Kolb's Testing Cycle

Applying Learning Styles

To Testing
Beren van Daele
Freelance Consultant
Welcome

At EuroSTAR, our core purpose is to help software test professionals

to achieve their absolute full professional potential and to inspire them
through community and collaboration to help other.

From the EuroSTAR Huddle for testers wishing to learn and improve to
the annual EuroSTAR Conference, we have been bringing testing and
quality assurance professionals together since 1993.

We are delighted to present this eBook written by Beren van Daele, who
instructed a sold out Tutorial on RiskStorming at our 2019 EuroSTAR
Conference in Prague.

Enjoy!

The EuroSTAR Team

Abstract

We humans are a learning species. It comes natural to us and just because it feels so easy
to do, we are ignorant of its inner workings. When faced with unknown situations, machines,
tools, concepts and experiences, we rely on different skills and characteristics yet we seldom
pay attention to how we do it.

1. How did you learn to operate a vacuum cleaner?

2. What way did you start learning billiard?

3. When an unknown machine stands before you, how do you advance?

Your answers to these questions might uncover your preferred learning style.

This eBook will explore various learning styles and how they apply to software testing.

Level

This eBook is for testers of all levels.

Beren van Daele

Beren is a Freelance consultant that shapes software delivery teams to

improve on their work and their understanding of quality.

Once a Software Tester, now a Remote Product Owner, he travels

around, meeting software crafters all across Europe to learn
from and teach.

He is the creator of TestSphere & RiskStorming, organiser of BREWT

and part of the Ministry of Testing family.

@EnquireTST
Table of Contents
I. Introduction ......................................................... 3
II. Grown up learnings .............................................. 4
III. The Finding of Fire.............................................. 6
IV. Four Flavours of Learning.................................... 8
V. The Archetypes .................................................... 9
VI. Learning Styles within Testing........................... 10
VII. Testing Styles ...................................................... 11
VIII. Different testers, different processes .................. 12
IX. Impact on your Test Strategy ............................. 14
X. Sources:.............................................................. 15
Imagine this:

You’re sitting at a large wooden table. You see many others sitting at the same table. But while they
are clearly distinct from each other, they strike you as featureless, non-human and silent. At the head
of the table sits the only other person that you recognize. An elderly, bearded man.

He speaks. A thundering, commanding voice bellows over the table: “Behold my creation beneath you.”
And only then you look past the table, through a haze of clouds and see a blue-green orb slowly
drifting around-and-around.

“This is where you shall live among each other. Together, yet different. Each of you shall survive down there and come
to live with one another.
Therefore, I will grant you one distinct talent, feature or skill before releasing you into the wild and leaving you on your
own and at the mercy of others.
This is how I will it.”

Upon this declaration, one of the creatures next to you stands up and speaks. “If I will have to survive
among these crazy creatures, I shall dig myself in and live under the ground. Far away from predators. I would have
shovels for hands and a keen sense of smell. Take my eyes, for I shall have no need of them.”
And so it was granted. The mole’s descent to earth was greeted with cheers, for they respected his
wisdom and resourcefulness,… and partly for not having to be bothered with him ever again.

Breaking off his peering at Earth, another creature rose and claimed: “Those dry-patches look beautiful. I
would live there, had I armour to protect me from the sun and a way to draw water from under my feet.”
And so it was granted. A grey mastodon with a somewhat odd tube for a nose climbed down to the
desert.
You look in awe but still can’t imagine how you would survive down there.

In turn, each of the other creatures speak up and are granted their wish: “A colourful vest to show off! A
rope on my butt to climb trees! Springs for legs to jump fast and high! Endless lungs to dive deep!”

All of them spoke and were given their new powers, until only you remain.
The old man rises, and walks over to sit next to you. You still don’t have a clue.
“You’ll not have shovels, knives, fast legs, flippers or a strong beak. You will have the ability to have all that… and
more: Your talent, is to learn.”

There you stand, in the middle of Africa, pink, naked and mostly harmless. Eternally undeveloped
and with endless potential.
The world at your feet. All its secrets, yours to learn.

Credits: Idea adapted from T.H. White “The Once and Future king”

KOLB’S TESTING CYCLE 2

Introduction
I was never good at studying and an average student at best.
My grades were never good, nor were they particularly bad. I couldn’t concentrate behind my books and was constantly
distracted. Even while writing this paper, my mind wanders to and fro.
That has been a part of me for as long as I can remember and I’ve been battling it since.

