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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

Keywords: TerminologyTeacher supportAssessmentAlignmentSustainable practices

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.