study performances at the University of Essen). Until 1977, I was a research assistant at the University of Essen. In 1978, I got a 12 months grant from the German Research Foundation for studies in cognitive psychology, which I spent at the University of California at San Diego (UCSD/USA , and at the Learning Research and Development Center (LRDC) located at the University of Pittsburgh/USA (the director of that instate has been Professor Robert Glaser).
In 1981, I completed the German requirements for getting a professorship by a “Habilitation” for Instructional Psychology (which included several publications and studies on cognitive processes and structures in discovery learning).
1983/1984, I was a guest professor for developmental and educational psychology at the University of Heidelberg. In 1984, I was appointed as a professor of psychology with special consideration of instructional psychology at the University of Essen. Between 1984 and 1995, I additionally acted as a visiting professor at several German universities (Universities of Bielefeld, Goettingen, Mannheim, and Saarland). In 1998, I was appointed as a professor of educational psychology, and acting director of the International M.A program “Psychology of Excellence in Business and Education” at the University of Munich. After retirement, I am still providing classes in the International Program at the Ludwig-Maximilians-Univerity (Psychology Department). In addition, I am a member of the newly founded Munich Center of the Learning Sciences. At the University of Duisburg/Essen, I am still providing classes for teacher education students (on instruction).
My research studies have been focusing on a spectrum of topics:
One of them has been gifted education. This resulted in various published studies on program evaluations, and teacher identification performances; the editing of a CD about promoting inquiry learning in Chemistry for gifted students (sponsored by BMW), and on several published articles like the role of competitions for gifted students, self-regulated learning, cooperative learning, and epistemological beliefs about what is learning and knowledge.
In instructional psychology, I am continuously investigating themes about instructional approaches that enable the attainment of usable knowledge, and more general competencies (like self-regulation, problem-solving, creativity, and motivational beliefs). From the beginning (first publications already in the 1970s), I concentrated publications and research on issues related to discovery learning, and more recently on the even more complex instructional approach of problem-based learning PBL).
Related to that, I investigated cognitive sub-processes that are a condition for effective discovery- as well as problem-based learning. Several publications resulted on student questioning, self-explanation processes by the students, hypotheses formation in science learning, and intuitive estimation processes in mathematics. A recent topic are cooperative and collaborative processes in such learning environments. Together with a professor for didactics, we are currently applying for a large research project on such topics.
For teacher education, I developed several workshops for preparing teachers for discovery and for problem-based learning. These workshops are about how to design and implement the most important instructional components in such complex approaches to education.
Some publications (selection):
About learning issues:
-Neber, H. (Ed.) (1974). Entdeckendes Lernen (Discovery Learning). Beltz: Weiheim
(meanwhile, three editions of this book on discovery learning have been published; in German).
- Neber, H., Wagner, A. & Einsiedler, W. (Eds.) (1978). Selbstgesteuertes Lernen (Self-
Regulated Learning). Weinheim & Basel: Beltz (first book on self-regulated learning in
Germany) (in German).
- Neber, H. (1982). Selbstgesteuertes Lernen. In B.Treiber & F.E.Weinert (Eds.). Lehr-Lern- Forschung (Research on Teaching and Learning) (p.89-112). Munich: Urban & Schwarzenberg (an up-to-date review of self-regulated learning; in German language).
- Neber, H (1985). Psychologische Untersuchungen zum Lehren und Lernen des Computer-programmierens (Psychological studies on Learning Computer Programming). In H. Mandl & P.M. Fischer (Eds.). Lernen im Dialog mit dem Computer (Learning in dialogue with the Computer) (p.218-228). Munich: Urban & Schwarzenberg (one of first publications and reviews in Germany about the learning of programming languages; in German language)
- Neber, H. (Ed.) (1987). Angewandte Problemlösepsychologie (Applied Problem Solving Psychology). Münster: Aschendorff. (rather complete coverage of contemporary research and development based on problem solving research in the domain of education and instruction; in German language).
- Neber, H. (1992). Wissensnutzung: Förderung durch ein Training des situativen Wissens-zugangs (Knowledge-Utilization: Promotion by Training situative Knowledge-Access). Zeitschrift für Pädagogische Psychologie, 6, 99-114. (one of the first empirical studies on the inert knowledge problem in Germany; in German language).
