Ana Perez Saitua has a degree in Philosophy, specialising in Philology, from Deusto University. She has been a Professor of languages (Spanish, French and English) in all educational levels for both the public school system and the government subsidised school system, the Official School of Languages and for Professional Training.

She was the Director of SEASKA, a nursery where they promote and encourage Early Education and the trilingual Language Scheme that was recognized by the Ministry of Education of the Basque Government as a unique innovation project taking place in the schools of the COAS Educational Group (2001).

Since 2004, Ana has held the position of Education Coordinator for the COAS Educational Group, where, among other tasks, she drives and energises the Multilingual Project of this school group, making it one of the first centres of the Basque Country to develop and implement this linguistic model.

Ana is the organizer of the teacher training courses of COAS and Director of 11 editions of the annual Symposium of Teachers of COAS.

The strategic relationship between language and thinking led her to become interested in Teaching for Understanding, meaningful learning, Visible Thinking and Multiple Intelligences and for this reason, she attended Project Zero summer courses at Harvard University.

Ana was a delegate at ICOT-2011 (Belfast, Ireland) and at ICOT-2013 (Wellington, New Zealand). At ICOT-2013, she was given the task of co-organizing, in the name of the COAS Educational Group, ICOT-2015 in Bilbao, of which she is Co-Director.


Arthur L. Costa is emeritus professor of education at California State University, Sacramento, and cofounder of the Institute for Intelligent Behavior in El Dorado Hills, California.

Art Costa has devoted his career to improving education through more thought-full instruction and assessment.

He has made presentations and conducted workshops in all 50 states as well as Mexico, Central and South America, Canada, Australia, New Zealand, Africa, Europe, the Middle East, Asia, and the Islands of the South Pacific.

Costa has devoted his career to improving education through more thought-full instruction and assessment.

Through his writings, courses and workshops, Art Costa has been a leader in thinking, mindful instruction and coaching for teachers and administrators for many years. He is co-founder of the Institute for Habits of Mind.

He is most noted for is landmark books: Developing Minds: A Resource for Teaching Thinking. The Schools as A Home for the Mind, and Habits of Mind: 16 Characteristics for Success.

Active in many professional organizations, Art served as e National President of Association for Supervision and Curriculum .Development. from 1988 to 1989.

He was the recipient of the Lifetime Achievement Award from the National Urban Alliance in 2010.




Intelligent: How Can We Help Our Students Become Even More-So?

We know that intelligence is modifiable and that we can continue to grow cognitively throughout our lifetime. In this presentation we will explore the nature of intelligent behavior and suggest 5 strategies that educators and parents might use to enhance not only their children's intellectual capacities but their own as well!



Art Costa and Robert Swartz

Traditionally, thinking and the emotions have been considered at odds with each other. In fact many have characterized this relationship as a struggle between the two, with, emotions the usual victor, to our great disadvantage.

Some more recent thinking about our emotions suggest otherwise. In this presentation we will advance some new ideas about this relationship, suggesting the possibility of a more natural and satisfying union of the two that stresses a more intimate relationship between thinking and our emotions as well as ways that we can metamanage our emotions – "metaemotional thinking". We will also describe examples in which these ideas have been put into practice in the classroom in attempts to teach students explicit thinking strategies that have an impact on their emotions.



Attention to Intention: When Thinking about your Thinking is your Goal.

Like an internal compass, metacognition is the center of our "executive functions." It controls and manages our decisions, plans and thought processes. (Auto-regulation). While they may have the capacity to do so, not all humans metacogitate--metacognitive skills don't come naturally. They can, however, be consciously cultivated by a skillful teacher. In this presentation we will explore strategies for helping students become aware of and go develop their metacognitve capacities.


Brendan Spillane is an acclaimed Australian educator, speaker and coach. He is an internationally accredited Executive Coach and works in a coaching capacity with a range of senior leaders from business, education and elite sports.

His areas of focus include cultural change, establishing feedback systems that work and supporting people to develop the skills to lead crucial conversations effectively. He is passionate about capacity building in individuals and teams and also about the key behaviours that underpin the high performance mindset.

Currently, Brendan is working with a number of business and sports organisations, education providers, systems, professional associations and various schools and colleges.




Cultural Acumen: leading a team of leaders.

In our work with leaders, we find many whose impact is poignantly out of alignment with their deeperleadership intent. In part, this is a reflection of the complexity of the leadership task in shifting times, particularly when the challenges are tackled with outmoded mental models of leadership itself.

Yet some leaders still seem to find a poise that allows them to work to a different rhythm and, critical to this address, to promote the cultural conditions that balancesupportand growth for others with enhanced organizational focus.These people work as 'leaders among leaders.'

This cultural acumen, including the narrative capacity to transact it well, has always been an integral part of the art of leadership and seems particularly valuable in times demanding increased connection to purpose.

Using a synthesis of current leadership literature and the compressed power of personal story and metaphor, this presentation will explore some key questions

'Are there better ways to work together?'
'What conditions can leaders influence that encourage these better ways?'
'What is the leader's role in 'a team of leaders'?'
'What are the best questions we can ask about our organization?'
'How do we ensure that these questions are asked aloud?'


Goals of the Presentation:

Overarching intent - Conference participants will have an opportunity to reflect on their organization's 'leadership conditions' with suggestions for how to optimize them further. They will;

• Explore the concept of "cultural acumen" and its importance in the practice of leadership

• Become more aware of their impact on their current leadership context and of how they are transacting their intent

• Consider the leverage that creating 'a team of leaders' can bring to the challenges of contemporary leadership

• Understand the significance of Purpose, Praise and Playfulness as levers that support growth, balance and, ultimately, innovation

• Have time to make personal meaning and to share their understanding with colleagues in the room


Outline and flow for the Presentation:

I. Overview of the current complexity and of the alignment stress it putson leadership Intent and Impact
II. Perception Check (dyads)
III. Being a 'leader among leaders'
IV. Introduce the elements of Purpose, Praise and Playfulness as leadership levers worthy of attention
V. Perception Check (dyads)
VI. The best questions we can ask and how to ensure we hear them
VII. Closing Comments and Questions



Speaking with Impact

In this Workshop, we will consider how effective communicators manage to be heard above the clamour of our 'information-noisy' times.

Workshop participants will have an opportunity to reflect on their own communication practices and likely impact and to examine what works for successful communicators. We will use a variety of sources to examine this.

Each participant should leave with clarity on what works and doesn't work as well as with a basis for action in improving their own communication when speaking to others.

The workshop will focus mainly on spoken communication to both small and larger groups.


David Perkins was Co-Director of Project Zero with his colleague Howard Gardner for more than 25 years and is now Senior Co-director and a member of the Project Zero steering committee.

Since 2000, he has been a senior professor of education at the Harvard Graduate School of Education.

David Perkins has conducted long-term programs of research and development in the areas
of teaching and learning for understanding, creativity, problem-solving and reasoning in the arts, sciences, and everyday life. He has also studied the role of educational technologies in teaching and learning, and has designed learning structures and strategies in organizations to facilitate personal and organizational understanding and intelligence.

His work has often combined research with collaborations for practical impact, including initiatives in South Africa, Sweden, Australia, Colombia, Venezuela, and other parts of the world.




The human mind is our most unique and powerful resource, enabling us to do everything from shape stone axes to write constitutions and symphonies. So it's entirely natural that for thousands of years we human beings occasionally have used our minds to help our minds work better. The mission is as old as Plato and Aristotle and as new as the most recent investigations of cognitive science and related fields. The International Conferences on Thinking can be seen as both an exploration and a celebration of this quest to make the most of the mind.

Provocatively, efforts to make the most of the mind go well beyond simply tuning up our natural mental capacities. They redirect our typical patterns of thinking in fundamental ways. Why does our thinking need something closer to a transformation than a tune-up? What characterizes today's boldest moves to make the most of the mind? This presentation explores answers to these questions, drawing on contemporary cognitive science.


Born in Malta, Dr. Edward de Bono received his initial education at St Edward's College, Malta, and the Royal University of Malta, where he obtained a degree in medicine. Following this, he then proceeded as a Rhodes Scholar to Christchurch, Oxford, where he gained an honors degree in psychology and physiology and then a D.Phil. in medicine. He holds a Phd from Cambridge, a DDes from the Royal Melbourne Institute of Technology, and a LLD from Dundee.

He has had faculty appointments at the universities of Oxford, Cambridge, London and Harvard and has been hailed as one of the 250 people who have contributed most to mankind.

De Bono originated many of the concepts and frameworks that are widely used today; Lateral Thinking—which now has an entry in the Oxford English Dictionary and Parallel Thinking®, he is equally renowned for his development of the Six Thinking Hats® technique, the CoRT Thinking Programme® and the Direct Attention Thinking Tools (DATT)® framework.

He has written over 70 books and programmes, with translations into 43 languages, has been invited to lecture in 58 countries and has made three television series.

Dr de Bono's instruction has been sought by governments, not for profit organisations and many of the leading corporations in the world, such as IBM, Boeing, BT (UK), Nokia (Finland), Mondadori (Italy), Siemens (Germany), 3M (Germany), NTT (Japan), GM, Kraft, Nestle, Du Pont, Prudential, Shell, Bosch (Germany), Goldman Sachs, Ernst & Young and many others. One of the leading consultancy companies, Accenture, chose him as one of the fifty most influential business thinkers today.

Francesco Tonucci is a researcher at the Institute of Science and Technology for Cognition , the Italian national research council (CNR).

He has worked in various aspects of child development with relation to school, family and the city. He has been involved in the training of teachers for both infant school and environmental
education. He is the brainchild and co ordinator of the international project "The city of children" , which has a network of over 200 member cities in Europe and South America.

For the past forty years he has been commenting on his research and activities with satirical cartoons, with the pen name of Frato. In 2003 he was named as Professor Honoris Causa of the Faculty of Education at the Catholic University of Lima (Peru), and in 2011 and honorary doctor of the Universities of La Plata and Santa Fe (Argentina). He has three children and two grandchildren Federico, 25 years and Nina, 7 years old.



Conference 1

The Use of Children's Thinking in the Transformation of Cities

Faced with the totally inadequate use of power by adults (exploitation of the environment, economic crisis, wars, social injustice, contamination of cities, disappearance of the autonomous freedom of children) Children's thinking, different and mindful of the basic needs, can be a great help when changing cities, returning them to being the meeting and exchange sites for all social groups.

Some proposals which emerged from sharing experiences with children will be presented and analysed. These proposals are related to governing cities and offer us viable alternatives with respect to crucial questions such as neighbourhood safety, health, the right to play and the right to public spaces. There will also be presented some experiences of real changes in cities that have come from children's proposals.


Conference 2

Frato, 40 years old but with the eyes of a child (´Respuestas con ojos de niño y oreja verde´)

Through a series of satirical drawings Frato will present the work of analysis and criticism of the diverse aspects of the world of boys and girls: early childhood, games, kindergarten, obligatory education, the role of the teacher, health, and the relationship between children and the city.
The cartoons show, in a satirical manner, the educational errors of adults. This will be a speech of images and, like a theatrical performance; it will give voice to various characters.

guy-claxton-icot-2015Guy is Research Director of the Centre for Real-World Learning and Professor of the Learning Sciences, at the University of Winchester. He previously held the same title at the University of Bristol Graduate School of Education. He has a 'double first' from Cambridge and a DPhil from Oxford, and is a Fellow of the British Psychological Society and the Royal Society of Arts, and an Academician of the Academy of the Social Sciences. His books have been translated into many languages including Japanese, Greek, Italian, German, Spanish and Portuguese.


Originator of the educational Building Learning Power programme: helping young people become better real-life learners. Originator, with Bill Lucas, of the Expansive Education Network.


Presentation by Video Conference.

Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. A recipient of the MacArthur Prize Fellowship, the University of Louisville Grawemeyer Award in Education, the Prince of Asturias Award for Social Sciences, and the Brock International Prize in Education, he is a leading thinker of education and human development.

He has received honorary degrees from thirty colleges and universities. He has studied and written extensively about intelligence, creativity, leadership, and professional ethics, and is senior director of Project Zero and co-founder of the Good Project. For the last several years, he has worked in various capacities with Harvard undergraduates and is now undertaking a study of liberal arts and sciences in the 21st century.

Gardner's books include Good Work, Changing Minds, The Development and Education of the Mind, Multiple Intelligences: New Horizons and Truth, Beauty, and Goodness Reframed. His latest co-authored book, The App Generation: How Today's Youth Navigate Identity, Intimacy, and Imagination in a Digital World, was published in October 2013.


Jeff Clanon is a Founding Partner of Systems Perspectives LLC and also a founding consultant member and former Director of Partnership Development for SoL, The Society for Organizational Learning. SoL is a non-profit, member governed organization chaired by Peter Senge.

It is dedicated to building knowledge about fundamental institutional change through integrating research, capacity building, and the practical application of organizational learning theory and methods. SoL evolved from the Center for Organizational Learning at MIT where Jeff was the Executive Director for five years.

Jeff has published a number of articles in the area of organizational change, organizational learning and technology. "The Relevance of Organizational Learning for High Performing Social Networks" was published in the book Dynamic Learning Networks (2009). His article "Organizational Transformation From the Inside Out: Reinventing the MIT Center for Organizational Learning," won an award as outstanding submission to the Learning Organization International Journal for 1999. An article published in the Systems Thinker in 2004 entitled "The Dark Side of Success: Dealing with the Organizational and Emotional Complexities of Growth" provides insights into the complexities of organizational growth and the practical application of systems thinking methodologies.

He received a BA from Dickinson College, an MS from the University of Illinois and completed postgraduate programs at Harvard Medical School, Laboratory of Community Psychiatry and at MIT.


Keynote Lecture:

Stance and the Practice of Leadership

"The success of an intervention depends on the interior condition of the intervener," says William O'Brien, former CEO of the Hanover Insurance Company. The Blind Spot of Leadership is the inner place from which we operate," says Otto Scharmer, author of the book Theory U.

Stance, as we are defining it, relates to how you hold yourself, what you embody in any interaction. It's clear from research and everyday experience that your state of mind and body affects what you see and the thoughts that come into your mind. For every activity there is an optimal state of mind and body. The optimal state for an emergency is different from the optimal state for strategic thinking. Yet most people, most of the time are nowhere near their optimal state.

We have found that having congruence in what you are thinking and embodying has significant power and impact on the quality of teaching, coaching or leadership interactions. We see stance as one of five levels of building one's capacity for leadership and having four components:1)Attention/awareness,2)Intention,3)Focus,4)and Embodiment.

Goals of the Presentation:

Overarching intent - Conference participants experience for themselves the power and relevance of the practice of stance in their leadership interactions.

• Explore a new meaning of "stance" and its relevance/importance in the practice of leadership

• Become more aware of the stance one is currently achieving in a leadership context

• Practice adopting and embodying a stance(s) that would have the most powerful positive impact in a future leadership interactions


Outline and flow for the Presentation:

I. Origins/importance of the notion of "Stance"
II. Definition of stance in the context of leadership and coaching, components of stance
III. Conversation in dyads on participant's current relationship with stance in a leadership context.
- What is the predictable or usual stance you take as a leader or coach? (Dyad conversations).
- How does stance affect outcome?
- Is there a stance that will enable the best outcome in a particular leadership context or situation?
IV. Imagining and embodying a stance or stances that you feel would be most effective in a future leadership interaction (dyads, role play with your partner),
V. Questions and discussion



Stance and the practice of leadership

Overarching intent - Conference participants experience for themselves the power and relevance of the practice of stance in their leadership interactions.

