D2L Lanza la Siguiente Generación de Brightspace y se Esfuerza for Acelerar las Tasas de Graduación | Press Release | D2L
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D2L Lanza la Siguiente Generación de Brightspace y se Esfuerza for Acelerar las Tasas de Graduación

Press Release

Kitchener-Waterloo, CANADÁ

D2L, la empresa de EdTech que creó Brightspace, anunció la siguiente generación de su plataforma de aprendizaje diseñada para desarrollar estudiantes más inteligentes e incrementar las tasas de graduación. Al incluir una interfase de usuario para docentes y llevar el aprendizaje adaptable a las masas, Brightspace es más flexible, inteligente y fácil de usar.

COMENTARIOS ADICIONALES

  • D2L está cambiando el panorama EdTech al permitir a los estudiantes aprender más con la tecnología de aprendizaje adaptable Brightspace LeaP™ que brinda aprendizaje personalizado a las masas y ayudará a incrementar las tasas de graduación y a producir estudiantes más inteligentes.
    • El Concejo de Investigación Científica Nacional de Canadá (NSERC) produjo un estudio no publicado que afirma: “Luego de recabar y procesar los resultados éstos fueron muy favorables a LeaP; el estudio demuestra con significancia estadística, una ganancia absoluta del 24 por ciento y una ganancia relativa del 34 por ciento en puntajes de exámenes finales en un sistema de gestión de aprendizaje tradicional mientras acorta el tiempo en las tareas en 30 por ciento todo mientras mantiene un puntaje subjetivo alto en utilidad percibida”.
    • Con este lanzamiento de Brightspace D2L le devuelve tiempo a los profesores para permitirles hacer lo que más les gusta: Inspirar y llegar a los estudiantes con una plataforma más accesible y fácil de usar.

BRIGHTSPACE ES MÁS INTELIGENTE

Brightspace LeaP promete ayudar a mejorar los puntajes en exámenes, incrementar la participación y reduce el tiempo que los estudiantes gastan en tareas. De acuerdo con Gartner[1], “El aprendizaje adaptable es un concepto que tiene sus raíces en al menos la década de 1950 pero la capacidad de capturar datos de los estudiantes mediante el aprendizaje en línea ha sido un logro”.

“Hasta la fecha el aprendizaje adaptable solamente se ha utilizado en algunas universidades élite. Ha sido difícil de operar como los primeros computadores-porque ha sido construido para grandes editoriales, no estudiantes, ni profesores” dijo John Baker, CEO de D2L. “Con este lanzamiento, D2L trae el aprendizaje adaptable a las masas, haciéndolo fácil de implementar y flexible para usar. Vamos a ir de un grupo pequeño de clientes que utilizan aprendizaje adaptable a las masas con el objetivo de lograr mejor desempeño de los estudiantes, tasas de graduación más altas y alumnos más inteligentes”.

Brightspace LeaP está integrada con contenido abierto y de editoriales ayudando a los estudiantes a llenar los vacíos que tienen para que puedan conseguir los recursos que necesitan para ponerse al día. Brightspace ayuda a los alumnos a determinar los temas en los que necesitan invertir más tiempo para que puedan concentrar sus esfuerzos de estudio. LeaP actualmente está disponible en inglés y en portugués.

BRIGHTSPACE ES MÁS FÁCIL DE UTILIZAR

Nueva Interfase de Usuario para Docentes: D2L revela una interfase nueva para profesores haciendo la plataforma Brightspace más intuitiva que otras soluciones en el mercado y extremadamente fácil de utilizar con procesos como listas de control de inicio y creación de cursos de arrastrar y soltar.

Fuente OpenDyslexic: D2L es líder en accesibilidad y continúa con su compromiso de ser abierto y asequible a todos y lidera de nuevo el camino en el mercado LMS al soportar la fuente OpenDyslexic para estudiantes y profesores con dislexia. Esta fuente cuando los usuarios la eligen como su fuente por omisión, les facilitará leer en el sistema de aprendizaje.

