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Rima Aristocrat is President and CEO of 104-year old Willis College of Business & Technology Limited, a premier career, corporate & e-learning training provider of e-Commerce, Internet technologies and business management studies. Rima Aristocrat is a professional with experience in the establishment and management of complex organizations in the private education industry, initiatives, associations, and more recently, in the web based delivery of e-learning and e-business. Her career spans over 18 years of senior line management in the business of education. Her work experience spans domains such as human resources and organizational development, business development, training, successful partnerships with major global manufacturers in the IT industry, successful implementation of technology in education, and participations on North American panel discussions. |
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CENPA Director (ATC WHCRI-ICELP, Israel); Ph.D. in Applied Linguistics; Professor of the Federal University of Minas Gerais State/Brazil; Visiting Professor at the ICELP/Israel, International Workshops: 1998/99/00; Qualified and Authorized to apply LPAD; Specialized in the qualification of FEI examiners. |
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CENPA Practioner - Coordinator responsible for the application of psychodiagnostic tests. Practioner-Psychologist; Porfessor of the State University of Minas Gerais; On-going M.A. course in Educationa Technology; Especialized in Educational Psychology. Especialized in the qualification of FEI examiners by ICEP/Israel. He is the author of "De Piaget e Vygostsky a Feurstein: modificabilidade cognitiva estrutural e aprendizagem mediada: Ed. ArtMed, 2001 (no Prelo). |
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Steve Bissonnette est psychoéducateur et a œuvré auprès des jeunes en difficulté d'adaptation et d'apprentissage pendant une douzaine d'années, dont dix ans à la Commission scolaire de La Pocatière, où il a été respectivement responsable du dossier de l'adaptation scolaire et directeur-adjoint à la Polyvalente de l'endroit. M. Bissonnette a effectué des études avancées en psychopédagogie à l'Université Laval et a complété une formation clinique en neuropsychologie. Il a été chargé de cours au Programme en efficience cognitive de l'UQAT de janvier 1992 à mai 1996. Il agit actuellement en tant que consultant, formateur, intervenant et conférencier dans le domaine des sciences de l'éducation. À l'été 1995, Steve Bissonnette et Mario Richard unissent leurs efforts à ceux de Gilles Noiseux, professeur à l'Université Laval, afin d'approfondir leurs recherches sur l'acte d'enseignement-apprentissage. Cette association amène la mise sur pied du Groupe PROXIMA et le développement d'une approche intégratrice, l'Enseignement par médiation, sur laquelle s'est appuyé le ministère de l'Éducation du Québec pour construire le référentiel théorique (habiletés-capacités-compétences) à la base du Programme de formation de l'école québécoise. Depuis janvier 1996, MM. Bissonnette et Richard ont rencontré plus de 3 000 personnes, par l'entremise d'ateliers de sensibilisation ou de formation continue visant à faire connaître l'E.P.M. aux différents intervenants du monde éducationnel et organisationnel. Ils ont publié récemment, à l'automne 2000, un ouvrage qui s'intitule: Comment construire des compétences en classe. Des outils pour la réforme à l'intérieur duquel ils présentent le rationnel et les outils qu'ils ont élaborés en Enseignement par médiation, dans la perspective d'implanter une approche par compétences dans les écoles. |
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Mathematics
teacher for 17 years; Currently, assistant principal at a large urban
high school in the capital of Texas; Became aquainted with Mediated
Learning technique during coursework for doctoral degree in public education
policy and special education administration; Used this as basis of study
of instructional conversations in secondary mathematics classroom. |
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Mr Dominique Camusso est un engénieur diplomé de l'École Nationale d'Ingénieurs de Saint Étienne (France). IL est aussi diplomé de la Section Spéciale d'hydrodynamique Navale des Avancée de l'ÉcoleNationale Supérieure de Mécanique de Nantes (France) en 1981. Son cursus professionnel inclu des responsabilités comme, Ingénieur de bureau de d'études aéronautiques, Responsable de formation continue en entreprise, Responsable de la gestion des ressources humaines et touut récemment consultant interne en engénierie pédagagique et en conduite du changement. Mr Camusso a aussi été Président de l'association "Paysages Educatifs", Président du goupe "Essonne" du Groupement des Animateurs et Responsables de formation (GARF) Paris, et Chargé d'enseignement à l'Université Evry Val d'Essonne. Monsieur Camusso a aussi publié plusieurs travaux reliés à l'enseignement par médiation. |
