## 3 Establishing a Common Approach for Dataset-Based Learning
### What Is Dataset-Based Learning?  
As mentioned, in the literature, we could not find a definition of DBL applied to education. For this reason, in this work, as a common starting point, we define DBL as an active learning methodology whose learning process is built around a dataset to which the following apply:  
* The dataset provides \"the context\" of an activity where the concepts make sense; the dataset presents a view of a real scenario based on the values provided by the different variables that are part of the dataset. For instance, a dataset that reflects the opinion of a population about different topics structured considering age and gender presents the view of that population in relation to those topics.
* The dataset provides \"the blackboard\" where the solution is developed; teachers and students work on the dataset, analysing it, and finding patterns, problems, and limitations, just like they would on a blackboard in a classic teaching approach. For instance, the different values of the dataset are organized and processed in different ways to provide additional values or obtain some evidence that shows limitations.
* The dataset is \"the solution\" to the problem; the learning process ends with a new version or representation of the dataset that reflects the solution provided to the problem or the dataset analysis to identify possible solutions to the problem. This solution reflects a new view of the real scenario as a result of the work on the dataset performed during the learning process.  
Therefore, DBL datasets are the core of this learning process, and all the lessons phases revolve around them: the dataset is the context, the blackboard, and the solution. That is, the dataset not only provides information and context in the activity statement but also provides the material to work with, and the solution to the activity is entirely extracted from the information contained in the dataset.  
From the definition of DBL, it can be inferred whether DBL is an appropriate methodology for achieving the intended learning outcomes of a course. In this sense, the existence of available data related to the subject cannot be the only cause to justify the use of DBL. That is, before selecting DBL as the teaching methodology, teachers must assess whether the intended learning outcomes can be acquired with the use of datasets according to the definition. Active learning includes many other approaches that could be useful for making the acquisition process more interesting for students by using real data to provide context to the activity.  
For instance, an activity related to the gender dimension and how to reduce the gap in the labour market could use Eurostat dataset-based information [57] to describe the situation in European and European Free Trade Association (EFTA) countries. If the target of the activity is to work on \"how to reduce the gap\", the dataset helps to identify \"where to look for\" to find experiences, initiatives, etc., that can guide the activity. Thus, the dataset provides the context to the activity, but it is not \"the blackboard\" where the solution is developed, nor the solution can be represented with a dataset. Thus, in this case, a scenario-based approach or a problem-based approach could be better methodologies. As a counterexample, in [58], a series of Programming-Based Learning tasks were developed.  
In some of these activities, the students, led by the teachers, had to develop a program to generate a numerical output. In these cases, the dataset was the solution to the problem, but it did not provide context to the activity, neither it was the blackboard. Thus, these activities would not be considered DBL activities either.  
On the other hand, the flexible definition of dataset presented above makes it possible for some concepts to be taught in a DBL manner. Tables and figures can also provide a reflection of reality that could be used as the base for creating new activities to improve the concept-acquisition process.