The Fondation Helvetica Educatio (CCR’s sister foundation) hosted its “21st Century Mathematics” conference on May 25, 2018 in Geneva, Switzerland, which attracted numerous influential delegates from over twenty countries. It was the positive conclusion of a four-year effort started with the Stockholm conference on Mathematics.
The final agenda is given here. The conference presentations are available via the links below (please feel free to share this page):
- Presentation and video: Mathematics for the modern world – Charles Fadel (Center for Curriculum Redesign)
- Presentation and video: Recommendations for PISA – Peggy Carr (NCES DoE, USA)
- Presentation and video: How Poland moved ahead – Zbigniew Marciniak (Warsaw University)
- Presentation and video: Algorithms do change the world! – John MacCormick (Dickinson College)
- Presentation and video: Mathematics and the Brain – Stanislas Dehaene (CNRS)
- Presentation and video: What Mathematics do people really need? Keith Devlin (Stanford University)
- Presentation and video: Stop Teaching Calculating, Start Teaching Maths – Conrad Wolfram (Wolfram Research)
CCR’s recommendations for PISA Maths 2021 can be downloaded here.
The CCR is grateful to the OECD for their continued partnership, as well as to the Jacobs Foundation, Gebert Ruf Stiftung, Dudley Wright Foundation, Swissnex, the International School of Geneva, and the Moser Foundation (Geneva, Switzerland) for their generous support.
CCR is pleased to publish its synthetic and concise report on Psychomotor Skills, clarifying the confusions over terminology and structure, and including its recommendations for sophisticated psychomotor human learning in a age of robots – from medicine to music, from trades to sports:
- perception and proprioception are critical feedback mechanisms for psychomotor development,
- psychomotor skills cannot be accurately categorized as fine or gross but rather should be defined based on measurable attributes such as precision, accuracy, speed, and consistency, as well as physical abilities such as strength, flexibility, balance, and stamina
- singular psychomotor skills have a linear progression from unconscious incompetence to unconscious competence, that is independent of their combination with additional skills or transfer to new situations, which can also have their own developmental progressions.
- Two essential psychomotor skills that transcend fields emerged- coordination and adaptation (aka transfer). These are referred to as “meta-motor” abilities because they can be applied to any psychomotor skill, transcending typical subject- and/or occupation-bound categorizations.
CCR is grateful to Area9 Learning for their support of this paper.
The CCR is very pleased to announce that its “Four Dimensional Education” framework has gained broad global acceptance, as it is now available in 15 languages. This represents eight of the top ten languages spoken worldwide, with a potential to reach 3.5 billion people! from Arabic to Chinese to Spanish, from Farsi to French…
This confirms that the 4-D framework, which focuses on Knowledge (modernized), Skills, Character, and Meta-Learning, resonates with the needs of education worldwide, as both actionable and global.
We are of course very grateful and indebted to all partners and contributors who made this happen in, amazingly, less than 2 years! Feel free to inform your networks, and if you wish to add a language that is not yet represented, please do contact us at firstname.lastname@example.org
The media world is suddenly awash with news about Artificial Intelligence, but CCR has been working on its impact – and that of many other global factors – and consequences for Education, for a decade. This work had led in 2016 to the publication of its recommendations for a Four-Dimensional Education framework (“4D”) described its book.
After 18 months of further research, CCR is delighted to offer its expanded Knowledge framework (+ appendix), describing how to rethink content in the age of algorithms (from search to A.I.) to build:
- Relevance and personalization (for learner motivation)
- Versatility (robustness to future uncertainties)
- Transfer (actionability in real-world situations, leading to “flipping the curriculum“)
All of which are to be achieved via a deep redesign of disciplines and their content:
- Modernizing/curating traditional disciplines (STEM, Humanities, Arts), via analysis of:
- Essential Content
- Core Concepts
- Learning progressions
- Adding Modern Disciplines (Technology & Engineering; Media (digital journalism, cinema); Entrepreneurship & business; Personal finance; Wellness (physical, mental); Social sciences (psychology, sociology, anthropology, political science, civics, future studies, etc.).
- Developing Interdisciplinarity and Themes (Environmental, Global, Civic, Information and Digital Literacies; Systems, Design and Computational Thinking; etc.)
- Intersecting with Competencies, the other three dimensions of the framework: (Skills, Character, Meta-Learning).
We remain as committed as ever to answering our seminal founding question “What should students learn for the 21st century?” in an age of AI and more… join us!
The exploration tool is available here to all wishing to explore linkages and relationships between disciplines.
Understanding the structure of human knowledge is an endeavor that dates back centuries, and technology has opened up new possibilities for analysis. CCR has attempted to visualize the connectivity of the Education space using Wikipedia as a data set, and 40 disciplines representing ~6 million pages (nodes) via ~140 million connections (edges).
CCR is very grateful to the Nellie Mae Education Foundation for its support of this research.
The CCR organized and hosted on September 8, 2016 an interactive colloquium on “Augmented Humans” at Harvard’s Graduate School of Education, exploring the coming impact of Biotechnology, and partially answering CCR’s seminal question: “WHAT should students learn for the 21st century?”
The colloquium brought together leading minds from, most notably, the KnowledgeWorks Foundation, the Future of Life Institute, and the Clayton Christensen Institute. The 4-hour colloquium featured a presentation by Dr. Steve Gullans, co-author of the book “Evolving Ourselves”, which followed an introductory presentation by CCR’s founder.
CCR is very grateful to Dr. Gullans and to all participants for sharing their expertise and time, and to the Henri Moser Foundation (Geneva, Switzerland) for its continuous support.
Join us for an interactive colloquium exploring the intersection of Machine Learning and Human Learning. This event is organized by the Center for Curriculum Redesign and takes place simultaneously at swissnex Boston and at the University of Geneva.
Bringing together leading minds in Education, the 3-hour colloquium will discuss the question: How can Machine Learning foster and shoulder Human learning?
The event will be held on March 30, 2016 at 9:00 am EDT and 15:00 CEST (see registration page, and also live and on-demand streaming for those who cannot join us in Boston).
CCR is very grateful to the Montes Alti Educational Foundation and the Fondation Helvetica Educatio for their generous support.
The CCR is pleased to publish its Character framework, three years in the making. It was developed because CCR could not locate a framework that combined all of the following requirements:
- Completeness → no major elements missing
- Compactness → actionable and deployable
- Low-correlation variables → no duplication and confusion
- At the appropriate layer of abstraction → for robustness and clarity
- Global relevance → for broad acceptability
It was announced at its 2014 Geneva conference, jointly with the Geneva Declaration. The six essential Character qualities, from which numerous other related concepts are derived, are: Mindfulness, Curiosity, Courage, Resilience, Ethics, and Leadership.
The CCR is very pleased to announce that the International Baccalaureate has joined as partner. Siva Kumari, Director General, stated: “It is important that curriculum and assessments are continuously refined… to prepare young people for the future.”
The CCR looks forward to a fruitful and sustained collaboration.
The CCR is very pleased to announce that, at its 90th session, the governing board of the OECD’s Centre for Educational Research and Innovation (CERI) endorsed the strategic partnership between CERI and CCR (see: OECD CERI Letter to CCR).
The CCR is most grateful for the exemplary and productive relationship enjoyed to date, as witnessed by the “Character Education for a Challenging Century” conference in Geneva, the “Interdisciplinarity & Metacognition” colloquium in Paris, and the “Mathematics for the 21st Century” conference in Stockholm.
The CCR looks forward to continue redesigning Education through leading-edge high-impact research projects and events, jointly with OECD/CERI.