D2L Extends Its Education Customer Base Across EMEA | Press Release | D2L Europe
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  • London

D2L Extends Its Education Customer Base Across EMEA

Press Release

D2L is reaching more students in the UK, Europe, Middle East and South Africa

D2L, the global learning technology leader, announced further growth in the EMEA region, with new education customers deploying its Brightspace learning platform.

This year, educational institutions across the EMEA region have chosen D2L’s Brightspace platform to make the student learning experience more flexible, personalised and engaging. Created for the mobile learner, Brightspace offers rich multimedia to increase learner engagement. In addition, its analytics deliver insights into the performance levels of departments, courses and individuals.

“We have continued to have great success in the EMEA education market in 2018, with more schools, colleges and universities choosing Brightspace to modernise the learning experience,” said Elliot Gowans, Senior VP International, D2L. “This momentum is driven by student and teacher enjoyment of Brightspace. It is a learning platform that offers unparalleled flexibility, mobility and personalisation, which is what today’s educators and learners increasingly demand.”

“At D2L, we build strong relationships, and our customers are seeing real, tangible value through partnering with us. As a company, we believe it is important not only to deliver a best-of-breed learning platform, but to provide the collaboration and support to make the partnership a success. We look forward to strengthening these relationships and building upon our success even further.”

New Brightspace customers include:

The University of Huddersfield, a gold-rated University by the Teaching Excellence Framework (TEF) and the winner of the first Global Teaching Excellence Award, chose Brightspace to deliver a more engaging, personalised online learning experience for its students.

  • “With technology already heavily embedded into the teaching culture at the university, we were fully aware of the impact the right tools can have on the learning experience. Our tendering process involved over 2,000 criteria and the usability test had four separate sections: student usability, basic staff testing, advanced staff to push the boundaries of the product, and admin staff testing. After this long process, Brightspace came out on top,” said Andrew Raistrick, business analyst and project manager at the University of Huddersfield.

The University of Suffolk chose Brightspace to deliver a more personalised, engaging learning experience to its students.

  • “Brightspace is fantastic as it supports a blended learning approach, which gives our students the flexibility to learn wherever and whenever they need to. Whilst other learning platforms we tested were restrictive, Brightspace enables us to teach how we want to teach, and our students to learn how they want to learn. D2L has been a breath of fresh air to work with and we look forward to continuing our relationship,” said Ellen Buck, Head of Learning Services at the University of Suffolk.

The University of Highlands and Islands (UHI) chose Brightspace to deliver online learning to its further education and higher education students.

  • “When looking for a new learning platform, it was really important that we found a company we could build a strong partnership with. D2L has proved it’s as committed as us to working together and delivering a flexible, engaging learning environment. We’re looking forward to strengthening our relationship going forward.”

The University of Applied Science in Amsterdam is using Brightspace to deliver a digital learning environment to a selection of its 46.000 students:

  • “D2L’s Brightspace was picked because it’s rich and intuitive and integrates well with third party educational tools. With the help of D2L we managed to implement Brightspace within a period of three months. The flexibility of D2L’s implementation support, the knowledge of their people and the ability to come up with solutions that fit the needs of the client made it possible for us to create a smooth transition for teachers and students,” said Aart Schouten, IT Program manager Digital Learning Environment, Amsterdam University of Applied Science.

The European University Institute (EUI) is using Brightspace to deliver online learning.

  • “We are looking forward to using the Brightspace platform, which will help us deliver online and blended offerings to our senior professionals and policy makers,” Jot van der Meijden, corporate applications officer at EUI.

New Brightspace updates include:

  • D2L announced a Continued Professional Development (CPD) offering for professionals in Higher Education. D2L’s integrated CPD offering will help customers address several industry challenges: new regulations now require lecturers and academic staff to continue learning; academics need to acquire new skills to maintain their credentials; there is a shift away from seat-time to competency-based learning; modern learners are demanding access on their smartphones and tablets; and new skills are required to leverage technology to support learning. The new offering supports institutions in addressing their professional development needs, helping to reduce staff turnover, increase engagement and improve productivity – all in one platform.
  • D2L announced an updated version of its Brightspace platform in Spring 2018, its Emerald Release, which provided an intuitive social and mobile-friendly teaching and learning experience for people around the world. This was followed by its Magenta Release in October 2018 which lets students around the world get structured and meaningful feedback on any learning activity, helping to improve their learning outcomes. New features include the ability to assign and assess learning happening outside the digital environment, anonymous grading, a new user experience for rubrics and more powerful quizzing.

 

ABOUT BRIGHTSPACE

Brightspace is a cloud-based learning platform that makes online and blended learning easy, flexible and smart. Brightspace is a quantum leap beyond traditional Learning Management Systems (LMS) – it is easy to drag-and-drop content to create engaging courses, supports all mobile devices, has industry-leading up-time and is accessible for all learners. Plus, Brightspace enables the future of learning with a gaming engine, adaptive learning, video management, intelligent agents, templated interactives for course design, full support for outcomes or competency-based learning, and actionable learning analytics.