•  Explore a new meaning of "stance" and its relevance/importance in the practice of leadership

•  Become more aware of the stance one is currently achieving in a leadership context

•  Practice adopting and embodying a stance(s) that would have the most powerful positive impact in a future leadership interactions

joseph-renzulli-icot-2015Joseph Renzulli is an American educational psychologist. He developed the three-ring model of giftedness, which promoted a broader conception of giftedness. He also developed the "Model School Enrichment" for developing the talents of children in schools.

Joseph S. Renzulli is Professor of Educational Psychology at the University of Connecticut, where he also serves as director of the "National Research Center for the Gifted and Talented." His research has focused on the identification and development of creativity and talent in young and organizational models and curricular strategies for overall school improvement. A focus of his work has been in the implementation of educational strategies for the gifted. He is a member of the American Psychological Association and was a consultant to theWhite House, task force on the Education for the Gifted and Talented.





Identifying and developing creative and productive giftedness: Major Challenges for the 21st Century Learners

Economic, cultural and social development of a nation depends on the creative productivity of its most talented individuals. At this conference we will explore the characteristics of young people and how they are able to contribute to creative productivity. Also, we will explore the procedures used to identify these students for special services.

The second part of the conference will address: (1) how to make curricular changes that allow time for personalized learning 2) how to infuse XXIst century skills into the curriculum, and (3) how we can offer opportunities, resources, and encouragement for young people to apply their talents to the learning experience.Three interrelated types of excellence will be described and presented through practical examples for teachers with ways on how they can organize groups of excellence and learning experiences that focus on the creative and productive talent.



Lane Clark has a well-earned reputation as an expert in powerful pedagogy and in the design and delivery of engaging curriculum. Her authentic, transdisciplinary approach to learning is founded on teaching students how to learn, how to think and how to use new technologies to enhance their learning. A culture of innovation and enterprise is promoted as the so wha stage of Lane's learning model drives learners to USE new learning to make a difference in their lives and the lives of other.

Lane has worked extensively with primary and secondary teachers, district level consultants, faculty of education professors and students, parent groups, school districts, and business groups. She has advised governments and curriculum writing teams and presented at dozens of national and global conferences. Most notably, she has been a keynote and featured presenter at the last five International Conferences on Thinking, alongside Edward deBono, Howard Gardner, David Perkins, Art Costaand other leading thinkers and educators. Her teaching tools and strategies are taught to student teachers in a selection of Australian, New Zealand and European Universities.

Those who have worked with Lane have found her seminars and workshops to be insightful, thought provoking, energizing and most important, practical and transferable to the classroom. Her reputation as a dynamic and inspiring presenter and facilitator is well earned. Lane's powerful and practical classroom strategies, frameworks and tools have been adopted by schools, teachers and students in the United Kingdom, Australia, New Zealand, Sweden, Spain, Dubai, The Netherlands, Singapore, Hong Kong, Malaysia, Canada and the United States.

Lane has authored two books on thinking, learning and assessment and developed an array of classroom strategies, resources and kits including the 'powerful thinkbox™ thinking framework; the think!nG real learningframework; and a suite of nine 'Processes for Learning' frameworks.



It's Bigger than Teaching Kids How to's about REAL LEARNING

Real learning, learning experienced outside of school, occurs through a process. It is driven by purpose, a reason, a challenge or a problem to solve – it involves the learner making decisions with regard to what he needs to find out and how. He must identify and clarify his own questions and design his own learning tasks; choose if and when he uses digital and/or non-digital tools; he must evaluate sources and information, plan timelines, sequence learning tasks, manage information and integrate new learning into prior understanding. At times he must work independently and at other times inter-dependently.

When a learner is responsible for his own learning, he must set his own goals, and often, generate his own criteria. He must critically examine his own work, his ideas and the work and ideas of others; decide for himself when or if he is confused; when or if he is lacking information or required skills. The learner must decide when to move forward and take the next learning step or when to move back. Knowledge construction, metacognition, self-evaluation, problem solving and decision-making are all natural realities when a learner owns and directs his learning.

Eventually, in real learning, a learner will USE the knowledge and skills he has acquired throughout his learning process. In the real world of learning, learners don't find out so they can tell or show others what they've learned...they find out so that they can make a difference in their life and in the lives of others™. If communication is necessary – and it may not be required in every circumstance - that communication is authentic. Learners communicate formally, but sometimes informally, to a real audience, for a real purpose. Finally, and critically, in a real learning experience, driven by purpose and the desire to make a difference, data are collected to determine whether in fact the intended difference was achieved. Lessons are learned and new learning goals and directions set.

Real Learning, learning experienced outside of school, infuses both critical and creative thinking naturally and seamlessly, within the context of a learning process.

In the real world of learning, learners must think in order to engage in authentic learning...What if learners knew how to learn?What if learners could identify their learning job at any point throughout a learning process that they themselves navigated?What if learners could identify the thinking required at any stage throughout their learning journey?What if learners could self-select specific thinking tools, strategies and processes that would deliberately and strategically direct their thinking, so that they engaged in deep thinking and therefore deep learning?

In this keynote session, Lane will explore what it means to teach learners HOW to learn. She will explore how critical and creative thinking are both natural and seamless when learners learnthrough process. Lane will offer a refreshing, necessary and practical approach to re-thinking and re-engineering how teachers teach and how learners learn.



Deep Thinking and Learning...It Doesn't Just Happen!

Don't think - from the moment they get up in the morning, until the moment they go to sleep – they're thinking...but that doesn't mean that they're thinking deeply or effectively!

When teachers want to aid a learner in writing, they provide tools – a pencil and eraser, a computer and software programme, a dictionary or thesaurus; when they want to assist a learner with his maths skill development, they provide a calculator, a multiplication or addition chart, a ruler or manipulatives. If teachers wish to effectively support their learners in their thinking development, they must also provide them with tools – thinking tools that will direct them, deliberately and strategically, to think deeply, broadly, critically and creatively.




Don't let the title turn you off...this is what every teacher needs to know!

Human Cognitive Architecture and Cognitive Load Theory deal with the cognitive structure of the brain and its relationship to effective learning. In understanding the relationship between our sensory register, working memory and long term memory, in conjunction with the cognitive processes that support learning, teachers will hit at the heart of learning challenges; and become more discerning with regard to instructional design.

Montserrat Del Pozo, Bachelor of Arts (Philosophy and Letters), Superior Audiovisual Technician, Master in Psychology and Family Management. Graduate of the Institute for the Achievement of Human Potential (Philadelphia. USA). Graduate of National Center for Teaching Thinking Newton Centre, Universidad de Massachusetts, USA

She participated in the three-year program on Thinking-Based Learning offered by the National Center for Teaching Thinking, USA, at Colegio Montserrat, 2007-2011, and received certification for her innovative application and use of these ideas at Colegio Montserrat.

She has participated in multiple courses at Harvard Project Zero, at the Key Learning Community in USA , at Reggio Emilia ( Italy) and at the ICOT 200 in Sweden.

She has participated and been a speaker at numerous conferences and courses in Spain and Latin America and has written several articles in journals: " Padres y maestros", " Cuadernos de Pedagogía", " Aula", " Magisterio".

Currently working as a trainer of trainers in Spain, Venezuela, Colombia, Brazil and Cameroon.
Montserrat del Pozo is considered the leader of innovation and change in the Spanish Educational world.

Director of Educational Television Channel THINK1.TV.
Superior General of the Missionary Daughters of the Holy Family of Nazareth.
Educational Innovation Award in 2010 and 2014.

Richard is one of the most celebrated speakers in the world. His insights into change, leadership and education are unique thanks to his own extraordinary journey, which has seen him go from struggling actor, copywriter and estate agent, to becoming an award winning teacher and school principal, whose ground breaking work in education was celebrated by the British National Teaching awards and UNESCO amongst others.

Since leaving his twenty year career in education, Richard has worked to explore the links between great leadership, human potential, change and innovation.

In 2011 he was awarded the title of Business Speaker of the Year and has written two critically acclaimed best-selling books: Creating Tomorrow's Schools Today (Bloomsbury) and Change; Learn to Love it, Learn to Lead it (Portfolio Penguin). The latter topped the business book charts for over two months. Both books have been translated into a number of languages, reflecting Richard's international reach.

Advising Governments and major corporations globally, Richard has worked with organisations as diverse as Google, UK Sport, Puig, Microsoft, Morgan Stanley, Harrods, the LMA, Telefonica and The IBO.

He is a regular media commentator who is often seen or heard on the BBC and often works as a writer in the print media. His work has been profiled everywhere from REDES on Spanish television to the British Airways Inflight magazine.

Whatever sector Richard works in, his principles remain the same: organisations need to remember that systems and structures change nothing, people do. To ensure we get the best from those we work with, lead and serve, we must be committed to developing the communication, understanding and actions that lead to a culture of empowerment resulting in a long term demonstrable impact.

Presentation by video

Robert Sternberg (born December 8, 1949) is an American psychologist and psychometrician. He is currently Professor of Human Development at Cornell University.

Prior to joining Cornell, Sternberg was president of the University of Wyoming but resigned voluntarily after less than five months in office. He formerly was Professor of Psychology and Provost at Oklahoma State University, Dean of Arts and Sciences at Tufts University, IBM Professor of Psychology and Education at Yale University, and the President of the American Psychological Association. He is a member of the editorial boards of numerous journals, including American Psychologist. Sternberg has a BA from Yale University and a PhD from Stanford University, under advisor Gordon Bower. He holds thirteen honorary doctorates from two North American, one South American, one Asian, and nine European universities, and additionally holds an honorary professorship at the University of Heidelberg, in Germany.

He is currently also a Distinguished Associate of The Psychometrics Centre at the University of Cambridge. Among his major contributions to psychology are the Triarchic theory of intelligence, several influential theories related to creativity, wisdom, thinking styles, love and hate, and is the author of over 1500 articles, book chapters, and books.



Culture and Intelligence.

I will explain the relationship between intelligence and culture. I have investigated how people from different cultures think. I will explore the nature of intelligence across cultures and the implicit theories of people within cultures. I describe the research of intelligence and the results. I conclude that you can not understand the nature of intelligence and thinking outside the context of culture.


He earned a PhD at Harvard University where he also did his undergraduate work, and is currently a professor emeritus at the University of Massachusetts at Boston, where he founded the graduate program for teachers on critical and creative thinking. He has worked around the worlds for over 25 years with teachers of infants-secondary school, university faculty, and whole schools and colleges, providing training programs on infusing critical and creative thinking into the content curriculum.

He has been a consultant for many years for the National Assessment of Educational Progress in the United States and has participated in numerous projects of curricular and educational innovation in various countries like Saudi Arabia, Malaysia, Chile, and the USA, to mention just a few.

Robert Swartz is a member of the standing committee of the International Conference On Thinking.




Art Costa and Robert Swartz

Traditionally, thinking and the emotions have been considered at odds with each other. In fact many have characterized this relationship as a struggle between the two, with, emotions the usual victor, to our great disadvantage.

Some more recent thinking about our emotions suggest otherwise. In this presentation we will advance some new ideas about this relationship, suggesting the possibility of a more natural and satisfying union of the two that stresses a more intimate relationship between thinking and our emotions as well as ways that we can metamanage our emotions – "metaemotional thinking". We will also describe examples in which these ideas have been put into practice in the classroom in attempts to teach students explicit thinking strategies that have an impact on their emotions.




Thinking-Based Learning: A Methodology for Transforming Learning Through the Infusion of Thinking Instruction into Content Instruction

In this keynote Dr. Swartz will describe a new methodology for classroom teaching that replaces the traditional teacher-centered methodology of rote learning that depends heavily on the use of direct memory by students as the primary basis of learning. This alternative involves active student-centered learning driven by the explicit use of strategies for skillful forms of analysis, creative thinking, and critical thinking, infused into content instruction, guided by metacognition, enhanced by the development of good thinking habits, and set in collaborative learning teams that contribute to full interactive classroom reflection. What results is that classrooms become active thinking classrooms, deeper and richer content learning results, and students develop life-long thinking skills that enrich their lives. Dr. Swartz will do this by showing and explaining classroom examples from many of the schools world-wide that are practicing TBL in classrooms for infants through the last years of secondary schools. He will also describe school-wide projects in which TBL is mapped into the school-wide curriculum within the school to make the whole school a Thinking-Based Learning School. This keynote will be an introduction to subsequent presentations by TBL schools and teachers showing how their mode of instruction has been transformed by TBL, and the results they have achieved.

He played for Spain and is the former sporting director at FC Barcelona.

As a player, he was a goalkeeper and developed his career in four Spanish clubs: Deportivo Alaves ,Athletic Club, FC Barcelona and Valencia CF. He is the third most-capped player with the Spainish national team, with whom he played 126 games, he has only been surpassed by Iker Casillas and Xavi Hernandez.



Andoni Zubizarreta was born in Vitoria on the 23rd of October 1961. In 1978 he joined Deportivo Alaves of Vitoria. He made his debut in the First Spanish division with Athletic Club on the 19th of September, 1981. This began a journey of 17 consecutive seasons as goalkeeper in various first division clubs.

He was the legendary goakeeper for Athletic, for several seasons, who along with Javier Clemente on the bench, won two consecutive leagues in 1982-1983 and 1983-1984 seasons, one Copa del Rey (1984) Supercopa of Spain (1984).

In 1986, after the World Cup in Mexico (1986), he signed with FC Barcelona, ??where his football reached new heights and professional success.

He was one of the leaders of FC Barcelona, ??and team captain for several seasons. His eight years as a goalkeeper for Barcelona was considered the most brilliant period in the history of the club until the arrival of Pep Guardiola to the Barça bench. He left the club in 1994 after the end of the European Cup in Athens. After leaving FC Barcelona , he signed with Valencia CF in 1999, a club where he played four seasons at the highest level.

He retired as an active player in 1998 having accumulated an impressive track record. After his retirement he was sports director general of the Athletic Club for three seasons (2001-2004). He has worked as a commentator on sports media, is also a partner of the company Makeateam.

In July 2010, with the arrival of Sandro Rosell as the president of FC Barcelona, ??he was named sporting director of the azulgrana club to replace Txiki Begiristain.

Dr. Angela K. Salmon is Associate Professor in Early Childhood at Florida International University in Miami, USA.

Her interest in the interplay between cognition and language and literacy development has led her to conduct research in such areas as children's theory of mind, metacognition, language and literacy development, teacher's discourse in the classroom, music, play and thinking and the development of communities of practice.

Her longstanding partnership with Project Zero at Harvard Graduate School of Education has evolved into numerous research initiatives, professional development opportunities, refereed publications and presentations in national and international conferences.

Dr. Salmon is the founder and leader of the Visible Thinking South Florida initiative. She has been a leader in the prestigions Latin American Committee Literacy Development for the International Reading Association".




Making language and thinking visible: The interplay between language and cognition

The interplay between language and cognition is a precursor children's language and literacy development in their first and second language. The Visible Thinking Approach developed by Project Zero researchers offer a venue to make thinking visible and scaffold children's executive functions, metacognition and the theory of mind; key elements for language and literacy development. See how a culture of thinking create a context that promote thinking and learning.



