Redefining the Boundaries of Learning

Cristobal Cobo@cristobalcobo

#cyberlearning

World Summit on the Information Society (WSIS) in Tunis (2005)UN Secretary-General Kofi Annan and Professor Nicholas Negroponte of the MIT

Uruguay is the most democratic country in Latin AmericaReport from the Economist Intelligence Unit (BBC)

Uruguay3.42 millions

2007

• Social Inclusion• Equality of Opportunities• Teaching and Learning

Origins

Plan Ceibal is not a an ICTProgram or Laptops

670,000users with laptops, tablets and Internet

K-15 (years old)

Access to a PC by quintilof income

% of people

1er quintile 2do quintile 3er quintile 4to quintile 5to quintile

87%78%76%73%71%

56%

32%

10%

19%

5%

Plan Ceibal in the Country

Use of Ceibal Laptopsat Home by Families

Yes

No

Doesn't know

What changed is the context of learning:

• 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

Year 2014

1,300 100%

Urban Educational Centers

With Fiber Optics and Video Conference Equipment

Technology and Pedagogyand Learning Goals

• 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.

• Technology as an accelerator of Deep Learning

1. Formative evaluation systems2. Remote English teachers3. Math Adaptive Platform4. Logic, programming & robotics (Labs)

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

• 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 students4,000 groups third party supplies the tests

AdaptativePlatform forMathematics

Platform users Activities performed

12,799,56291,464

PAM

students can explore from less to more complex approaches

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

Robotics

959 Coveredcenters

4,661 Deployedkits

demand-driven projects by Makers”instead of the traditional computer lab"

Technology as an accelerator of pedagogy

The challenge – to expand the educational environment (learning by creating, sharing, making mistakes)

and activate the deepen knowledge acquisition

newpedagogies.info

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’

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)

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

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