My peers who were able to sit behind a book, marker in hand and ready to draft quick notes, outperformed me in marks
and reports every single month.
It felt immensely unfair that students who weren’t necessarily smart or quick-witted thrived at school while other, no less
intelligent, pupils fell behind.

Mostly because some could learn better from books than others.

At least, that is how I experienced my years in school. It motivated me to become a teacher myself and understand our
learning process.

It’s only years later, when I found myself in the Software Testing business, that I started seeing answers.
You and me, we’re in the information business. It’s our job to gather information, connect the dots, think outside the
box and summarize this to something people may find interesting.

We’re students and we’re teachers.

But what do we know about the learning process itself?

We humans are a learning species. It comes natural to us and just because it feels so easy to do, we are ignorant of its
inner workings. When faced with unknown situations, machines, tools, concepts and experiences, we rely on different
skills and characteristics yet we seldom pay attention to how we do it.

• How did you learn to operate a vacuum cleaner?

• What way did you start learning billiard?
• When an unknown machine stands before you, how do you advance?

Your answers to these questions might uncover your preferred learning style.
Do you start by observing outside behaviour? Are you an activist?
Or do you consult the manual?

You learn in a unique way. Your colleagues learn in a unique way. Your subordinates learn in a unique way.
The implications alone are already very interesting for us testers.
Find the answer to the question:

What are the advantages

of understanding
how people learn?

KOLB’S TESTING CYCLE 3

Grown up Learnings
We’ve all been reading tons of books about testing, right? Blogs, puzzles, card games, papers, talks, riddles, certifications,
workshops, interviews, E-books, poems and even songs. You’re a test professional so it’s only natural and exemplary
that you keep busy learning about that stuff.

Yes, most of that stuff is really interesting. But it is also the product of a lot of speculation and all of it is very, very, very
young. Why is that? Because testing is very, very young.
It only recently came to our attention that Testing and Learning are not that different from each other.

“Testing to Learn, Learning to Test” is the subject for Eurostar 2016.

As far as I’m concerned, those two are virtually the same. Their biggest difference is that Learning has been researched
much deeper and by far more educated men and women than me. It seemed only natural to study their teachings and see
what can be applied to testing.

David A. Kolb studied Learning Styles. He was not the first to do so. He studied three other psychologists. Lewin,
Dewey and Piaget. Each of these four learned men brought a unique insight to the final point of this paper.

Let’s start with Piaget.

From The Moment You Were Born

Months of darkness end in a cry of exhaustion. You draw in your first breath and the light hurts your eyes. You can’t
help but notice a singing pain in your buttocks. You’re hanging upside down, crying like a maniac while everyone around
you smiles and claps. What a weird place this is…
Sterile, white, uninteresting yet filled with so much happy and proud people.

Next thing you know, you find yourself in the furriest blanket in the most loving arms in the world and have your face
pressed against some boob.

The first phase of learning starts from the moment that you were born. (some would argue even earlier)
Babies can’t help but learn. They’re always put into some position that they can discover new and interesting things such
as hair, shiny jewellery, blocks to put in their mouth and tons of people they’ve never seen before that make the weirdest
sounds.
Pure experiences.

Starting to Walk
Then you grow up and start recognizing patterns. You’re about 2 years old and are learning to walk like a grown-up, talk
like a grown-up and are hell-bent on doing everything else like a grown-up. Everything around you seems to have a
hidden purpose and you’re constantly asking “why”? No, not just the ‘five why’s’. Why do I need to wear shoes? Why
does that big billboard have carrots on it? Why do you have to go to work?

Toddlers want to be just like you. They imitate and copy you. There’s a growing need to understand the world around
them and they are starting to connect the dots.

KOLB’S TESTING CYCLE 4

World Shapers
Years later, you learn to read. A whole new world opens up to you. Books! Books about math, nature, animals, space, art
and history! Simply amazing! And if that’s not enough, there’s the internet and all its merits and hazards at your
fingertips. You’re not just trying to figure out how you fit in the environment around you. No! You have the cognitive
capacity to build your own worldview from all that information.

Kids are already pretty smart and they have an extremely powerful imagination. This imagination empowers them to
create their own worldview. They have the ability to understand abstract concepts such as faith or destiny.

