Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices

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DC Field	Value
dc.identifier	ECF_article_2968
dc.title	Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices
dc.contributor.author	Meunier Fanny
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.type	Research Article
dc.language.iso	en
dc.identifier.uri	http://edizionicafoscari.unive.it/en/edizioni4/riviste/elle/2019/2/data-driven-learning-from-classroom-scaffolding-to/
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.issued	2020-04-22
dc.dateAccepted	2019-12-13
dc.dateSubmitted	2019-11-04
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.identifier.doi	10.30687/ELLE/2280-6792/2019/02/010
dc.peer-review	yes
dc.subject	Alignment
dc.subject	Alignment
dc.subject	Assessment
dc.subject	Assessment
dc.subject	Sustainable practices
dc.subject	Sustainable practices
dc.subject	Teacher support
dc.subject	Teacher support
dc.subject	Terminology
dc.subject	Terminology

Research Article
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.

Published

April 22, 2020

Accepted

Dec. 13, 2019

Submitted

Nov. 4, 2019

Language

Keywords

Assessment • Sustainable practices • Alignment • Terminology • Teacher support

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

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