Dr. Cook is an Associate Professor of Teacher Education at Brigham Young University. Dr. Cook has had extensive experience in teacher education and psychology as a professor at Utah State University and Brigham Young University; and as a research scientist for the American Institutes for Research where he as worked for many years in international settings in Southern Africa (Botswana, Swaziland, and Namibia). He has also worked in private practice as a psychologist. One of his long-term research interests in teacher training has been teacher change and the impact of reflection as a tool of teacher improvement. |
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Professor of Counseling at San Francisco State University, Training and Research Associate of the International Center for the Enhancement of Learning Potential (Jerusalem, Israel), and Co-Director of the Western Center for Cognitive Learning and Development (San Francisco, California). Professor Falik has trained with Professor Reuven Feuerstein on both the LPAD and Instrumental Enrichment programs in Israel and elsewhere in the world. He is co-author with Professor Feuerstein of several publications, and has consulted in MLE oriented programs extensively. He is a clinical psychologist, and has had extensive experience with the application of IE and LPAD in child, adolescent, and adult populations, focusing on both learning disabilities, academic performance, and general functional enhancement. |
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Tina Getz has degrees in psychology and education and is currently pursuing a doctorate in Community College Leadership from Colorado State University. She has worked with underprepared and at-risk college students for seventeen years, and at Pikes Peak Community College since 1990. She feels that the Feuerstein materials are well-suited to help underprepared students develop strategies for learning. |
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Gwendolyn D. Gibson has a Ph.D. in Public Policy Analysis, an M.A. in Early Childhood Special Education and a B.A. in Chemistry. She is a certified cognitive education trainer--Feuerstein's Instrumental Enrichment with Mediated Learning Experience (FIE/MLE)--and currently teaches FIE/MLE. She has taught at the graduate school level, and the pre-college level from pre-kindergarten through twelfth grade. Her subject area specialties include chemistry, physical science, political science, and mathematics. She also specializes in education organizational development, curriculum development, administrator and teacher professional development, and family education. She has a special interest in community building and revitalization through cognitive intervention and the examination of cultural practices. |
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Originally from Veracruz, México. He was an accountant (Universidad Veracruzana) before moving to Rome, Italy, where his son was born and studied Art History at the Dante Algihieri Institute. He attended a Teacher's College in Mexico to become an elementary school teacher. He studied Pedagogy as an undergraduate and and also a Master's student at the Universidad Nacional Autónoma de México (UNAM) . In 1985, he graduated (Master's and Ph.D.) in Education at Harvard Graduate School of Education. At present, he is a tenured professor at CIIDIR-OAXACA, a research center of the Instituto Politécnico Nacional responsible for doing research with indigenous populations and program evaluation. |
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Mary Jo Johnson has twenty-eight years experience in education, primarily teaching deaf students and has taught Instrumental Enrichment since 1985. Currently she coordinates a school wide FIE initiative at the North Carolina School for the Deaf with focus on teacher training, classroom support, and authentic assessment. She is also trained in administration of the Learning Propensity Assessment Device developed by Reuven Feuerstein and uses this in work with students who have particular learning difficulties. She provides outreach services training in FIE through the North Carolina School for the Deaf Authorized Training Center. |
