My Reflection on Investing in the Future Growth of Desire2Learn | D2L Middle East & Africa
IE Not suppported

Sorry, but Internet Explorer is no longer supported.

For the best experience, it's important to use a modern browser.

To view the website, please download another browser such as Google Chrome or Mozilla Firefox.

My Reflection on Investing in the Future Growth of Desire2Learn

  • 5 Min Read

I’m fascinated by the activity of learning. My parents are educators, and my job that I started before I even finished university is to create learning technologies, so that may not seem like such a profound statement. But I’m not talking about modified Bloom’s taxonomy or the latest in pedagogical theory. I’m talking about the lifelong personal learning journey and my own learning as I help build Desire2Learn.

You may have read the news we released today, and if not, you can view the press release here. We just raised $80M to close on our very first round of funding. This is a huge recognition of the company that we have built, and I couldn’t be more proud of what the employees of Desire2Learn have accomplished by working closely with our clients.

We have built an amazing team of over 560 employees (up from just 350 at the start of this year), and our solutions are now reaching over 8 million learners worldwide. While we have been pretty humble about telling our story, we have built one of the fastest growing cloud based learning platforms for the education industry and are assisting clients to transform the way the world learns. We are helping clients move from textbooks to digital resources, from traditional classrooms to online and blended models, implementing learning analytics to support improved learner outcomes, and we are making the experience more personal and engaging.

Part of my own learning journey was coming to the point where, after 13 years of 100% internal growth, I knew, with certainty, that we should take on a minority investor, or in this case, two. I knew timing was right for a number of reasons. The demand for high quality education has never been greater, and it was time for us accelerate our plans without sacrificing our long standing commitment of building an enduring company. I also found two incredible partners with NEA and OMERS – they believe in the long term vision we have at Desire2Learn and are committed to helping us build a strong education technology company.

So how did we get here? This was also not a decision that was made quickly. The realization about why we were doing this really crystalized for me at this year’s FUSION conference, where I met with hundreds of our customers in a 3 day timeframe. It was a whirlwind of excitement. With so many clients in attendance the event was inspiring. I could tell that we are at the start of something big, and we needed to invest now.

Responding quickly has been a part of the D2L DNA since the beginning of the company. We pride ourselves in being customer focused and we were watching twitter light up with comments like “D2L gets us!” and “wicked new stuff from D2L” as Jeremy (CTO) and Ken (VP Engineering) presented our next release on stage at FUSION. That moment of positive feedback and support from our clients was my moment of conviction. We should do more of what we do so well – help the world learn.

We have always felt we have been leading the industry with the most complete solution for teaching and learning, and with this investment we now have even more resources to delight our clients. We’re going to invest more in R&D to engage and inspire learners, expand and fortify our cloud infrastructure and we will continue to focus on client success. When your mission statement is to help transform the way the world learns, what better way to do it than increasing both quality and velocity. And that’s the bottom line with this strategic financing. We’re going to do what we have been doing, but with an even higher standard of quality and greater velocity.

So, I learned a couple key lessons through this process. The first I learned was that an equity partner can be instrumental in the acceleration of reaching corporate goals. Many tech companies (okay most technology companies) take on at least one round of financing in their lifetime. Apple, Intel, Google, Microsoft, and Amazon all took rounds of funding and have all changed the world one in way or another. This investment will allow us to improve the lives of educators and learners around the world and to do much more, and faster.

The second thing was that I must continually learn and be open to new knowledge. When we were a small(er) company, the thought of raising money didn’t really enter my mind. We were doing fine on our own and growing. We have been growing quickly as a company, we encountered and overcame new challenges, entered new markets, and set new levels of service expectations. We have hired an incredible team and implemented new management frameworks to help us scale to meet these new complexities. This investment will allow us to tap into new networks of expertise, and I look forward to learning much more as we enter this next phase of growth.

Learning is a journey, and I feel like we are just started on our path.

Yours in teaching and learning,


Share this:

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

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.