 

ABOUT D2L

D2L believes learning is the foundation upon which all progress and achievement rests. Working closely with clients, D2L has transformed the way millions of people learn online and in the classroom. Learn more about D2L for schools, higher education and businesses at www.D2L.com.

D2L Press Contact

Jamie Waddell and Laurence Cooper
Finn Partners, 020 7017 8434
D2L@finnpartners.com

Twitter: @D2L_EMEA

© 2020 D2L Corporation.

The D2L family of companies includes D2L Corporation, D2L Ltd, D2L Australia Pty Ltd, D2L Europe Ltd, D2L Asia Pte Ltd, and D2L Brasil Soluções de Tecnologia para Educação Ltda.

All D2L marks are trademarks of D2L Corporation. Please visit D2L.com/trademarks for a list of D2L marks.

Fueling up:

Upskilling to grow careers

Name: Zaria
Age: 27

Policy prescriptions: Invest in a Learning-Integrated Life; Transform the learning of today with new partnerships; Accelerate the shift to skills-based learning and hiring

Zaria has five years of work experience and is ready to change jobs and enter a field that has high growth potential in her region. The national government has been investing in collecting better skills-based labour market information for years and has developed a public platform to offer individuals specialized tools to assess their skills against current market needs, and to locate employers that are currently hiring.

On the employer side, the human resources team is closely examining a recent internal skills audit done at their organization and determines that the organization needs additional digital marketing specialists. They initiate a search for individuals with the skills they will soon need and spot a strong candidate in Zaria who requires only light training on regulatory issues regarding the sale of electric vehicles, along with some formal skills development courses on social media marketing strategy. After a successful interview, Zaria is offered the job.

Upon joining, Zaria will receive an educational benefits stipend from the company, and access to a company-provided platform of curated programs for skills building from approved providers. Upon completion of a set of courses, Zaria will receive a credential from a company approved program verifying her technical knowledge and marking the end of her probationary period at the company. To ensure she continues to build her skills, she will move into a formal mentor program with one of her colleagues to receive continual peer-to-peer feedback on her demonstration of skills and knowledge. information

This affordable and accessible learning through employer-funded training has enabled Zaria to begin working while also upskilling to ensure her long-term success in the company and growing industry. The employer is investing in its employees, and company leaders are thinking further into the future about the skills the company needs, and the types of job candidates who will succeed. This match, based on skills potential, was made possible because of government investment in high-quality labour market information and a national platform that matches job candidates with career opportunities based on the candidates’ skills and the identified skill needs of a given job.

Taking the road less travelled:

A networked postsecondary education

Name: Sam
Age: 18

Policy prescriptions: Transform the learning of today with new partnerships

Sam is a prospective postsecondary student who has always been interested in pursuing a global and interdisciplinary education. Sam’s siblings have all instilled in her the importance of studying abroad, having spoken fondly of their academic exchange semesters, field research trips, and intensive language immersion programs. She is inspired, but unsure whether this pathway will be available if she chooses not to complete a four-year degree at one institution.

Sam is interested in understanding how emerging technologies can be used to modernize and improve government services—an area in need of talent not only in her home country of Canada but also abroad. She could take on a general political science, public administration, engineering, or computer science degree at the university close to her home, but none of those degrees feels like the right fit to build the skills she needs to pursue this career interest.

While researching options, Sam learns of a new degree completion pathway that allows students to take courses from a network of universities, colleges, and polytechnic institutions throughout Canada and stack them for skills-based  credentials that are recognized by major Canadian employers. A set of four of these credentials grants an individual a degree-equivalent endorsed by each institution. Sam identifies the skills and knowledge she wants to work towards and charts out four credential pathways:

  1. Service delivery design
  2. Change management
  3. Applications of emerging technologies (e.g., artificial intelligence)
  4. Machinery of government

With this customized learning pathway, Sam has full flexibility to decide how she wants to structure her courses, the institutions within the network she will study at, and the format and model of courses she prefers—whether live in-class instruction or online courses.

Cost flexibility is built in as well—students pay a standard fee based on the number of competencies they intend to learn rather than the normal standard of ‘credit hours’. The province in which Sam lives has endorsed this networked model of  postsecondary education and adjusted its financial assistance program to better support students. Grants and other non-repayable assistance take into consideration the number of courses the student is taking across all institutions when assessing financial need. Previously, Sam would have been required to be a full-time student at every institution to receive support.

Sam also has the option of starting with foundational courses or applying for Prior Learning Assessment and Recognition (PLAR) information so her existing knowledge and skills can be tested and she can move on to more advanced topics.

Sam completes her first three credentials in three years and uses her certifications to apply for a one-year work-integrated learning experience with the federal government in Germany where she can learn first-hand about the applications of artificial intelligence in government. When she returns home, she applies for PLAR to certify her learning on the machinery of government and is granted a degree acknowledging her four-part customized education.

