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

1. RedefiningtheBoundaries of Learning
Cristobal Cobo
@cristobalcobo
#cyberlearning

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

3. Uruguay is the most democratic country in Latin America
Report from the Economist Intelligence Unit (BBC)
Uruguay
3.42 millions
2007

4. • Social Inclusion
• Equality of Opportunities
• Teaching and Learning
Origins
Plan Ceibal is not a an ICT
Program or Laptops

5. 670,000users with laptops, tablets and Internet
K-15 (years old)

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. PlanCeibalin theCountry

8. Use of Ceibal Laptops
at Home by Families
Yes
No
Doesn't know
What changed is the context of learning:

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. Year 2014
1,300
100%
Urban Educational Centers
With Fiber Optics and Video
Conference Equipment

11. Technology and Pedagogy
and LearningGoals

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. • 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. 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. • 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

17. Adaptative
Platform for
Mathematics
Platform users Activities performed
12,799,56291,464
PAM
students can explore from less to more complex approaches

18. 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

19. Robotics
959 Covered
centers
4,661Deployed
kits
demand-driven projects by Makers
”instead of the traditional computer lab"

20. Technology as an accelerator of pedagogy

21. The challenge – to expand the educational environment
(learning by creating, sharing, making mistakes)
and activate the deepen knowledge acquisition
newpedagogies.info

22. 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’

23. 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)

24. 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

27. 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