Biography of
Luis Osin

A visionary in education and technology

Luis Osin, Uruguayan engineer, mathematician and educator, was born on 4 November 1931 in Montevideo. Throughout his long career, his tireless quest to improve education led him across various countries and disciplines, integrating computing into education at a time when very few could foresee its impact.

Early steps in the field of education

Osin was born into a Jewish family in which the pursuit of knowledge and culture was always present. From an early age, his natural affinity for mathematics not only defined his path but also led him to begin teaching even before holding an official position.

Having just completed his preparatory courses (equivalent to today's upper secondary education), Professor and Engineer Celestino Galli offered him a position as a teaching assistant at the Alfredo Vásquez Acevedo Institute (IAVA), where he discovered his talent for teaching and mathematical thinking:

“There I discovered I had a brain, because it was the first time I spent two days trying to solve a problem, and then I understood what it meant to think. Until then, secondary school had been an easy path — I had never truly made an intellectual effort.”

In 1950 he formally began his teaching career as a Mathematics teacher in Uruguay’s secondary education system, and in 1952 he secured a permanent position by competitive examination, serving until 1971. In 1957 he travelled to Europe to study methods of axiomatic foundations in secondary education. This experience marked the beginning of his persistent quest to refine educational systems. Upon returning to Uruguay, he continued his academic development and, in 1966, graduated as an Industrial Engineer from the Faculty of Engineering and Surveying at the University of the Republic (Udelar).

Beginnings in computing and leadership at the CCUR

During the 1960s, computing began to emerge as a revolutionary field in education and scientific research in Uruguay. In this context, Osin started as an assistant and later became a professor in the Department of Electrical Engineering at Udelar, actively contributing to the advancement of this discipline.

In 1963, the university established the Information Processing Commission (CTI), aimed at promoting the use of electronic computers. In 1966, Osin was appointed Head of the newly created Computing Centre at Udelar (CCUR), taking part in its development from the very beginning.

His studies in Uruguay spanned from 1950 to 1966. He later continued his academic training abroad, quickly earning a Master's degree in Electrical Engineering from the Massachusetts Institute of Technology (MIT) in 1967, with a focus on educational computing. Reflecting on the time spent studying in Uruguay, Osin remarked:

“That means the 16 years I spent at the Faculty of Engineering were shared with a range of enjoyable activities – for example, being a student delegate in the Engineering Students’ Union, later on the Faculty Council, then as a delegate for the FEUU on the University Central Council, as well as working as a theatre lighting technician, lighting designer for ‘El Galpón’, and so on. You can set your own pace in your studies if you want to pursue other activities too. That’s part of a philosophy where each person can not only learn at their own pace but also choose how to prioritise their activities.”

Far from viewing that extended path as an unnecessary delay, he understood it as a reflection of an educational model that allowed him to explore multiple facets of his intellectual and social life. His time at the Faculty of Engineering was not limited to academic training in the narrow sense. Throughout those years, he combined his studies with active involvement in the cultural and university life of the country.

This diversity of interests and commitments reflected a flexible conception of learning, in which each person is capable of defining their own rhythm and hierarchy of pursuits. “You can set your own pace in your studies if you want to pursue other activities too,” Osin would say, defending an approach to education that goes beyond academic efficiency measured in years, and instead embraces personal development and the building of a critical view of the world.

Looking back, his educational journey reveals the contrast between two models of learning: on one hand, a system that allowed and encouraged the exploration of multiple dimensions of university life; on the other, the rigor and structure of MIT, where timelines and academic goals were clearly defined. Rather than viewing them as opposed, Osin saw these approaches as complementary, both shaping his growth as a professional and thinker.

Upon returning to Uruguay in 1968, Osin was appointed Director of the Computing Centre at Udelar (CCUR), solidifying his leadership in modernising the field. Under his direction, the centre acquired an IBM 360/44 computer — one of the most advanced in Latin America at the time — and became a beacon of innovation in the region. Osin not only spearheaded the creation of the country’s first university-level computing degree, but also laid the foundations for the integration of technology into research and teaching.

Israel: A new horizon for education

In February 1971, Professor and Engineer Luis Osin, then Director of the CCUR, requested and was granted a one-year leave to begin his doctoral studies in Computer Science at the Technion – Israel Institute of Technology. Thus, Osin and his family emigrated to Israel, where he continued his academic and professional career. At this prestigious institution, he completed a PhD in Computer Science in 1974, specialising in the use of computers in education. In Israel, he introduced the concept of computer-assisted individualised instruction — a revolutionary approach aimed at adapting learning to the needs of each student.

After completing his doctorate, he expanded his experience in the United States: from 1974 to 1975 at the University of Michigan (Ann Arbor), and then from 1975 to 1976 at the University of Illinois (Urbana-Champaign). These experiences further strengthened his innovative vision of educational computing.

It is worth noting that over the decades, the terms “educational computing”, “educational informatics” and “educational technology” have often been used interchangeably, reflecting different emphases depending on academic and historical contexts — though all refer to the integration of computers as pedagogical tools.

From 1976 to 1994, he led the Department of Educational Computing at the Centre for Educational Technology (CET) in Tel Aviv, developing pioneering programmes in individualised learning that had a significant impact in Israel.