The collaboration between universities, polytechnics, and colleges to create a networked approach to degree completion, and its endorsement by the provincial government, allowed Sam to graduate as an alumnus of multiple postsecondary education institutions. Her exposure to different thought spaces and networks was highly valuable for ensuring she was engaged throughout her education and set up for post-graduation success. In the rapidly evolving field she has chosen, she understands how important it is to continuously upskill, and is prepared to return to formal education for more stackable credentials as she continues throughout her career.

Route guidance:

Personalized professional development

Name: ZheYuan
Age: 33

Policy prescriptions: Prepare teachers for their own lifelong learning journeys; Accelerate the shift to skills-based learning and hiring

ZheYuan is about to join Marama’s school as a new secondary school teacher. He completed his professional teacher education a decade ago, and teaching looks a bit different today than it did when he was studying. With the incorporation of learning technologies in the classroom, and expectations of teachers delivering competency-based education information, he needs personalized professional development to feel comfortable and supported in this new opportunity.

The school district has been on its own learning journey since shifting to a competency-based education model, and has had some growing pains. Over time, the district has come to recognize that success depends on school administrators working closely with teachers to co-create systems of instruction, and pathways to professional development. The district has its own online learning management system (LMS) for teacher professional development, with a catalogue of content covering a range of subjects including:

  • Strategies for student-centred instruction
  • Design thinking—how to prototype and iterate on solutions to test new approaches
  • Online content—using learning management systems to advance competency-based education
  • Data analysis—interpreting student progress

ZheYuan is excited that he can take on professional learning to suit his needs on his own schedule. He recalls an earlier time when he had to spend nine hours a month in-person taking the same professional development courses as his peers who were teaching very different subjects and had varied skill levels and pedagogical needs than him, which was less than effective.

ZheYuan can also take advantage of his teacher community in the LMS, connecting both in asynchronous chats and in live discussions with other teachers and experts from across his region to ask questions and share his experiences. He sees some upcoming dialogues hosted by his school district to share learnings and signs up for those sessions, knowing he will get a valuable peer perspective from other teachers. ZheYuan is thankful that his school leaders recognize and value professional learning and provide the supports and the time needed for improvement.

D2L Whitepaper Contributors

Lead Authors:
Malika Asthana, Manager, Strategy and Public Affairs
Joe Pickerill, Senior Director, Strategy and Public Affairs, International

Contributors:
Jeremy Auger, Chief Strategy Officer
Mark Schneiderman, Senior Director, Future of Teaching and Learning
Brendan Desetti, Senior Director, Strategy and Public Affairs, United States
Mike Semansky, Senior Director, Strategy and Public Affairs, Canada
Nia Brown, Senior Manager, Strategy and Public Affairs

In the driver’s seat:

Owning the personalized learning journey

Name: Marama
Age: 14

Policy prescriptions: Prepare teachers for their own lifelong learning journeys; Accelerate the shift to skills-based learning and hiring

Marama is enrolled in a school with a competency-based education model information. Students are responsible for owning the personalization of their learning pathways, making choices alongside their teachers in how and when they learn.iii Teachers play a central role in guiding and validating all learning, regardless of where it takes place—offering formative assessments to evaluate a student’s mastery of skills and knowledge. Teachers use data from these assessments, gathered through an online learning management system (LMS), to differentiate instruction and provide targeted supports so that all students progress toward graduation. As a student diagnosed with a learning disability, Marama is supported in her education by this personalized learning pathway.

All students complete an assessment in ninth grade to identify their natural strengths as a learner. Their teachers use the results as inputs to design tailormade educational pathways with learning materials and activities that suit the individual students’ learning needs. In Marama’s case, this includes:

  1. Supplementing lecture-based teaching with structured but independent reading
  2. Shadowing professionals who work on the concepts she is learning about
  3. Taking the stories and lessons she’s learned and sharing it back with classmates by designing a creative and interactive presentation

Over the course of the school year, Marama spends a third of her time in live lectures (sometimes online) with her teacher alongside other classmates—but the rest of her time is spent learning in the ways that suit her best. She can log into her online LMS from her mobile device to access her school resources and complete on her own schedule before the assigned deadline. When Marama finds a concept that interests her, she can ask her teachers and counsellor for support in finding a working professional to speak to, or work alongside for a couple weeks, from the network her school has curated over time. And when she has learned something, she is encouraged to reinforce her learning by applying her skills and developing content to share back with her classmates.

Marama’s personalized learning journey empowers her to own her education by learning in ways that are effective for her, with the support that allows her to be successful. Her teachers have high-quality data about student strengths and performance they can share with her parents to show them how she is mastering specific skills, and where she may need extra support. Her school experience empowers her to embrace her subject interests very early on, and she advances to deeper topics quickly as she submits evidence of learning that demonstrates her proficiency. She graduates having cultivated a mindset for self-directed learning early in her education.