Journal | EL.LE
Journal issue | 8 | 2 | 2019
Research Article | Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices

Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices

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.


Open access | Peer reviewed

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

Keywords TerminologyTeacher supportAlignmentSustainable practicesAssessment


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