Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices

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metadata

Campo DC	Valore
dc.contributor.author	Meunier Fanny
dc.title	Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices
dc.type	Journal Article
dc.language.iso	en
dc.identifier.uri	http://doi.org/10.14277/ELLE/2280-6792/2019/02/010
dc.description.abstract	This article calls for more constructive alignment in the DDL (Data-Driven Learning) pratices currently carried out in instructed settings. After a short description of constructive alignment, this study addresses some of the reasons behind the lack of alignment that, in turn, often leads to a lack of uptake and sustainable practices in DDL. Concrete examples of how courses including DDL activities could be better aligned are presented. Solutions to increase sustainability are also proposed; they include the need for terminological simplification and a revision of some language assessment practices. This article also stresses the importance of both actively listening to teachers’ and learners’needs and concretely supporting teachers’ efforts to embrace DDL.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 8 \| Issue 2 \| July 2019
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.date.issued	2020-04-22
dc.dateAccepted	2019-11-04
dc.dateSubmitted	2019-12-13
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.subject	Alignment
dc.subject	Sustainable practices
dc.subject	Terminology
dc.subject	Assessment
dc.subject	Teacher support

Research Article

Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices

open access peer reviewed

Fanny Meunier Université catholique de Louvain, Belgique

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abstract

This article calls for more constructive alignment in the DDL (Data-Driven Learning) pratices currently carried out in instructed settings. After a short description of constructive alignment, this study addresses some of the reasons behind the lack of alignment that, in turn, often leads to a lack of uptake and sustainable practices in DDL. Concrete examples of how courses including DDL activities could be better aligned are presented. Solutions to increase sustainability are also proposed; they include the need for terminological simplification and a revision of some language assessment practices. This article also stresses the importance of both actively listening to teachers’ and learners’needs and concretely supporting teachers’ efforts to embrace DDL.

Keywords: Alignment. Sustainable practices. Terminology. Assessment. Teacher support.

Language: en

Submitted: Nov. 4, 2019
Accepted: Dec. 13, 2019
Published: April 22, 2020

permalink: http://doi.org/10.30687/ELLE/2280-6792/2019/02/010

This work is licensed under a Creative Commons Attribution 4.0 International License