Making thinking visible: Strategies to uncover thinking and promote language and literacy development in first and second language

Upon introducing the cultural forces, the participants will be actively involved in the use of some thinking routines that will make them appreciate the benefits of slowing down to observe objects or images in detail and reflect about their observations in order to generate deep understanding. In the process, the participants will analyze how the thinking routines help children develop thinking dispositions and habits of mind.  Through experiences in the field, the participants will be able to understand how children feel the need to externalize their thoughts with oral or written language in any language as a result of making their thinking visible.


Bill Martin is Managing Director of Bill Martin and Associates, a U.S.-based company, which facilitates change and the growth of leadership capacity inside organizations.

Bill has spent most of his career in senior leadership positions. He focuses on organizational learning, leadership, innovation, effective change, and the direct teaching of systems thinking skills and thinking dispositions.

Bill's processes are in powerful use in twelve countries across a range of sectors, including education, business, health, juvenile justice, non-profit organizations and elite sport. They generate powerful aligned action. This has delivered award-winning results even with the most resistant staff.



Schools that deliver

Here are three major areas of focus for schools:
How does what we do contribute to quality learning and quality of life for our students?
How does what we do contribute to quality learning and quality of life for our teachers?
How does what we do contribute to quality learning and quality of life for our families and community?

This presentation will address these issues. Somewhere along the way much of schooling and education has lost these three foci. Many students, teachers and families share with us their frustration at the encroachment of bureaucracy and a non-student, non-teacher, non-family, non-learning focus.

Dr. John Edwards and I have worked together since 2000. We have worked across a wide range of sectors including over 160 schools in six countries. Our focus has been on supporting schools that deliver. We have refined, refined and refined our thinking and our approaches. They have been tested under the toughest conditions. Our research has identified a set of core elements that can be observed in schools that deliver for students, staff, parents and communities. The core elements articulate a best practice repetoire for schools. Each element included has transformed practice for individuals, teams and schools. Each element has potential power.
These core elements introduce skills, models and processes that work in the reality of the lived lives of teachers and shool staff.



Chaos to clarity

If we are not seeing the events and patterns of behavior we desire in our schools it is because our values and beliefs and systems and structures do not support one another. They are not aligned. The reverse is true as well. When our values and beliefs and systems and structures are aligned we see the events and patterns of behavior we want to see.

This presentation will will demonstrate a simple and elegant systems thinking tool that leaders can add to their repetoire to ensure that achievement, positive change, efficiency, and effectiveness flow from this alignment of values and beliefs and systems and structures.
The essence of systems thinking is seeing intrrelationships rather than cause-effect chains. Systems stories are made up of circles. In Western cultures, languages are made up of straight lines. There is a beginning of a sentence and an end. A linear view suggests a simple area of responsibility. When things go wrong this is seen as blame. In systems thinking we give up the assumption that there must be an individual or one clear reason rsponsible. Systems thinkers believe that everyone shares responsibility for problems. There is no blame.
Systems stories provide us a language that allows us to describe our issues as circles. This presentation will show how the key to alignment of values and beliefs and systems and structures is to see circles of influence instesd of stright lines. We will be introduced to the characters visible in any systems story.

We will learn how to read a systems story to identify the undersireable effects that are the currnt reality. We will understand how to find solutions and take action in the areas of highest leverage.



Leaders dream more, Learn more, Do more.

Research into the key elements for successful organizational change commonly list the top three as: CEO involvement, CEO involvement, CEO involvement. Our experience in schools matches this. At the root of most successes and failures can be found a leader or leaders that delivered or not delivered. Leadership is a distributed concept. It is about a way of operating rather than a position. Leadership can be found at all levels of a school.

The valuesand beliefs of the school leader filter through the school and the community. They influence the culture of teaching and learning in the school. School leaders must know the values and beliefs that define the teaching and learning environment. The most important and often most diffiult leadership work is at this level.

Joy comes from leading the creation of the culture and establishing the challenges for childen and adults to continuously grow, learn and achieve. Principals become the lead teacher and lead learner. Joy flows from leading the design of the systems and structures to support children and adults to live the mental models they need for sucessful achievement.

As "head teacher," the school leader's class is made up of the school community and everyone in it.

This workshop will use the knowledge of participants to investigate and understand the 11 challenges leaders must meet in to experience the joy of being lead teacher and learner:
Choose leadership instead of management.
Design mental model actions.
Hold your nerve during the storms.
Create and maintain alignment.
Use time wisely.
Grow leaders and leadership.
Pay attention.
Walk your leadership talk.
Build and take care of the culture.
Demonstrate strength of character.
A repetoire of leadership tools designged to meet each challenge will be introduced and practiced. Feedback will be given to participants regarding the priority challenges they must meet to move forward from their personal current reality. collaboratively, they will construct action plans to overcome these priority


Chaos to clarity

If we are not seeing the events and patterns of behavior challenges we desire in our schools it is because our values and beliefs and systems and structures do not support one another. They are not aligned. The reverse is true as well. When our values and beliefs and systems and structures are aligned we see the events and patterns of behavior we want to see.

This presentation will will demonstrate a simple and elegant systems thinking tool that leaders can add to their repetoire to ensure that achievement, positive change, efficiency, and effectiveness flow from this alignment of values and beliefs and systems and structures.
The essence of systems thinking is seeing intrrelationships rather than cause-effect chains. Systems stories are made up of circles. In Western cultures, languages are made up of straight lines. There is a beginning of a sentence and an end. A linear view suggests a simple area of responsibility. When things go wrong this is seen as blame. In systems thinking we give up the assumption that there must be an individual or one clear reason rsponsible. Systems thinkers believe that everyone shares responsibility for problems. There is no blame.
Systems stories provide us a language that allows us to describe our issues as circles. This presentation will show how the key to alignment of values and beliefs and systems and structures is to see circles of influence instesd of stright lines. We will be introduced to the characters visible in any systems story.

We will learn how to read a systems story to identify the undersireable effects that are the currnt reality. We will understand how to find solutions and take action in the areas of highest leverage.

Originally a linguist, Bruno della Chiesa is of Italian, French and German descent and describes himself as an "engaged cosmopolitan". He founded and led between 1999 and 2008, within OECD's Center for Educational Research and Innovation, the project "Brain Research and Learning Sciences" and is thus considered one of the main founders of educational neuroscience.

Since 2008, he teaches at Harvard University, and has established theories on the "motivational vortex" and on the "tesseracts in the brain". His work on "promoting and raising global awareness" links (educational) neuroscience, (language) didactics, (socio)linguistics, (international) policy, and (philosophy of) ethics.

Regarding my latest publications, they are now in print: I will send you the titles by end of May.
My other publications, including the main ones, as well as a more detailed bio, can be found on Wikipedia:


My three main lines of research now:
1/ shambling towards global education (i.e., educating for cultural/global awareness);
2/ developing educational neuroscience (especially but not only for learning/teaching languages); and
3/ exploring the limitations of science in education policy-making (ethical issues, etc.).

Carol McGuinness is Professor of Psychology and now works in the School of Education at Queen's University Belfast in Northern Ireland. Her research focuseson the role of the metacognitive features of classroom talk. The major influence of her work can be seen in the Thinking Skills and Personal Capabilities Framework which is now a statutory requirement in the Northern Ireland Curriculum. She hosted the15th International Conference on Thinking in Belfast in June, 2011.

She is the author of the influential report "From Thinking skills to Thinking Classrooms". Her research evaluated the impact of the methodology ACTS in primary school, for three years.
She has been a consultant in the development of different curriculums at a national level and in pedagogy.

Most recenty she has worked with the British council and the Ministry of education in Thailand, to implement the project ACTS in Thailand.




Positioning Thinking in a National Curriculum: A case study from Northern Ireland
Although Northern Ireland is part of the United Kingdom, educational policy is devolved to national level, as it is in Scotland and Wales. From 2000, Northern Ireland began a major re-think about the aims and purposes of the national curriculum which had been a highly prescriptive and largely content-based curriculum since 1989. The new curriculum was designed to be more flexible and one of the main goals was to explicitly develop students' thinking skills and personal capabilities throughout the curriculum from ages 4 (early years) to 14 (end of the first phase of secondary education).

This keynote draws on my own experience of leading the curriculum design team who created a 'Framework for Thinking Skills and Personal Capabilities' as part of the new Northern Ireland Curriculum which was rolled out in 2007. Using Northern Ireland as a case study, the keynote will explore the kinds of questions that need to be addressed when making decisions about positioning thinking as a learning goalin any system-wide curriculum. For example, what kind of thinking will be prioritised? How will thinking be assessed? Will progression maps be outlined so that teachers will know if students' thinking is getting better? How will teachers be prepared for the new curriculum? How consistent is the direction of educational policy in the system likely to be so that the curriculum change has time to become well embedded?



Language and Dialogue in a Thinking Classroom
This workshop grew from a research and development project completed with upper primary school teachers in Northern Ireland classrooms, called the ACTS (Activating Children's Thinking) project. Teachers designed and taught infusion lessons, where the content and the thinking skills were taught together (following Bob Swartz's infusion approach). Some of the teachers' lessons were videotaped and the classroom dialogue was transcribed and analysed.

Using excerpts of the classroom dialogue from the transcripts, this workshop will consider the strategies and tactics which the teachers used to make thinking more explicit in classroom talk, how they used a vocabulary for talking about thinking, the role of the visual thinking organisers in supporting the classroom talk, and how the children responded to metacognitive prompts to 'think about their thinking'.

carrie-james-icot-2015Carrie James is a Research Director and a Principal Investigator at Project Zero at the Harvard Graduate School of Education. Her research explores young people's digital, moral, and civic lives. Since arriving at Project Zero in 2003, Carrie has worked with Howard Gardner and colleagues on The Good Project.

Since 2007, she has co-directed the Good Play Project, a research and educational initiative focused youth, ethics, and the new digital media. At present, she is also involved in the Good Participation project, a study of young people's civic and political participation in the digital age, and in the Civic Trust Among Young Immigrants Project. Carrie regularly presents her work and teaches at Project Zero's summer institutes for educators. Her publications include Young People, Ethics, and the New Digital Media (The MIT Press, 2009). She has an M.A. and a Ph.D. in Sociology from New York University.





Disconnected: Exploring Moral and Ethical Thinking in Digital Life

Young people are more connected to one another than ever before. Via Instagram, Twitter, Facebook and a host of apps and other digital technologies, they can share photos, music, and moment-to-moment thoughts and ideas about their lives. They can also learn and exchange ideas about larger events in their own communities and in the wider world.

Given these exciting affordances, it's critical to examine how young people are thinking about their engagement with digital and social media. Further, the networked nature of online spaces - and the capacity to spread digital content quickly - suggest the importance of looking at how youth think about the moral and ethical dimensions of digital life. In her recently published book, Disconnected (The MIT Press, 2014), Carrie James explores how young people approach online dilemmas of privacy, property, and participation.

How do youth think about their own privacy and that of others as they post photos and comments in networked publics? To what extent do they think about appropriation of digital content (music, text, video) with attention to its ethical implications? How do they respond to routine displays of disrespect and incivility that characterize dialogue in many online spaces?

Based on qualitative research carried out as part of Project Zero's Good Play Project, Disconnected is an account of how youth, and the adults in their lives, think about— and often don't think about — the moral and ethical dimensions of these kinds of situations. In this talk, James will share key insights from the book and related work on supporting ethical thinking online.



Cultivating Ethical Sensitivity in the Digital Age: Ideas and Tools from the Good Play Project
How do we create space for reflecting on questions of morality, ethics, and social responsibility in our fast paced lives? How do we support young people to think about these issues, and to confront moral and ethical dilemmas as they participate in social media sites, such as Facebook, Instagram, and Twitter? These are the kinds of questions at the heart of Project Zero's Good Play Project. In this interactive workshop, Carrie James will engage participants in a conversation about these issues and share related ideas and tools developed by Good Project researchers and our educational partners.


David received his doctorate from UC Berkeley with continuing studies as an Exchange Scholar for two years at the Harvard School of Education. He is an international leader in the field of thinking skills development, critical reflection, and 21st century learning.
David may be best known as the developer of the Thinking Maps® model that is a dynamic, student-centeredlanguage.

Presently, David is Co-Director of Thinking Schools International, a consulting group working around the world to share an integrated approach to educational transformation in places such as Ethiopia, Norway, Brazil, the UK and Malaysia.

In the U.S., David is co-director of the Designs for Thinking consulting group and founder ofThinking Foundation, a nonprofit organization focused on research on thinking, leading and learning.

David W. Johnson is a social psychologist whose research has focused on four overlapping areas: cooperative, competitive, and individualistic efforts; constructive controversy; conflict resolution and peer mediation and experiential learning to teach interpersonal and small group skills.

In these areas, Johnson has engaged in a cycle of (a) reviewing the research literature, (b) summarizing, modifying and extending existing theory; (c) creating, validating and refining new theory; (d) creating and implementing operational procedures that apply the validated theory and (e) revising the theory on the basis of the implementation. Johnson has developed and applied psychological knowledge in effort to improve practices within educational systems.

Johnson was born in Muncie, Indiana in 1940. He grew up in a family of seven children, living for several years on a family farm. Currently, he lives in Minneapolis, Minnesota. He graduated from Ball State University in 1962, received a masters degree and a doctoral degree in social psychology from Teachers College, Columbia University in 1964 and 1966 respectively, with Morton Deutsch as his dissertation advisor.

Since 1966 he has worked at the University of Minnesota in the Department of Educational Psychology, becoming a full professor in 1973. His brother Roger Johnson came to the University of Minnesota in 1969 and together they founded the Cooperative Learning Center.

ewan-mackintosh-icot-2015Ewan McIntosh is an award-winning educator and the founder of NoTosh Limited, based in Scotland, Australia and San Francisco, with a global reputation for researching and delivering new learning opportunities for some of the world's top creative companies and school districts.

NoTosh Limited developes products and services with TOP Businesses in connection with creativity, looking for new opportunities which later are implemented in the world of education. He has worked with hundreds of schools providing ideas, inspiration and researching how to improve pupil participation.

The team has a unique ongoing experience in creativity in creative contexts (we work with some of the world's top fashion, media and tech companies) and research-based learning and teaching development with schools. I have just released my first book, How To Come Up With Great Ideas And Actually Make Them Happen.


JAMES-NOTTINGHAM-icot-2015James Nottingham is an internationally known freelance trainer and educational consultant. Starting his own company, Challenging Learning, in 2005, he now leads a team of consultants based throughout the world. His books, Challenging Learning (for teachers) and Encouraging Learning (for parents and teachers) are available in English, Danish, Norwegian, Spanish and Swedish.

James was originally a teacher and leader in both primary and secondary schools. He was then co-director of an award-winning, multi-million pound regeneration project supporting education, business and community groups in north east England. Today he is a founding director, the international resource and collaboration cooperative for Philosophy for Children, and is a member of the Future 500 – a 'definitive list of the UK's most forward-thinking and brightest innovators.'





Leading Learning to Maximize Progress

How much progress are your students making, and how do you know? These are two of the questions that ought to drive education, and yet, they often go unanswered. It seems we have many ways to report on student achievement – national tests, teacher tests, percentages and so on; whereas progress, more often than not, is talked about purely in anecdotal terms.

