Samenvatting

One of the well-known advantages of working in intelligence is that you can have the undivided attention of your audience during a presentation, as they have left their personal devices in a locker. For teachers, getting students’ attention can sometimes be quite a challenge. In this regard, the added value of experiential learning in academic education has received attention in intelligence studies. As a new generation is entering academic classrooms, the importance of such approaches will only increase in the near future. More than millennials, students of the new “iGeneration” interact, gather, and process information via mobile digital and increasingly connected means. 1

This has significant implications on how education should be organized in order to result in effective learning. Modes of teaching should not only recognize the distinct nature of their lifeworld, but also use its specific characteristics to its advantage. This article presents a didactic concept or educational tool to improve and expand intelligence courses. In doing so, it also reflects on the dominant experiential learning theory in intelligence literature, as well as the traditional divide between the study of and for intelligence. Thus, the article also appeals to intelligence scholars, not just academic teaching staff.