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Brochures
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Introductory Brochures
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We are innovators, educators, engineers, and enthusiasts who seek to unlock the potential of learners globally. Through strong partnerships with visionary clients and world-class learning technology, we believe our mutual quest to transform teaching and learning can be realized.


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Professional Development and Training are key to promoting workforce development, retention, and knowledge sharing. Corporations are concerned with scheduling, tracking, reporting, competencies, and ensuring their employees have a means of sharing their professional accomplishments.

At Desire2Learn, we go well beyond the standard offerings of traditional Learning Management Systems (LMSs). We take our solution to a whole new level by understanding the needs of professional training and development, and working with organizations to ensure their unique needs are met. In our minds, no two clients are alike.


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We are dedicated to building successful relationships with schools, districts, states/provinces and federal educational organizations worldwide. We strive to consistently deliver highly praised teaching and learning solutions for all levels and ages of learners.

Mandates and accountability continue to evolve in K-12 education. We're here with solutions to help design, launch and expand successful programs from the smallest to the largest implementation. Our interoperable suite of products and services provides efficiency and ease of use from the administrator to the student level.


Products
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Desire2Learn Learning Environment enables our clients to deliver engaging content, collaborate effectively, and realize their eLearning vision through a comprehensive and flexible eLearning solution. An innovative combination of best-of-breed teaching and learning tools, built-in accessibility adherence, powerful measurement and assessment options, and standards-based technology, Learning Environment redefines what a learning management system should be.


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Desire2Learn Learning Environment enables the delivery of engaging content, effective collaboration, and the realization of an eLearning vision through a comprehensive and flexible eLearning solution.


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Desire2Learn ePortfolio takes the best of both worlds: it pairs engaging social networking and self-directed learning concepts with proven traditional education to produce a unique and powerful solution that enables our clients to shape the learning paths of their users and give them the opportunity to create and share their own eLearning journey. Fully equipped with robust tools to meet and exceed the needs of any user or organization, ePortfolio propels eLearning into the future.


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Desire2Learn ePortfolio takes the best of both worlds: it pairs engaging social networking and self-directed learning concepts with proven traditional education to produce a unique and powerful solution that enables schools to shape the learning path of learners and give them the opportunity to create and share their own eLearning journey. Fully equipped with robust tools to meet and exceed the needs of any learner, teacher, or organization, ePortfolio propels eLearning into the future.


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Desire2Learn Learning Repository enables our clients to effectively manage and share learning resources. Enhanced usability and features allow institutions to manage their learning objects with ease, all in a standards-based tool, with full-text search capability and easy integration with other content repositories like libraries.


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Desire2Learn Learning Repository enables our school systems to effectively manage and share learning resources. Enhanced usability and features allow districts and schools to manage their learning objects with ease, all in a standards-based tool, with full-text search capability and easy integration with other content repositories like libraries.


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Desire2Learn Analytics gives organizations a competitive edge by transforming data into relevant knowledge that helps them guide performance, improve achievement, and decrease the burden of accountability by automatic data collection and reporting while providing the right insights before it become a problem. Through deep integration, clients gain transparency to all of the various datasets that make up Desire2Learn Learning Suite, and other services and connected data.


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Desire2Learn Campus Life extends an institution's presence among faculty and students, connecting them with the news and information they want, and providing mobile access to the Learning Management System (LMS) or Virtual Learning Environment (VLE). Using any of the major smartphone devices, students and faculty will benefit from increased campus communication, information and collaboration.

Select from a variety of modules to offer a customized collection of media, news, events and services and combine them with links to campus maps, directories, and social networking sites to meet unique needs. Applications are designed to match an organization's unique brand and identity, and provide a single point of entry to essential services on campus.


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Desire2Learn Capture empowers presenters to go beyond simply communicating so that audiences can connect like never before. Our portable and fully-automated webcast solutions do more and cost less, enabling you to capture and effortlessly deliver a synchronized audio, video and presentation Rich Media experience. With Desire2Learn Capture, programs are enhanced to provide an even more accessible and versatile online experience.


