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Research Article

Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices


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

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

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