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Alex Kozulin is the Director of Research at the International Center for the Enhancement of Learning Potential in Jerusalem. Born in Moscow, Russia he earned his Ph.D. in Psychology at the Psychological Institute. From 1980 through 1990 he had been conducting research and teaching at Boston University in the US. He was a visiting scholar at Harvard University and a visiting professor at the University of Witwatersrand, South Africa. He also taught at Ben-Gurion University, Bar-Ilan University and Hebrew University in Israel. The area of his interests include cognition, learning, and cross-cultural studies. Dr. Kozulin
is one of the major specialists in Vygotsky's sociocultural theory He
is the author of Vygotsky's psychology: A biography of ideas (Harvard
University Press, 1990), Psychological Tools: A Sociocultural Approach
to Education (Harvard University Press, 1998), and a co-editor (with
Yaacov Rand) of Experience of Mediated Learning (Pergamon, 2000). |
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Raija Latva-Karjanmaa
Born in Sweden from Finnish emigrant parents, School education in Sweden; Graduated from University of Jyväskylä in Finland; Student union leader in the past; MA degree in Education; Broad studies of Philosophy; Doctoral student at Helsinki University, topic of the thesis: Mediated learning in Virtual University; Research project Coordinator and Researcher at University of Helsinki for Finnish Virtual University and for European Union; Expert secretary for the Academic Expert Committee at the Ministry of Education in Finland for the distance learning (virtual learning). Preparatory Coordinator for the new cross-scientific Research programme of Academy of Finland "Life as Learning". |
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Dori Levine holds a Masters' Degree in Education from O.I.S.E. in Toronto. She spent two years in Israel, studying and working with Reuven Feuerstein, in the mid-seventies. She continued her work in L.P.A.D. and F.I.E. as part of a research project at O.I.S.E. She subsequently introduced the philosophy into the the newly established She'arim Hebrew Day School, a day school for children with learning disabilities and A.D.H.D. in Toronto in 1980. She served as teacher, principal and now consultant at She'arim. Dori has continued her involvement with SCM throughout the years, applying the theory and methodology in her current work as consultant to the Board of Jewish Education and with the Toronto Centre for Mediated Learning. She lectures and presents workshops on these and related areas. |
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Patricia C. Lindamood, M.S., CCC-SLP, is a Director of Lindamood-Bell
Learning Processes, and has responsibilities in clinical supervision
and research. Mrs. Lindamood's background in speech-language pathology
and audiology and her late husband's background in linguistics led to
their early interest and seminal research in phoneme awareness/auditory
conceptual function, and its predictive relationship to reading and
spelling development. Their clinical experience and research resulted
in a diagnostic test and treatment program for phoneme awareness/auditory
conceptual function in use nationally and internationally. The Human
Learning and Behavior branch of National Institutes of Health is funding
research studies involving the Lindamood concepts. Ms. Lindamood's professional
experience includes public school, university, hospital, corporate,
and private settings. She is also an adjunct instructor for University
of California. She has received awards of the association from the American
SpeechLanguageHearing Association, California SpeechLanguageHearing
Association and the Star Foundation, and has received certificates of
recognition from members of the U.S. Congress for outstanding service
as a pioneer in reading education. |
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Mario Richard détient une maîtrise en psychopédagogie de l'Université d'Ottawa ainsi qu'une formation post-graduée en Thérapie brève interactionnelle de l'Université du Québec en Abitibi-Témiscamingue (UQAT). Enseignant en adaptation scolaire pendant 6 ans, M. Richard a ensuite occupé un poste de professeur à l'UQAT au Programme en efficience cognitive de juillet 1990 à août 1993 et a assumé la responsabilité du Programme entre mai 91 et mai 93. Entre août 93 et mai 96, il a agi à titre de chargé de cours et membre-associé de l'Unité de recheche en efficience cognitive pour cette même université. Il œuvre présentement comme consultant, formateur, intervenant et conférencier dans le domaine des sciences de l'éducation. |
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Shmuel Rosen
Shmuel Rosen is responsible at ICELP for the central support of the
world-wide network of Authorized Training Centers disseminating the
Feuerstein Instrumental Enrichment (FIE) and Mediated Learning programs.