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Desire2Learn 2GO is a mobile learning application that enables students and faculty to take teaching and learning on the road. They stay connected – Anytime. Anywhere. With Desire2Learn 2GO, clients stay connected to their eLearning program around the clock and around the globe.

This brochure focuses specifically upon the Desire2Learn 2GO application for Blackberry devices.


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At Desire2Learn we share our clients' goal of providing equal and inclusive learning opportunities to all individuals. We work closely with clients to develop comprehensive solutions that are flexible to the individual needs of institutions, instructors and students. Accessibility is not a checklist at Desire2Learn; it is a commitment to empower and engage individuals in their learning goals.


Services
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Through years of experience working with leading organizations and developing innovative courseware, the Desire2Learn Content Services team provides flexible, interactive, and accessible development and production services. Whether a client requires multimedia, learning object or portal design, course conversion, instructional design, or even custom development services, our Content Services team has the expertise to provide vibrant solutions for online learning platforms.


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Through years of experience working with K-12 schools and developing innovative courseware, the Desire2Learn Content Services team provides flexible, interactive, and accessible development and production services. Whether a client requires multimedia, learning object or portal design, course conversion, instructional design, or even custom development services, our Content Services team has the expertise to provide vibrant solutions for online learning platforms.


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We recognize that organizations look for much more than a stand-alone Learning Management System (LMS). Our Delivery Services team works closely with our clients to ensure a seamless integration with their existing information technology (IT) investments.

We're with clients the whole way. From pre-planning of an implementation, to delivery, to on-going consulting, we stick with clients to ensure success.


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We recognize that schools look for much more than a stand-alone Learning Management System (LMS). Our Delivery Services team works closely with our clients to ensure a seamless integration with their existing information technology (IT) investments. Our team is committed to working with clients through each phase of their project, from planning through to post-implementation follow-up, to ensure success.


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Our Hosting Services can be counted on for highly reliable uptime, data protection, and the ability to accommodate high loads as well as growth. Depending on the support level clients select, our state-of-the-art hosting facilities enable them to offer their eLearning programs in a secure environment with 24x7 support, along with fast, reliable, and scalable resources.


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Our Hosting Services can be counted on for highly reliable uptime, data protection, and the ability to accommodate high loads as well as growth. Depending on the support level schools select, our state-of-the-art hosting facilities enable them to offer their eLearning programs in a secure environment with 24x7 support, along with fast, reliable, and scalable resources.


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We take pride in building lasting relationships with our clients and always ensure that every possible measure is taken to exceed expectations. Our highly trained and friendly team of Help Desk professionals ensures that client inquiries and needs are dealt with in a fast and efficient manner. We also apply strategic problem management practices by reviewing our clients' incidents and identifying areas for improvement.


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We take pride in building lasting relationships with our clients and always ensure that every possible measure is taken to exceed expectations. Our highly trained and friendly team of Help Desk professionals ensures that client inquiries and needs are dealt with in a fast and efficient manner. We also apply strategic problem management practices by reviewing our clients' incidents and identifying areas for improvement.


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Our training programs are geared to match our clients' needs. We help clients achieve their goals and get them up and running quickly so they can focus on what matters most to them – teaching and learning. We provide a wide range of training topics and work with each of our clients to design a customized training approach. To ensure we meet end-user requirements and training objectives, we provide the opportunity for clients to help shape our training offerings.


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Our training programs are geared to match our clients' needs. We help clients achieve their goals and get them up and running quickly so they can focus on what matters most to them – teaching and learning. We provide a wide range of training topics and work with each of our clients to design a customized training approach. To ensure we meet end-user requirements and training objectives, we provide the opportunity for clients to help shape our training offerings.


