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Redefining the Boundaries of Learning at Cyberlearning 2015


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Few projects to introduce ICTs at scale across an entire education system have received as much global attention as that of Plan Ceibal in Uruguay, which has (among many other initiatives) provided free laptop computers to all public school students.

This initiative was presented at the Cyberlearning 2015: Connect, Collaborate, and Create the Future held January 27-28, 2015, Virginia #cyberlearning.

Published in: Education
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Redefining the Boundaries of Learning at Cyberlearning 2015

  1. 1. RedefiningtheBoundaries of Learning Cristobal Cobo @cristobalcobo #cyberlearning
  2. 2. World Summit on the Information Society (WSIS) in Tunis (2005) UN Secretary-General Kofi Annan and Professor Nicholas Negroponte of the MIT
  3. 3. Uruguay is the most democratic country in Latin America Report from the Economist Intelligence Unit (BBC) Uruguay 3.42 millions 2007
  4. 4. • Social Inclusion • Equality of Opportunities • Teaching and Learning Origins Plan Ceibal is not a an ICT Program or Laptops
  5. 5. 670,000users with laptops, tablets and Internet K-15 (years old)
  6. 6. Access to a PC by quintil of income % of people 1er quintile 2do quintile 3er quintile 4to quintile 5to quintile 87% 78% 76% 73% 71% 56% 32% 10% 19% 5%
  7. 7. PlanCeibalin theCountry
  8. 8. Use of Ceibal Laptops at Home by Families Yes No Doesn't know What changed is the context of learning:
  9. 9. • Equality, identity, community support. • High impact in low SE families computer and connectivity • More use of laptops at home less TV (87% self-learning) • Change roles: teacher & kids. • New spaces of interaction (wifi public spaces). The implementation of Ceibal
  10. 10. Year 2014 1,300 100% Urban Educational Centers With Fiber Optics and Video Conference Equipment
  11. 11. Technology and Pedagogy and LearningGoals
  12. 12. • Write, search information, develop projects, collaborative activities. • Main challenges: lack of training and time. • Learning support assistants: e-skills, pedagogic coach, tools, stimulate creativity. • Higher motivation of students (class/home). Teachers: 63% satisfied with the experience. 76% very positive the effects on students. 2/3 identify change in their practices.
  13. 13. • Technology as an accelerator of Deep Learning 1. Formative evaluation systems 2. Remote English teachers 3. Math Adaptive Platform 4. Logic, programming & robotics (Labs)
  14. 14. Systematic On line tests for Science, Mathematics and Reading On line Evaluation On line Evaluation Done Students from grade 3rd to 9th participated 313,966 860,154 Tests done in 2014 It offer immediate information of students performance Identify problems - feedback to each students – adjust methodology
  15. 15. • Partnership with The British Council • Expanded presence: Classes through VC 6,000 miles away. (Remote Teachers working with Local Classroom Teachers) • 2015: All students from 4th to 6th grade • BC: remote teaching is an emerging trend Teaching English 2015: 100,000 students 4,000 groups third party supplies the tests
  16. 16. Adaptative Platform for Mathematics Platform users Activities performed 12,799,56291,464 PAM students can explore from less to more complex approaches
  17. 17. 1,600 teachers Learning to (re)build technologies • Robotics Kits for Students • Learning to code • Multimedia • MOOC Programming Course • 3D Printers extracurricular initiatives Digital Technology Labs
  18. 18. Robotics 959 Covered centers 4,661Deployed kits demand-driven projects by Makers ”instead of the traditional computer lab"
  19. 19. Technology as an accelerator of pedagogy
  20. 20. The challenge – to expand the educational environment (learning by creating, sharing, making mistakes) and activate the deepen knowledge acquisition
  21. 21. New Pedagogies for Deep Learning • 10 countries with 100 centers each • Pedagogical model through exchange and continuous improvement of deep learning experiences • Co-construction of strategies in the use of technology • Generation of new ways to measure, new results Strategy ‘don’t value what we measure, measure what we value’
  22. 22. Questions of Challenge • How to consolidate the blended learning? (F2F, virtual, self/collective, formal, informal, i.e Citizen science) • How to build new assessments and measure deep learning? (new knowledge currencies) • How to foster the personalization and adaptive assessment? (learning analytics) • How to stimulate student's creativity and self- learning?(drop out) • How to transition from a technology-centre approach into alternative ways of understanding teaching practice? (capacity building) ceibal (edtech lab) – comparative studies -learning analytics (big data)
  23. 23. Ceibal @cristobalcobo Transforming Privileges into Rights. Adding a layer of tools on top of traditional curriculum is not enough to address the learning we need* *(W.Richardson)The mind is not a vessel to be filled, but a fire to be kindled." — Plutarch
  24. 24. Challenges • Resistance: Change teacher’s mind set (capacity building). Transit from a technology-centre approach into alternative ways of understanding teaching practice. • More personalized learning experiences: Integrate different learning environments (Formal/informal). Embrace more flexible ways of integrating disciplines (PBL). Build new assessments (holistic indicators). there´s no one single accountability but a combination of outcomes