scholarly journals Cultivating and Sustaining a Faculty Culture of Data-Driven Teaching and Learning: A Systems Approach

2020 ◽  
Vol 39 (1) ◽  
Author(s):  
Marsha Lovett ◽  
Chad Hershock
Keyword(s):  
Teaching And Learning ◽  
Systems Approach ◽  
Data Driven ◽  
Faculty Culture

A data-driven complex systems approach to early prediction of landslides

2018 ◽  
Vol 92 ◽  
pp. 137-141 ◽  
Author(s):  
Antoinette Tordesillas ◽  
Zongzheng Zhou ◽  
Robin Batterham
Keyword(s):  
Complex Systems ◽  
Systems Approach ◽  
Data Driven ◽  
Early Prediction

scholarly journals Corpus-Informed Pedagogy in a Language Course

2020 ◽  
pp. 305-334 ◽  
Author(s):  
Nina Vyatkina
Keyword(s):  
Teaching And Learning ◽  
Turn Of The Century ◽  
Data Driven ◽  
Research Approach ◽  
Methodological Framework ◽  
Practical Application ◽  
Design Based Research ◽  
Regular Classrooms ◽  
Language Courses ◽  
Pedagogical Frameworks

Data-Driven Learning (DDL), or a corpus-based method of language teaching and learning, has been developing rapidly since the turn of the century and has been shown to be effective and efficient. Nevertheless, DDL is still not widely used in regular classrooms for a number of reasons. One of them is that few workable pedagogical frameworks have been suggested for integrating DDL into language courses and curricula. This chapter describes an exemplar of a practical application of such a pedagogical framework to a high-intermediate university-level German as a foreign language course with a significant DDL component. The Design-Based Research approach is used as the main methodological framework. The chapter concludes with a discussion of wider pedagogical implications.

scholarly journals Getting the Context Right for Quality Teaching and Learning

2013 ◽  
pp. 261-279 ◽  
Author(s):  
Lynne Hunt ◽  
Michael Sankey
Keyword(s):  
Change Process ◽  
Teaching And Learning ◽  
Systems Approach ◽  
Implementation Strategies ◽  
Management Approach ◽  
Learning And Teaching ◽  
Institutional Planning ◽  
Regional University ◽  
Planning Processes ◽  
Development Approach

This is the story of top-down, middle-out, and bottom-up change to promote learning and teaching at a regional university in Australia. The case study documents a whole-of-university change process designed to get the context right to enhance university learning and teaching. It describes the baseline for action, the planning processes, and implementation strategies that adapted a project management approach. The chapter explores contestable issues associated with centralised university change processes versus devolved, faculty initiatives, and it shows how these might be combined. It also outlines the guiding principles of the change process, which was informed by a concern to develop coherent student learning journeys, cross-institutional planning, and a community development approach to engage the hearts and minds of staff. It also featured a systems approach designed to make it difficult for staff to get things wrong.

Academic Libraries as Complex Systems

2011 ◽  
pp. 215-232
Author(s):  
Álvaro Quijano-Solís ◽  
Guadalupe Vega-Díaz
Keyword(s):  
Academic Libraries ◽  
Teaching And Learning ◽  
Explicit Knowledge ◽  
Systems Approach ◽  
Academic Library ◽  
Point Of View ◽  
Collaborative Group ◽  
Basic Unit ◽  
Viable System ◽  
The Way

The purpose of this chapter is to describe how the concepts and principles from the Systems Approach may be helpful in understanding and modeling the collaborative group cognitive processes in information handling in an academic library. In order to address complexity and dynamics, this chapter analyzes several theoretical positions, which together may help us to shape the academic library from a comprehensive and systemic point of view (such as Systems Approach, Communities of Practice, Activity Theory and the Viable System Model). This chapter suggests focalizing on the activity (performed by a community) as the basic unit of analysis in studying the complexity of academic libraries. This activity is what allows the transmission of tacit and explicit knowledge and the skills from an expert to a novice. Other elements in the activity are objectives, rules and regulations, and importantly the learning processes that occur dialectically between subjects and community. A model such as Beer´s in the way the authors presented it in this chapter fits well to decompose reality and synthesize it to analyze the proposed complexity. This may allow facing organizational problems by focusing in the way people act to transform the inputs into products and add value to them by teaching and learning.

A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom

2018 ◽  
Vol 23 (3) ◽  
pp. 335-369 ◽  
Author(s):  
Meilin Chen ◽  
John Flowerdew
Keyword(s):  
Academic Writing ◽  
Critical Review ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Language Education ◽  
English For Academic Purposes ◽  
Data Driven ◽  
Research Progress ◽  
Research And Practice ◽  
Year 2000

Abstract Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented.

Establishing a Data Culture Using a Data-Driven Instructional System for School Improvement

2021 ◽  
pp. 647-661
Author(s):  
Julius N. Shanks
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Leaders ◽  
Instructional System ◽  
Data Driven ◽  
Federal Mandates ◽  
Improve Student Achievement ◽  
Data Culture

School leaders are faced with enormous responsibilities in addressing student achievement as directed by district, state, and federal mandates. There is a need for school leaders to structure and implement how to acquire, analyze, and commit action from identified gaps in student learning using assessment data. A major part of the process is establishing how teachers use student data to improve teaching and learning opportunities. When discussing school improvement measures and initiatives, one commonly refers to observations, feedback, and professional learning communities as its core components. This chapter provides a framework using a data-driven instructional system (DDIS) as a model for school improvement in establishing a school data culture that can improve student achievement.

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