Integración con Microsoft® Office 365™: Brightspace está ahora más integrada con Microsoft Office 365 para que los estudiantes puedan revisar su correo en Outlook®, calendario y OneDrive® facilitando que estén conectados dentro de la plataforma de aprendizaje.

BRIGHTSPACE ES MÁS FLEXIBLE

Soporte a Common Cartridge 1.2, 1.3, y Thin Common Cartridge: Subir contenido a Brightspace es primordial para los profesores así que D2L anuncia el último importe de contenido basado en estándares. Los profesores pueden importar contenido en un paso mateniendo el proceso sencillo y eficiente. Brightspace ahora soporta el importe de cursos desde Common Cartridge 1.2, 1.3 y Thin Common Cartridge.

Administración Fácil: Brightspace Administration Service proporciona a los clientes una opción para aprovechar un servicio de gestión tercerizado para ayudar con la administración de cursos, usuarios y herramientas. D2L puede ofrecer un mejor nivel de servicio a menor costo, ayudando a los clientes a maximizar su inversión. El servicio está disponible por sí solo o se puede empacar con End User Support el cual se utiliza para ayudar a estudiantes, docentes y capacitadores que usan la plataforma Brightspace directamente.

“Con esta siguiente generación de Brightspace facilitamos más que nunca a los profesores crear cursos divertidos e interactivos mientras aprovechan el mejor contenido para ayudar a los estudiantes a lograr sus metas y graduarse” dijo John Baker, CEO de D2L. “Las instituciones educativas ahora tienen la capacidad de ayudar a los docentes a cultivar a sus estudiantes en formas nuevas y mantenerlos en el camino al éxito con aprendizaje adaptable apoyando la meta de incrementar las tasas de graduación”.

“El enfoque en ayudar a los clientes a crecer soportando más finalizaciones de cursos e incrementar la retención mientras eleven los resultados de los estudiantes, también tendrá un impacto en nuestros clientes escolares, de salud, gobierno y corporativos. Todos nuestros clientes están concentrados en los mejores resultados de aprendizaje para dirigir mejores resultados y retención”.

Para más datos sobre la plataforma Brightspace visite www.brightspace.com.

Acerca De D2L

D2L es el líder en software que mejora la experiencia de aprendizaje. La plataforma de la empresa basada en la nube-Brightspace-no es un sistema de administración del aprendizaje (LMS) común de tamaño único. Es fácil de utilizar, más flexible e inteligente. Con Brightspace, puede personalizar la experiencia de cada estudiante para obtener resultados verdaderos. La compañía es un líder mundial en análisis de aprendizaje: Su plataforma predice el desempeño de los alumnos para que pueda actuar en tiempo real y mantenerlos encaminados. Los estudiantes de educación superior, K-12 y el sector empresarial usan Brightspace incluyendo las empresas Fortune 1000. D2L tiene operaciones en los Estados Unidos, Canadá, Europa, Australia, Brasil y Singapur.| www.brightspace.com/latinoamerica

Contactos de Prensa

Virginia Jamieson
director mundial de comunicaciones, D2L Ltd.
650-279-8619
virginia.jamieson@d2l.com
Twitter: @D2LNews
Clara Persand
, IMS Miami para D2L
305-670-7888
cpersand@IMSmarketing.com

[1] Gartner: “Las Diez Principales Tecnologías Estratégicas que Impactan a la Educación en 2015”

El grupo de empresas de D2L está compuesto por D2L Corporation, D2L Ltd, D2L Australia Pty Ltd, D2L Europe Ltd, D2L Asia Pte Ltd y D2L Brasil Soluções de Tecnologia para Educação Ltda.

Microsoft, Office 365, OneDrive y Outlook son marcas registradas de Microsoft Corporation en Estados Unidos y/o en otros países.

TODAS LAS MARCAS DE D2L SON MARCAS REGISTRADAS DE D2L CORPORATION. pOR VISITE D2L.COM/TRADEMARKS PARA VER LA LISTA DE MARCAS D2L.

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.