Recently I wrote a post checking up on a claim by D2L that seems to imply that their learning platform leads to measurable improvements in academic performance. The genesis of this thread is a panel discussion at the IMS Global conference where I argued that LMS usage in aggregate has not improved academic performance but is important, or even necessary, infrastructure with a critical role. Unfortunately, I found that D2L’s claim from Lone Star was misleading:

That’s right – D2L is taking a program where there is no evidence that LMS usage was a primary intervention and using the results to market and strongly suggest that using their LMS can “help schools go beyond simply managing learning to actually improving it”. There is no evidence presented[2] of D2L’s LMS being “foundational” – it happened to be the LMS during the pilot that centered on ECPS usage.



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