James Nottingham will show some ways we can redress the balance so that students come to school to improve rather than just prove; and that teachers have a better idea of what impact they are having on the intellectual growth of their students.

Key points will include:

· What is the relationship between achievement and progress?

· How schools can set up for an emphasis on progress.

· Why so much of what we do – grading, award-ceremonies, praise, and so on – gets in the way of progress and deters students from thinking.

· How feedback can be adapted to ensure students make full use of the advice they are being given.



Challenging Learning and the Learning Pit

The Learning Pit helps to explain to students why their lessons should be rigorous, challenging and thought-provoking. In this presentation, James Nottingham will cover all aspects of the Learning pit, including:

· Questioning and facilitation techniques for getting students "into the pit'

· How the pit enhances resilience, decision-making and higher order thinking skills

· Strategies for helping students out of the pit

· Why "eureka" moments are critical to the learning process, and why these are unlikely unless students experience the pit

Javier is a teacher and educator, with experience in various areas, including therapeutic pedagogy. For ten years, he has also been the director of two educational centres, with wide experience in quality management, European projects and environmental projects awarded the green flag from Ecoschool.

Javier has a Masters in Early Development and a Diploma in Early Stimulation from The Institutes for the Achievement of Human Potential, founded by Glenn Doman, Philadelphia. He has founded and substantiated pedagogically nurseries and schools, their spaces, curricula and methodologies, as well as the first Living Lab Education of Spain.

He specialises in educational innovation, with programs tutored by Harvard Univeristy and Connecticut University: Multiple Intelligences, Teaching for Understanding, High Capabilities, Visible Thinking, Mental Habits, Cognitive enrichment programs, Multisensory teaching and other tools which he has used to shape numerous centres throughout the State.

For eight years, Javier has been the executive director of the New Keys Educational Foundation and organiser of various international conferences, along with being a delegate at the International Conference on Thinking (ICOT) 2013 in New Zealand, where he was given the responsibility of being a co-organiser for ICOT 2015 in Bilbao with the world's leading personalities in the field of thought.

He is a teacher, coach and certified trainer for Robert Swartz´s National Centre for Teaching Thinking in Boston. He is an author of educational materials and of neurological scales, designer of classrooms and schools, of educational management software and of the comic character Nikolas mikolasa, the genius that teaches children how to learn. He is also the author of Learning to Think, one of the lines of innovation by SM Publishing.

Currently, Javier is the CEO of the International Laboratory for Innovation and Coaching Education, called Tuinnovas (  ).

jose-antonio-marina-icot-2015José Antonio Marina Torres (Toledo, July 1, 1939) is a philosopher, writer and teacher.

He is the Director of the Parent University Foundation, which is a group of projects including the University of Parents Online, a leading parenting educational project, which aims to help parents with the educational of their children.

The Foundation has launched projects like the magazine and Energy Creator and Universe UP. Marina also is the director of the Center for Innovation and Dynamic Studies in Education.

He holds the Antonio Nebrija University Chair of Executive Intelligence and Education, to study how to generate talent. He is a member of the Scientific Committee of the Alcohol and Society Foundation.

Justin Grace, Head Sprint Coach, Great Britain Cycling Team.

"I will discuss my thoughts and experiences from leading 3 of the best cycling teams in the world (New Zealand, France and Great Britain). The communication and direction challenges, in leading a diverse group of staff, from Engineers to Physiologists to Analysts to Directors. All delivering one unified message to the emotional, inquisitive, demanding customer - the Worlds Top Athletes."


Justin Grace started his cycling career at the age of 11 and as a rider Justin made a seamless progression from professional track sprinter and Masters World Champion, into a coaching role.

He was responsible for the inception of the New Zealand Sprint programme with after coaching three Juniors to become world champions and progressing them into successful elite riders. The funding and staffing for the New Zealand Track Sprint programme increased exponentially based on the results and leadership under Justin. In June 2013 Justin joined the French Cycling Federation as Directeur de la Piste, enticed by the lure of becoming the first ever foreign coach in French cycling history. In his first year there, his team broke 2 world records and won 4 World Championships. In August 2014 the Great Britain Cycling programme gave Justin the opportunity to lead the most successful Olympic track program, which he gladly accepted. The demand for Justin is based on his recognised ability to build team culture and the ability to balance all the necessary components of sports in the right direction and to build the right environment to foster winners.


{tab=World Championship Results}

Junior World Championships 2009

GOLD - Team Sprint

GOLD – Keirin

GOLD – Sprint

Masters World Championships 2009

GOLD - Kilometer Time Trial

Silver - Sprint

Elite World Championships 2010

Bronze – Team Sprint

Bronze – Kilometer Time Trial

Elite World Championships 2013

Silver – Team Sprint

Silver – Kilometer Time Trial

Elite World Championships 2014

GOLD - Kilometer Time Trial

GOLD – Keirin

GOLD – Sprint

Bronze – Team Sprint

World Records 2014

Mens Elite Sprint – 9.347 seconds

Mens Elite Kilo – 56.303

World Cups and Continental Championships

Over 60 podium placings


{tab=Role of a coach}

A coach can be more importantly defined as a conductor – a conductor who needs to bring all the components of an orchestra together to play the right tune at the right time. In the same vain as a conductor, a coach needs to bring the right people together, to provide the right training and environment for an athlete, with the right timing. This is essential to ensuring the success of a programme. The coach needs to understand the conditions an athlete is under, conditions they are operating in, equipment they are using, past history, expected future outcomes and all under a large number of variables some of which can be unpredictable.

The United Kingdom Coaching Strategy describes the role of the sports coach as one that "enables the athlete to achieve levels of performance to a degree that may not have been possible if left to his/her own endeavours". It is the coaches responsibility to ensure that on race day the coach has provided all the necessary tools to make an athlete successful in their event. One of the main ways in achieving this is in knowing how to communicate with the athlete and identify in which way that athlete learns. Likewise the coach must know what the athlete's true potential is and how they operate. One modus of operation for an athlete is rarely the same for another. It is understanding these factors which assist with the success of a coach.



This presentation will begin with an overview into the world of elite sport, specific to track cycling:
• High tolerance (timed to 0.001 second),
• High tech (£100,000 bicycles),
• High performance (humans travelling 80kph)
I will give examples I have used to empower staff, engage the athletes and manage a "team of individuals" from various and different demographics.
Also discussed will be how this all ties together; using my experience combining the "Science of Coaching versus the Art of Coaching" and the human factors involved.



Karin is the director of the Development Centre at Independent Schools Victoria (Australia), coordinating professional learning opportunities for educators at all levels in over 200 schools, integrating and introducing new and innovative learning opportunities.

Karin is also committed to the work of The Feuerstein Institute and is a qualified trainer in this work and has seen first-hand the many ways that people of all ages and abilities benefit from this research and practice and its strong connections to neuroscience.

She is also a faculty member at the Project Zero Summer Institutes at Harvard, works on Visible Thinking projects including PZ Connect, an online learning project and initiated the "Leading Learning that Matters" a project working with experienced school leaders in collaboration with Project Zero at Harvard Graduate School of Education and Independent Schools Victoria, which have been introduced in Australia and highlight the application of innovative techniques to foster the desire to learn and think critically among students.

She first met Professor David Perkins and Professor Feuerstein at the very first ICOT she attended in Singapore many years ago and her introduction to this multidisciplinary conference with outstanding leaders from many diverse disciplines and countries led her to put forward a proposal for Melbourne, Australia to host ICOT and to organising and co-convening with Jane Stewart the ICOT in Australia in 2005 so that many Australians could experience what she and Jane had discovered in this conference. ICOT has led to so many positive changes and growth in Australia, and continues to do so.

Along with Ron Ritchhart and Mark Church has recently published the book:

"Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All Learners".



Thinking and Learning for Today and Tomorrow.

 Our world is changing so rapidly with healthy lives spanning longer, technology changing seemingly as rapidly as we blink, ongoing developments highlighting the links between neuroscience and we are so much more interconnected both near and far, yet is this bringing us closer together or creating new divisions? Jobs many of our students may go into don't even exist yet and the communities we live in are constantly changing too. Who are our students? Who, what do they identify with? Where do they feel a sense of belonging?



Leading Learning that Matters?

It is not easy to let go of the ways we have been doing things, especially when things are going fine, but is it best to stand still when so much is changing? Think about it. What is worth learning now to maximize opportunities and outcomes for today and tomorrow and how can this be achieved? Through our life experiences we keep learning, but how would it be if doctors were not prepared to unlearn some of what they learned in universities and their clinics when researchers find new ways of identifying and responding to disease and doctors have seen that some traditional ways of treating their patients are not achieving expected results? Does this connect with anything you have seen in your organisation? In your everyday life?

Rabbi Feuerstein is the President of the Feuerstein Institute, located in Jerusalem, Israel.

Founded by his father, Professor Reuven Feuerstein, the Institute engages in the research, development and dissemination of the Feuerstein Method, a widely acclaimed series of cognitive tools to systematically assess and advance thinking and learning skills. Rabbi Feuerstein spearheads new initiatives, including the development of the Feuerstein Method for the Elderly, the opening of Feuerstein centers worldwide, and designing and implementing program paradigms for application with disadvantaged and special needs populations.

In 1989, Rabbi Feuerstein began studying Psychology and Philosophy at the Hebrew University in Jerusalem. He currently is preparing his dissertation in Psychology at Paris V University. In 1993, he joined the Feuerstein Institute, where he specialized in cognitive-dynamic assessment. Over several years, he and his father developed additional methods of intervention and assessment, and co-authored numerous books and articles on the subject matter. Rabbi Feuerstein is a frequent lecturer on topics such as integrative education and therapy in Israel and throughout the world.

In addition to his work with the Feuerstein Institute, Rabbi Feuerstein co-founded the Tzohar Organization of Rabbis, whose goal is to create a common Jewish identity for Israel society at large. He also serves as the community rabbi of the National-Religious congregation in Har Nof, Jerusalem.



"Test your brain's abilities
"A hands-on workshop of the Feuerstein Instrumental Enrichment Method, given by Rabbi Rafi Feuerstein, Chairman of the Feuerstein Institute, will show you the impact of the Feuerstein Method on your cognitive functioning, and the improving of your cognitive and critical thinking skills such as strategizing, categorizing, comparing – learning. This will be done by cross-referencing the techniques applied during the workshop to the findings of neuroscience, and in particular to the parameters underlying neuro-plasticity.

Richard DemarcoRichard Demarco was born in Edinburgh in 1930 of Italo-Irish ancestry. He graduated from Edinburgh College of Art in 1953. Before he co-founded The Traverse Theatre and Gallery in 1963, he taught as the Art Master at Duns Scotus Academy, Edinburgh. Together with his fellow-founders of The Traverse Theatre and Art Gallery, he founded The Richard Demarco Gallery in 1966 and now directs The Demarco European Art Foundation.

As an artist, he is represented in over 2,500 art collections, both public and private, including the Scottish National Gallery of Modern Art, and The Victoria and Albert Museum, The British Government Collection, and the National Gallery of Lithuania.

For his services to the arts in Britain, he was appointed an Officer of the British Empire (OBE) in 1984, and in 2007 he was appointed Commander of the British Empire (CBE). His contributions to contemporary international art have been recognised by his receiving the Polish Gold Order of Merit (1976), the Caveliere della Repubblica d'Italia (1988), the Chevalier des Arts et Lettres de France ((1996). In 2007, he was awarded Poland's 'Gloria Artis Medal' and in 2010, he received the Grand Order of Merit of the German Federal Republic and the 'Bene Merito' from Poland. In 2012, Richard Demarco was awarded The Order of Merit for Culture from Romania.

Most recently, Richard Demarco has been awarded the Medal of European Citizen of the Year 2013 by the European Parliament.



The Road to Meikle Seggie
The Road to Meikle Seggie is both a reality and a metaphor for the work I have embarked upon since my role as Kingston University's Professor of European Cultural Studies in the 1990s and The Edinburgh Festival programmes I inaugurated from 1972 through the nineteen seventies, eighties and nineties, in collaboration with Edinburgh University. These programmes were conducted not only in Edinburgh in the form of master classes but in the form of expeditions into the heartland of Scotland's cultural heritage leading to those areas of Europe which have influenced that heritage.

Meikle Seggie is the name of a farm but more importantly it is also the name of a lost village which has slipped off all modern maps, like countless lost villages and communities all over Europe.

The Road to Meikle Seggie is intimately linked to the title of the Demarco Gallery's experimental Edinburgh Festival academic programme. This programme was entitled 'Edinburgh Arts' because it focused on every aspect of the arts offered by the Edinburgh Festival's programmes, thus linking the visual and performing arts with literature and even with the interface between art and science, particularly that of anthropology and archaeology.




Room 13
The art and teaching of Joseph Beuys made clear his controversial statement that 'Everyone is an artist'. By that, he meant that everyone is born to be creative.

Ample evidence of this exists at primary levels of education. However, there is little evidence of it at secondary and tertiary levels of education.

This is doubtless due to the fact that human beings are assessed through a highly questionable examination system with a heavy emphasis upon rational processes of thought and all things quantifiable and measured. All this is found within well-worn pathways leading to the well-known, rather than the unknown and unknowable.

Now information takes precedent over creativity, involving new and as yet unexplored methods of investigating all aspects of the universe.

Room 13 has proved to be a phenomenon; it has succeeded against all the odds and flourishes now world-wide, far from its origins in Scotland's Highlands, particularly in the Soweto Townships in South Africa. Room 13 is obviously inspired by Joseph Beuys. It should not be forgotten that he was inspired by the world of Room 13 – in the reality of Scotland's West Highland landscape, the world in which history is co-mingled with mythology in a land of Bardic poetry, the land of 'Tir Na nOg' – The Land of the Every Young – where time stands still and eternal truths are expressed in story-telling.




Ron Ritchhart is a Senior Research Associate at Harvard Project Zero where his work focuses on such issues as teaching for understanding, the development of intellectual character, creative teaching, making students' thinking visible, and most recently the development of school and classroom culture.

Ron's research and writings, particularly his theory of Intellectual Character and framework for understanding group culture through the "Cultural Forces," have informed the work of schools, school systems, and museums throughout the world. His current research focuses on how classrooms change as teachers strive to make thinking valued, visible, and actively promoted in their classrooms.

Ron's latest book, Making Thinking Visible written with Mark Church and Karin Morrison, takes readers inside a diverse range of learning environments to show how thinking can be made visible at any level and across all subject areas through the use of effective questioning, listening, documentation, and facilitative structures called thinking routines.



Dr Rosemary Hipkins is a Chief Researcher at the New Zealand Council for Educational Research. She began her career as a secondary science and biology teacher and worked in teacher education before moving to NZCER.

Rose was actively involved in the development of New Zealand's current national curriculum framework and has led national research projects related to both curriculum and assessment innovation in New Zealand. She is interested in deepening understandings of the OECD's key competencies and has co-led the development of resources to support their meaningful implementation across the curriculum.

Selected recent research and publications:

Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key Competencies for the Future. Wellington: NZCER Press.

Hipkins, R. (2014) Unlocking the idea of capabilities in science. Wellington, New Zealand Science Teacher.

