Dr. Adva Margaliot is the dean on the science faculty and a senior lecturer at Hakibbutzim College of Education, Technology and the Arts, in Tel Aviv, Israel. She teaches and the developer of the channel: "Creativity that changes learning" at the national accelerated program for honored student teachers of the ministry of education, Israel.
Her areas of expertise are methods of imparting online collaborative learning, high order thinking skills, creativity and creative cognition in teacher's education. She is also an instructor of educational programs of teachers of gifted students. She holds a Ph.D. in education from Bar-Ilan University.

Dr. Janina Kahn-Horwitz, is a senior lecturer at Oranim College of Education. She is chair of the Department of English Language and Literature.  She teaches in the undergraduate English Language and Literature Department as well as the graduate M.Ed. Language Learning program. Her research interests include individual differences in language learning, English as a foreign language reading and spelling development, cross-linguistic impact of first language and literacy on English, as well as teacher knowledge of English linguistic components. She has a B.A. from the University of the Witwatersrand, South Africa and an M.A. and Ph.D. from the University of Haifa. Janina has always been involved in education, both informal and formal. She sees educators as agents of change, making a significant impact on society through self-example and mentoring.
 
References related to the abstract of her keynote:
Kahn-Horwitz, J. (2020). ‘I didn’t even know one of the conventions before’: Explicit EFL spelling instruction and individual differences. Cognitive Development, 55. From: https://doi.org/10.1016/j.cogdev.2020.100880
 
Kahn-Horwitz, J., Kuash, S., Ibrahim, R., & Schwartz, M. (2014). How do previously acquired languages affect acquisition of English as a foreign language: The case of Circassian. Written Language and Literacy, 17, 40-61. doi:10.1075/wll.17.1.03kah
 
Kahn-Horwitz, J., Shimron, J., & Sparks, R. L. (2006). Weak and strong novice readers of English as a foreign language: Effects of first language and socioeconomic status. Annals of Dyslexia, 56, 1, 161-186.
 
Vaisman, E. E., & Kahn-Horwitz, J. (2020). English foreign language teachers’ linguistic knowledge, beliefs and reported practices regarding reading and spelling instruction. Dyslexia, 26, 305-322. https://do.org/10.1002/dys.1608.

Yoram Harpaz, Ph.D., is associate professor in Beit Berl College in Israel. He was a project's manager In Branco Weiss for the Development of Thinking and the director of Mandel School for Educational Leadership in Jerusalem. He wrote his dissertation on teaching thinking in Harvard University and The Hebrew University. He has published seven books and many articles on the aims of education, teaching and learning. His book Educational Design in Six Steps: A Strategic and Practical Scaffold was published recently in Routledge.


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Local 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 both the ICIE and Baqa Academic College (BAC), and will include VAT (or Tax) when applicable. The registration fee of US$200 covers the whole period of the conference (January 26-29, 2023) 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 June 30, 2022 refund minus US$50 cancellation/ administration fees; Until September 25, 20222 refund minus 50% of all amounts paid; and After November 1, 2022 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$50 for changing the registration record.
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International Participants: Registration
Providing space in the conference is available, you may reserve a place at this international conference by completing the online registration form, and submitting the Registration Form together with the appropriate fee. The payments will be invoiced by the ICIE in (US$), and will include VAT (or Tax) when applicable. The registration fee of US$400 for other nationalities covers the whole period of the conference (January 26-29, 2023) 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 June 30, 2022 refund minus US$50 cancellation/ administration fees; Until September 25, 20222 refund minus 50% of all amounts paid; and After November 1, 2022 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..
 
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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.
 
Publications:
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.
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