Resource Library
Calculate the ROI of Your Association’s Online Learning Programs
What results and returns could your association see from online learning? Associations like yours are facing more competition than ever from every direction—higher education institutions, third-party training providers, and even…
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Reaching Learners Around the World
The Irish Deaf Society expands its geographic reach and transforms the learning experience for signing members through online classes and course content delivered through D2L Brightspace.
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Get Started with CBE
Download the guide… If your institution is just beginning to explore CBE or in the planning stages for a CBE program, this is the guide you’ll need. It will show you:…
Latest Resources
Equal learning opportunity for all
Increasing accessibility for students within a post-secondary learning environment is an ongoing challenge for the thousands of colleges located in the US. To varying degrees, educational institutions are seeking to improve and enhance campus facilities, services and courseware to be more fully accessible to people with disabilities as well as address all cognitive learning styles. Inver Hills Community College, part of the Minnesota State Colleges and Universities System (MnSCU), is an educational institution at the forefront of improving accessibility for its students. The college’s charge, for more than forty years, has been to improve its community by providing higher education for a variety of learners. With more than 70% of students from underrepresented populations and 20% first generation college students,[1] Inver Hills Community College strongly believes that fulfilling this principle means making education accessible to all.
The great zombie collaboration
It started as a joke. Professors from the virtual campus at HACC, Central Pennsylvania’s Community College, were brainstorming creative ideas for new interdisciplinary courses when someone said, “It’s not like we could do a zombie course.” Or could they? It was the ideal subject for studying from a wide range of perspectives—in fact, there were so many possibilities for collaboration that the course grew to include eight faculty members across five disciplines and seven different specialties. “Zombies in Contemporary Culture” was born, a groundbreaking experiment in academic teamwork made possible by blended learning.
Early identification of at-risk students improves retention rates
La Cité, a French-language college of applied arts and technology, has embarked on an ambitious multi-year program to improve student retention through the earlier identification of students at risk. Ninety percent of La Cité teacher-student interactions continue to happen face-to-face, so the program puts the emphasis on instructor observation within the classroom and qualitative feedback provided to students through the learning management system (LMS). The approach is not only proving to identify at risk students sooner—it is creating a cultural shift within La Cité’s faculty ranks, with instructor focus moving away from just teaching “material” to teaching “students.”
Engaging every learner
Each year, 2,100 students enroll in Dr. Jaclyn Broadbent’s first-year blended Health Behaviour class. It’s a daunting number for any professor—but Dr. Broadbent of Deakin University in Australia, isn’t just any lecturer. Although her students come from four different campuses and represent varying backgrounds and skill sets, she’s determined to get through to each and every one.
To set itself apart, a community college creates a different kind of MOOC
Massive Open Online Courses (MOOCs) are valued for their ability to reach an international audience through the web and blend traditional educational tools, such as videos, with open forums for discussion to create rich academic communities. As of early 2013, the only MOOCs offered in Canada were typically at the university level. They were theory-based and led by academics. Could a community college compete? Fanshawe College in London, Ontario, wanted to be the first to find out.
Going beyond compliance to emphasize accessibility in the learning experience
Serving more than 1.3 million college-age residents across five counties, Portland Community College (PCC) is Oregon’s largest multi-campus higher education institution. It is divided into four comprehensive campuses, seven centers, and dozens of independent locations throughout the community.
Enabling Employees to Meet Industry Compliance Standards
Founded in 1844, Babcock & Wilcox Canada Ltd. (B&W Canada) is a world leader in the engineering, manufacturing, service and, construction of steam generation and associated equipment for utilities and industrial applications. More specifically, the company offers design, engineering, manufacturing, construction, and services to nuclear, thermal power, and industrial clients around the world. Headquartered in Cambridge, Ontario, B&W Canada employs approximately 800 employees across Canada.
Brightspace helped Oral Roberts University improve retention.
Oral Roberts University (ORU)—located in Tulsa, Oklahoma—is an interdenominational Christian liberal arts university founded in 1963 by evangelist Oral Roberts. ORU was founded to educate the whole person: mind, body, and spirit. A comprehensive university dedicated to student outcomes, ORU offers more than 65 undergraduate majors as well as 14 masters-level programs and two doctoral degrees. The Tulsa campus is home to students from all 50 U.S. states and 83 countries. Faculty members educated at the nation’s top graduate schools serve as academic, professional, and spiritual mentors to this diverse student population.
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