Putting it to the Test

What happens next is your parent’s biggest fear. You’ve grown up, but you’re not quite a grown-up. Though you think
you are.
Right. Puberty hits you hard and certain stuff suddenly became interesting!
Will this cigarette really kill me? Why should I respect my teachers? Are girls really icky?

I think we can all agree Adolescents are generally pretty terrible. Especially if you’ve gone out of your way for 13-16
years to teach them to become good mannered, respectful and wise youngsters. Then suddenly you find them smoking
on the local playground, betting how long it will take Neville to figure out his Remembrall was stolen.
It’s the way they learn though, that makes them into the monsters they are.
But, don’t they remember you of someone? Are testers not often regarded in the same way?

Adolescents are testing the world as they see it.

Learning at the Centre of the Human Experience

KOLB’S TESTING CYCLE 5

The Finding of Fire
Next up, is psychologist Kurt Lewin who was known as a modern pioneer of social, organizational and applied
psychology. He described our learning process as a circular model of experience and reflection.
Experiential learning is a process in which the new situations we find ourselves in are the central pivot.
There are four dimensions:

1. A willingness to be actively involved in the experience;

2. The ability to reflect on the experience;
3. Possess and use analytical skills to conceptualize the experience;
4. Use decision making and problem solving skills in order to use the new ideas gained from the experience.

A Cycle of Learning
Each of these four steps should be completed to truly
understand the experience of the individual.
Failing to do so will result in suboptimal and shallow
learning. Completing the cycle, however, leaves the door
open and even prompts you to start discovering even more.

Let’s see how one of the more early testers completed his cycle.
In all fairness, the first person to discover the usefulness of fire was most likely a woman. Who else would find the
courage to thwart the gods? Or find good where only destruction was before? It probably was a woman, curious enough
to pick up a branch in flames and bring light to the darkness.

1. A concrete experience.
I do concur that the homo erectus’ learning path to produce fire is something of speculation. She’d probably had already
seen and used it from what she could gather from forest fires or lightning. She knew it’s heath and all-consuming power.

In spite of that knowledge, she had the courage to explore. She approached a flaming forest instead of running from it,
stole fire and shaped our future because of it.

2. Observation and reflection.

Now consider this woman with her stolen fire. Her whole concept of fire is changing. No longer is it a destructive force
of nature. She feels its warmth during the cold hours, sees its flickering light and hears its comforting crackling. Her
journey to find new ways to improve her life has only just started.

3. Abstract Concept & Generalization

The woman still remembers how it burned her skin when it touched her and how the animals frantically ran from it.
Her new observations alter and strengthen her existing models: fire is dangerous, it consumes and kills. But it can also
keep you warm and the nights less dark.

KOLB’S TESTING CYCLE 6

 4. Implications of concepts as new situations
She starts experimenting with the fire. She moves it, lets it die, grows it tall, throws in rocks and thick leaves.

This Homo Erectus probably didn’t know, but she possibly had the most interesting and important testing job in the
history of mankind.
The stealing of a small fire set in motion a long and fruitful cycle of learning.

The cycle anew

The next time she was bored and started throwing rocks around it probably surprised her to see a spark as she threw one
rock against another. A small fire, born from two rocks. Can I make it into a fire as well?

Concrete experience.
And so the cycle begins anew.

It takes a sharp mind to shape this experience to its potential.

Large numbers of people before her will have seen this spark and have discarded it as a freak of nature.

This woman was different. Her learning and her actions set in motion the human race’s rise to the top of the food chain.

Purpose
Fire was only the very beginning. If anything can
be said about mankind it’s that next to their
ability to learn, their persistence and their hunger
for power brought them to where they are
today.

Were we a gentler species, we might not be in

the trouble we got ourselves in today.
Guns, nuclear power plants and bombs. Steam
trains, glass, hot tubs and metal-crafting. It all
started with the first spark that was the mastering of fire.

John Dewey, our third psychologist specialised in learning processes, added “Purpose” to that model. Because without
purpose, we have no incentive to keep on learning. If we want to go deeper, broader, further in our experiences and
knowledge we need purpose. ‘More power’ was mankind’s purpose and see where we are now.

