C-Level View | Feature
Learning Management Systems Are Getting Smarter
A Q&A with John Baker
CT asks D2L CEO John Baker how today's LMS is getting smarter, and about the opportunities AI, machine learning, predictive analytics, and related technologies are presenting in the LMS marketplace.
"We have shifted from cobbling together tools that digitize experiences, to optimizing for better outcomes and ultimately transforming the learning experience." —John Baker
Mary Grush: Over time, the LMS has moved from simply digitizing the classroom and the administration of classes, to sophisticated use of artificial intelligence, data analytics, and other new and emerging technologies. How would you characterize the evolution of the LMS from earlier times into what we have today?
John Baker: We've come a long way from the early days. Our D2L customers typically go through three stages of technology adoption:
First, they start by digitizing everything they'd normally support in the classroom when transitioning courses online or adopting a blended model. They digitize assignments, learning activities, quizzes, grades, portfolios, and everything else needed to support a better experience in the classroom.
Then, they enter a more exciting stage, where they start to optimize for better outcomes, both for the institution and for the student. It's at this stage where clients use intelligent agents to give students a nudge at the right time to stay on track… or artificial intelligence to spot risk… or better methods of feedback to drive the engagement that helps with retention.
And now, we see a few clients entering the ultimate next stage, which is a true transformation of the learning experience. Using methods like competency-based education, learning is personalized — to make it more human and to build better connections between the learner and the discipline as well as with their peers and professors. It's at this stage where you can free up time to encourage, inspire, and engage students with research and study.
At D2L, we feel we're unique in our ability to meet the needs of our clients as they go through these three stages of technology adoption.
Grush: At that third stage of adoption, how does technology support smarter Learning Management Systems? Can you give a few examples?
Baker: Ultimately, learning environments should leverage tools that personalize learning. That does not mean making learning a solo activity — personalization is about building better connections and providing effective feedback.
Personalization is about building better connections and providing effective feedback.
Examples from this third stage might include: a tool we built to automate video captioning in multiple languages; machine learning used to streamline workflows and provide nudges at the right time; and beautiful design templates that make it easy for educators to create engaging courses.
These are great technologies, but the important part is how they free up time for faculty to build one-on-one connections and lead groups or collaborative activities that inspire students to achieve more.
These are great technologies, but the important part is how they free up time for faculty to build one-on-one connections and lead groups or collaborative activities that inspire students to achieve more.
Grush: Do LMS vendors tend to create all their own tools? Or can they incorporate existing technologies to make their LMSes "smarter"?
Baker: While it's critical for an LMS vendor to have smart features in its platform, partnerships with other education technology providers can help leverage more capabilities for better learner outcomes. At D2L, our partner ecosystem consists of a collection of 1,800-plus D2L Brightspace integrated technologies that help make our educators' and learners' lives easier. For example, our partner Bongo is tightly integrated into Brightspace, to give users access to Video Assignments and Virtual Classroom technology, all within the platform. Another great example is Integrity Advocate, which uses AI that makes it easier to proctor assessments with privacy by design — helping to answer a big concern for students.
Grush: Can you talk a bit more about AI and how it fits in with LMS environments? What have you achieved at D2L?
Baker: Sure. So far, we use AI most frequently for time-saving capabilities, like automated video captioning for all video uploaded into D2L's Brightspace. This saves our clients from tremendous costs and time to make accommodations. As well, semantic analysis and content tagging improves searchability of video, making annotated video a far better study tool.
Semantic analysis and content tagging improves searchability of video, making annotated video a far better study tool.
AI can also play a role in supporting personalized learning pathways for students. For example, Brightspace has tools that allow access to learning paths built by predictive analytics, based on a student's own objectives for a course. We're also seeing that AI can help predict which students are truly at risk of under-engagement or performance issues, and we can use it to initiate appropriate human interventions. D2L has partners who provide early warning interventions. Discourse Analytics, an AI-driven platform powered by behavioral analytics, provides early interventions and interprets behavioral signals to help keep learners on track.
Grush: What's the future of data in the LMS — and specifically in D2L's Brightspace?
Baker: Across all industries, organizations are facing the same question: How can we use data to better inform decision making, solve problems, and achieve goals? Brightspace's data capabilities enable faculty and administrators to scan through data to build insights quickly — in real time and in the workflow of teaching — to improve learning outcomes.
For example, predictive analytics helps educators improve course outcomes by surfacing the why behind the predictions — helping a faculty member to figure out, with better confidence, why a student is off track. And it can provide predictions to learners on optimal activities and assessments to assist in mastery of concepts or learning objectives when students are struggling.
At the end of the day, it's not about the data, it's about using the data to make the education system more human.
At the end of the day, it's not about the data, it's about using the data to make the education system more human.
Grush: Finally, could you summarize briefly what you at D2L focus on, or hope to achieve with machine learning?
Baker: We're focused on three key areas with machine learning: technologies that can free up time, technologies to personalize the learning experience and make it more human, and transformative technologies that can help us tackle the most impactful problems in education.
We're focused on three key areas with machine learning: technologies that can free up time, technologies to personalize the learning experience and make it more human, and transformative technologies that can help us tackle the most impactful problems in education.
Grush: Why do you at D2L present a 'common learning platform'?
Baker: The common learning platform is a critical part of our strategy for educators and learners alike. We decided years ago that we did not want to build multiple different platforms for K12, higher education, or the workplace — we found it better to focus on one platform that met different use cases.
One great example of how this single platform across markets helps is what we're doing with D2L Wave — where we match employees in the workforce to our academic clients. This takes the friction out of all the steps required to enroll in micro-credentials and other programs, and it helps an employee with career progression. D2L Wave makes it easy to connect learners with the right education to help them take the next step in their career or to support them to get better at their craft — this is key for upskilling the workforce.
Grush: As the LMS gets smarter, what are the transformations in education that you yourself continue to work for?
Baker: I founded D2L as a student, to have the biggest impact I could on the world. I see transforming the learning experience to have a ripple effect on the world — helping people make progress and making life better in our communities, companies, and campuses. And it's improving educational outcomes from one generation to the next.
I see transforming the learning experience to have a ripple effect on the world — helping people make progress and making life better in our communities, companies, and campuses.
I remain inspired by that grand challenge. We have shifted from cobbling together tools that digitize experiences, to optimizing for better outcomes and ultimately transforming the learning experience. This makes learning more human, personal, engaging, and inspiring — helping people achieve more than they ever dreamed possible.
Here at D2L, our continued focus is on perfecting our craft and improving our tools to support users better. One great new example is what we are launching with Creator+ to make it easy for faculty to build highly engaging courses with interactive content, practice activities, and adaptive video, all with beautifully designed templates that are fully mobile-friendly and accessible. Ultimately, our goal is to help more people become creators — not mere consumers — of learning experiences.