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Desire2Learn will help you achieve your goals by teaching you how to use Desire2Learn products and develop more effective online or web-enhanced courses. Desire2Learn provides a variety of training topics and can work with you to develop and design a customized training approach. We work with your organization right from the initial implementation stage, to get the system up and running quickly and efficiently and continue to partner with you to develop courses and online programs that encompass best practices for teaching and learning.


Client Success Stories & Case Studies
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The Challenge | After first connecting to the internet in 1995, by 2000 Brisbane Grammar School had a fully functioning website and intranet to facilitate teaching and learning. Many departments used the intranet to post files for their classes. While this met with success, the School realized, throu.gh feedback from students and faculty, that they faced three main issues:

  • There was a great deal of difference between department intranet pages and hence inconsistency across the School
  • Faculty struggled with electronic submissions of assignments
  • People had to have technical skills to utilize the technology and, therefore, usage was limited to those that knew the tools.

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The Challenge | The Calgary Board of Education (CBE) needed a Learning Management System (LMS) that would be able to meet its myriad of objectives, including a solution that was secure, scalable, accessible, and easy to use for students, instructors, and administrators. As the second largest school district in Canada they had a vision of expanding their eLearning opportunities with students, staff, and into the community.


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The Challenge | To provide a learning environment that is easy to access for people with diverse backgrounds and with varying degrees of computer literacy. As well, with a limited internal administration infrastructure and expertise to host and support the online system, Columbia College had high expectations for an always available system which included business continuity.


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The Challenge | Practical training in emergency services is an important aspect of being ready for any incident. It is enormously expensive, however, to take a fire fighter off shift for training and replace that fir fighter without disruption in service coverage. In order to mitigate these costs associated with training, EFRS identified the use of internet-based technologies and an LMS as a strategy to provide content and testing of a theorteical nature online.


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The Challenge | Fanshawe College was faced with the challenge of providing an eLearning environment that would provide innovation and ease of use that both faculty and students would embrace. Their current Learning Management System (LMS) was not being utilized amongst their faculty due to various technical difficulties and the need for all users to have an intensive eight hour training session. In addition, Fanshawe College needed to offer a high degree of user friendliness and access from a single point of entry. They were also looking to provide exceptional support to their staff, instructors, and students.


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The Challenge | In 2007, a collection of superintendents came together to collaborate on an online solution to provide greater access to alternative course offerings as a means of extending learning opportunities for their students while also maintaining local control over funding. Many districts are rural with small populations and want to offer a more extensive course catalogue to their students. The incubator programs that now make up INFINITY aspire to be the quality program of choice, based on district to district collaboration.


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The Challenge | The challenge was to migrate a total of five Learning Management Systems (LMS) into a single, high volume, mission-critical, comprehensive solution that would increase efficiency, enable standardized online course delivery, and reduce costs statewide. Minnesota State Colleges and Universities required an extremely flexible, user-friendly LMS, coupled with a responsive organization that promptly responds to the user community.


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The Challenge | In 1998, NTU launched an in-house developed Virtual Learning Portal (VLP). To encourage students and faculty to use email in one place. There was no consistency in using the VLP, however, and academic staff frequently used other systems to deliver online and blended content to their students. The VLP had been developed as a one-off application with no documentation and no development roadmap. In 2004, the institution developed its 2004-2010 plan with online and blended learning as a core component. The institution also appointed the first Director of Libraries and Knowledge Resources (DLKR), Sue McKnight, who led this initiative. As McKnight embarked on this process it was clear that there was a big gap between staff and students needs and the capacity of the in-house system.


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The Challenge | In the Fall of 2005, the merger announcement of two large eLearning competitors, coupled with the fact that basic systems would no longer be supported or enhanced and would cost substantially more, was enough to cause Southwestern Oklahoma State University (SWOSU) to consider their options.


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The Challenge | To respond to the critical shortage of nursing faculty, the University of Arizona Nursing School required a powerful, but flexible system to enable them to convert the existing face-to-face Nursing PhD degree program to an entirely online delivery.


