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MIT LINC | A Global Netork for Deep Learning: the Case of Uruguay

LINC is the Learning International Networks Consortium. MIT's Office of Digital Learning will host the 7th LINC Conference. May 23-25, 2016. | New Pedagogies for Deep Learning: Uruguayan case.

José Ramón Silveira

on 24 November 2016

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Transcript of MIT LINC | A Global Netork for Deep Learning: the Case of Uruguay

A Global Network for Deep Learning:
the Case of Uruguay

NPDL: the Uruguayan experience
Action-research intervention
Challenges / Accelerators
Deep Learning
Global Approach
Innovative large-scale action research
in the field of education
The Uruguayan case

An agenda of new measures adopting innovative tools for assessing cross-curricular competences to:
a) learn the
relevance of competences
as opposed to purely content instruction;

b) understand the importance of use different
tools to evaluate students' progress

c) adopt the
idea of progression as opposed to a standard based evaluation

Constant participation is considered one of the main challenges for the project
. 1/3 of teachers enrolled fully completed the courses and even less completed all assignments. It is required to increase engagement and to foster capacity building.
A global network of schools working together as a "
living lab
" to test, implement and improve innovative pedagogical practices in seven different countries (clusters).
This experience can be regarded as a
disruptive experiment
due to:

the methodological
(i.e. network of schools),
(i.e. learning by creating) and
accountability perspective
(i.e. novel ways of assessing learning outcomes).
“living lab”
formal and/or informal coalition of educational organizations engaged with open innovation. Digital technologies foster the integration of different views to explore new scenarios, concepts and artifacts.
to engage with all stakeholders, especially user communities.
users can adopt, adapt and evaluate innovation in their context.
to assess new ideas through various dimensions and exploring
its applicability in other contexts.
Deep Learning
Deep learning:
A pedagogic approach framed in problem based learning experiences.
Generating conditions to better connect trans-disciplinary knowledge applied on specific challenges, students are invited to
exchange the knowledge/skills to
solve real life problems.
Multidisciplinary projects
oriented to design solutions to real life problems connected to
students interests
Experimenting on
new ways of evaluating
including contents and cross curricular competences
Creation of school networks for collaboration
on the basis of common interests and concerns
Whether Uruguay will be able to successfully implement and expand to all schools the NPDL project (2019), remains to be seen.
An open ended goal:
Rather than improve students' scores the aim is to expand, diversify, and increase the relevance to the educational agenda.
Innovative pedagogical approach grounded on a
global network of collaboration.
NPDL aims at creating the need for a student-based model, where curricular
contents are organized considering students real life interests (outside schools)
Challenging some pre-established paradigms:
To tackle some of the most change-resistant rationales and practices embedded into traditional education systems. Some communities might try to avoid these "disruptive" practices (that includes teachers, principals and even parents).
Social construction of knowledge, although the use of the

as such are not described as one of the goals of the experience, the idea is to

use them as tools to offer more flexible ways of knowledge building
Lack of a single and unified metric:
Systematic and reliable instruments to measure middle and long-term outcomes (not identifiable via specific assessment or standardised test) need to be developed to identify alternative learning outcomes and novel ways of recognizing learning (skills development).
To tackle some of the most change-resistant rationales and practices embedded into traditional education systems it is considered possible that some communities might try to neglect or avoid these
"disruptive" practices

and keep their traditional way of teaching the traditional curriculum.
Often innovation in education is conducted through pilot experiences, difficult to scale up at a national level (ideal context, highly controlled environment, etc.).

During the 1st year (2015) of field-work implementation the project included 100 schools (from 6 to 15 years old).
In 2016 the project doubled the number of schools
(form 4 to 22 years old).
innovation fluxes>
In Uruguay different strategies for change can be found,
innovations which come from the government to schools; as well as
bottom-up innovations
(from schools and local communities), and
open innovation
, cross-innovation among different schools
regardless their location.
<‘invisible' role of technology>
Integration of technology is considered a tacit capacity (training on tools is not a priority) but the school-to-school as well as country-to-country exchanges play a key part in the collaboration.
Technologies are chosen by students (not by teachers)
if they add value (i.e. programming, robotic,
video-conferencing, etc).
<teachers as students>

New associations between students and teachers are fostered, where both are considered as learners and teachers guide students that are genuinely involved in projects. Systemic approach enabling
intra – inter connections between participant institutions.
Uruguay suggested the regular proposal of “
Deep Challenges

“Challenges” rooted in real life problems with both a global and local dimension.

Participants explore
that go
their immediate
and are encouraged to
ideas globally.

of the

(How a no-
carbon footprint
device would look like?)
How can we

to live better?
The world needs
sources of
(How can we harness the power of the sun to improve our lives?)
How can we


NPDL in Uruguay:
including more than
300 teachers
each year
One annual
virtual course
with more than
1500 teachers
enrolled were offered to teachers in Uruguay in order to develop the key skills
Australia and Uruguay, for example, are
working on the adaptation
of new measures tools for making them accessible
for students as understandable feedback
. Canada and Australia, in turn, have been developing rubrics for assessing activities and combining results with the process assessment.
capacity building
new measures
The global network in Uruguay is implemented through two main components:
Claudia Brovetto
New Pedagogies for Deep Larning
Plan Ceibal, Uruguay
Fiorella Gago
New Pedagogies for Deep Learning,
Plan Ceibal, Uruguay
Cristobal Cobo
Center for Research,
Ceibal Foundation, Uruguay
Highly positive characteristics of Uruguay
as an egalitarian country, with a strong-middle-class, a stable democracy, modern and advanced legislation, low levels of corruption
NPDL is implemented in partnership by two institutions: the National Administration of Public Education (ANEP), and Plan Ceibal (the Uruguayan implementation of One Laptop per Child).
Only 70% of the children who start middle school are able to complete this cycle
, and only 40% of the students who start high school, are able to graduate (Observatorio de la Educación, ANEP, 2014). In 1st year middle school, where up to 30% of the children repeated 1st year in 2013.
Uruguayan education system is in general a very traditional one, highly centralized and vertical
Little opportunities of working in collaboration.
Development platform for mass implementation (online learning assessment system)
Data exchange with international community
Cristóbal Cobo
Center for Research,
Ceibal Foundation, Uruguay


Socially stratified.
Students from low income families show low levels of performance, creating increasing inequities (growing social gap).
< progression of learning >
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