Blended Learning in Brazil: personalization and technology in the classroom

Adolfo Tanzi Neto

Lilian Bacich

Education

Technology &

Innovation

Teachers’

training

Personalization

convergence of two learning models: face-to-face and online

Scenarios that favor this reflection:

- - Desire for personalization of education

- - Desire to offer the same opportunities to all

Blended LearningIs a formal education program in which a student learns:

1. at least in part through online learning, with some element of student

control over time, place, path, and/or pace;

1. at least in part in a supervised brick-and-mortar location, preferably the

school, away from home.

What are the potential benefits?

• Personalization

• Effectiveness of the teacher

• Autonomous/group learning

• Customize teaching based on the strengths, needs and interests

of each student.

• Enable the voice and the student's choice in how, what, when

and where they learn.

• Provide flexibility and support to ensure the rule of the highest

possible standards.

• The customization includes notions of differentiation &

individualization. (Bray & McClashey)

What is personalized learning?

WORKSHOPDESIGN THINKING

Create a program

listening to the end

user

Teachers, head teachers,

Tutors, coordinators,

entrepreneurs

WHAT A

TEACHERS’

TRAINING

PROGRAM FOR

BLENDED

LEARNING

SHOULD HAVE?

The teacher needs time

Recognition

Support manager

/ school

Experimentation

Success

storiesExchange of

experiences

Structure

implementation

Mentoring

Groups of interest

Improvement in student learning

Annual Conference

Remuneration

First public call Selection with training

1700 enrolled teachers

Pre-Selection of 35 teachers

Identify teachers "early

adopters" to develop the

program

Try, test, risk - and learn

from it.

Final selection of 16

teachers who are in the

classroom

PREPARATION COURSE AND COORDINATION

Adolfo Tanzi Neto has a

degree in Language Education

from PUC-SP; a Masters in

Applied Linguistics from

Unicamp. He is a DPhil student

in Applied Linguistics at PUC-

SP and a Visiting Research

Scholar at Oxford University –

UK.

Fernando Melo Trevisani has

a degree in Mathematics from

USP-Brazil; Masters in

Technology and Mathematics

Education from the

Universidade Estadual Paulista.

He is a High school teacher and

Prep-Course teacher in private

schools.

Lilian Bacich has a degree in

Science from Mackenzie; a

degree in Education from the

University of São Paulo;

Masters in Education from

PUC-SP. She is a DPhil student

in Educational Psychology and

Development at USP – Brazil.

Teachers involved

6 Public Schools

7 Private Schools

Rio de Janeiro – São Paulo – Minas Gerais – Rio Grande Sul

Elementary, Secondary and High School levels

Project means of communication

Weekly activities Meetings Upload of videos

FACE-TO-FACE

MEETINGS

Combination of theory and practice and encouraging exchanges

1. Theoretical content

2. Practice

3. Skype talk with tutor

4. Forum disscution

Activities Part I

Activities Part II

1. Theoretical content

2. Practice

3. Skype talk with tutor

4. Forum disscution

"To personalize learning we must know our

students even better. Knowing how they can learn

best, what tools they prefer, how they relate to

each other, what are their difficulties and look at all

this to help them trace their paths. "

TEACHER'S ROLE

CHANGE1

2

3

PUPILS LEARN

DIFFERENT FORM

"Filming the entire class and then watch. I

observed the development of my students and me.

I was also able to reflect on what is missing to

offer my students a more personalized learning."

"During this process I realized that it is entirely

possible to stop being in control and have a

facilitator’s atittude ..."

THE FEEDBACK

IMPORTANCE TO THE

TEACHER

4"This reflection helped me realize that’s not me, as

a teacher, that give the pace of the class, and we

are no longer the center of attention. It's hard to get

used to it, but the results are very good. It is a

change of culture. "

AUTONOMY OF THE

STUDENT

5

6

7

TECHNOLOGY

FACILITATES

TEACHER'S WORK

LEARNING WITH

OTHERS

FOR ASSESSMENT

OBSERVATION IS

NEEDED

"I enjoyed watching my students master a skill,

and I have time to see their difficulties that must

be worked in the next class."

"The tools presented and the testimony of each

colleague helped a lot in the learning and

teaching process."

8"The proposed dialogue with a teacher of the

institution and insert part of school staff in

preparing the activities."

MANAGEMENT:

DIALOGUE IN SCHOOL

"I loved hearing the stories of my colleagues on

Blended Learning. It made me think and advance

with this idea!"

MOOC – Blended Learning: Personalization and Technology in Educationhttp://www.veduca.com.br/play/7586

KEY REFERENCES:

SINGH, Harvey. Building Effective Blended Learning Programs. Issue

of Educational Technology, Volume 43, Number 6, Pages 51-54., 2003.

ARIEVITCH, Igor et al. An activity theory perspective on Educational

Technology and Learning. In: KRITT, David W. e WINEGAR, Lucien T.

Education and technology: Critical perspectives, possible futures.

Lexington Books, 2010.

HORN, Michael B. e STAKER, Heather. Blended: Using disruptive

innovation to improve schools. Jossey-Bass, 2014.

Blended Learning Team

in Brazil!

Lilian Bacich

lilian.bacich@usp.br

Thank you!

Adolfo Tanzi Neto

professor.tanzi@gmail.com