Brightspace proved to be the optimal framework to fundamentally change the way we provide education to students. Mike Sturmey, Associate Director of Digital Learning Environments, Victoria University Challenge VU aims...
One of the main things that attracted us to D2L’s Brightspace platform was its rich accessibility options. Laura Hendrey, Learning and Development Coordinator, Vision Australia Challenge Aiming For Better Accessibility...
Challenge As a leading teaching hospital in Australia, Epworth Healthcare is responsible for educating the next generation of health professionals through its medical, nursing, and health professional education and training...
MORE THAN 1,000 ORGANIZATIONS IN OVER 40 COUNTRIES AROUND THE WORLD RELY ON D2L TO HELP THEM TRANSFORM LEARNING.
Rising rates of students studying online, part-time and from abroad are challenging educators to create more equitable learning opportunities. Meaghan Danby, of Deakin University in Australia, has been awarded a 2023 D2L Excellence Award for the online interview simulation she created in D2L Brightspace. The simulation is an equitable access resource that helps learners practice skills and receive high-quality feedback. It presents students with a virtual interviewee and has them navigate the role of interviewer by selecting questions to ask, and formative feedback is delivered in real-time. The simulation has significantly improved self-guided learning: There has been a more than 40% rise in students accessing D2L resources to help with their interviewing skills.
Victoria University (VU) is a dual-sector tertiary institution that provides higher education and Technical and Further Education (TAFE) courses to 40,000 students. The University operates various metropolitan and regional campuses which are scattered throughout the state of Victoria in Australia. As a dual-sector University, VU offers students an easy pathway from vocational education to higher education. With a history dating back 1916, VU is ranked in the top two per cent of universities worldwide by Times Higher Education.
Advance HE’s purpose is to advance the professional practice of higher education to improve outcomes for the benefit of students, staff and society. As part of this mission, Advance HE champions teaching excellence and works with governments, ministries, universities and individual academics in the UK and around the globe, providing value to the higher education sector by focusing on the contribution of teaching as part of the wider student learning experience.
The average cost of a private, non-profit four-year university degree is $31,231 across the U.S., while the cost for a public four-year school hovers around $10,000 per year, according to the College Board. The Federal Reserve Bank of New York puts student debt at more than $1.3 trillion, meaning it has reached a crisis level.
University can be a prohibitively expensive proposition for some people. Many lower-income students often find themselves working part- or full-time in order to raise sufficient funds, or they face other barriers to entry, such as lengthy commute times because they have to live at home. This demands flexibility of their schedules, which offline courses are often unable to offer.
In all, this is creating a system that is inaccessible to many who have a desire to learn, says Dr. Jodi Henderson-Ross, Assistant Professor of instruction at the University of Akron.
While online learning has often been hailed as a solution to some of these challenges, there remains a stigma associated with the space. “Rightly or wrongly, there’s an assumption that online learning isn’t as academically rigorous,” she says.
Against this backdrop, the University of Akron wanted to change that.
Making content accessible is always important to teachers, but for Sandra Connelly, an assistant professor of Life Sciences at the Rochester Institute of Technology (RIT), accessibility can take on different meanings. For one student, it meant literally being able to access the material. With videos being hosted on YouTube, he was unable to view them being based in China. This presented an interesting problem: while she'd been steadily moving her class material online, how would students, who have restrictions on materials, regardless of their location, be able to access everything?