Hipkins, R., & McDowall, S. (2013). Teaching for present and future competency: A productive focus for professional learning. Teachers and Curriculum, 13, 2-10.

Hipkins, R. (2013). The 'everywhere and nowhere' nature of thinking as a subject-specific competency. Thinking Skills and Creativity, 10, 221-232. doi:




Key competencies for the future
The introduction of key competencies, or capabilities as they are sometimes called, is a common feature of '21st century' curricula. The New Zealand experience suggests that if teachers don't have sufficient opportunities for professional learning when a new curriculum is introduced they are likely to add key competencies to their existing curriculum. This might help to improve a teacher's practice but it is unlikely to support the sorts of shifts being sought for 21st century learning (e.g. developing students' learning-to-learn capabilities). On the other hand, when teachers experience opportunities to explore the key competencies as 'ideas to think with' their understanding of active curriculum-building can evolve rapidly. Teachers can find this shift enlightening and liberating. In this talk I'll demonstrate the use of two different structured thinking opportunities to support teachers to develop a more expansive view of how the key competencies can transform the curriculum. The first is a more conventional self-audit tool, and the second is a futures-thinking process for reimagining and rebuilding a school curriculum better attuned to building capabilities students will need to thrive in the 21st century.



Systems thinking for democratic participation
Learning how to think in terms of systems is an important capability for democratic participation. Conceptual knowledge about specific types of systems is needed but is not enough. Students' learning needs to build a sense of the dynamic interrelationships between parts of a system. This can be tricky because there is often a gap in space or in time between various causes and effects. Practical concerns about interactions within the system also need to be part of the learning. This means contexts are important. Students learn to ask "how does that work in this case?" They also need to learn to tolerate uncertainty, because there won't be a single "right" answer to questions about systems dynamics. "It depends" is a useful metaphor for this way of thinking.

The workshop will explore one possible way to embed systems thinking into the traditional subject matter of the school curriculum, using the water cycle as an example of a dynamic system. (Conceptual learning about how water circulates is not sufficient to build the "water literacy" needed to play our part in becoming better stewards of the planet's finite supply of fresh water.) The workshop will introduce a water cycle "game" designed to let students experience "it depends" thinking about how water circulates through the major systems of planet earth. We will discuss ways we might position humans inside the system (rather than outside looking in). Finally we will use research-based "habits of systems thinking" to discuss the experience of interacting with the game.

shari-tisman-icot-2015Shari Tishman is Senior Research Associate and former Director of Project Zero and a Lecturer on Education at Harvard Graduate School of Education. She is interested in understanding and designing environments and instructional approaches that help people learn how to think. Her research focuses on the development of thinking and understanding, learning in and through the arts, and learning in museums.


Recent Major Research Projects:

-The Qualities of Quality: Excellence in Arts Education and How to Achieve It. (with co-principal
investigators Steve Seidel, Lois Hetland and Ellen Winner).
-Commissioned by the Wallace Foundation.
-Learning in and from Museum Study Centers. A collaborative project with the Harvard University Art Museums. Funded by the Harvard University Art Museums.
-Artful Thinking. In collaboration with the Traverse City, Michigan Area Public Schools (TCAPS). Funded by TCAPS and the US Department of Education.
-Innovating With Intelligence (Visible Thinking) (with co-principal investigators David Perkins and Ron Ritchhart) Funded by The Peder Sager Wallenberg Charitable Trust/Carpe Vitam.
-Investigating and Strengthening the Educational impact of the Museum of Modern Art's Visual Thinking Curriculum. Funded by the Museum of Modern Art.
-Art Works for Schools (with co-principal investigator Tina Grotzer). Funded in part by the Massachusetts Cultural Council.
-Patterns of Thinking: The Analysis, Assessment, and Educational Implications of Thinking Dispositions (with co- principal investigator David Perkins). Funded by The John D. and Catherine T. MacArthur Foundation.




Slow looking and big understandings

Time is the most precious educational resource we have. So to spend it lavishly by asking students to slow down and look closely at just one thing requires strong justification. This session explores the cognitive power of slow looking. Drawing on examples from several Project Zero frameworks, it shows how the practice of slow looking can help learners of any age develop complex understandings of their worlds.


Vicente Atxa Uribe (Oñati, 1965) completed his studies in Electrical Engineering at the Polytechnic School of Mondragón and is a Graduate of Electronic Engineering from the School of Engineering , La Salle University Ramon Llull in Barcelona. He also holds a PhD in Electronics and Communications from Staffordshire University in the UK and an Executive MBA from Mondragon.

Between 1987-1989 he worked as a technician in I+ D at Ulma Packaging and in 1989 continued as Technicician of I + D at Rofin Sinar Laser (Hamburg-Germany). Subsequently he was assistant professor of communications at Staffordshire University in the UK.

In 1993 he became a professor in the Department of Electronics at the Polytechnic School of Mondragon University, where his work focused on teaching and the research of technological innovation in the area of Signal Theory and Communications.

In 2007 he was elected Director General of the Higher Polytechnic School of Mondragon until he was named Rector in January 2015.

Yuri Morejon is a political scientist, specialised in political analysis, public opinion and communication management during crisis situations. He has professional experience in Spain, the United States, Italy, El Salvador, Honduras, Venezuela and Argentina as a public communications consultant for companies, political leaders and sports professionals. Director of Yescom Consulting and Comunicar es Ganar. Public Communications Consultant for Business owners, Politicians and Elite Athletes Political Scientist, Specialist in Public Opinion.

Lecturer in communications and public image for various Master's Programs including the Universidad Pontificia de Salamanca, the Universidad de Deusto, the Universidad Politécnica de Madrid, the Universidad Carlos III and the Instituto Universitario Ortega y Gasset.

Co-Author of the documentary: The Legendary Ones. Made to Make an Impression.

Masters Degrees in Corporate Communications Management, Image Assessment and Political Consulting, and Managing Communication in Crisis Situations. Author of the book De tú a tú. La buena comunicación de gobierno. Frequent contributor to Spanish media outlets such as television and radio networks Cadena SER, RNE, TVE, ETB and newspapers such as El Mundo.

Holds a degree in Linguistics and Literature from the Universidad de la Sabana, has formation in Teaching for Understanding and Cultures of Thinking (FUNDACIES, Universidad del Rosario), and in Cognitive Modifiability (San Pio X Madrid).

Woman International Chess Master FIDE (World Chess Federation), 9 times Colombian champion, champion of Central America and the Caribbean, played at six World Olympiads and two World Championships.

Author of the book "Juega el maestro y ganan los niños" (The Master plays and the Children Win) and of "Ajedrez en el aula" (Chess in the Classroom) method which includes 8 booklets for students, guides for teachers as well as multiple pedagogical resources. It is pedagogically based on Teaching for Understanding and Multiple Intelligences. Her method is implemented in Spanish and Colombian schools as well as in the Miami area.

She received the award "Maestra Ilustre" (Outstanding Teacher) in the education awards of the Fundación Compartir in Colombia with her proposal "Ajedrez en el aula de preescolar" (Chess in the Preschool Classroom).

She is currently the director of the TALENTO and OSITO PARDO kindergartens in Bogotá where she leads the implementation of Teaching for Understanding and Visible Thinking. She also directs the TALENTO Chess School.



How to develop children's thinking through chess

A boardwith black and white squares and 32 pieces is one of the best mental fitness excercises for children and adults. Through chess, we can extend the attention span of students and improve their ability to concentrate. Chess can be used to teach, how to calculate, display, solve problems, make decisions and stimulate creative, abstract and logical thinking. A chess game can also become the ideal space to promote respect, responsibility, tolerance, courtesy and learning to win and lose in a dignified way.

This is an opportunity teachers must not miss :using chess as a resource to develop thinking and promote mental abilities and cultivate values.




The chess players are blindfolded (without seeing the board); they face 25 opponents at once and then remember all the moves ; they can make two moves per second in rapid games; analyze and make many decisions in a mental struggle that can last six hours without losing concentration; can calculate 10 or 15 games , constantly they create strategies , tactics and discover new ideas. How do they achieve that? How do children acquire these skills? Adriana Salazar and Leontxo Garcia, internationally renowned experts will explain with practical demonstrations and scientific arguments. The conference attendees will see how the brain of a chess player works.

Graduada cum Laude en Ciencias Empresariales Internacionales (E4) por la Universidad Pontificia de Comillas (ICADE).

Ha ejercido como Directora Jurídico-Financiera del Deportivo Alavés, SAD, Directora General Adjunta y Directora de Marketing, relaciones institucionales e internacionales del Getafe CF SAD y en la actualidad es Directora de la Unidad Especializada de Deportistas de Élite del BBVA.

Es una participante habitual como ponente y conferenciante en eventos relacionados con la gestión profesional de entidades deportivas, como el de directores deportivos de la RFEF, y ejerce como profesora en diferentes Cursos y Másteres relacionados con la materia.

En 2015, la revista Metadeporte destacó a Ainara Knorr como la 9º mujer más influyente de la industria del deporte

Alberto is the Founder and Director of the ´Red de los Seres Humanos´, a social movement born in Bilbao whose mission is to humanise the World, and creator of the technological platforms, the social network to promote values, to qualify the ethics of brands, and support and create organisations and human projects, and, the educational social network that promotes and allows recognition of the psycho-social and human capacities of the students.

A specialist in financial and technological sales, with more than 18 years of experience in consulting and managing projects, 15 years as a professional of the Internet, three years in Banca, three years as a professor of the institute BME (Bolsas y Mercados Españoles) on the Masters ´Financial Markets & Alternative Investments´, and ten years occupying the position of Commercial Director in multinationals such as Standard & Poor´s and Morningstar Web Financial Group. Alberto has a degree in Business Administration and Actuarial Science from the University of the Basque Country (UPV), a Masters in Internet Business from ISDI and a MBA from the Official School of Languages (EOI).

Ana Maria is licensed in Preschool Education, San Buenaventura University. Bogota, Colombia. She has a Master's Degree in International Educational Management from the College of New Jersey, USA.

She is a Certified Trainer in Parallel Thinking by The DeBono Group USA. She also is a Certified Trainer in Thinking Maps by TM Inc. USA.Ana Maria is an International Consultant specialized in Cultures of Thinking; Knowledge from Infancy and up; and also in Thinking as a Pedagogical Tool.

Ana Maria has dedicated her work to the improvement of education through the implementation of the Visible Thinking approach from Harvard University, the Theory of Constraints TOC, the Strategies of Lateral and Parallel Thinking from DeBono.

Ana Maria is the author of the VESS Educational Methodology (Vida Equilibrada con Sentido y Sabiduria in Spanish or a Balanced Life with Meaning and Wisdom in English) which utilizes thinking as a pedagogical tool from infancy and up to form citizens who are ethical and have habits of mind and dispositions that respond to the needs of the 21st Century. This model has inspired hundreds of teachers and educational centers in the United States and Latin America where the program has been implemented.

Ana Maria is an International Consultant specialized in Cultures of Thinking; Knowledge from Infancy and up; and also in Thinking as a Pedagogical Tool.

Anastasia Kalinina is an Associate Director of the Global Shapers Community. Global Shapers Community is a network of over 400 city-based Hubs around the world led by young people between the ages of 20-30 who self-organize to have impact in their local communities. She is responsible for developing and executing strategy for all local activities of the Global Shapers around the world, and for designing activities that aim at providing young people a seat at the table anywhere global agenda is being shaped.

Prior to joining the World Economic Forum, she has directed the launch of numerous global projects such as WomenHIV platform and Social Camp in Russia, Coaching for Development in Nepal, Jobzippers Entrepreneurial Speakers Series in Switzerland and Germany, and many more. She has launched and implemented a two-year project in St. Petersburg, Russia, aiming to reduce discrimination and violence against HIV-positive women, and ensure their sustained access to treatment, care and support. She was responsible for developing and implementing social media/campaigning strategies in organizations such as Amnesty International (London), and International Service for Human Rights (Geneva).

Anastasia holds a BA in Literature from St. Petersburg State University, BA in Humanitarian Sciences and Arts from Bard College, New York, MA in Communication Studies from the University of Northern Iowa, and MSc in Human Rights from London School of Economics and Political Science. She is a John Smith Fellow, an honorary member of the International Project Management Association, member of international trade professionals network NASBITE, and a Global Leadership Fellow of the World Economic Forum. She is interested in arts, sustainability, global affairs, and empowerment of youth through technology and innovation. Anastasia is a published writer and poet.

Founded in 2002, the Athletic Club Fundazioa Foundation's primary mission is to return to society part of what society gives to Athletic Club. This is accomplished through an important program of initiatives in the social, social-sporting and socio-cultural scopes whose main objective is to improve our society. To achieve this, the Foundation sets in motion activities and programs either individually or with the collaboration of different social agents and organizations. All Foundation activities use football and/or Athletic Club's social, historical and cultural dimension as tools to help improve the quality of life of the people for whom they are intended.

The work of the Athletic Club Foundation would not be possible without the economic support of a series of companies and institutions (Partners and Associates) and individuals (Club Athletic) that understand that the Athletic Club Foundation project does not fall within the rationale of economic profitability, but that it is geared towards social and cultural prosperity. Furthermore, part of the actions developed is possible thanks to the selfless work of Foundation volunteers, through the Volunteer Program of the Athletic Club Foundation.

The Basque Culinary Center has the aim of guaranteeing the continuity of cuisine as a centre for innovation in the future, which also implies the generation of high-level knowledge and the training of qualified professionals; promoting research and knowledge transfer among haute cuisine professionals and business sectors and knowledge related directly and indirectly to gastronomy; and to achieve international projection.

Boosting technology transfer and innovation in sector companies is another of the centre's great objectives, as well as the creation of new business initiatives and projects.


The centre's lines of Research and Innovation in Food and Gastronomy are developed around the following:
Food education and habits.
Food social responsibility.
Food trends.
Innovation in business management in the sector.
Development of associated technologies.
Food preparation, presentation and conservation.


Joxe Mari Aizega

Joxe Mari Aizega is the Managing Director of the Basque Culinary Center, which includes the Faculty of Gastronomic Sciences and the Center of R&D for Alimentation and Gastronomy. This centre is the first gastronomic faculty in Spain to offer an official degree in Gastronomy and Culinary Arts. Joxe Mari Aizega is the founder and pioneer of this centre, which was created with the support of public institutions, the most important internationally-recognised chefs, private companies and Mondragon University.

Joxe Mari Aizega has a Bachelor degree in Business Administration and Law and a Doctorate in Law from the University of the Basque Country (UPV). He has worked as a professor for the Faculty of Law at the University of the Basque Country and for the Faculty of Business Studies at Mondragon University. He has also been the Vice Chancellor of Mondragon University

Carmen Bieger holds a Law Degree from the Universidad Autonoma of Madrid and has completed Executive Development Programas in 'Management Development' at IESE (Madrid) and 'E-Commerce, Business & Technology Master' with Berkeley University (California).

She started her professional career as a consultant in Arthur Andresen. Later, she worked at Mediaset TV Group, first as "Audit and Operations Manager" and then as 'Control and Business Affairs Manage'.

Carmen´s first position in ATRESMEDIA was Chief of Staff of the Office of the CEO.

Since 2006, she is the General Manager of ATRESMEDIA Foundation.

