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.
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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.

Arthur Gogatz (Art)
Director, World Innovation Team, USA
Art is an associate professor and Director of the World Innovation Team, an international consulting firm located south of Los Angeles California with a branch office in Bangkok Thailand. ( He has thirty five years of university teaching experience with 85% of that at the Graduate level. Today he teaches and does corporate training for a variety of institutions and firms worldwide.
Originally from New York City, Art has taught in 23 different countries worldwide, lectured at 37 institutions and lived and worked in North America, Europe, South America and Asia. His specialty is creativity and innovation in business and he has 50+ articles and 3 books on the subject. The most widely read, Business Creativity, Breaking the Invisible Barriers, published by Palgrave/Macmillan has been translated into Russian and Chinese. He is a frequent speaker at international conferences on business and education.

Behaviour Management and Social Skills Development in the Classroom
Nana Gulić
ICIE, Rijeka-Croatia
In the 21st century, generic skills such as teamwork, collaboration, communication, flexibility, as well as attitudes and values such as perseverance, global citizenship and growth mindset are some of the most sought out skills in the workforce. As a result, teachers are expected to help students develop these skills by engaging them in learning process and providing opportunities for active learning. However, as a part of normal child development or as a result of complex outside factors (i.e. socio-economic, family, genetic), teachers can face obstacles that make teaching and learning difficult. In this workshop, we will examine most common behaviour issues in the classroom: definace and bullying. First part of the workshop will focus on identifying issues, differentiating normal child development from problem behaviours or disorders, discussing underlying issues and separating myths from facts. Second, more practical part of the workshop will focus on how to make individual plans for children who have difficulties in the area of social, emotional and behavioural development and also, how to plan prevention activities for all students. Many examples of projects, activities and games will be offered to equip teachers with dealing with issues in their classrooms.

Nana Gulić has a Masters Degree in Social Justice from Brock University (St. Catherines, Canada) and Equity Studies and BA in Child and Youth Care Councillor from Ryerson University (Toronto, Canada) where she received scholarships for high academic achievement as well as community involvement. First eight years of her career she spent in child welfare and community building programs in Toronto, Canada. With youth empowerment and engagement as the guiding premise, she worked in the largest child welfare agency in North America, as well as a number of cutting edge programs focusing on violence and homeless prevention and intervention. In 2012 she moved to Croatia where she became school wide Child and Youth Care Councillor in Elementary School Milan Brozović, Kastav. Soon after, she got involved in policy making with Croatian government and became one of 12 experts on a national-level education reform committee for children and youth with learning difficulties. In the implementation of the 21st century learning/outcome based curricular reform in Croatia she served as an educator for teachers and support staff throughout the country, creating and delivering content on active learning, assessment, classroom management and 21st century skill development. She has led and participated in number of foreign students exchange programs, youth-led social justice initiatives, as well as served as a director to international youth summits focused on creativity and peace. Since 2016 Nana has been an active member of the International Centre for Innovation in Education (ICIE) community and has presented at a number of conferences world-wide on topics of social and emotional development and active learning.

Productive Thinking Skills
Renewed and sustained economic growth, the development of intellectual, creative, and social capital, and the well-being of all citizens means investing in high-quality learning the same way that previous generations invested in machines and raw materials. As we move toward a modern, post-industrial world, creativity, inventiveness, entrepreneurship, and concerns about social well-being will determine which nations initiate the ideas and provide the leadership for continued productivity, economic growth, and improved societal services for all of our citizens.
Researchers often consider how to develop creative environments through “person” (the characteristics and problem-solving styles of the people involved), “process” (the operations they perform), and “product” (the resultant outcomes). However, in education, in business, and indeed in all areas of human endeavour, the problem-solving environment is equally important. And there are tangible things than can be done to help establish an energizing, stimulating climate. The focus of this workshop is on nurturing productive thinking skills in schools, post-secondary institutions, and the workplace by setting a positive tone which builds trust and openness, challenge and motivation, autonomy, dynamism, playfulness and humour, and idea support.
Aims and Objectives:
The overall objective of this workshop is to introduce well developed productive thinking skills materials into the language arts, math, sciences, and social studies curriculum. The six areas of thinking skills that will be the focus will include, but not limited to, critical thinking; creative thinking; creative problem solving; future problem solving; communication; and, collaboration.
Remember that the recognition and identification of the real problem is at least half of the solution. This workshop will help you: Generate big ideas; use original thinking; release your creative potential; add value to your work.
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