Keynote Speakers

ICIE Nobel Laureate Roald Hoffmann
The Nobel Laureate Roald Hoffmann:
Buckminsterfullerene animated.gif
My Life Journey, Creativity, Innovation, and Excellence in Science & Education:
Cornell University, Ithaca - USA
The International Centre for Innovation in Education (ICIE) is very pleased, proud, and honored to announce that the Nobel Laureate Prof. Dr. Roald Hoffmannis the first keynote speaker at the 13thInternational Conference on Excellence & Innovation in Basic-Higher Education & Psychology Rijeka-Croatia, May 18-21, 2016). This keynote covers a large number of issues relating to his life journey, creativity, innovation, and excellence in science, education, and technology. In addition, Professor Hoffmann will highlight the importance of: Mentorship programmes, talent development, education in general and gifted education in particular, and the required competences for teachers.The General Director of the ICIE has interviewed Professor Hoffmann at Cornell University in Ithaca-USA. This interview will be published in the International Journal for Talent Development and Creativity (IJTDC).

The Underachievement Dilemma & Gifted Girls & Women
Sally M. Reis
ICIE Sally Reis
Vice Provost of Academic Affairs and a Board of Trustees Distinguished Professor
The University of Connecticut, USA
The underachievement of gifted students is one of the most frustrating issues that teachers and researchers encounter in our field. What causes underachievement?  How can parents and teachers help to develop talents in students who underachieve in school but pursue creative outlets outside of school?  The underachievement of gifted and talented students and the interventions that work for different types of underachievement will be discussed in this keynote, as will the underachievement of gifted girls and women. Suggestions for reversing underachievement will also be discussed.

Schools for Talent Development: A Comprehensive Plan for Program Planning and Implementation
Joseph S. Renzulli
ICIE Renzulli
Director, The Neag Center for Creativity, Gifted Education,and Talent Development, USA
The economic, cultural, and social development of nations depends on the creativity and productivity of its most gifted citizens. Developing the gifts and talents of young people is the best way to invest in expanding the reservoir of future scientists, authors, inventors, entrepreneurs, and persons who will contribute to the cultural heritage of a country. This presentation will provide an overview of a talent development model that is based on over thirty years of research and development and that is being used in countless schools in the U. S. and a number of other nations around the world. Topics include comprehensive strength assessment, modifying the curriculum for high achieving students, using technology to provide enrichment opportunities for all students, and guidelines for providing advanced level creative and investigative activities and projects. Emphasis will be on practical applications of the theories and research underlying this approach to talent development.

Shaping our Future in Developing Creativity in Scientific Research
Jacques Grégoire
Jacques ICIE
School of Psychology and Educational Sciences, Catholic University of Louvain, Belgium
Worldwide, the money spent on research and the number of scientific publications have never been more important. However, the amount of money and the number of scientific papers are not necessarily good indicators of scientific creativity. In this presentation, we show that scientific education, research funding, and criteria for scientific publication and scientific recognition (i.e. impact factor) does not support creativity. Instead, they favor caution and conformity. To stimulate scientific creativity, it is essential to rethink science education from primary school to university. It is also necessary to change the criteria for funding and recognition of researchers. Scientific creativity must be a political priority for the next future. Several concrete proposals that could be easily implemented are discussed.

Creative Intelligence in the 21st Century: Grappling with Enormous Problems and Huge Opportunities
Don Ambrose
ICIE Don Ambrose
Rider University, Lawrenceville, New Jersey, USA.
This keynote describes the results of a large-scale, collaborative project involving leading scholars of creativity and giftedness in discussions of the ideal nature of education in the globalized 21st-century. In collaboration with leading psychologist Robert Sternberg I initiated this project to establish a broader vision of 21st-century education based on insights from multiple academic disciplines. The prominent thinkers involved in the project reacted to a conceptual model that synthesized research and theory from multiple disciplines to portray the threat of enormous macroproblems and the potential benefits of unprecedented macro-opportunities that arise from socioeconomic, cultural, political-ideological, and scientific developments in the 21st century. The macroproblems threaten to crush individuals and societies that find themselves mired in a miserable trap underneath the wave of globalization. Fortunately, the macro-opportunities promise to lift individuals and societies toward unprecedented success, if the education system can enable today's young people to overcome a “creative intelligence gap” and leap to the crest of the globalization wave. After the analysis of 21st-century demands, suggestions are made about the blend of knowledge, skills, and dispositions required for dealing with the macroproblems and capitalizing on the macro-opportunities.