She was elected as one of the 'Top 100 Women Leaders in Spain' by Mujeres&Cia in 2013 and 2014.

Concepción Naval (This email address is being protected from spambots. You need JavaScript enabled to view it.) holds a PhD in Education from the School of Humanities and Social Sciences, University of Navarra (1989). She was awarded a scholarship in the pre-doctoral program of the Spanish Ministry of Education, and a postdoctoral fellowship by the Fulbright Commission.

She has been a Professor of Educational Theory at the University of Navarra since 1993. From 1996 to 2001, she directed the Department of Education, and held the position of Vice President of the University of Navarra from 2001 to 2012. Dean of the School of Education and Psychology since December 2013.

Prior to that, she was a Visiting Scholar at Harvard University, the University of Notre Dame, USA, the International Office of Education of UNESCO in Geneva, St. Edmund's College of Cambridge University and Boston University. She has also been a Visiting Professor at the Universidad Panamericana (Mexico City and Guadalajara).

In 2003 she was a Fellow of the Salzburg Seminar (Austria), and during 2012-13 Visiting Fellow and Oliver Smithies Lecturer at Balliol College, University of Oxford, and Academic Visitor at Columbia University, NY.

She is the editor of the journal Estudios sobre Educación and is on the Editorial Board of the Journal of Social Science Education; Journal Citizenship, Teaching and Learning, amongst others.

Ipur Kirol Fundazioa is the non profit foundation of SD Eibar.

Ipur Kirol Fundazioa has four main areas:
It is a promoter of FOOTBALL BASE , which is vital for the future of the club .
The foundation works in a social and humanitarian way, with SD Eibar putting into practice activities which are Social, Responsible and cooperative in nature to make the world better and more just .

The third is leading and promoting the training and educational part of the IPURUA TALLARRA, with the objective to develop people and their values through sport , training and innovation.
Finally the Foundation is behind the planning and design of the commemorative acts of 75th Anniversary of the club which is celebrated during 2015.



Jon Arregi is the director of the Foundation of SD Eibar, which started during the clubs first season in the First Division with the intention of changing the world by demonstrating that another type of football is possible. Ipurua Kirol Fundazioa coordinates the areas of Corporate Social Responsibility, the acts of the 75th Anniversary Team and the strategic project of the Club: Ipurua Tallarra is an innovative and unique project , with the only stadium in the league which has new spaces dedicated to sports training and culture.

She is the director of the Institute of Cooperative Studies LANKI at Mondragon University .She teaches, researches and works on projects related to social economy, cooperatives and the cooperative experience of Mondragon, as well as the development of cooperation and experiences of social and solidarity in the economy of Latin America.

Projects which are carried out in close collaboration with both local and international social and economic agents and who have financial support from various programs of the Basque Government, the Provincial Council of Gipuzkoa, the Higher Council of Cooperatives and private organizations.

Erik Bergelin is the ex-McKinsey&Company consultant and entrepreneur who wanted to build something big from scratch, but didn't have the idea.

After numerous discussions with Erik T, he joined Strawbees six months ago, and is now the CEO of this progressive, fun & creative company. His major assets are his structural, people and problem solving skills, as well as understanding customers needs.

Erik Thorstensson is a true product developer. Being part of many creative collectives in Sweden, and doing guest lecturers at MIT & Berkeley, as well as being the guy behind 10+ brands, he really has product development at heart.

His latest invention, Strawbees, is taking the world with storm. His mission to change the world to using smart toys, and being tought in problem solving and creative skills, is truly the DNA of this product. Erik is head of product development and PR at Strawbees.

He has a BA in Journalism from the Faculty of Information Sciences at the Pontifical University of Journalism. He was a member of the editorial staff of AS, from 1998-2012, in different roles as editor of the football section, editor of the section of Real Madrid 1999-2002 AS delegate in Galicia and Asturias 2002-06, section head of Sports 2007-2010, special envoy for Football 2010-2012 and large events.

He was sports editor of the Terra, website of Telefónica, from 2012-2014. Sports editor of the website Voice Pópuli from 2014 to the present. I write a blog on Yahoo-Eurosport, I am a specialist rugby Canal + since 2006, where he has participated in covering the Six Nations and the World Championships in 2007 and 2011. Collaborating Jotdown, Esquire, the magazine Líbero Study and tertuliano being Stadium 2012 and 2014.

He has covered events like the Olympics (Sydney 2000 and London 2012), Euro (Poland and Ukraine 2012),Copaû America football (Paraguay 1999 and Argentina 2011) Confederations Cup (Brazil 2013) or Copa América de Vela (2007 ).

He is a member of the Faculty of ESIC in the chair of Marketing and Sports, speaker at the conference of Sport Marketing and Digital Journalism 2013 2014 ESIC, professor of New Technologies in the Master of Sports Journalism Real Madrid at the European University (2010- 12), professor of Journalistic Writing in the Master of the Valencia International University (2011-12), a speaker at the 2014 iRedes.

Grupo Prisa PDD at IESE Business School (Madrid, March-June 2007).



Can Social Networking break the mould of sports journalism? Are athletes now the big players in the media? What it is the current relationship between the players and fans? These are some of the issues that we will have a chance to discuss during this round table. Without doubt, big questions about the ability of sport to tell stories and how journalists need to adapt to changing times.



Is it true that everything has been written? Stories we always read stories that always wins. Sport and the Media.

Can Social Networking break the mould of sports journalism? Are athletes now the biggest players in the media? What it is the current relationshipbetween players and fans? These are some of the issues that we will have a chance to discuss during this roundtable. Certainly, big questions about the power of storytelling within sport and how journalists are adapting to changing times.


Born in Madrid, Gloria Lorenzo graduated as a Computer Engineer at the Universidad Politécnica de Madrid. She developed most of her professional career outside Spain.

She lived in Ireland, Italy and US where she worked at technology companies like Corel Corporation, Logos Italy, Lotus and Oracle Ireland. In 1999 she joined Siebel Systems Ireland where she was part of the founder's team that built the Globalization Engineering group. She moved back to Spain at the end of 2003 and joined Oracle again as part of the Siebel acquisition.

She has specialized in Internationalization and Localization in Software Design. She held senior positions in the areas of Engineering, QA, Performance Engineering and Project Management. Currently she is Director of Translation Architecture at Oracle managing an organization spread across Asia and Europe.

In 2009 she started the programme Oracle Women's Leadership (OWL) in Spain to foster leadership for women at Oracle. Several initiatives were launched under the umbrella of this program, including the innovative Cross-Company Mentoring between Oracle, Coca-Cola and American Express.

Up to June 2014 she was part of the Federation Board for Professional Women's Network Global, responsible of Executive Programs where she represented PWN in the creation of the Global Board Ready Women Database that identifies women from all over Europe that can access to Board positions. Last year she was appointed as Vice-Chair of the Spanish Delegation for the Global Summit of Women. In 2013 she received from The International Alliance for Women on the of the World of Difference Awards for her support in the advance and development of women.

In 2012, Guido Braam decided to put all his energy and focus on the transition towards the circular economy. As the executive director of the action driven Circle Economy cooperative, he contributes to this transition on a daily basis.

He strongly believes that social entrepreneurship will become the new normal. Enticing the establishment into the circular economy, a more balanced system full of innovation and (shared) value creation, is the first step. Guido is the founder of several (impact driven) start-ups and co-owns a collective of ventures in Powered by Meaning.

His life motto is: 'we are the people we have been waiting for'. Guido helped to grow Circle Economy from a ambitious start-up to internationally recognized cooperative, which has six focus areas: design, finance, textiles, agri-food, regions and construction.

Within these focus areas circular projects are set up with the member organizations of Circle Economy. By bringing large multinationals, SME's small start-ups, science and the government together, impact can be achieved and new models can be tested in pilots.

Ignacio Palacios-Huerta is an economist, a Professor of Economics and Strategy at the London School of Economics and has PhD in Economics from the University of Chicago.
His doctoral thesis on performance and risk of investment in human capital was directed by Gary S. Becker, Nobel Prize.

He was formerly a professor at Brown University in the US, and visiting professor at the universities of Chicago and Stanford. He has consulted for the International Monetary Fund and the World Bank, among others he has received the distinction of National Fellow at the Hoover Institution at Stanford. He is currently a Board member of the Athletic Club of Bilbao, and since 2011 is Senior Fellow at the Ikerbasque Foundation.

Latest Publications and Research Interests:Ignacio Palacios-Huerta has been published in the most prestigious international academic journals in economics such as the American Economic Review, Econometrica, Review of Economic Studies and Review of Economics and Statistics. His last two book titled Beautiful Game Theory: How Can Help Soccer Economics, published by Princeton University Press (June 2014), and In 100 Years. Leading Economists Predict the Future, published by MIT Press (December 2013).

His research interests include the areas of human capital, applied microeconomics, strategy and game theory, and financial economics.



"Galileo Galilei and Isaac Newton tried to measure as accurately as possible stones falling from the Tower of Pisa and apples from trees, even though they had no interest in stones or apples. They did it because they were interested in the data that could be generated to evaluate physical theories.

In the same way, data can be obtained on a football pítch and can be very useful for research in economics. In this talk I will show how, this data is immensly useful to evaluate,for the first time ,using the theories about human behavior of John F. Nash (on whose life 'A Beautiful Mind''is based) , theories of efficient markets in financial economics,the reason why he was given the Nobel Prize in Economics in 2013, various theories about workplace discrimination or theories about the effect of social pressure on human behavior. "


A founding member of Evocalia, Iñigo´s professional focus is the development of managers and teams and the facilitation of the change process in organisations. During the last 15 years, he has managed or participated in projects of development and change in more than 100 different organisations.

Iñigo has been trained in coaching by the Behaviourial Coaching Institute in Sydney, in group and individual relationships in organisations by the Tavistock Institute in London, in physcodrama and active techniques by the International Institute of Human Relations Dean and Doreen Elefthery, as well as other short development programs with Külpp & Partners, Hakomi Institute...

Prior to his tenure as a consultant and coach, Iñigo worked as a manager in the industry sector, in various functions – sales, management control, operations, factory management – and with diverse cultural backgrounds – Spain and United Kingdom, which without a doubt enriched his perspective of business organisations. Iñigo has organised conferences and directed summer camps, always with the theme of persons in the organisations.


Round table
Learning Communities.

We will discuss communities as a learning process that develop leadership skills and management in the business world.
What are Communities ? ,How can they be a valuable process and how is this articulated.
The answer has to do with Turning Communities into a mirror in which we can look at ourselves.
They are also places to try out ideas , and for training ... and a safe space in which to share progress and difficulties.


Three leadership skills
There are others equally important like listening for example, generating a shared sense or the development of others, and the ability to speak , an choose the right 'stance' for each interaction, as suggested by Jeff Clannon, but I want to turn our attention to three which are sometimes ignored :

To construction of safe spaces.

There is communication when we feel that there are safe spaces in which we can talk about what really matters to us, or import without feeling threatened.


Instill positive energy.

Clearly, the energy level is important, we think everything is given by us or removed; we also give or take away energy from those around us.

Every person, every organization has its own way of give and take energy

We will talk more about this , but understand its importance? Is it something we do a pat on the shoulder or is it a capacity that we have? We will discuss why it is a fundamental component in the life of teams and Organizations.

With a degree and various postgraduate qualifications in Psychology, as well as in Finance, Javier Goienetxea is a Coach of Ontological Business.

Javier has extensive experience (31 years) in the cooperative world, where he forms part of various governing bodies and sits on the Board of Directors for organisations such as Eika, Eroski and Erkop, and Social Management Committees for Eroski and the Mondragon Corporation, along with Governing Councils and / or Administrations for Lagun Aro, Cecosa (Eroski Group), Erkop and the Standing Committee of the Mondragon Corporation. Furthermore, he was a member of the Technical Committee which participated in developing the Mondragon Corporate Management Model.

With regards to the development of institutional relations, highlights include being: President of Clúster Alimentation Euskadi (2009-2011), President of Konfekoop, Confederation of Cooperatives of Euskadi (2011- 2015), Vicepresident of the Superior Council of Cooperatives of Euskadi (2011- ...), Vicepresident of CEPES, Spanish Business Confederation of the Social Economy (2012- 2015), President of Erkide, Federation of Associated Work, Education and Credit Cooperatives of Euskadi (2013- ....), Basque Advisor CES (Economic and Social Advice) (2012 – 2014) y President of the Mondragon Congress and Standing Committee (December 2014 - ....)

Javier Romero Naranjo has a PhD in Musicology from the Alexander von Humboldt University of Berlin. He specialized in early music and performed his doctoral thesis on policoral baroque music under the tutelage of professor of musicology Hermann Danuser.

His thesis, written and defended in German, won the top award. He has advanced studies in classical guitar and orchestral direction, works perfected in Germany with his teachers Karl-Heinz Werner and Alex Constantin. He graduated in Geography and History; then did a Master of Arts in Ethnomusicology from the University of Maryland (USA). Currently he holds a university professor accredited by the ANECA, and coordinates the doctorate courses on "Research in Music Education and Movement" at the University of Alicante.

He highlights the Bapne method (body percussion and multiple intelligences).

Doctor of Psychology (Cognitive Neuroscience), scientist at the Basque Center on Cognition, Brain and Language (BCBL) and graduate professor at the University of the Basque Country.

He currently leads the research group "Multilingual literacy" of BCBL exploring the cognitive processes associated with the acquisition of oral and written monolingual and multilingual language populations of different ages.

Principal investigator of several national projects on literacy and bilingualism and partner in several international projects that explore the neurobiological substrates of multilingualism. He has published about 60 articles in leading international journals on psycholinguistics and cognitive neuroscience of language, a member of the Editorial Board of the Journal of Cognitive Psychology and Frontiers in Psychology, and works as a reviewer of more than 35 international scientific journals.



How do bilinguals think ? The case of the fat man.

How do bilinguals think ? Are we the same when we speak our native language and when we speak a foreign language we know? What is the relationship between emotions and the languages ??we speak? Does it hurt less an insult in a foreign language? Can we lie best in our native language or in a foreign language? These and similar questions are grabbing the attention of many researchers in cognitive neuroscience of language, and recent studies show that aspects of thought that until now were considered immovable depend largely on the linguistic context in which we are immersed.

In this talk the most striking findings of recent years on the relationship between multilingualism and thought will be presented, demonstrating through several experimental paradigms and several neuroscientific techniques how human beings are able to change their way of thinking, feeling and act on the language you're using at the time. First studies on the processing of emotions will be presented through language, comparing native and foreign languages. Alongside this, research on processing lies in native and foreign languages, as well as studies on the differences in the processes of decision making depending on the language will be presented. Then it will demonstrate how moral judgments can change depending on the language, and how thought is directly affected by the emotional distance that each language brings. Finally, recent data show that even the perception of oneself changes substantially depending on the linguistic context presented. All this will be spiced with some humor, which will make us rethink of what until now was believed to be the essence of being human.

Ha sido Coordinador Alumni IE Business School Bilbao, Co-organizador de Financial Congress Digital Meeting y TEDxBilbao licensee (2010: Imagine Education; 2011: Imagine Design)

Un eterno aprendiz de explorador que tras pasar 22 años en el sector Telecomunicaciones y consultoría de servicios en diferentes sectores; se ha concentrado en ayudar a las organizaciones a mejorar su impacto social a través Participamos en el desarrollo de la red social segura del s.XXI para el ecosistema educativo:Sphiral

Jorge was born in Logroño on 13 July 1981. He was appointed in 2008 and 2009, best young creative in Spain. He has more than 30 national and international advertising awards and has worked for clients such as Real Madrid, El Corte Ingles, Disney, RTVE, BMW or Cepsa.

