The document discusses Plan Ceibal en Inglés, a blended learning program in Uruguay that teaches English to primary school students. It describes how 35% of instruction is delivered online synchronously by a remote English teacher, while 65% is delivered face-to-face by classroom teachers using online materials. The program fits within the "enriched virtual" blended learning model, with students accessing online content and remote teachers bringing English expertise into classrooms. Evaluations found the program successfully improved students' English skills while bridging the digital divide in Uruguay. Teachers reported students enjoyed interactive activities like songs and stories led by remote teachers.

1. Blended learning and the
Ceibal English blend
alicia.artusi@britishcouncil.org aliciartusi@gmail.com
Blended learning http://www.scoop.it/t/blended-learning-by-alicia-artusi

2. What is blended learning?

3. Dudeney and Hockly (2007) widen the scope
of the definitions already presented by
describing three following possible course
designs for online learning: online, where
100% of the course is online, blended
courses where 75% is delivered online and
25% face-to-face, and face-to-face with
additional online materials.
To Smith and Kurthen (2007), blended courses
incorporate less than 45% as compared with
fully online learning where 80% or more of
learning materials are conducted online.
Blended refers to a language course which
combines a face-to-face (f2f) classroom
component with an appropriate use of
technology. The term technology covers a
wide range of technologies such as CD-
ROMs, interactive whiteboards and
computers as means of communication,
whether chat, e-mail or a number of other
environments, such as VLE (virtual learning
environments). Sharma and Barrett (2007).
Blended learning: https://www.youtube.com/watch?v=GB7rA6vhZas

4. What is Plan Ceibal en Inglés?

5. 2015 80.000 students- 570 schools – 685.000 laptops 52.000 tablets

6. Ceibal en Inglés is a blended learning programme for primary schools where about
35% is delivered online synchronously by a remote EFL teacher of English within the
classroom, and about 65% is delivered face-to-face by a primary school class teacher
with little knowledge of English who works with online materials asynchronously and
promotes the use of laptops (XOs) both in and outside class. Students and teachers
access the digital materials asynchronously, available on the LMS (learning management
system) called CREA2.
Ceibal en Inglés- Definition

7. Which are the different blended
learning models?
Does Ceibal en Inglés fit into any
of the existing models?

8. http://www.edweek.org/ew/articles/2012/10/24/09el-overview.h32.html

9. The Rotation model
KIPP LA (Knowledge is Power Programme) Academy of Innovation School
In the rotation model, the students’ time is
split between different modalities:
sometimes in the classroom, sometimes in
the lab or off-site. In class, students rotate
on a scheduled basis between stations,
whether on group projects, individual
tutoring or independent online learning.
Lead teacher Intervention teacher
Self- directed learning
Data informs which students are going to each group.
In the Lab Rotation model, a
master teacher designs the
lessons= Ceibal en Inglés
https://www.youtube.com/watch?v=ho6s8UNll2E

10. The Flex model
Summit Schools California
In the flex model, students move to an
individually customised and fluid
schedule among different modalities with
teachers providing help as needed. This
model involves what they call ‘personalized
learning time’, which means students work
on their own using their laptops on different
topics at the same time with the teacher as
facilitator.
https://www.youtube.com/watch?v=EQKqIPi9Ubw
Project work- Personalized learning time
The flex model offers PLT.
Ceibal en Inglés offers
extra practice and
material-CREA

11. Students take online classes to accompany other
experiences that they are having at a brick-and-
mortar school or learning centre. The teacher for this
self-blend course is the online teacher.
Wisconsin Virtual School
Self-blend

12. The Flipped Classroom
The flipped classroom reverses the traditional model
For example, instead of listening to the teacher lecturing
on a topic during the face-to-face class, a video of the
lecture is provided to students to study outside the
class leaving the face-to-face class for discussion
and interaction instead of lecturing.
A case study at: http://capone.mtsu.edu/vjm/Univ_Service/CRWG_Home/References/CRWG-SPEE-REF-01.pdf

13. The Enriched Virtual
Students can access the cloud-based learning
platform anytime they like to find information about
their course and study materials, including online
lectures, links to articles on the web, podcasts and
instructive videos.
The AHAB-Akademie Certified Training Institute in Germany
Enriched virtual=Ceibal en Inglés: EFL
expert teachers are brought in remotely
with teachers and students using the
LMS (CREA) to access materials.

14. Can Ceibal en Inglés be described
within any blended learning
parameter?

15. Plan Ceibal en
Inglés can be
described within
Neumeier’s
parameters (2005)
ReCALL
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=355476&fileId=S0958344005000224

16. Focus on mode
lead mode: online with a remote teacher (RT) teaching synchronously the LMS CREA +digital materials.
Distribution of modes
3 classes per week:
 Class A: RT-45 mins- synchronous-VCE
 Classes B and C: CT – 45 mins – f2f- XOs
Choice of modes
Students cannot choose the mode, which are subject to school schedules.
Ceibal en Ingles within Neumeier’s parameters
MODE
1 Mode

