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.
The Center for Curriculum Redesign (CCR) is very pleased to announce that the Secondary School Admission Test Board has joined as a partner.
Heather Hoerle, Executive Director, stated: “We are pleased to offer SSATB’s support to the Center for Curriculum Redesign. SSATB’s mission of “providing unparalleled leadership and service in meeting the admission assessment and enrollment needs of schools, students, and families” will be fully realized through strategic partnerships with forward thinking organizations like CCR. She also stated: “CCR’s vision to challenge, explore, and redefine curriculum is critical to the future of each learner”.
The Center for Curriculum Redesign, in partnership with the OECD/CERI, is pleased to announce Character Education for a Challenging Century, a global conference in Geneva, Switzerland, and online via video, October 22-24, 2014.
The conference will bring together a global, growing community focused on the theme of “Character education for success in life and work” at the International School of Geneva and online. Leading educators, policymakers, executives, and spiritual leaders will discuss solutions to the crucial questions: Which character traits matter most for the 21st century? And how are they best developed?
Please help us spread the word to your networks, and we hope to see you in Geneva or online. Register at: http://curriculumredesign.org/character/
Thanks to generous support from the Bill & Melinda Gates Foundation, and the Fondation Henri Moser, the Center for Curriculum Redesign has worked during the past two years to synthesize research on Mathematics education around the world – as related to the central question: “What should students learn for the 21st century?”
The recommendations are now published as three succinct papers, which describe the goals for redesigning standards for Mathematics for the 21st Century:
- Maths Branches Subjects and Topics – CCR
- Maths Methods & Tools – CCR
- Maths Concepts & Processes – CCR
and the supporting paper: Maths & Higher-order Thinking Skills – CCR
The recommendations have incorporated copious input and feedback from: CCR member jurisdictions; many invited experts at its Stockholm conference; and an experts’ colloquium in East Hampton NY.
As always, the CCR remains open to constructive suggestions and creative ideas, so please feel free to contact us at email@example.com.
“Hype vs. Reality: A.I./Robotics and impact on employability” was the theme of the third CCR colloquium on the topic (see agenda and past colloquia: #2 and #1). Several leading economists and technologists (participants and bios) debated the potential impact of technology on employability, starting with a critique of the Oxford Martin Study: The_Future_of_Employment_OMS_Working_Paper_1.
The presentations were given by: (alphabetically)
The consensus reflected the following views:
- Routine tasks will remain the most automatable, for the foreseeable future. Even some facets of innovative and creative activities might become automatable.
- The full-fledged adoption of technologies generally takes much longer than initially anticipated, yet often strikes deeper eventually than assumed a priori.
- Robust occupations will be those that are “full of challenges with new discoveries to be made, new performances to be obtained, new things to be learned and shared with others“.
- Occupations that will see an increase in demand are so-called T-shaped (requiring both depth and breadth) with deep expertise and complex communications skills.
- Further progress on predictability would require a deep, sector-by-sector analysis, and cannot be achieved by a top-down review.
- The ultimate challenge in predictability is due to the parameters being numerous, variable, with wide “error bars”, and temporally interplaying with each other.
The Center for Curriculum Redesign is grateful to the Hewlett Foundation, the USCIB Foundation and the McGraw-Hill Financial – Global Institute for their support of the research and the event.