Data-Driven Learning: From Classroom Scaffolding to Sustainable Practices

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Campo DC	Valore
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	Articolo
dc.language.iso	en
dc.identifier.uri	http://edizionicafoscari.it/it/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 \| Num. 2 \| Luglio 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

Articolo
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.

Pubblicato

22 Aprile 2020

Accettato

13 Dicembre 2019

Presentato

04 Novembre 2019

Lingua

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

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

Copyright: © 2019 Fanny Meunier. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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