17. 2 Model of integration
Sequencing
Online and face-to-face classes alternate during the week.
Online and face-to-face run parallel (not isolated).
Students use the XO to do activities in class or at home.
Level of integration
Most content is obligatory with some cross-curricular activities or Web 2.0 projects
suggested as optional.
MODEL OF
INTEGRATION
Ceibal en Ingles within Neumeier’s parameters

18. Content runs parallel and integrated with the face-to-face classes
(classes B and C), which recycles and reviews the new content
delivered in the remote class (class A).
Team teaching between the RT and CT is in Spanish because CT
may not have enough knowledge of the English language.
3 Distribution of learning content and objectives and assignment of purpose
DISTRIBUTION
CONTENT
Ceibal en Ingles within Neumeier’s parameters

19. • A communicative approach, with scaffolded content in the remote classes.
• Learners communicate real meaning and are involved in real
communication with the RT or their peers.
• Authentic material is used to achieve this aim as well as hands-on projects,
like making a video.
• Mistakes are tolerated as long as they do not interfere with communication.
• A task-based approach in face-to-face classes with students working in pairs
or groups to do the activities. Students engage in meaningful tasks
4 Language and teaching methods
METHOD
Ceibal en Ingles within Neumeier’s parameters

20. Interactional patterns
 through VCE (synchronous): RT- Ss; RT-CT-Ss; CT-Ss.
 with XO –LMS- CREA (asynchronous) SS and CTs use laptops
Roles
RT acts as instructor, facilitator, model and assessor.
CT acts as facilitator and class manager. Students act as recipients and team workers.
Location
All clases are held in the shools.
5 Involvement of learning subjects
Ceibal en Ingles within Neumeier’s parameters
Involvement
of learning
subjects

21. To what extent is this blended-learning experience
successful in urban and rural Uruguayan schools?

22. • It has been successful as seen in productions, assessment and evaluation results.
• Uruguay is paving the way for the rest of Latin America to teach English to children and teachers
at the same time.
• Ceibal English has been proven to fit within blended learning parameters.
• Teachers, students, parents and government support the project.
• Students want to have more classes, learn more vocabulary and have more screens installed as
revealed during the interviews.
• It has also bridged the digital divide with the use of the VCE, laptops and online software,
offering a pedagogical and cultural richness
And….Plan Ceibal Evaluación adaptativa 2014.
.http://www.ceibal.edu.uy/Documents/Evaluaci%C3%B3n%20adaptativa%20Ingl%C3%A9s%202014%20Resumen%20Ejecutivo.pdf

23. For the Remote Teacher
• Singing songs and reading stories.
 Dramatizing stories or dialogues.
 Personalizing topics. Talking about what
students do in Uruguay
Learning has memorable moments
For the Class Teacher
Students learn and enjoy songs and stories.
For the Students
• Songs, stories
• Personalized activities

24. Ceibal en Inglés opens a window to the world: Interculturalilty
A remote teacher shares this cultural
awareness moment
Pets, for example. I take a
flashcard to teach pets and the
students say: ‘I don’t have a
cat’,’ I have a chicken’, or ‘I
have a cow’, ‘I have sheep’ How
do you say ‘oveja’ in English?
Then you have to teach farm
animals as pets.’
There was a fashion parade with
pictures that were proposed by the
weekly plan and we decided to
change those pictures with pictures
of Peñarol that are more familiar to
the students. It was very
interesting.’

25. ”The most important aim of a Blended Learning design is to find the most effective and
efficient combination of the two modes of learning for the individual learning subjects
language learning; contexts and objectives.”
Neumeier (2005)
Escuela 40 4B Dolores Soriano CT Marina Martinez
RT Estela MedelaRT Luciana Fregosi

26. Bibliography
• Dudeney, G and Hockly, N (2013) Reversing the blend: From Online to blended - chapter in Blended
Learning in English Language Teaching: Course Design and Implementation
• Tomlinson, B. & Whittaker, C. (eds.) [e-book] Blended learning in English Language Teaching: Course
Design and
Implementationhttps://www.teachingenglish.org.uk/sites/teacheng/files/D057_Blended%20learning_FINAL_WEB%
20ONLY_v2.pdf
• Motteram, G (2013) Innovations in learning technologies for English language teaching. London. British
Council. [online] [e-book] Available from:
http://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20O
NLY_FINAL.pdf
• Neumeier Petra (2005) A closer look at blended learning – parameters for designing a blended learning environment
for language teaching and learning. ReCALL 17/2
• Plan Ceibal Evaluación adaptativa 2014.
Informe.http://www.ceibal.edu.uy/Documents/Evaluaci%C3%B3n%20adaptativa%20Ingl%C3%A9s%20201
4%20Resumen%20Ejecutivo.pdf
• Graham Stanley interview: strengths- challenges and the future of Ceibal en Inglés.
http://youtu.be/pYIyuUH7FFQ
• Online poll CT-RT. Results (2013) http://www.slideshare.net/aliceshare/ceibal-english-survey-remote-
teacher-results
• Suggested articles on blended learning: http://www.scoop.it/t/blended-learning-by-alicia-artusi

27. Facebook Alicia.Artusi
Twitter @AliciaArtusi
E-mail: aliciartusi@gmail.com
Thank you!
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