Our journey in testing is much the same, even though our purpose is not necessarily more power within the project.
It’s about finding bugs and important risks.
Incidentally, having a better understanding of the learning process helps us achieve that goal.

KOLB’S TESTING CYCLE 7

Four Flavours of Learning
There we have it. Every part of the puzzle to start piecing this new information into a general theory.
But that won’t be the end of it yet. For new theories have new implications and, as every tester should know, need to be
verified, falsified, maximized, isolated and explained thoroughly. (and then some)

The final theory is the one drawn up by David A. Kolb.

He outlined two continuums.
Continuum one:
Active to Reflection: Doing stuff vs. Thinking about stuff.
Continuum two:
Concrete to Abstract: Real stuff vs. Imagined stuff.

These two lines split the whole learning process in four.

Four different flavours of learning.

We all have our preferred learning style. Whether we like to start in the green quadrant or the yellow, that’s where each
of us feels safe and at our best.
However, if we pursue deep and thorough knowledge of the subject, we need to move from quadrant to quadrant and
complete the whole process. Would we stay in one activity forever, we would learn only shallowly and would easily
forget these new things in the long run.

What can you still remember from cramming whole books in a few weeks’ time? I bet it’s just a fraction of the whole
thing.
The same goes for workshops that have you go through different role playing games, but fail at explaining the theory
behind the exercises. You forget. Its impressions don’t last.

A good teacher guides you through the process of experience, sense-making, conceptualizing and then put the newly
learned stuff to test.
A good learner knows how to complete that circle without the need for a teacher.
As testers, it’s absolutely essential that we become good learners.

Your new assignment?

Learn about learning styles, understand the models and make sense of them, explain it to yourself as a new concept
and then apply your newfound theories to your own advantage:
Within your testing.

Get to know the archetypes of each learning style.

KOLB’S TESTING CYCLE 8

The Archetypes
The Activist
Someone who has an Active – Concrete learning style values
Real Experience as the powering force for all her learning.
Spending time with a product, a person, a culture is her preferred
way of gathering new knowledge. They learn by doing, playing,
exploring and competing.

“Grab the bull by the horns” –Some cowboy

The Observer
The Reflection – Concrete learning style focusses on
observing behaviour, listening to others and connecting
the dots. Seeing patterns where there weren’t any before.
These people try to see new things as pieces to a puzzle. A
puzzle they haven’t completely made sense of yet.

“You are not entitled to your opinion. You are entitled to your informed
opinion. No one is entitled to be ignorant.” –Harlan Ellison

The Pragmatist
“What’s in it for me” is what drives the Active – Abstract
learner. He loves debating, playing the devil’s advocate and
applying his own views and experiences to new situations.
Problems fuel his enthusiasm to solve them.
He loves to actively experiment with new theories, techniques
and heuristics to come to his own conclusions.

“The first principle is that you must not fool yourself and you are the easiest person to fool.”
–Richard Feynman

The Theorist
A Reflection – Abstract learner is someone who needs to
understand the logic behind the concepts. They have their
own worldview, how everything works and fits together.
New learnings, models and theories need to fit into that
worldview.
They prefer to analyse, gather data, collect quotes and
stories to draw conclusions.

“In all chaos there is a cosmos, in all disorder a secret order.”

–Carl Jung

KOLB’S TESTING CYCLE 9

Learning Styles within Testing
Learning Styles are not an exact science. Many tests with very large samples have been conducted and there is evidence
of correlation between how people start their learning, how they base their decisions and even with their personality
traits.
Even though you may be sceptic about the scientific value of the model, there is value in its usage.
Over-reliance on models can be hazardous and treating it as the sole truth always is.
It’s a model. It’s fallible. But it can be useful.

The activities we see depicted here, for each learning style, are no strange words to us. These are daily activities for us.
They help us learn.

The archetypes help us understand typical behaviour of people that are 100% dedicated to one Learning Style. You
might have tried to already align with one of these impersonations. It is very human to constantly categorise ourselves
and the people around us. It makes life more bearable.
We do this, but everyone around us does that too. As testers, it’s important to be warry of such subtle and subconscious
decision making.

The problem each of us have, is that we’re already inside one of these four boxes. Whether we choose to or not.
It’s important for us to be able to break that pattern, for important information is revealed by variation rather than
repetition.
But in order to break patterns, we first have to identify them.

Pursue variation.