- Neber, H. (1995). Explanations in problem-oriented cooperative learning. In R. Olechowski & G. Khan-Svik (Eds.), Experimental research on teaching and learning (pp.158-167). Frankfurt/M.: Lang. (first German study on the self-explanation effect)
- Neber, H. (1996), Förderung der Wissensgenerierung in Geschichte: Ein Beitrag zum entdeckenden Lernen durch epistemisches Fragen (Promoting Knowledge-Generation in History: A contribution to Disccovery Learning by Epistemic Questioning). Zeitschrift für Pädagogische Psychologie, 10, 27-38 (the first of a series of empirical studies on student questioning in learning; in German language).
- Neber, H. (2006). Fragenstellen (Posing Questions). In H. Mandl & H. F. Friedrich (Eds.),
Handbuch Lernstrategien (Handbook Learning Strategies) (p. 50-58). Göttingen: Hogrefe (a
   review and classification of current research on student questioning; in German language)
- Neber, H. & Heumann-Ruprecht, D. (2006). Entdeckendes Lernen durch Experimentieren im
Chemieunterricht. In I. Hertzszell (Ed.), Vom Nürnberger Trichter zum Laptop (From the
Nurenberg Funnel tot he Laptop) (p. 289-298). Bonn: DPV (one of a series of publication of
learning by discovery in chemistry education; in German language).
- Neber, H., & Anton, M. A. (2008) Promoting pre-experimental activities in high-school chemistry: focusing on the role of students’ epistemic questions. International Journal of Science Education, 30, 1801-1821 (another study on discovery learning in chemistry in an internation journal of science education)
- Neber, H., He, J., Liu, B-X, & Schofield, N. (2008) Chinese high school students in physics classrooms as active self-regulated learners: Cognitive, motivational, and environmental aspects, International Journal of Science and Mathematics Education, 6, 769-788 (the first study in a series of cross-cultural studies on school based learning).
- Neber, H. (2008). Epistemic questioning: Fostering knowledge-generation by students. Korean Journal of Thinking and Problem Solving, 18, 7-20.
- Arnold, K.H. & Neber, H. (2008). Aktiver Wissenserwerb. Zeitschrift für Pädagogische Psychologie, 22, 113-118 (special volume of the journal on active knowledge generation).
- Neber, H. (2010). Entdeckendes Lernen (Discovery Learning). In D. H. Rost, Ed., Handwörterbuch Pädagogische Psychologie (Dictionary of Educational Psychology) (p. 124-132). Weinheim: Beltz (complete coverage of discovery learning; in German).
- Neber, H. & Neuhaus, B. (in press). Problem-based learning. In H.E. Vidergor, C. Harris, & T. S. Yamin (Eds.). The practical handbook for teaching gifted and able learners, Paris: International Centre for Innovation in Education (will be published by Springer Science, New York.
Fischer, F. & Neber, H. (2011). Kooperatives und kollaboratives Lernen (Cooperative and collaborative Learning). In Ewald Kiel & Klaus Zierer (Eds.). Basiswissen Unterrichtsgestaltung. Band 2: Unterrichtsgestaltung als Gegenstand der Wissenschaft (state of the art integrated research-based description of cooperative and of technology-based collaborative learning; in German)
In particular related to gifted students:
- Neber, H., Finsterwald, M. & Urban, N. (2001). Cooperative learning with gifted and high-
   achieving students: a review and meta-analyses of 12 studies. High Ability Studies, 12, 199-
   214 (one of several studies in gifted education).
- Neber, H. & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted
students: the role of cognitive, motivational, epistemological, and environmental variables.
High Ability Studies, 13,59-74. (the study was performed at the Hunter College Schools in New York).
- Neber, H. & Reimann, P. (2002). Schulische und familiäre Lernumwelten am acht- vs.
Neunjährigen Gymnasium (Scholl and Family Environments at two different forms of German
High School).. In K. A. Heller (Hrsg.), Begabtenförderung am Gymnasium (Promotion of
Gifted Students at the German Gymnasium) (p. 37-166). Opladen: Leske + Budrich.
