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LinkedIn Learning

LinkedIn Learning LTI Integration

Benefits of using the LinkedIn Learning Integration

  • Ease of use – you will not need to log in to LinkedIn Learning separately and post the URLs to the content you wish to share.
  • Learners do not need to leave your Brightspace course page or log in to their LinkedIn Learning account to access the content.
  • You can review which of your students clicked the link and for how long they remained on the video page (Content > Table of Contents > Related Tools > View Reports > Click on ‘Available to’ value associated with your LinkedIn Learning video/course).
  • Watch this tutorial video on how to add videos from within Brightspace.

Frequently Asked Questions

  • Can a LinkedIn Learning video/course be linked to my Brightspace gradebook? The LinkedIn Learning LTI 1.3 integration does allow for association with the Brightspace gradebook, however, it does not transfer grades from in-video quizzes. It can only provide data on progress and completion. A learner may simply click or move the play head to the end of the video to achieve a 100% grade on the grade item associated with the video. For this reason, the grade association feature of this integration has been disabled in our instance of Brightspace.
  • How can I track learner progress? To track which of your learners have viewed the video and how long they remained on the video page, use the View Reports feature in Brightspace (Content > Table of Contents > Related Tools > View Reports > Click on ‘Available to’ value associated with your LinkedIn Learning video/course).
  • Can I add curated Learning Paths using the LinkedIn Learning integration? Currently, the Learning Paths feature is not compatible with the Brightspace integration. Additionally, users assigned the Curator role in LinkedIn Learning (required to create Learning Paths) experience an error when attempting to use the Brightspace Integration.
  • Can I adjust the ‘External Learning Tool’ text that appears below my LinkedIn Learning link? This text cannot be adjusted, as it is common to all content added to Brightspace through an external learning tool integration. You can adjust the video/course name or description by clicking the chevron beside the link name and selecting Edit Properties in Place.
  • Is it possible to disable the auto-play feature when I add a video that is part of a course? If you choose to add a LinkedIn Learning video that is part of a LinkedIn Learning course, the player will always begin to auto-play the next portion of the course in order. You can prompt your students to only watch the single video by providing instructions in your course (e.g., adding a description below the video link).
  • If I select multiple courses/videos from the LinkedIn Learning search screen, will they be posted as an individual link? A full course will display as a single link, however, if you choose multiple courses, or multiple single videos from within a course, each will display in Brightspace as their own unique External Learning Tool link.
  • When I try to launch LinkedIn Learning from within Brightspace, the pop-up is blank. How can I fix this? If you are experiencing issues trying to connect to LinkedIn Learning in the Brightspace integration, you may find that one of the following resolves the issue:
    • You may experience this issue if accessing Brightspace with Firefox. Try using a different web browser, such as Google Chrome.
    • Try logging in to LinkedIn Learning outside of Brightspace, from your web browser before attempting to launch LinkedIn Learning from within Brightspace.

FAQs

  • How can I use LinkedIn Learning in my classes?LinkedIn Learning is a great way to supplement your course content and help your students improve their skills. You can share individual courses, or create playlists (known as collections) of courses and videos.
  • How can LinkedIn Learning courses help my students? LinkedIn Learning is a useful complement to academic course content because students access it online on their own schedule. It can help students develop in several areas, including the following:
    • Skills for their studies, such as time management and Microsoft Office
    • Software for class assignments, such as Autodesk and Adobe.
    • Skills to prepare for their career, including interviewing, networking, and preparing for a new job.
  • How can LinkedIn Learning courses help me? It’s not just students who can benefit from LinkedIn Learning. Faculty and staff can keep up to date on new technology. LinkedIn learning also has courses for professional development.

Working with Content

In LinkedIn Learning, playlists are known as collections. You can follow the collections instructions from LinkedIn for help creating collections of courses and videos in LinkedIn Learning.

How others are using LinkedIn Learning

LinkedIn Learning is so expansive that you might not know where to begin or how to get the most out of it. We looked at some success stories from other educational institutions for inspiration. In a few of these cases, we refer to Lynda.com because the institutions had not yet upgraded to LinkedIn Learning.

If you are interested in reading more case studies, you can find them in LinkedIn Learning’s Customer success stories.

King’s College in London wanted to find a way to supplement their academic curriculum with skills-based learning that would make their students more employable. They used LinkedIn Learning to provide learning resources that fit their students' schedules.

Their university LinkedIn Learning admins created Learning Paths for the students at different stages of their academic career:

  • Year One students built skills in reading, note taking, revision, becoming resilient, and coping with pressure.
  • Year Two students worked on grammar, editing, proofreading, and tools to help with essay writing.
  • Year Three students focused on time and project management, and prepared for careers with content on job hunting, elevator pitches, and internships.

Read the full King's College case study.

One of the ways that Virginia Tech uses Lynda.com is to support flipped classrooms. Students learn software like Photoshop on their own, which frees up class time to apply these skills to collaborate, etc.

Lynda.com also allowed instructors to incorporate technology in classes without teaching the skills themselves. For example, instructors could ask students to create a video for an assignment instead of a written paper, and the students could learn the video skills on Lynda.com.

Read the full Virginia Tech case study.

For the LA Community College District (LACCD), one of the main advantages of LinkedIn Learning is the ability to integrate it with LinkedIn. Their students use LinkedIn Learning to learn new skills that make them more employable. They then add these skills to their LinkedIn profiles to build an online resume.

Read the full LACCD case study.

The University of Brighton uses Lynda.com to help both employees and students build the skills they need. Staff and faculty use Lynda.com to stay up to date on new technology.

The University sends incoming students a ‘pre-arrival’ collection before they begin. The courses in this collection help them with skills like avoiding procrastination that will help them in university.

The University of Brighton also incorporates Lynda.com into a flipped classroom model. Students can be required to complete a Lynda.com course before they cover a tool in class, so that they have an understanding of the software beforehand.

Read the full University of Brighton case study.

Unlike the other institutions on our list, Durham University used Lynda.com by LinkedIn specifically for staff training. They used Lynda.com to train a large number of IT professionals and to prepare them for an IT industry certification. They found Lynda.com to be an effective method of delivering professional development learning because it provides flexibility for staff. The courses on Lynda.com covered the skills that IT staff needed for their certification, which resulted in a large number of staff gaining certification in the first few months.

Read the full Durham University case study.