We can’t help but leaving holes in our test coverage. We’ve grown accustomed to that.
One way of mitigating the risk those holes bring, is by having more people, with their individual skills, focus and
Learning Style work on the project.
Good testers can assess these differences in members of the team and leverage that to the advantage of the project.

KOLB’S TESTING CYCLE 10

Testing Styles
If you think about Learning Styles from a tester’s
point of view, there’s really no big difference to what
we do every day.
We might as well call them Testing Styles.
If you think about how we as testers first start on a
project and the different ways we handle ourselves.

But they are not limited to us testers. Our co-workers

also have a preferred Learning/Testing styles.
Can you spot them?
Here’s a few personal experiences with the various
Tester Styles:

1) I have identified a close co-worker as an Activist.

He’s very good at jumping into the product head first quickly noticing things that are out of order and is very inquisitive
about new stuff. I can always count on him to suddenly blurt out new ideas or important questions that trigger
interesting answers.
I was amazed by these strong and quick traits, but I know I can’t always count on him to delve into documentation and
come out with a checklist.

2) A second great tester I’ve worked with had a lot of Observer traits.
He was reminiscent of a teacher of the team. He was very active in meetings and was always cooperating. He asked
questions and drew what he learned on the whiteboard. Afterwards, he would explain these lessons to the team time and
time again. Often around a whiteboard.
I liked how he sparked everyone around him to think more deeply during the conception of the ideas, but he was less
critical of the implementation.

3) Another amazing tester I’ve worked with fit best in the Theorist category.
She would always come up with interesting details that were buried in documentation and requirements. “If we
implement this, then we run the risk of breaking this old functionality”. She had a very broad and strong overview of the
large and complex product and knew how the strings tied together.
She was incredibly valuable to the team. Her flares of genius often saved our asses. But she didn’t always perform
reliably as she was often distracted by seemingly less important tasks.

4) The Pragmatist I worked with was a member of a strange breed, but quite valuable in his own way.
He was pretty good at detecting illogical explanations or shallow decisions. He asked the hard questions and would kick
a few shins if he thought that would work out for the better. He’d always go looking for the next improvement, often
finding problems where there were none before.
This could create conflicts, where he’d value facts and truth over feelings. He relied heavily on his experience and
knowledge of the world around him to challenge everything.

Though he was fast to cut through a weak concept and starting new ideas, I feel he often lost focus and left ‘working out
the details’ to others.

KOLB’S TESTING CYCLE 11

Different Testers, different Processes
This is where the theory stops. Here, the findings from research ends, yet this is still much to discover.
The next part is pure speculation.

If we have four different Test Styles, how get them to work together effectively?

Requirements Based Testing

There’s a very good chance that this way of managing
your testing is the first one you’ve learned. It’s
popular in certificates, consultancy, standards and is
widely used in the big companies.

Do not mistake this model to be an exact copy of the

‘Structured Test Model’ or the ‘Factory Testing
School Model”. That’s just not relevant here.

This process stresses on requirements. Requirements build us an abstract concept of what the product is to become.
Whether those requirements are documented, tacit or explicit, communicated or spread among different stakeholders,
the test team focuses on gathering those requirements and building an analysis around it. This can take many forms. The
most popular one being Test Cases/Scripts/Steps or any way you want to call an Action – Expected Result relation.

The next step in the process is to validate those requirements. When there is a mismatch, the implications of this
digression is investigated and explored in an atypical unstructured way. Finally, a conclusion is drawn or decision made
and either the requirement is adjusted, added or a bug logged. This is where The Theorist fits right in.

Session Based Testing

On the complete opposite side of the spectrum, we have The Activists’ concrete process of Test Management. Here,
maximized time with the product is valued more than anything else within testing. This philosophy is focused on
experiences and learning from them. Exploring implications and investigating.

It starts with one person embarking on a mission with a clear goal. Like a captain on an adventure, he holds a log and
vigorously takes notes. These notes describe possible problems, red flags and new opportunities. Anything that might be
useful one day. Together with a mediator, who tries to keep an objective and impartial role these new findings are
discussed. Sometimes, models are created or connected to old information.
They try to make sense of the new information
from this mission.

During this process of working together, new ideas

sprout from this cooperation. These are a basis for
new charters, for new missions.
The circle starts anew.