After 25 years of industrial experience in managerial capacities at
Israel Aircraft Industries, he now applies Feuerstein's FIE and the
Learning Potential Assessment Device to adolescents and young adults
experiencing learning difficulties. |
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Sandy Salazar participated in the Interdisciplinary Studies class trhat used Feuerstein's materials in 1994 when she decided to come to college after raising her family. She credits the class as helping her develop herself as a learner and a thinker. Sandy will share her view of the Feusrstein materials from the perspective of an adlt student coming to college after being out of school for many years. |
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Johannes A Slabbert Johannes (BSc, BSc(Hons), THED, BEd, MEd, DEd) pursues dynamic new paradigms in education. He proposed the paradigm "Maximising human potential through facilitating lifelong learning", in 1997, which is valid for all kinds of education anywhere and everywhere, all levels of learning and all kinds of learners. He continues to explore life to discover and implement creative ways, through which this aim of education could most efficiently be achieved, resulting in appropriate acknowledgement and awards. He acts as consultant and conduct workshops in education and the corporate world and has a passion to facilitate individuals, groups and organisations to discover who they really are, what they are actually capable of and what their ultimate purpose is. He researches how to effectively facilitate paradigmatic change. It covers a wide diversity of fields but focuses on learning in all its various forms and facets, and facilitating learning to maximise human potential as a unique human act: effectively the direct opposite of teaching! It requires entirely novel human qualities and skills. His toolkit enhances metalearning with thinking skills and creativity as vehicles towards acquiring the intra-personal life skills, cooperative learning as a vehicle to acquire the inter-personal life skills, and principle-centred learning as a vehicle to acquire the supra-personal life skills - all of these aimed at maximising intellectual (IQ), emotional (EQ) and spiritual intelligence (SQ). He also has a key interest in the Noetic Sciences. He presented his research findings at more than 60 international and national forums and recorded it in more than 40 international and national professional publications. He continues to develop novel academic programmes, he facilitates learning in as many of them as he can, of which the MEd (Maximising Potential in Education and Training) and an International Partnership MPhil (Education for Community Development), is the most recent. He is also appointed as associate professor for Master's and Doctoral programmes in the USA. |
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Myron Tribus
Myron Tribus, PE, is a consulting engineer, specializing in Quality Management, and Cognitive Modifiabilityu with special emphasis on education. He is one of the co-founders of Exergy, a company specializing in the design of advanced, high efficiency, power production systems. He recently retired from Exergy after 12 years as a director. Before starting Exergy, he retired from MIT after 11 1/2 years as Director of the Center for Advanced Engineering Study. Before coming to MIT he served as a Senior Vice President for Research and Engineering for the Xerox Corporation, where he was in charge of Research, Development and Engineering for the entire line of Xerox Copiers, Duplicators and Telecopiers. Before that he served for two years as Assistant Secretary for Science and Technology in the U. S. Department of Commerce. For eight years he was Dean of the Thayer School of Engineering at Dartmouth College, where he introduced the Unified Engineering Curriculum and led the faculty in developing a curriculum based on engineering design and entrepreneurship. Dr. Tribus served for 16 years on the faculty of the College of Engineering at UCLA and two years on the Faculty of the University of Michigan. He has worked as a design engineer for the Jet Engine Department of the General Electric Company. In 1958 he hosted the television show "Threshold" for CBS in Los Angeles. Dr. Tribus has published over 100 papers on topics ranging from academic subjects, such as heat transfer, fluid mechanics, probability theory, statistical inference and thermodynamics, to applied topics such as sea water demineralization, aircraft heating, aircraft ice prevention and the design of engineering curricula. He has published two books, "Thermostatics and Thermodynamics" (which provided the first textbook which bases the laws of thermodynamics on information theory instead of the classical arguments) and "Rational Descriptions, Decisions and Designs" (which introduces Bayesian Decision methods into the engineering design process). Dr. Tribus was active with Irving Langmuir in the pioneering days of cloud seeding and has published analyses of the role of statistics in weather modification. Dr. Tribus has also published and lectured extensively on topics of social interest such as the position of engineers in politics, the decline of US competitiveness in world trade, the role of decision theory in political decision making and the role of technology in society. In the last decade he has written extensively on methods for the improvement of education. In recent years Dr. Tribus has become known through his writings on
