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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.

Pubblicato
22 Aprile 2020
Accettato
13 Dicembre 2019
Presentato
04 Novembre 2019
Lingua
EN