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The Challenge | Six years ago, the University of Guelph's Office of Open Learning (OOL) was using a combination of learning management tools to provide specific functions and features to carry out their eLearning mandate. This complexity, due to the multiple systems, created many challenges such as capacity issues, an inability to back up their course content, and a lack of functionality and scalability as they were limited to offering 45 online courses concurrently. At this time, there was no Learning Management System available that provided all the specific features that the OOL required.


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The Challenge | To transition the more than 26 institutions belonging to the University of Wisconsin System (UW System) onto one course management system that met the needs and budget of the 170,000 students and 32,000 faculty. Additionally, UW System also needed to create a centralized hosting service, to be located in a facility in Madison, WI, which would support all UW institutions.


Whitepapers & Instructional Guides
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Accessible learning management systems (LMS) improve learning opportunities for users with disabilities by offering flexible learning paths and innovative ways of accessing information. However, most LMS are not fully accessible. This paper discusses the efforts of one LMS to improve the accessibility of its products by working with an Accessibility Interest Group consisting of information technology specialists, disability services representatives, and end users at client organizations.


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Three prominent higher education institutions (Central Michigan University, Northern Arizona University, and the University of Texas at Dallas) have instituted unique assessment programs on their campuses. A short narrative explaining their respective program, lessons learned, and outcomes is provided for each institution to illustrate how assessment can be accomplished with success.


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A consortium is a group of institutions, organizations, associations and/or companies created for the purpose of improved and expanded economic collaboration to achieve mutually beneficial goals.

The first in a series of Consortia resources, this document introduces the reader to the concept of a Consortium and their forms and benefits, including various examples.


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The second in a series of Consortia resources, this white paper will examine three of the most common consortium models. In breaking down these three models, institutions considering entering into consortiums will be able to align their own goals and purpose for entering into a consortium, find the best fit and increase the probability of success.


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Accountability, stakeholders, dashboards – this is the language of corporations, not academia, but more and more often these days, academic institutions have to prove their performance to external audiences in order to obtain funding and accreditation. Hard data is becoming the basis for all decisions in academia, including faculty hiring, compensation and retirement as well as enabling individualized instruction and facilitating professional development.

This document will introduce the user to the concepts of Academic Analytics.


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Overwhelmed by the amount of digital content in your organization? Looking for ways to better control, store, access and make content available to others? Are people in your organization creating and re-creating a significant amount of content simply because they are not aware someone else has already created it or worse they simply cannot get access to the content that they know exists - somewhere?

The objective of this paper is to help you understand that you are not alone in the struggle to deal with abundance of digital content and introduce the concepts of Learning Object Repositories as a solution to manage your digital content. Storing, finding, retrieving and managing digital learning materials are significant challenges. A Learning Object Repository (LOR) is a tool that can be used to address these issues and make the tasks surrounding content management straightforward.


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This technical whitepaper introduces the IMS Basic Learning Tools Interoperability (IMS Basic LTI) standard as an exciting option for integrating external learning tools with learning management systems. The architecture of the standard, along with the implementation and usage in Desire2Learn Learning Environment, are discussed in this document as well.


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There are many ways to engage students in the online environment and quality educational programs begin with quality courses. In online courses, the instructor takes on the role of a facilitator while the students take on more responsibility for their own learning. This paper will examine learning paradigms and theories, as well as instructional design modules and strategies, in order to assist educators in creating quality courses.


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Identifying and defining competencies and the rubrics that test them are important to any educational system of evaluation. It also enables the institution to test educational goals over a period of time, as well as identify gaps in the educational programs. Competencies also allow individual students to test their strengths and weaknesses. In the United States, the Higher Learning Commission (HLC), now requests institutions of Higher Learning to do a self-study during accreditation. The competency structure in the Desire2Learn® eLearning Suite permits an institution to gather and process vital information related to both the individual student and the institution as a whole.