Heroes to the Rescue?
The Social-Evolutionary Boundaries for Benign Gifted Intervention in the Envisioned Future of Societal Prosperity
Roland S. Persson
Roland Persson ICIE
Jönköping University, School of Education & Communication, Jönköping, Sweden
The gifted and talented population of the world is increasingly heralded as tomorrow’s problem solvers and as ultimate human capital in the emerging global knowledge economy. While such hope is justified in one sense it is also misplaced in another. While we plan ahead, educate and support tomorrow’s envisioned work force, we tend simultaneously to ignore the evolutionary legacy Homo Sapiens imposing above all social boundaries on what is possible or not to do. This presentation endeavours to explain these boundaries, their significance to future plans on national and global levels and to propose the limitations and possibilities of benign gifted and talented population intervention within the frames of a probabilistic social problem space.

Unpredictable Development of Giftedness through Multipliers
Ugur Sak
ICIE Ugur Sak
Director, Center for Practice and Research on Gifted Education, Anadolu University, Turkey
This talk will include a discussion of the influence of multipliers on the transformation of early childhood proclivities into adult competencies. The interaction between innate skills and competence and person and environment usually is initiated by early developed skills and produces a type of multiplier over time on the development of intellectual abilities (Dickens & Flynn, 2001). Each increase in innate skill causes a slight increase in competence and the increase in competence initiates better designs in environment. In turn, the better environment further increases competence. This reciprocal causation between skills and environment produces faster rates of subsequent development. The effect of multipliers was investigated in children’s reading skills. Children who were better in reading in their early years compared to those children who were poor readers got much better readers later in their life. It is hypothesized that early advantages can bring about reciprocal causation between the development of reading skills and reading itself. Such effects also were partly proven by the author’s research in mathematics besides reading. Gifted students who had better skills in reading and mathematics at first grade did indeed better in later grades. This presentation also will include a critics of well-known effect models such as Matthew effect, social multipliers and dynamical systems and their influences on talent development and on the development of society as a whole.

Motivational Portraits of the Gifted: Psychology, Development and Teaching
Mojca Juriševič
Mojca Juriševič ICIE
Faculty of Education, University of Ljubljana, SloveniaThe unique challenge of the psychological implications deduced from contemporary motivation research concerns how to motivate students and optimise learning in order to maximise the potential for excellence in education for all students. This issue is even more pronounced with gifted students. On the one hand, we can expect them to achieve the highest levels of performance, while, on the other hand, we are confronted with the fact that these students may progress through schooling without ever facing academic challenges that match their abilities, resulting in their ending up as underachievers. This keynote will discuss several constructs that have been a focus of motivation research in the sociocultural context of gifted education, arguing that teachers should possess adequate knowledge related to understanding the many motivational portraits of their students in order to support their learning in the zone of proximal motivational development.

ADHD: Disorder or Gift?
Ken McCluskey
Ken McCluskey ICIE
Faculty of Education, University of Winnipeg, Canada
As the term itself indicates, ADHD is typically viewed as a "disorder." And certainly, hyperactive and inattentive children present some interesting challenges at home, at school, and in the community. This session highlights many of the problems, and acknowledges that the prognosis for ADHD is sometimes "far from benign." However, an attempt is also made to put a more positive spin on things by recasting reality and pointing to the creative strengths that frequently go hand in hand with the condition. To illustrate, with proper support, might not stubborn behaviour in childhood grow into determination in adulthood? Might not inattentive daydreaming turn into creative invention, overactivity into productive energy, and off-the-wall behaviour into outside-the-box thinking? The overall intent here is to offer a humane, flexible approach to help parents and educators turn negatives into positives and identify and nurture the talents of an oft-misunderstood population.

A Process Overlap Theory of the Positive Manifold in Intelligence
Kristof Kovacs
Eszterhazy Karoly College, Hungary
Kristof Kovacs at ICIE
One of the most replicated results in psychology is that people who perform better on one kind of mental ability test tend to perform better on other kinds of tests as well. This result is called the positive manifold, and is usually described with a general factor, 'g'. g, in turn, is usually identified with a domain-general, within-individual cognitive mechanism, general intelligence. This interpretation, however, does not sit well with a number of phenomena in cognitive psychology and neuroscience: double dissociations, localization data, and patterns of sex differences all contradict the existence of a general cognitive ability. An alternative explanation, the process overlap theory, is proposed, which is similar to sampling, but is based on a cognitive theory of overlapping item response processes. The theory assumes that any item or task requires a number of domain-specific as well as domain-general cognitive processes and their corresponding neural mechanisms. Domain-general processes involved in executive attention, and mainly tapping the dorsolateral prefrontal cortex, are activated by a large number of test items, alongside with domain-specific processes tapped by specific types of tests only. Such an overlap of executive processes explains the positive manifold as well as the hierarchical structure of cognitive abilities. The theory also accounts for a number of other, previously unexplained phenomena in differential psychology, such as the central role of fluid inductive reasoning in cognitive abilities or the higher across-domain variance in low ability groups (differentiation).

