Blended teaching: Remote English instruction in Uruguay
Blended teaching: Remote English instruction in Uruguay
Seminar: "From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies". Presented at the Data & Society a research institute focused on the social and cultural issues arising from data-centric technological development (https://datasociety.net) Friday, February 10, 2017 Plot: The project implemented by Plan Ceibal in Uruguay allows primary school children between fourth and sixth grades to have three 45 minute slots per week of English: one taught by a remote teacher, model of language and in charge of introducing and explaining the linguistic content corresponding to each week through his remote presence via videoconference equipment; and two forty-five-minute slots with the classroom teacher, who following the lesson plans sent to her every week, may review, accompany and guide her students in the learning of English. Coherence between remote lessons and face to face lessons is ensured by a half hour virtual coordination between the two teachers involved in the learning process, in which concerns, learning and teaching styles are discussed (source: https://en.wikipedia.org/wiki/Ceibal_project#English_project ) * Special thanks to Ceibal en Inglés team as well as @datasociety team. By @cristobalcobo from @fundacionceibal
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Blended teaching: Remote English instruction in Uruguay
- 1. World Atlas of the Ar.ficial Night Sky Brightness (David Lorenz) Blended Teaching: Remote English Instruction in Uruguay Cristóbal Cobo @cristobalcobo Center for Research – Ceibal Founda.on, Uruguay
- 2. 1. old/new EdTech 2. incremental innova.on EdTech
- 3. 3. radical innova.on EdTech
- 4. 715.000 users with laptops, tablets and Internet 52.000 laptops, tablets and Internet in libraries in schools 767.000 beneficiaries All students in public educa=on Grades 1 to 10 Tablets 1-3 Laptop 4-6 7-10 2007 - 2017 creating a strong technology infrastructure
- 5. 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 87% 79% 75% 72% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% People access to a PC by fiths of income in Uruguay In percentage by person you can call it innova.on (only) if you can scale it up Overall Country average (2014) = 77,3 1st quin=le 2nd quin=le 3rd quin=le 4th quin=le 5th quin=le
- 6. Digital Platforms Educa=onal Resources On-line Evalua=on Digital library LMS Remote Teaching English Math Adap=ve PlaYorm Progamming Robo=cs & digital labs
- 7. o Lack of cer.fied English teachers o Unequal access language class Remote teaching of English Remote Teacher (BC) Classroom Teacher • 2 ways HQ VC + HD Tv • Fiber optic connectivity • LMS (lesson plans, materials) • Strong quality control: Common EU Framework of Reference for Languages) • Co-Teaching: RT (A) + CT (B,C)
- 8. 82,000 106,000 TEACHING ENGLISH 93% of groups from 4° to 6° Primary school 1st to 3rd grade Secondary 700 groups 33,000 57,000 2012 VC 1,000 st VC 25.000 st 1,000 groups 2013 VC 50,000 st 2,000 groups 2014 VC 77.000 st 3,297 groups 2015 2016 VC 80.000 students 3,476 groups 112,000 1800 RT class weekly MX.UK.PH.AR. Online Adap.ve Assessment 65,000 Students V-R-G-L
- 9. 1. Inter annual improvement in all SES 2. Engagement: Performance is correlated with online interaction 3. Performance: RT interaction - key predictor 4. Coordination between RT – CT correlated with performance Results Summary:
- 10. Lessons learned The plan works: • Strong coordination: good balance Social Innovation & Tech. • Teachers are great learners
- 11. @cristobalcobo From using technology to replace people into using technology to connect communities – learning as a social practice