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Advocates of ePortfolios claim they are the biggest software evolution in education since the creation of learning management systems. According to Love, McKean and Gathercoal (2004), ePortfolios may have the most significant effect on education since the introduction of formal schooling. But, as with any software, numerous aspects need to be considered for a successful implementation.


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ePortfolios have generated much interest and discussion on their impact on education. ePortfolios are central teaching and learning channels that promote lifelong learning and educational advancement as a whole. This paper provides an overview of ePortfolios, their diverse uses and effect on education.


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As we become an increasingly mobile society, isn't it time to integrate mobile options into learning and campus life? Some forward thinking institutions are already moving in this direction, but it should be a point of discussion and consideration for all – even in this difficult economic period.

Let' look at why it is important; what mobile learning is today – and can be tomorrow; some specific examples; and considerations to get started.


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The broad use of Learning Management Systems (LMSs) across education has become an engrained component of most educational institutions' learning strategy. Educational institutions find the need to move from first generation applications to newer systems that provide the latest functionality demanded by an increasingly more sophisticated and experienced faculty and user community. The process of choosing a new Learning Management System includes defining business requirements and a realistic projection of costs (in dollars and time) for the new application for present needs and into the future. The following information will walk you and your institution through some of the major decisions that are typically considered in order to implement a new LMS. The following will assist you in defining the objectives, strategies, resources, functionality, support and technical aspects required.


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The task of building courses that follow instructional design best practices can be tedious or difficult depending on an individual’s experience and exposure to instructional design concepts. Many institutions have departments dedicated to documenting their best practices and encouraging or assisting faculty to incorporate them, either for new courses or during course redesign. Whether the issue is with time, lack of experience, complexity of organizational policies and best practices, or the need for better materials, up-front planning and course design doesn’t always get the attention it deserves.

The Desire2Learn® Instructional Design Wizard tool enables organizations to save time and increase the quality of courses by simplifying and streamlining the course development process over an instructional design framework.


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Educators in K-12 are facing more challenges and pressures than ever before. Student results are measured and compared to evaluate schools and districts and allocate funding. The newness of online education challenge traditional delivery mechanisms and require media rich materials to support flat content. Students from different cultural backgrounds and with different learning abilities and styles are placing demands on teaching resources to deliver learning that accommodates all needs simultaneously. The pressure to recognize and accommodate differing learning styles and abilities is increasing, but how are organizations changing to support the front line educators who are providing classroom and online courses?


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In Exploring Mobile Learning we looked mainly at the "why" colleges and universities should consider mobile learning for their institutions, as well as some specific examples.

Today, with the increasingly mobile society in which we live and the increasing number of mobile devices appearing on campuses, it isn't so much "why" as "what" and "how."


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Two of the year’s hottest topics are personalized learning and innovation in education – and Web 2.0 offers exciting opportunities for both. But what role should internet technologies play and how equipped are our teachers to implement the changes? Although empirical research is just beginning in this area, numerous reports have brought these questions to the foreground. These studies highlight the necessary improvements and recommendations required to create individual learning paths and more individualized assessments. Furthermore, this research illustrates the critical and strategic role of technology within the process of developing learning programs.


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Assessment is an important component of academic programs. It is necessary to determine what you want students to achieve and then to develop ways to assess this achievement. Many accrediting bodies require assessment data. Competencies in Desire2Learn® eLearning Suite allows for data collection in a structured way. Planning, however, is the key to a successful assessment system.


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Academic continuity is a process that serves to sustain and maintain teaching and learning during a crisis situation, whether a natural disaster, a man-made disaster, or some precipitating factor (The Sloan Consortium, 2010). Many educational institutions have taken this a step further to include continuing the business of their institutions online in the event they have to close the buildings/campus. There are typically four phases to emergency management relative to academic continuity: planning and preparation, actions during disaster, actions in immediate aftermath, and recovery. The biggest challenge facing educational institutions with regard to academic continuity is identifying the key areas that must be operational in academic institutions for continuity of learning during these various phases of an emergency.



 

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