Two years ago Fila Cero Foundation created with the intention of generating ideas that help as many people as possible in the world. Has an advisory board of directors linked to Unilever, Twitter, Google, Karspersky, Sabadell Foundation or Ernst & Young.

Currently adviser in communication companies like Google or DKV Seguros, and is a professor at Icade's Executive MBA.


Jose Mª is a professor at Mondragón University and co-founder of the international network of entrepreneurs Mondragon Team Academy (MTA). He has a Doctorate in Business Administration from Mondragon University (2008). He also has a Bachelor degree in Administration and Management from Deusto University (2000) and a Masters in Team-Entrepreneurship from the Team Academy of Finland (2009).

He is an international researcher for MIK (Mondragon Innovation Knowledge) management research centre for the MONDRAGON Group. He specialises in globalization and multilocation, the BRIC countries and South-east Asia where he has continually conducted diverse international projects of investigation since 2005.

Jose Mª has had the opportunity of giving various presentations at an international level in various countries. He is a collaborator with the universities CEIBS (Shanghai), Tecnológico de Monterrey (Querétaro, Mexico), Harvard Business School and Stanford University.

As the International Project Manager, he has eleven years of professional experience, five in the sector of strategic consulting, technology and project management and six in investigation.
Lastly, Jose Mª is a social entrepreneur and promoter of new social enterprise initiatives such as: "Viaje Solidario", a platform for responsible tourism (2004), "Empathya Consulting" which is a consultancy involved with corporate social responsibility and leadership (2005), and EuskalAsia.

Coordinator of legal activities of the Basque Studies Society in relation to the Spanish-French border area and the Eurorred created for sport.

Scientific Director of the European Grouping formed between the Bar Associations of Bayonne and Gipuzkoa, and the University of the Basque Country) Legal Observatory Spanish-French border.

Chairman of the First International Sports Law Congress Scientific Committee: Doping, Fraud and Abuse in Sport (Tarragona, 19 and 20 October 2006).

Responsible for the module on "International Law and European dimension of sport" within the online MASTER IN SPORTS LAW (Edition 2010, 2011, 2012, 2013, 2014 and 2015, organized by the ISDE (Institute of Law and Economics).



The approach raised in this round table is a bridge between academia and professional practice. Among the different concepts and lines of debate to be discussed at this ICOT include: the issue of doping, the integrating dimension of sport, non-discrimination on grounds of nationality, children and sport. The sesion will finish with an interesting reflection for a new scenario, that of 2015.


Juan Mari Palencia is an Industrial Engineer, graduated from the University of the Basque Country (UPV).

He has been the Vice-president of Innovation, Development and Knowledge for Mondragon and Vice-president of the Division of Automotive Chassis & Powertrain Mondragon since February 2015.

Previously, he was the Director General of Fagor Ederlan for 13 years, as well as being the Plant Manager of Aluminium Injection for Fagor Ederlan since December 1992 to January 2001 (eight years, two months). Furthermore, he was the Director of the Aluminum Production Plant for Fagor Ederlan during ten months, responsible for the manufacturing systems of the aluminium plant.

Between March 1989 and March 1992 (three years and one month), Juan Mari was the Project Manager for Fagor Ederlan, where he was the facilitator of the ´continuous improvement process´ program, developed by ´Decision Processes International´ (DPI, Canada). He was responsible for the management of the project launches of new pieces / products for engine transmissions for Ford, Rover, Renault and General Motors (from the co-design of the piece to the development of the most suitable process for its industrialization).

Emprendedor en serie, inquieto y soñador.
Presidente de la Asociación Internet Euskadi.
CEO & Fundador de Comprar Aceite de Oliva, de Comunica720, Socio en Coloriuris.
Asesor de emprendizaje de la Fundación Novia Salcedo a través de su comisión de emprendizaje.
Promotor de la iniciativa BasqueOrganicFood.

Ken Webster is the Head of Innovation for the Ellen MacArthur Foundation.

Key qualifications: Ken has a background in education on economics and environmental issues. He joined the Foundation in Jan 2010 and helped shape its successful strategy around the circular economy. He is currently Honorary Teaching Fellow at the School of Management of the University of Bradford and was part of the team which created and delivered a distance learning MBA in Enterprise, Innovation and the Circular Economy from Jan 2014.

His latest book is The Circular Economy A Wealth of Flows (May 2015) which relates the connections between systems thinking, business opportunity and the circular economy. Ken Webster lives and works from the Isle of Wight, UK.




Twitter: @CircularEconKen
Email: 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.">



"Einstein noted that the 'Theory determines what we observe'. Can the economy be modeled on different assumption, from a different perspective? Of course. The existing 'linear' economy is merely a reflection of an era when resources, energy and credit was cheap and easy. Now the world has changed and so too must our economy. Using insights from systems thinking reveals the possibilities for a new era of prosperity. The enabling conditions, the rules of the game have to be aligned to emphasize rebuilding natural capital, radical resource efficiencies and new business models which garner the advantages of 'circularity' while decoupling from the resource base progressively. The example systems condition change here will be shifting taxes from people (labour) to non renewables (resources)."

Koldo Saratxaga was born in Sopuerta (Vizcaya) in 1947. He is a Technical Engineer and possesses two Master degrees from the University of Deusto and the University Autonoma of Madrid. Once he had completed his engineering studies, Koldo started his professional career in Vidrierías, Llodio-Villosa where, for fourteen years, he was responsible for different departments. The following seven years, from 1984, were dedicated to the primary sector, as a promoter and a manager in ETORKI, S. Coop, in CAJA LABORAL, working in cooperatives that were in crisis, and in UROLA, S. Coop, where he spent a little more than two years achieving great results.

From 1991 to 2005, Koldo took over IRIZAR, S. Coop as the General Coordinator of the Irizar Project whilst also acting as President of the Irizar group.

Koldo Saratxaga has been presented, amongst others, with the following prizes: Premio Empresario Guipuzcoana del Año (Business Person of the Year in Gipuzkoa) awarded by the Chamber of Commerce of Gipuzkoa (1997), Premio Emprendedor del Año en España (Entrepreneur of the Year in Spain) awarded by Ernst&Young, La Caixa and Cinco Días (1997), Premio al Mejor Empresario del Pais Vasco (Prize for the Best Business Person of the Basque Country) (2001).

Irizar is currently the only Spanish public company in Europe to obtain the European EFQM prize, in the year 2000, as well as the Best Coach of the Year in Europe in 2004. In 2005, Koldo was named the ´Manager with the highest reputation´ of the Basque Country, according to the leaders who were consulted for the report Recor Euskadi 2005.

Leontxo learnt to play chess at school when she was 13 years old and at 19, she became the champion of Gipuzkoa and six years later, in 1981, she won the title of FIDE Master. In 1983, the newspaper Deia hired her as the special envoy for the matches Kaspárov vs Korchnói and Smyslov vs Ribli in London.

Leontxo moved from Deia to the French Press Agency, the EFE Agency and La Gaceta del Norte. Later, she worked for la Cadena Ser and finally for El País, where in 1985 for two and a half months she was sent to Moscow as the special envoy for the second match between Kaspárov and Kárpov. Currently, she writes a daily column in El País and has been presenting on the Spanish National radio station (RNE) since 1986.

During the 1987 World Chess Championship between Kaspárov and Kárpov, held in Seville, Leontxo presented 50 special programs daily for TVE. In 1990-1991 she directed and presented the series ´En Jaque´, consisting of 39 episodes, which was broadcast on TVE. Later, between 1998 and 1999 she produced, along with Kaspárov, the collection ´The Passion of Chess´, which contained 64 fascicles and 25 videos, for the editorial Salvat.

Leintxo managed the magazine Jaque for ten years (1991-2002) and has given chess conferences in numerous countries. On multiple occasions, she has been the chess commentator in the most important international tournaments. Since 2007, Leontxo has had a permanent spot on Radio 1 (RNE - the Spanish national radio station) on the popular program ´No es un día cualquiera´, with Pepa Fernández (Sundays at 9.20 am). In 2014, she commenced her collaboration with the program Á vivir que son dos dias´ which is broadcast by Cadena Ser at the weekends.



Having fun learning to think

Numerous scientific studies and experiences in schools in different countries for over a century have demonstrated the great pedagogical usefulness of chess.

Students can develop their intelligence and academic performance, especially in Mathematics and Reading Comprehension. In addition, educational Chess develops at least five of the eight multiple intelligences of Howard Gardner.

There is solid scientific evidence of its therapeutic value in delaying the aging process of the brain, cognitive functions in rehabilitating drug addicts, stabilizing children with ADHD (hyperactive) and many other applications.

In 2012 ,The European Parliament recommended its introduction as a subject.




The chess players are blindfolded (without seeing the board); they face 25 opponents at once and then remember all the moves ; they can make two moves per second in rapid games; analyze and make many decisions in a mental struggle that can last six hours without losing concentration; can calculate 10 or 15 games , constantly they create strategies , tactics and discover new ideas. How do they achieve that? How do children acquire these skills? Adriana Salazar and Leontxo Garcia, internationally renowned experts will explain with practical demonstrations and scientific arguments. The conference attendees will see how the brain of a chess player works.

Lorena Fernandez (@loretahur) has a degree in Computer Engineering and a Masters in Information Security. Currently, she is the Director of Digital Identity at the University of Deusto. She also collaborates with the National Institute of Educational Technologies and with Teacher Training for the Ministry of Education, Culture and Sports. Since 2009, she has been participating on the radio program ´Hoy por Hoy Bilbao´ (Cadena Sur), in a weekly spot about new technologies: ´De las Ondas a la Red´. She also collaborates with the Revista Deusto (Magazine Deusto), writing the section about the Internet.

She is a member of the scientific committee and organiser of the Premio Ada Byron for the female technologist and of the collaborative project Doce Miradas, which imagines a common space for women and men that is more fair and balanced, without glass ceilings.

In 2012, Lorena received the prize GetxoBlog UR Saria, which awards the blogger action of those in Euskadi who are encouraging a better social significance with their daily drop of reflection, analysis, testament and debate.

Mar is a teacher, licensed in pedagogy and in psychology. She is a specialist in Emotional Intelligence and author of various books dedicated to schooling, infancy and active teaching. She is the President of the Pedagogical Association Francesco Tonucci.
Mar has worked in all levels of the education system, from Infants, Primary, Secondary, through to University, and including Special Education and Vocational Training.

Currently, she is the educational advisor for the Colegio Santa Cristina in Granada, where a project of innovation has been implemented. She is also an advisor for teacher training in different autonomous communities of Spain. Mar speaks at a multitude of courses and conferences.

She has been working since 1965 in the research of the creative process and in the development of creativity, innovation and social change both in public and private organizations( Teaching courses, Workshops, Conferences and Consulting in various areas) : Development plans - Companies and institutions - Media - Universities - Training of Trainers - Women - Schools of Fine Arts - Architecture - Performing and Visual Arts - Job creation.

She has worked in : Spain, Argentina, Bolivia, Colombia, Costa Rica, Cuba, Chile, Ecuador, USA, France, Guatemala, Italy, Mexico, Panama, Peru, Portugal, Uruguay and Venezuela.

Some actions:
Adviser and co-designer of Eurolan Project Bilbao (Employment Generation, European Parliament). Pedagogical adviser to the Department of Children and Youth Programs Spanish Television (TVE) for 13 years (The Crystal Ball, Sesame Street ...)Permanent Council of Experts - Office of Youth Initiative, Imagination Society (Junta de Extremadura).Euskadi 2015 Committee.Promoter and General Coordinator of the World Congress on "Creativity 93" (Madrid)



Reinventing the society of imagination

In a society of obsolescence and continuous changes we need to make time to do, to feel, to think and to interact in an integrated way with a renewed glance to achieve an economic, technological, artistic, cultural, personal, social, emotional, and spiritual development, which is the result of our ability to anticipate and resolve from deep desire, utopia and passion.



Creativity, a global fact

Everything is a resource for creating .Your Imagination is the main capital. The workshop, is from the perspective of doing , feeling , thinking and interacting and it will help you find your uniqueness.


In order to imagine, create, invent and innovate practice is requiered and that is what develops our creative intelligence.

María Acaso has been described as one of the leaders of what has been called The Education Revolution in Spain and Latin America, where she gives a special roll to Arts Education.

She is also the coordinator of the Disruptive Education School (Telefónica Fundation), funder of Invisible Pedagogies, and Associate Professor of Art Education at the Universidad Complutense Madrid (Spain).



Descolonise the gaze : defending artistic educacationas a strategy of knowledge / decolonising.

Subjects related to visual languages in general and the visual arts in particular are a marginalized group within schools and many other cultural institutions. One reason for this marginalisation is the lack ofsocial visibilityof the visual arts in relation to the generation of knowledge. At this conference, we will defend the need to implement an urgent paradigm shift in art education, where the bases that support the change are knowledge, the process and the idea of remixing.

Mario G. Gurrionero is a Doctor in Communication for the University Complutense of Madrid, where he also participates as an investigator on 1+D+I projects about public communication, public image and country brands through sport from the point of view of the organisations and institutions.

Since 2010, he has carried out advisory work on communication for corporate and institutional communication groups (Burson-Marsteller, the Ministry of Health and Social Policy for the Government of Spain and the Association of Political Communication (ACOP)). Currently, he is co-managing a consultancy, Comunicar es ganar, which is orientated towards the communication in sport for the elite. Also, he has collaborated as an associate professor in more than half a dozen of universities and Masters including the University of Navarra (UNAV), the International University of La Rioja (UNIR), the University of Pontificia of Salamanca (UPSA), MBA Sport Management – UCAM, Mediapro – the University Rey Juan Carlos (URJC), AS – the University Complutense of Madrid and MARCA – San Pablo CEU.

Mario is the co-author of the sports communication series ´Legendarios. Fabricados para Emocionar´ (2012) which is about the keys to success in Spanish sport, and of ´Emigrantes del balón´(2013). Both were in collaboration with Turespaña and broadcast by Teledeporta (TVE).

Mikel is a theoretical physicist, with advanced studies in Industrial Engineering and Computing, as well as being an expert and having a Masters in Museology. He is a Teaching Professor of Mathematics and Experimental Science in UPV-EHU (University of the Basque Country), currently on a sabbatical. Mikel was a Training Manager in EITB (the Basque Country's Radio and Television) for eight years. His time at the Basque administration encompasses four departments: Education, where he was the head of Technology and Education; Culture, as a Science, Technology and Computing Advisor; a presidency in Prevention of Drug Addiction; and in Industry as the Manager for Euskadi for the Society of Information. Currently, he is the Head of Educational Innovation in the Basque Government.

Mikel is the author of numerous publications, papers, programs and works since his first book about Logo (Ulmo, 1984). He is the editor of the works ´Technology and Education´ (Narcea, 1988), and editor of institutional and political ideas, such as ´Hezkuntza XXI: Una educación para el Siglo XXI´ (2006). Mikel is an active and influential blogger, a member of Aprendices, founder of Ikasbloggers, President of GetxoBlog and promoter of BlogEu. He was presented with the honorary award of Internet&Euskadi in 2014, as well as being present on all the social networks.