- Neber, H. & Heller, K. A. (2002). Evaluation of a summer school program for highly gifted
secondary-school students: the German Pupils Academy. European Journal of Evaluation, 18,
214-228. (this is a large evaluation study on one of the most important institutions for
promoting highly gifted students in Germany)
- Neber, H. (2004). Teacher identification of students for gifted programs: nominations to a
   summer school for highly-gifted students. Psychology Science, 46, 348-362.
- Wagner, H. & Neber, H. (2007). Nationale und internationale Leistungswettbewerbe im
   Kontext (National and International Competitions in Context). In K. A. Heller & A. Ziegler
   (Eds.), Begabt sein in Deutschland (To be Gifted in Germany) (p. 209-232). Münster: Lit
   Verlag (about the role of competitions as instruments to promote gifted students; in German).
- Tang, M. & Neber, H. (2008). Motivation and self-regulated science learning in high-achieving
students: differences related to nation, gender and grade-levels. High Ability Studies, 19, 103-

Associate Professor Art Gogatz,
World Innovation Team General Director
Professor Art Gogatz was born and raised in New York City. His background (and education) is a blend of the fine and performing arts and business. He is a former New York advertising photographer, art director, account executive, creative director, and vice president.
Teaching/Training Experience: Thirty five years of university teaching experience with 85% of that at the Graduate level (MBA). Twenty five years of consulting, training and coaching experience.
Innovation Teaching/Training: Over the past 25 years he has helped thousands of people become more fully creative. Art is the developer of the Mirror for Innovation method to teach innovation. The result of 25 years of research and teaching on 4 continents, the method teaches adults how to conceptualize a “creative twin” and then shows them how to consult with that twin whenever they need to be creative. This separation process is exactly what highly creative people do. The process, which uses a rational, step by step process, is the best way to access our inner creative selves.
The 100 to 1 Brainstorming method, which Art recently developed, represents a ground-breaking advance in one of the most important innovation tools. This method recreates the way highly creative people brainstorm and can bring you the same great results.
International: Art has taught in 23 different countries worldwide and lectured at 37 different institutions on all continents. He has visited over 100 countries and speaks several languages fluently, including French and Spanish. He has lived in North America, South America, Europe and Asia. He has flown more than 2 million miles in the air.
He has lectured at 37 universities & institutions in the following 23 countries:
Australia : Southern Cross University, Lismore, Gold Coast
Belgium : ICHEC, Brussels
Canada : McGill University, Montreal
China : East China University of Science and Technology, Shanghai
Colombia : University of Los Andes, Bogota, CESA, Bogota
Czech Republic: Czech Technical University, Prague, University of Economics, Prague, Middle West University, Prague
England : University of Bradford
France : University of Nancy, University of Metz
Germany : Nordakademie, Hamburg. University of Dusseldorf
Holland : University of Maastricht
Hong Kong : City University of Hong Kong, Hong Kong Management Association
India: Career College of Management, Bhopal, Rajiv Gandhi Proudyogiki Vishwavidyalaya, Technical University, Bhopal. Incubation Masters/Smart Cities, Jabalpur
Italy : University of Torino
Macau: University of Macau
Malaysia : HR Ware, Training, Kuala Lumpur
Morocco : Institute Superior de Commerce, Rabat
Myanmar: Stamford University, with Strategy First Institute, Yangon
Spain : University of Bilbao
Taiwan : National University, Taipei
Thailand : Burapha University, Dhurakijpundit University, Mahidol University, Naresuan University, Phayao University, Siam University, Stamford University, Thammasat University, Bangkok
United Arab Emirates: American School of Creative Science, Dubai. Keynote address and workshops at the ICIE 14th International Conference on Creativity, Innovation and Giftedness in Education, December 2016
United States : Boise State University, Delaware State University
Vietnam : National University, Hanoi & HMC, FPT School of Business & Technology, Hanoi, National Economics University, Hanoi
Areas of Expertise: Creativity and Innovation, Design Thinking, Critical Thinking, Entrepreneurship, Change Management, Human Resource Management, Leadership, Motivation, Strategy, Business Communications, Decision-making, International Marketing, Brand Management, Product Management, Customer Relationship Management, Integrated Marketing Communications, Service Marketing, Advertising, Sales Management, Coaching, Organizational Behavior (all taught at the graduate level).
