Teesside University Selects D2L’s Brightspace to Deliver Personalised Online Distance Learning | Press Release | D2L Middle East & Africa
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  • London, UK

Teesside University Selects D2L’s Brightspace to Deliver Personalised Online Distance Learning

Press Release

D2L, the global learning technology leader, today announced that Teesside University has selected the Brightspace platform to provide a flexible, engaging learning environment for its online distance learners.

Teesside University has a reputation for educational innovation and recently embarked on an ambitious digital transformation programme that embraced Future Facing Learning (FFL), a unique strategic approach to learning and teaching that provides students with the skills, knowledge and expertise to thrive in complex and uncertain futures.

In 2018, the University launched a major strategic initiative to expand its portfolio of online courses. With FFL in mind, Teesside University decided it needed a sophisticated online learning platform that would help deliver a modern, accessible, personalised learning experience for its online students.

“As a university that is known for its innovative, forward-thinking approach to learning, it was important that we chose a cutting-edge platform to deliver our online distance learning courses,” said Professor Mark Simpson, Pro Vice-Chancellor (Learning and Teaching) at Teesside University. “Brightspace offered a distinctive, high quality solution. The user experience is outstanding, particularly from a design perspective, and the Intelligent Agent feature, which automates communication between staff and students, is extremely valuable. Our students and staff are able to talk to each other and access materials wherever they are, which is crucial when face-to-face tutoring is not an option.”

The Brightspace platform will initially be rolled out across three of the University’s online learning courses, including BA (Hons) Business and Enterprise (Top-Up), MSc Cybersecurity and Teesside University Business School’s flagship MBA course, with plans to expand in the future.

“Today’s students increasingly expect access to technology that is seamless, dynamic and tailored to their specific needs – and D2L is helping us deliver this,” continued Professor Simpson. “These courses provide a flexible environment for students, whether they are employees juggling the demands of the modern workplace or part-time learners who wish to study at their own pace. What’s great about Brightspace is that it enables us to tailor learning around the needs of our students without losing the quality associated with a traditional degree. It will help us grow our online portfolio by taking the strengths of our on-campus provision and widening it out to a whole new market, both nationally and internationally.”

Brightspace is mobile responsive, offers real-time analytics, a personalised learning experience and is built with accessibility in mind, all within one flexible Virtual Learning Environment. The dynamic and mobile Daylight interface lets instructors design courses easily, create content and grade assignments on their phone or tablet. Brightspace’s built-in analytics lets Teesside University monitor courses tailored to each learner’s experience.

“Like us, Teesside University is dedicated in its mission to deliver the most engaging learning experience for its students,” said Elliot Gowans, Senior VP International, D2L. “Successful distance learning requires adaptable, engaging technology that enables students and staff to build relationships in a digital environment. It’s great that Teesside University recognises this and is making the investment necessary to deliver a world-class online experience. We are thrilled to be working with the University and look forward to strengthening the relationship further.”

Quick Facts

  • The Brightspace platform is being rolled out across three of the University’s online distance learning courses: BA (Hons) Business and Enterprise (Top-Up), MSc Cybersecurity and Teesside University Business School’s flagship MBA course.
  • The implementation of Brightspace is aligned with the University’s Future Facing Learning (FFL) strategic approach to learning and teaching.

Additional Information

 

ABOUT TEESSIDE UNIVERSITY

Teesside University, based in Middlesbrough, is a well-regarded, financially strong institution, recognised regionally and nationally for the transformative impact it has on the communities it serves, and is a catalyst for economic, social and cultural development.

Teesside University generates and applies knowledge that contributes to the economic, social and cultural success of students, partners and the communities we serve. Through education enriched by research, innovation, and engagement with business and the professions, we transform lives and economies.

Our vision is to be a leading University with an international reputation for academic excellence that provides an outstanding student and learning experience underpinned by research, enterprise and the professions.

Teesside University press contact: David Roberts, Communications Officer, 01642-342947, david.roberts@teees.ac.uk

 

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.

D2L’s Brightspace was recently named the #1 LMS in Higher Ed by Ovum Research and #1 in Adaptive Learning by eLearning Magazine. In addition, Aragon Research included D2L in its highly coveted Hot Vendors In Learning list.

 

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.

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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.