This paper presents the outcomes of research aiming at implementing some concepts of blended learning in different Brazilian school contexts. Although different definitions for blended learning can be found in the literature, all of them generally share the convergence of two learning models: the face-to-face model, in which the process takes place in the classroom, as it has been done for some time, and the online model, which uses digital technologies to promote education. The main focus of blended learning is that teachers and students teach and learn at different times and places. Thus, we can consider that both learning environments, that is to say, the traditional classroom and the virtual learning environment are gradually becoming complementary. This is most probably because, in addition to using various digital technologies, the individual interacts with the group at different times and places, intensifying the exchange of experiences

1. Blended Learning
in Brazil:
personalization and
technology in the
classroom
Adolfo Tanzi Neto
Lilian Bacich

2. Education
Technology &
Innovation
Teachers’
training
Personalization
convergence of two learning models: face-to-face and online

3. Scenarios that favor this reflection:
- - Desire for personalization of education
- - Desire to offer the same opportunities to all

4. Blended Learning
Is 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.

6. What are the potential benefits?
• Personalization
• Effectiveness of the teacher
• Autonomous/group learning

7. • 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?

8. WORKSHOP
DESIGN 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
stories
Exchange of
experiences
Structure
implementation
Mentoring
Groups of interest
Improvement in student learning
Annual Conference
Remuneration

9. 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

10. 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 –
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
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.

11. 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

12. 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

13. "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

14. 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!"

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

16. 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.

17. Blended Learning Team
in Brazil!

18. Lilian Bacich
lilian.bacich@usp.br
Thank you!
Adolfo Tanzi Neto
professor.tanzi@gmail.com