International Speaker: He is a frequent speaker at international conferences on business and education. He recently gave keynote addresses at the Hackfest in Jabalpur India, (entrepreneurship & innovation) in January 2019, at the UNEOS International Education Conference in Bangkok in February 2017 and at the IMES, International Scientific Conference on Innovation, Management, Entrepreneurship & Sustainability in Prague, Czech Republic in May 2017.
Global Consulting Business: Art’s consulting firm, the World Innovation Team (California USA and Bangkok, Thailand), is a group of 40 academics, consultants and business people from 22 different countries. Art does training for a variety of international firms. The World Innovation Team combines international experience with entrepreneurial enthusiasm and speed. .
Teaching Style: Art is a professor who comes from industry (marketing). His teaching style is therefore highly practical. His English is very clear. People who have English as a 2nd language find him easy to understand.
Coaching: The Business School of the University of Nancy, France, (ICN) where he taught for 15 years has one of the best coaching institutes in Europe. Art was involved in the founding of the institute.
Product Development: He developed a comprehensive test to measure competencies in creative thinking, (Innovation Temperature Test) in 2014. The 100 question written test measures creativity on 5 levels and is a valuable tool for coaching and training.
Social Innovation: Can you imagine a project where the business and education communities of every country come together to mobilize their university students to promote tolerance and understanding in order to counter xenophobia and extremism and thereby help to deter terrorism? Welcome to 195goGlobal, a project of the World Innovation Team and other international partners.
Articles: Art has written 50+ articles in the last 3 years on innovation, marketing, management and social issues.
Publications: He has written three books on innovation. The most widely read, Business Creativity, Breaking the Invisible Barriers, published by Palgrave/Macmillan has been translated into Russian and Chinese.
This email address is being protected from spambots. You need JavaScript enabled to view it. ; This email address is being protected from spambots. You need JavaScript enabled to view it.

Decision-Making and Creative Problem Solving
Arthur Gogatz 
Director, World Innovation Team, USA
A unique and important workshop that uses elements from creative and design thinking and applies them to decision-making and problem solving
The most important thing we do is make decisions and we make thousands every day. Most we are not even aware of, yet some of those decisions will change our lives. In fact every decision you make changes your life in some way.
This workshop deals with how we make decisions and how we use those decisions to solve our professional and personal problems.
Decision-making is not something that is widely taught. You won’t find a lot of workshops on it and the ones you do find are very basic and don’t really help, mainly because they are limited to classical decision-making and that only works for some of our decisions, but not for all.
There are 3 important things when it comes to decision-making
Fully Understand the Situation
Most people don’t understand the entire situation which surrounds the decision they have to make. This extends to and includes the importance of the decision and the time frame involved. They only understand it from one perspective, while there are always several.
Workshop participants will learn how to look at people, things and situations from multi points of view and then how to apply this knowledge to decision-making. A series of exercises help participants to absorb this technique.
Decision Streams
All decisions are made in the context of other decisions in what is called the decision stream. No decision can be taken in isolation, rather it is always linked to the decisions we have made and enables those to come. Unfortunately traditional education teaches us to separate rather than link.
In decision-making the more options you have the better. This seminar teaches participants one very important thing, and that is that you always have more options than you realize. Design thinking helps us to learn how to restructure our situations and therefore consider options that previously seemed outside the realm of possibility.
The workshop offers a wealth of examples, to support each of the above and most importantly integrates everything so that you are able to use your new talent immediately.
All our information is about the past, but all our decisions are about the future
Good decision-making requires a delicate balance between the past and future, and we are generally not good at balancing things. Highly creative people, however, balance opposites all the time. (Examples: possible and impossible, logical and absurd) This workshop helps you apply their proven techniques. The result is that you will be better able to understand and make your decisions and that gives you incredible advantages in all areas of your life.
Page 1 of 8