Mikel has organised numerous conferences and directed summer camps, always with the theme of persons in the organisations. His current interests include the digital transformation within the diverse educational and learning areas, as well as in the cultural, social

Research development is one of the mainstays of the educational system at MONDRAGON UNIBERTSITATEA.

For this reason, we have brought together a solid network of support organisations, among which we can highlight those specific to the Technological Research area, IKERLAN and IDEKO, two internationally renowned Technology Centres that represent two basic mainstays in the organisation of the University.

We have also promoted the creation of the Garaia Innovation Pole, which brings together the University, Technology Centres and company R&D departments, with the objective of encouraging the joint development of research.

In the same way, we received the collaboration of the MONDRAGON Corporation cooperate business group, the Ulma S.Coop. Group, the Gizabidea Foundation and the Alto Deba County Council District, as collaborating members.



Just Have Fun por:


Ander Izquierdo Ferrán
Ander is trained in business and specialised in marketing (ESIC Business & Marketing School) and has a Masters in Innovation from Mondragon University and Team Academy, Finland. Ander is a Team Coach at the Mondragon Team Academy, Mondragon University. He has been responsible for the marketing of Proyectos PuntoCom since 2002 and currently, he is a partner/director of Nrg Marketing. Ander is equity and occupationally linked with entrepreneurial activities of an innovative character.


Ziortza Olano Astigarraga
Ziortza has a law degree and a diploma in economics. She also has a MBA in the Management of New Business Projects and a Masters in Coaching from PNL. Developer and manager of social economy organizations: cooperative, association and foundation. Ziortza is a Team Coach at the Mondragon Team Academy, Mondragon University and involved with the creation and management of projects related to social innovation and people development.


Asier López Rangil
Asier is an Industrial Engineer with a MBA in the Management of New Business Projects. He is a Project Director with Mondragon Componentes and an entrepreneur with Trendtrotters. Asier is a Team Coach at the Mondragon Team Academy, Mondragon University and is involved with the agile development of entrepreneurial products.



Su metodología: Un prendizaje contextualizado que reconoce las Inteligencias Múltiples de los alumnos y les ofrece oportunidades para desarrollarlas y aplicar los conocimientos y destrezas adquiridos necesita una metodología centrada en el alumno.

Fundado en 1926 por la Congregación de las Misioneras Hijas de la Sagrada Familia de Nazaret, el Colegio Montserrat es una escuela comprometida con la educación integral de sus alumnos desde la cuna hasta la universidad.

El Colegio Montserrat es una escuela integradora, de calidad y diferenciada que quiere ser referente en el mundo educativo con un Proyecto coherente, dinámico y global abierto al cambio y a la innovación.




Monika Horch

She has a degree in Anglo-Germanic Philology and Business. Graduated in the Leading Schools Program at High Tech High Graduate School of Education in San Diego, she has participated in the courses of the Institutes of the potential for human development in Philadelphia, in Reggio Emilia in Italy, in Project Zero at Harvard in the Key Learning Community in Indianapolis and the National Center for Teaching Thinking (Newton Centre, Univ. of Massachusetts).

She has also participated in international conferences ,"Conference on Thinking" in Sweden and Belfast and at the Fourth World Conference on Visible Thinking , Amsterdam and many other events of educational professional development.

She has participated in numerous conferences and courses sharing her experience, She has written articles in educational journals and is co-author of the books "An experience to share". Multiple Intelligences in the Montserrat College "and" Intelligent Learning ".
General Secretary of the Missionary Daughters of the Holy Family of Nazareth.


Núria Miró

She has a Degree in Business Administration. A Masters degree of Music (Piano). Graduated in the Leading Schools Program at High Tech High Graduate School of Education in San Diego, she has taken courses at the National Center for Teaching Thinking (Newton Centre, Univ. Of Massachusetts) in Project Zero at Harvard and the Key Learning Community in USA. She has also participated in international conferences such as the "Conference on Thinking" in Sweden and the Fourth World Conference on Thinking Visible Amsterdam and many other events of educational professional development.

She has participated in numerous conferences and courses to share her experiences and is responsible for the program "Teachers for Change and Innovation". She has written several articles in educational journals and is the co-author of the books "An experience to share. Multiple Intelligences in the Montserrat College "and" Intelligent Learning".

Director of the Montserrat School (Barcelona).

Associate profesor of Neuropsychology at University of Deusto. Head of the Department of Basic and Biological Psychology. Principal Investigator of a 21 members research team (rated by the Basque Gov-Research Dpt as Type A Excelence). Consultant for the World Health Organization (WHO) for Disability and Schizophrenia.

PhD in Neuropsychology. Clinical Psychologist by Spanish Science Ministry and American Psychological Association (USA). Postdoc in Neuropsychology at Johns Hopkins Medical Institutions. Master in Research and Methods by University Autónoma of Barcelona. Elected member and Southern Europe Representative for the International Society of Neuropsychology (INS). Founder and President of the Sociedad VascoNavarra de Neuropsicología. Board member at the Spanish Federation of Neuropsychogical Societies PI in several national and international projects included NIH founded and multisite international projects. Collaborations with Johns Hopkins Med Inst, University of Harvard, Kessler Foundation, etc.

More than 100 peer review international papers, 14 books, 36 book chapters, invited reviewer for 21 international research and clinical journals.


The brain in a healthy and pathological brain.

In this presentation the listener will learn how to:

1. Know the basic structure of the brain and central nervous system, and the objective measurement of both the structure and the function of the Brain.

2. Become familiar with neuroscience and psychological techniques to explore; neuroimaging, neuropsychological tests, and their relationship with the cognitive processes (attention, language, learning and memory, etc.) that are essential for learning in . It also serves as an objective measurement of these processes and changes that occur before and after learning.

3. Revise how to modify the structure and brain function made by learning and which factors make this change happen, and have access to practical tools that are used to stimulate learning in real life, and to promote and optimize the performance of the brain.

She finished her Degree with the second highest mark of her year , in 1986 she was awarded a grant by the Institute of Spanish Broadcasting, to do television work experience, in the sports section of the news. After a few months she passed the exams for a permanent position in Spanish Television.

Currently she is the Director of Sports Programs of TVE. Paloma Cañadas del Río is a Spanish journalist. She is the voice behind the Spanish Television broadcasts of gymnastics championships (both rhythmic and artistic), figure skating and horse riding.

She has been the director and deputy director of different Spanish TV sports programs. She has covered various European and world Championships including, 6 Summer Olympics and 4 winter Olympics. In 2008 she was the editor of the Olympic ADO-2008 program and the broadcasts of the Olympic Games in Beijing.




Can Social Networking break the mould of sports journalism? Are athletes now the big players in the media? What it is the current relationship between the players and fans? These are some of the issues that we will have a chance to discuss during this round table. Without doubt, big questions about the ability of sport to tell stories and how journalists need to adapt to changing times.



Is it true that everything has been written? Stories we always read stories that always wins. Sport and the Media.

Can Social Networking break the mould of sports journalism? Are athletes now the biggest players in the media? What it is the current relationshipbetween players and fans? These are some of the issues that we will have a chance to discuss during this roundtable. Certainly, big questions about the power of storytelling within sport and how journalists are adapting to changing times.

Dr. Peter Facione is a principal at Measured Reasons LLC, a Los Angeles based research and consulting firm supporting excellence in strategic thinking and leadership decision making.

In private business Dr. Facione has worked as a strategic consultant with Stratus-Heery International and as managing partner of the California Academic Press. In academia he served as Provost of Loyola University Chicago, Dean of College Arts and Sciences of Santa Clara University and as Dean of the School of Human Development and Community Service at California State University Fullerton.

Dr. Facione's consulting work has included long term and short term projects for several branches of the US military, various NGOs and government agencies, professional associations, national labs and over sixty public and private universities and colleges throughout the US and around the world.

Dr. Facione maintains an active speaking, writing, consulting and research agenda, with well over 150 publications including essays, books, articles, case studies, and educational testing tools. His tools for assessing reasoning are used around the world.


Conference (business and education)

"Training and Measuring Leadership Decision Making"

This session maps the fundamental connections linking "leadership decision making," as practiced by business, military, health care leaders, professionals and workers, directly to the educational learning outcome known as "critical thinking." These fundamental connections make workplace decision making skills and mindset attributes objectively measurable, as demonstrated by data gathered using the INSIGHT series of reasoning skills and mindset instruments. The session includes data on employee groups working in high stakes professional settings showing sustained gains in thinking skills, and data indicating that these skills are predictive of workplace success. The fundamental connections mapped here enable practical projections about the potential effectiveness or ineffectiveness of various approaches to training employee thinking at all levels of the business or professional organizations.



"The Educational Power of Measuring Critical Thinking"

Data from instruments designed to measure critical thinking skills and mindset attributes reveal that there are vast differences in core reasoning skills and in the habits of mind within any given group of students, K-12 through post-baccalaureate. After quickly grounding the APA Delphi Report concept of critical thinking and how this internationally used concept of critical thinking has been successfully measured over the past 25 years, group dataset results are examined. What lessons can we learn about effective ways of teaching for thinking at all educational levels? How does critical thinking relate to learning in the disciplines? How does critical thinking connect with other cognitive skill domains, such as quantitative reasoning or effective writing? In education, we get what we measure. Most importantly, how can we use the measurement of critical thinking to empower educators and enable more effective student learning?

Pilar Kaltzada, Periodista y Comunicadora, especializada en comunicación estrategia y acompañamiento digital a organizaciones y profesionales. Asesora y dirige la estrategia de comunicación de organizaciones profesionales, empresas e instituciones, y colabora habitualmente con medios de comunicación en el ámbito vasco. Es una de las 12 promotoras de Doce Miradas, un proyecto colaborativo para la promoción de la igualdad de las mujeres.

Real Sociedad FUNDAZIOA was founded with the aim of promoting sport as part of education to promote and develop heathly habits in our young people. Among the founding aims of Real Sociedad FUNDAZIOA it highlights "the promotion and dissemination of sport in childhood and for youth, providing access for all and ensuring that sport is included in the education of young people. " In pursuit of this goal, Real Sociedad FUNDAZIOA aims to promote sports for all the young people of Gipuzkoa from their earliest ages, in school.

Training is at the heart of the activity of the Foundation. The training of young athletes, especially football players and always looking for athletes with both a personal and social balance, is the main activity of the Foundation. This training work would be impossible to develop if it were not for the essential collaboration of all stakeholders of Guipuzcoa and especially football clubs. Real Sociedad Fundazioa has the vocation to be a support tool.

In the formation of the Royal Society values ??education has a constant prescence . The culture of effort, delivery, commitment, respect, personal growth, fellowship, pride, humility, participation, leadership. These are values ??that we have inherited for over 100 years and now Real Sociedad have a responsibility to preserve them, especially since they constitute the essence of leadership of Real in Gipuzkoa. A leadership based on values.



A neurologist and specilaist in Parkinsons and movement disorders. Director of the Parkinson Research Center in San Sebastián Gipuzkoa Polyclinic. Inbiomed CEO (Research Center for Regenerative Medicine) Foundation. Scientific Director of the Center for Research and Advanced Therapies in Alzheimer's disease (CITA.alzheimer).

He is a member of the Board of Real Sociedad de Futbol SAD Foundation Board and Real Sociedad.

He has published over 150 articles in national and international scientific journals and has spoken in over 300 conferences. He is the author of six books on the medical aspects of Parkinson's disease. He received 3 times the Parkinson Spain Award for Best Research Project Award and Scientific Research in 2009. Contributes Parkinson "El Diario Vasco" with the "The Tree of Knowledge". He is the author of three books on science "Do not eat the coconut" and "Science Daily" and "Brain and Football"


She is the Coordinator of the area of knowledge "in cooperation People: leadership and ownership" of Enpresagintza , and also the scientific coordinator of MondragonInnova & Knowledge (MIK), the research center for the Faculty of Business of Mondragon University.

She has worked from 2000 to 2007 as a controller in Fagor Electronics and during this period she Studied for her PhD at the University of Deusto in Economics and Management. In 2006, she received the Vanek-HovatPrize prize for the best paper presented by a young researcher at the 11th International Congress of IAFEP. She has actively participated in numerous projects related to employee participation in companies, cooperatives or on societal values that have been funded by the Basque Government, Provincial Council of Gipuzkoa, the Higher Council of Cooperatives and private organizations. Currently, she is actively engaged in research projects with Gago, Freundlich and scholars of great renown (Jones, Kato and Perotin) who are members of Mondragon Cooperative Academic Community (MCAC). Her work has been presented at several international conferences and published in several books (Editorial Editorial Carberry and EdwarElgar) and magazines ("ILR Review,""JEBO" or "Revesco).

Shahin Rahimifard is a Professor of Sustainable Engineering in the Wolfson School of Mechanical and Manufacturing Engineering at Loughborough University. He is the Founder and Director of the Centre for "Sustainable Manufacturing And Recycling Technologies (SMART)"WWW.CENTREFORSMART.CO.UK , which was formed in 2004.

Professor Rahimifard is also the Deputy Director in 'EPSRC Centre for Industrial Sustainability' and 'EPSRC Centre for Innovative Manufacturing in Food', in which he is leading a wide range of research focused on sustainability issues throughout a 'Product Lifecycle', including projects on sustainable product design, low carbon and energy efficient manufacturing, sustainable business and consumption models, product service systems, sustainable resilient manufacturing supply chain, and remanufacturing and recycling technologies.

These projects have benefited from involvement of a number of high profile global manufacturers and retailers, which include Rolls-Royce Fuel Cell, Jaguar, Toyota, GM, Unilever, PepsiCo, Heinz, Nike, New Balance, Clarks, Marks and Spencer, Tesco, and Next.

Prof. Rahimifard has an extensive range of editorial experiences. He was the Principal Organiser and Chair for the 5th International Conference on "Design and Manufacturing for Sustainable Development" which was held at Loughborough in July 2007 and has been the Editor-in-Chief of the 'International Journal of Sustainable Engineering' WWW.TANDF.CO.UK/JOURNALS/TSUE since its launch in 2008 (published by Taylor and Francis).


How can we manufacture a 'Sustainable Future'?
It is widely agreed that current international efforts in planning for a globally sustainable future are insufficient. For example, there are significant concerns over the emission of greenhouse gases associated with energy generation, and yet it is predicted that the energy demands will be 45% higher within the next twenty years. This highlights a need to plan for a paradigm shift in the way we use and preserve our energy and other resources, in particular in the field of manufacturing where the effects of resource depletion, climate change and population growth will have a severe impact on the design of future products and their production methods. In this context, the appropriate support of long-term strategic investment by various stakeholders including governments, manufacturers, retailers, and even consumers is of paramount importance to safeguard the future of the manufacturing industry. Using a target year of 2050, the current and future drivers for societal changes have been used to develop four possible scenarios for the future manufacturing industry. The presentation will consider the impact of these scenarios on five key factors influencing manufacturing businesses, namely resources, products, production, labour and market, and will discuss possible solutions for one of the greatest challenges facing the global society, i.e. how can we manufacture a 'sustainable future' for 9 billion people in 2050?


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