During this period, he promoted the use of computers as tools to enhance educational quality and developed individualised learning programmes. His work at the CET left a significant mark on the Israeli education system and laid the groundwork for future innovation in the field.

Upon his return to Israel, Osin resumed his connection with the Technion, serving as an Adjunct Lecturer in the Department of Computer Science between 1976 and 1983. At the same time, he continued to head the Department of Educational Computing at the Centre for Educational Technology (CET) in Tel Aviv from 1976 to 1994, where he developed individualised learning programmes and promoted the use of computers in teaching. His work at the CET had a lasting influence on Israel’s education system and paved the way for further advances in the field.

Throughout the 1980s, he combined his leadership at the CET with an intense academic agenda in the United States. In 1981, he began collaborating with the University of Delaware as a Visiting Associate Professor in the Department of Educational Studies, and in 1987 he held the same position in the Department of Computer and Information Sciences. These roles consolidated his international reputation in the field of educational technologies.

In 1994, he was appointed Vice-President for Science and Technology at the CET, a position he held until 1997. During this time, he continued to lead innovative projects and remained active within the international academic community. In 1995, he was named Senior Visiting Faculty Fellow at the Learning Research and Development Centre (LRDC) of the University of Pittsburgh, Pennsylvania, where he contributed to the development of technology-based learning methodologies.

The role of consultancy: a global legacy

From 1997 onwards, Osin expanded his impact on global education by working as an Educational Computing Consultant for institutions such as the World Bank, the Inter-American Development Bank, and the Latin American Institute for Educational Communication (ILCE), promoting the integration of technology across various countries.

His vision was encapsulated in his advocacy for individualised education:

“Equal age and equal ability have nothing to do with one another. The structure in which the teacher recites the same material to all students is absurd.”

At the same time, he maintained his ties with the Centre for Educational Technology (CET) in Tel Aviv, contributing his expertise in science and technology to support initiatives that transformed education both in Israel and beyond. His work as a consultant cemented his legacy as a pioneer in educational computing and reflected his deep commitment to equity and access to quality education worldwide.

“The slower student needs five times as long as the faster student to learn the same thing.”

Education, equity, and reform of the educational system

Luis Osin was a strong critic of the traditional teaching model, which imposes a uniform pace on students while disregarding their individual abilities.

In response, he proposed two fundamental pillars:

• Educational technology: The use of computer-assisted individualised learning programmes that adapt content to each student’s level.
• A shift in the teacher’s role: The teacher should cease to be a transmitter of information and instead become a facilitator of learning, guiding students and managing resources according to their needs.

Osin supported his stance with empirical evidence: studies show that within a single school grade, there is significant variation in knowledge levels, with students functioning up to five levels below or above the expected standard. The current system forces everyone to move at the same pace, which leads to frustration for more advanced students and disengagement among those who struggle. The solution, according to Osin, is to allow each student to progress at their own pace, without being bound by a uniform timetable.

La tecnología como herramienta de cambio

Para Osin, la distribución de computadoras no bastaba si no se acompañaba de programas educativos adecuados. Sobre el Plan Ceibal, reconocía su valor social, pero enfatizaba la necesidad de software específico para personalizar el aprendizaje.

Applicability of the model

Although Osin acknowledged that his model of individualised education had not yet been implemented on a large scale, he believed that rural schools would provide an excellent starting point for a pilot experience in Uruguay. In such settings, the multigrade structure would naturally support the adaptation of the model, allowing students to progress according to their actual development rather than being tied to a predetermined school cycle.

Osin emphasised that educational reform is both urgent and necessary, but requires a profound transformation in teachers’ mindsets and in the structure of the system itself. He often recalled a quote attributed to Einstein that encapsulated his perspective: “The level of thinking that got us into this hole is not the level of thinking that will get us out of it.” In other words, continuing to apply traditional educational methods will not solve its problems; what is needed is an innovative approach based on individual capabilities and the intelligent use of technology.

Legacy and recognition

Luis Osin has been a key figure in the integration of technology in education. His innovative vision and steadfast commitment to educational reform have influenced generations of teachers and researchers in Uruguay, Israel and beyond. His leadership at the CCUR in Uruguay and the CET in Israel stand as milestones in the history of computer-assisted education.

Despite his extensive international career, Osin maintained strong ties with Uruguay, taking part in conferences and academic events. In 2010, he returned to Montevideo to deliver the lecture “Equity and Education” at ORT University, reaffirming his ongoing commitment to educational development in Latin America.

Notable works by Luis Osin

Throughout his career, Osin left a lasting mark on mathematics education and the integration of technology in teaching, both in Uruguay and internationally. His work, characterised by clarity and innovative vision, shaped generations through landmark publications such as "Introducción al análisis matemático" and pioneering proposals on individualised education. A selection of his bibliography can be consulted here.

Main references

Although this work has been compiled from thorough research and a range of sources, special mention should be made of the following key references:

• The official website of Dr Luis Osin, which contains numerous relevant documents about his career and views on educational technology.
• The in-depth telephone interview conducted by Emiliano Cotelo with Dr Luis Osin from Israel, broadcast on El Espectador radio station on Friday, 17 December 2004, available at: Luis Osin (educator): Only 20% of students are placed in the grade that corresponds to their level.

Both sources have contributed significantly to a deeper understanding of Dr Luis Osin’s thinking and educational contributions.