Dr. Deming's philosophy of management. He is one of the founders of
the American Quality and Productivity Institute, which is devoted to
teaching and promoting the fundamentals of quality management. The AQPI
merged its efforts with the Transformation of American Industry project
of Jackson Community College to form the Community Quality Council to
foster the growth and development of community quality centers across
the USA. This activity has recently been merged with the activities
of the Association for Quality and Participation, which continues the
support of community In recent years Dr. Tribus has been active in promoting the work of Dr. Reuven Feuerstein, an Israeli Psychologist, whose theory of Structural Cognitive Modifiability has been found useful in education. Dr. Tribus has become a certified trainer in this field and now spends much of his time training teachers and lecturing on the importance of cognitive functions in learning. Dr. Tribus is the web-master at the web site devoted to Dr. Feuerstein's work: http://icelp.org. Dr. Tribus is a member of the National Academy of Engineering. He has served on several boards of directors and been a consultant to many companies and governmental bodies. He has received five awards for technical papers and public service and two honorary doctorates. He received the BS in Chemistry from the University of California, Berkeley in 1942 and the PhD in Engineering from UCLA in 1949. Dr. Tribus is married and has two grown daughters. |
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Keith Wilson Dr. Keith Wilson has an extensive background in research, education and computing. He holds his M.D. from Memorial University of Newfoundland and his Ph.D. in Experimental Psychology from the University of Aberdeen, Scotland. He is a professional software engineer with particular expertise in the World Wide Web and online training. He is also founder and director of Healthnet Canada Secure Communications Inc., Canada's first national secure communications network for healthcare professionals. Dr. Wilson is part of a dynamic team of experienced developers and
educators that has developed an innovative approach to e-Learning, utilizing
artificial intelligence to deliver a customized learning experience.
He is currently engaged in the research of learning outcomes of e-Learning. |
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Martha Wood
Dr. Martha Maxwell Wood is the Executive Director of the Southeastern
Center for the Enhancement of Learning, located in Metro-Atlanta. Dr.
Wood is Professor Emeritus of Mathematics at Clayton College and State
University, where she taught Mathematics, Critical Thinking and "Learning
to Learn Math"-a course which she developed. While on the faculty
at CCSU, she co-authored eight Developmental Mathematics textbooks for
college freshmen, the latest of which, Developmental Mathematics 5th
edition, features "Expanding Your Thinking" Sections based
on her work with Professor Reuven Feuerstein. Martha holds an undergraduate degree in Mathematics from Mississippi
College, a Master's degree from Emory University (made possible by a
National Science Foundation fellowship), and a Ph.D. in Educational
Psychology from Georgia State University. In addition she is certified
as a Developmental Education Specialist by Appalachian State University,
has studied in Israel with Professor Reuven Feuerstein at the International
Center for the Enhancement of Learning, and has done postdoctoral studies
at San Francisco State University and Brown University. Her current professional interest is in Mediated Learning and its implications
for teaching thinking skills. She is certified by the International
Center for the Enhancement of Learning to administer the "Learning
Propensity Assessment Device" (LPAD) and the intervention program
"Instrumental Enrichment" (IE). Both of these programs were
developed by Professor Feuerstein for the assessment and enhancement
of thinking skills. Dr. Wood is also a certified Trainer for IE and
has recently conducted Training in Pensacola, Florida and Minneapolis,
Minnesota. As a result of her interest in Mediated Learning, she has
defined the construct of Learning Readiness. This concept is the basis
for her presentation on "A Model for Systemic Implementation of
Feuerstein's Instrumental Enrichment (FIE)." The Model was developed
under a grant from the Georgia Department of Education for a Pilot Program
to implement Cognitive Enrichment using FIE as the curriculum. |
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Meir
Ben-Hur from Chicago, Illinois is a consultant and facilitator trained
in the practices of mediated learning and learning potential assessment.
He has more than twenty years of classroom experience and has conducted
research in spatial visualization, mathematics |