KOLB’S TESTING CYCLE 12

 Mob Testing
Two lesser known, or lesser practiced Test
Processes, Strategies, Management methods or
whatever you wish to call them are Problem
Oriented Testing and Mob Testing.

Words are troublesome.

I don’t have a specific word for this process, but
Mob Testing comes close. Especially in a User
Acceptance situation.

This process starts with the question “what does the product do?”. But it’s not just you who’s coming up with answers.
No, it’s a whole group of people. Testers and non-testers alike! With an Observer at the steering wheel.
As a group you build a model of the product, whether that’s a brainstorm outline, a mind map, a tapestry of Post-It
notes or something else. It doesn’t really matter, as long as the product is visualized.

The importance lies with the observations of the group made concrete (in a high level way). The resulting knowledge
from these observations is your basis to analyse the question “What is the worst thing that could go wrong?”. Here, the
group taps into a different kind of knowledge. They consider risks, connections and high impact scenarios.

The following step can differ greatly. The group can test as one organized being, or individually, in pairs,… However
they do this, they are exercising the possible doom scenarios from before and learning through their experience.
Naturally, these tests flow into exploration of new findings. And as a result, the model will have to be readjusted.
And so it starts again…

Problem Oriented Testing

The last process is what I have come to call the Problem Oriented Testing method, but I suspect it would fit tightly to
what “Rapid Software Testing” by James Bach and Michael Bolton would look like, should it be formalized into a
circular process. Though I can’t be sure. This is speculation. “Context Driven Testing” certainly comes close as well.

In any case, the Problem Oriented Testing process puts its focus on the Testers themselves. Their previous experiences
and their earlier learnings. This knowledge is the basis to evaluate the product.
The Tester herself has found, created and gathered certain heuristics during her career (a fallible method to solve or
identify a problem). These heuristics help the Tester to find problems, where others would miss them. This ability is
what distinguishes him from newly testers or non-testers. Be sure to hone these skills.

Whenever the Tester runs out of ideas, she

starts exploring, playing with the product.
Which leads to new experiences and new
insights. These in turn are observed and
explained and the result becomes fuel for the
tester’s imagination and curiosity.
The Pragmatist now has several new heuristics
to take him to the next phase and the next
project.

KOLB’S TESTING CYCLE 13

Impact on your Test Strategy
You’ve come to understand the Learning Styles and how they influence our testing. You’ve come to see what goes on in
the background when you make choices, when you approach a new project and when you start testing.
You’ve gotten insights in how Test Styles fit into our Processes, Strategies and Test Management Methods.

You are you… and there is not much to be done about that.
Yet, if you keep in mind your weaknesses, you can prepare to counter them: by adjusting your own behaviour or by
taking advantage of the qualities of the people around you.
Empower and strengthen each other.

From the very moment we formalize one way of working, one method of testing we are already alienating people and
running the risk of missing important information.

Whether we want to or not: when we’re deciding upon a way to manage our Test Process, we’re biased one way or
another.
If you’re ever in the position of choosing a Test Process, consider a more flexible approach. Create an environment
where people can test in their own Learning Style, but make sure you challenge them to try and keep trying new and
other Learning Styles.
Switch the Process around once in a while, learn to read the situation and adapt the process as necessary.

There is no ‘one best way’ to manage any testing. There is not even a ‘one best way’ to manage your testing.
In order to find as many bugs, as many risks and possible hazards, you need to adapt, adjust and pursue variation.
Your process should reflect that.

If you learn differently

And you test differently
And everyone around you does too,

Why would you stick with one Test Process?

What are you missing, if you do?

KOLB’S TESTING CYCLE 14

Sources:
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007): Learning in adulthood: a comprehensive guide. San
Francisco: John Wiley & Sons, Inc.

[kolb84]. Kolb, D.A. (1984): Experiential learning: experience as the source of learning and development
https://en.wikipedia.org/wiki/Kurt_Lewin

https://en.wikipedia.org/wiki/Experiential_learning

http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/honey-mumford

https://www.16personalities.com/

KOLB’S TESTING CYCLE 15

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The longest running and largest software
testing and QA conference in Europe -
welcomes over 1,000 delegates over
4 days every November.
Visit EuroSTAR Website
We also host a number of smaller
conferences and events in different
locations and bring the EuroSTAR
Huddle live experience to partner
events around Europe.