Instructure, the vendor behind the Canvas learning management system (LMS), has responded to pushback from both users and investors after announcing its sale to the private equity firm Thoma Bravo. On December 4, 2019, Instructure’s CEO Dan Goldsmith announced the sale and explained that “operating in the public spotlight wasn’t fueling innovation and was starting to get in the way of customer success.” Instructure, founded in 2008, went public in 2015. Reaction to the deal has taken two main forms: dissent from investors over the selection process that led to the deal and share price and end-user concerns over the privacy and usage of student and faculty data.
Source: Education Learning Management Systems at SoftwareReviews, Report Published November 2019.
Instructure’s response reveals the company is taking user concerns seriously. However, this incident is a broader reminder of the perennial debates in the education space over the degree to which the pursuits of profit and education can coexist, as Michael Feldstein, copublisher of the blog e-Literate, has pointed out (see heading “Instructure has no parts to fleece”). Instructure’s product is commercial Software as a Service (SaaS) that allows schools to outsource the work of building and maintaining the learning management systems needed to deliver online learning. However, outsourcing the work also means reducing control over the data: for post-secondary institutions, this is the trade-off of choosing to use SaaS instead of building and running their own systems.
Regardless of the outcome of this particular sale, the pushback Instructure is experiencing from some customers is inevitable when users are reminded that the governance of these systems lies outside their full control and could be impacted by a company’s profit motive (whether this be a company’s sense of its fiduciary duties or the unknown priorities of a new owner). Concerns over the monetization of student data will be present as long as an LMS’s ownership is potentially up for sale and as long as the LMS exists as an evolving product that could change how it treats user data. However, this incident demonstrates that end users, not just shareholders, can influence a company’s behavior and direction.
Student retention, already a major concern at higher education institutions, is an even greater concern as students are unable to learn in person and on campus.
Some major LMS conference cancellations or online alternatives have been announced in an attempt to limit the spread of COVID-19, though not all have canceled.
As the world responds to the spread of the novel coronavirus COVID-19, closed schools in some affected areas are turning to eLearning and web conferencing to maintain continuity in course delivery and/or studying.
Plans to require four online high school credits in Ontario, Canada, have changed: the required credits have been reduced to two and made opt-outable.
This is the third maintenance release since Sakai 19 was released in spring 2019. Thanks to its open-source community, Sakai is continuously providing fixes, security updates, and improvements to its users.
Pearson released the results of its Global Learning Survey. This is the first time that Pearson has undertaken such a study to capture the opinions of 11,000 learners across 19 countries. The study uncovered eight key trends indicating a shift to life-long, learner driven education.
Following on the heels of Blackboard Ally accessibility integrating with D2L, D2L announced a strategic partnership with Aria, a service for blind and low-vision people.
Moodle, an open-source Education LMS, released an update on Sept. 9, that removes the ability to share courses on moodle.net as well as removing the community finder block. This is in anticipation of the relaunch of moodle.net in November 2019.
Sakai has recently launched its 2019 version, which includes many new features that target areas like communication and collaboration tools and facilitate content creation and delivery.