How Schools Learn - Inside the Secrets of Success?
Uwe Hameyer
Kiel University, Germany

icie Uwe

The metapher of organizational learning is frequently used as a smart label of quality - schools are expected to improve by reflecting their work organizationally. But what does it mean? How do reflective patterns of work look like inside a school? This keynote refers to organizational learning patterns such as learning by systemic choices, contrasting feedback, peer reviews, reflective team work, sustained ways of using knowledge and sharing good practices as well as by a clearly shaped cross-level communication. For this purpose, the keynote draws upon knowledge about how schools learn. The keynote uses major insights from this domain to develop an index for organizational learning which will be illustrated by examples from various countries such as Sweden, Switzerland, and Germany. Major outcomes are channeled for transfer into practice. Thus, the keynote is building a condensed baseline for schools which sustain patterns of creative work as learning communities. This aim is primarily bound to categories such as reflective systems, transforming schools, and transforming schools by using validated knowledge and experiences in a sustained, creative way. It will conclude with ideas and proposals for a creative process of school development and lasting transformation.


 Psychometric Versus Dynamic Assessment for the Identification of Twice Exceptional Learners
Anies Al-Hroub
Department of Education, American University of Beirut (AUB), Beirut, Lebanon
 ICIE AniesTraditionally, psychometric tests have been found to underestimate the intellectual potential of exceptional learners (e.g., gifted and talented children, students with specific learning difficulties [LDs]). Consequently, dynamic measures have been extensively used to identify the untapped learning potential of students with LDs, and yet only recently entered the identification procedures in gifted education. The purpose of this talk is to investigate the efficacy of psychometric and dynamic assessment (DA) in identifying a group of dual exceptional students who exhibited mathematical giftedness and specific learning difficulties. This research takes mathematics as a model for investigating the definitions, identification, classification and characteristics of a group of gifted student related to the notion of 'dual-exceptionality’. An extensive process using qualitative and quantitative methods was conducted by a multidisciplinary team to develop and implement a multidimensional approach to dual-exceptionalities of ‘mathematical giftedness’ and ‘learning difficulties’ (MG/LD) in upper elementary students in public schools in Jordan. A multidimensional evaluation involving eight criteria (e.g. teacher nomination, parent and teacher interviews, documentary evidence and direct observation) and a combination of psychometric (i.e. WISC-III-Jordan, Perceptual Skills Tests, and a diagnostic Arabic Literacy Language Skills Test) and dynamic mathematics assessment was used.

Read a Brief Biography


 What are the Key Elements Inherent in a Successful Mentorship Program?
 ICIE Alan WiebeAlan C. Wiebe
Mentorship and Outreach, University of Winnipeg, Canada
Done right, mentoring can be a powerful tool for connecting with at-risk youth. Underlying models and strategies that have guided successful mentoring efforts, past and present, are examined. Elements such as definition, tone, flexibility, selection/matching/preparation of mentors and mentees, relationship technology, talent spotting, and program evaluation will also be included in this presentation.

Problem-Based Learning – A Framework to Transform Students into Knowledge Generators
Heinz NeberICIE Heinz Neber

ICIE, Ulm – Germany

“Traditional teaching” is based on lecturing and direct instruction. It provides learners with all required information and presents the to-be-learned knowledge in completely structured formats. Even the acquisition process is prescribed, controlled, and teacher-guided. This “handed-down” approach to teaching has been repeatedly criticized (e.g., already by Guilford, Bloom or Bruner). The acquisition of non-inert, meaningful knowledge requires much more (mentally) active learners who contribute in creating and self-generating their knowledge by their own thinking.

How to provide instruction for transforming students into such knowledge generators, and how to design learning environments as knowledge generating communities? Many single approaches have been developed for realizing these transformations. Problem-Based Learning (PBL) offers a general framework for integrating such singular and special solutions. PBL establishes instructional conditions (“I”) for generative learning processes (“P”) of students that result in more meaningful, transferable knowledge and competencies (“K”). This keynote will focus on the most important components of PBL, and ways to implement them for developing more effective school based instruction.

Robust Measures of Creative Potential in Children, Adolescents and Adults
Todd Lubart ICIE
Todd Lubart
Director of LATI,Université Paris Descartes, France
An overview of historical efforts to measure creativity is provided. Then current work on children and adolescents, using the EPoC battery (Evaluation of Creative Potential) is presented.  These measures cover major domains of creative thinking, and offer a comprehensive approach to creative ability. For adults, the Creativity Profiler tool is described; it is based on a multivariate conception of creative ability as a product of both cognitive and conative factors, adapted to each job context. Examples using these tools are described.  Implications for practical use of creativity measures are discussed.