5OS02 Advances in digital learning and development

Introduction

This optional unit within the CIPD’s Associate Level 5 delves into the effects of technology on improving learning and development stimulation in the digital age. The unit focuses specifically on widely used technologies and learning innovations. Furthermore, this section of the course evaluates how the use and development of digital content is linked to increased interaction and the value of virtual learning communities.

Learning Objectives

This section provides students with information about technological advancement and the potential effects of incorporating virtual attributes on the structure and delivery of L&D. The consequences include the challenges and risks associated with digital learning and development. The unit also draws learners in to help them understand the engaging learning content components, which are designed to address learning objectives and fill knowledge gaps. Furthermore, by the end of the unit, students will be able to compare and describe the impacts of various frameworks used in the delivery of in-person and virtual learning. Finally, through coursework and individual projects, students will learn how to identify the core competencies required to facilitate digital learning.

Who Is Suitable for This Unit?

As both a study and an HR function, the unit addresses concepts related to learning and development. Individuals with a solid academic foundation in either field are thus well-qualified for entry. The CIPD, on the other hand, provides unrestricted access to its courses on the condition that learners have a strong desire to complete unit and course requirements. Individuals who want to work in HR or learn about concepts and principles in L&D and People Management are ideal candidates for the course.

Learning Outcomes

The first learning outcome

The CIP requires that all course participants understand the concept of technological advancement, particularly in L&D. A student’s complete understanding of this concept will be evident if they demonstrate the following during and at the end of the unit:

1. The ability to assess how innovations and digital partnerships affect the delivery and design of L&D. Students, for example, must investigate the effects of various technologies in L&D, such as AI integration, e-learning platforms, virtual forums and classrooms, and accessible learning.
2. A student must analyze the challenges and risks posed by technology-assisted learning and development, as well as the mitigation measures applicable to L&D professionals and the organizational context. Some challenges include balancing costs and outcomes, improving data security, and repurposing tech-learning platforms to serve other organizational functions.

The second learning outcome

Students must also create content for digital learning that meets the needs of L&D. The second requirement requires students to:

1. Distinguish between digital content examples and their applications. Students are expected to highlight the applications of synchronized and non-synchronized content, podcasts, video tutorials, software learning content, presentations, and simulated content, for example.
2. Examine how the choice of learning content affects stimulation levels and achievement of learning objectives. For example, different types of digital-learning content influence L&D program design attributes, which in turn affect engagement levels and the likelihood of meeting learning purposes and needs. As a result, students must demonstrate their understanding of human-related factors that influence outcomes, such as bias and program evaluations, as well as the appropriate measures to ensure better results.
3. Curate highly compelling content that addresses specific goals and needs. Students must investigate digital learning needs from coursework and relate them to specific types of content in this section. Digital presentations, for example, are an excellent choice for the creation of interactive learning activities. Still, video content is best suited for improving craft and knowledge transfer.

The third learning outcome

Third, students must demonstrate appropriate use of a variety of digital facilitation methods and roles for practical virtual learning activities. To meet this learning outcome, students must demonstrate the following behaviors.

1. The distinct distinction of various real-time digital learning activities and their facilitation functions. This outcome investigates the effectiveness of premium virtual platforms designed for seminars and classrooms.
2. Explain the distinctions between real-time virtual and in-person learning, as well as the effects of each on learners, facilitators, and delivery. For example, the adoption of online learning has an impact on facilitators due to changes in proximity and partnership levels, techniques for measuring learning dynamics, and methods for maintaining stimulation. Engagement, familiarity with various innovations, access to smart devices, and connectivity all have an impact on learners. Finally, changes in the development phases, learner induction, strategies, and support mechanisms all have an impact on learning delivery.
3. Learners must examine the fundamental skills required for the effective facilitation of virtual learning activities, emphasizing their presence in L&D projects completed within the unit.
4. A demonstration of practical virtual learning facilitation skills. For example, the portrayal of preparedness, the proper inclusion of unit-related terms, the inclusion of relevant examples within explanations, and the use of effective measures and procedures in course assignments and activity will indicate that a learner has met the requirement.

What are the requirements for entry?

There are no formal prerequisites for CIPD HR and L&D courses, but basic knowledge in either field may make the CIPD learning experience more enjoyable. Individuals with no HR background, on the other hand, have access if they are at least 18 years old, oriented toward obtaining HR and L&D certification, and meet all learning outcomes for each unit. The final requirement for all CIPD courses is the ability to pay for each class, which may involve personal funding or organizational sponsorship.

What can we do to help?

We provide personalized assistance that corresponds to the learning outcomes of each unit. The variety of skills and academic experience held by a large group of experts specialized in tackling any subject contributes to the high quality of our services. Furthermore, our experts provide round-the-clock partnerships to ensure that our clients receive critical advice and assignment support needed to achieve better credits and meet CIPD’s learning requirements. Finally, as part of our after-sales framework, we provide unparalleled follow-up services to ensure that all clients have optimal experiences.

Reference

1. Beevers, K., Hayden, D. and Rea, A. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD Kogan Page.
2. Chartered Institute of Personnel and Development (CIPD) Knowledge Hub. (n.d.) Available at: www.cipd.co.uk/knowledge
3. Clark, D. (2020) Artificial intelligence for learning: how to use AI to support employee development. London: Kogan Page.
4. Collins, S. (2019) Neuroscience for learning and development: how to apply neuroscience and psychology for improved learning and training. 2nd ed. London: CIPD Kogan Page.
5. Collins, S. and Lancaster, A. (2015) Webinars pocketbook. Alresford: Management Pocketbooks Ltd.
6. Hayden, D. (2020) Digital learning. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/people/development/digital-learningfactsheet
7. Huggett, C. (2017) Virtual training tools and templates: an action guide to live online learning. Alexandria, VA: ATD Press.
8. Lancaster, A. (2019) Driving performance through learning: develop employees through effective workplace learning. London: Kogan Page.
9. Loon, M. (2017) Designing and developing digital and blended learning solutions (ebook). London: CIPD Kogan Page.
10. Loon, M. (2016) Professional practice in learning and development: how to design and deliver plans for the workplace. London: Kogan Page.
11. Overton, L. and Dixon, G. (2016) Preparing for the future of learning: a changing perspective for L&D leaders. InFocus report. London: Towards Maturity. Available at: www.cipd.co.uk/knowledge/strategy/development/future-learning-leadershipperspectives
12. People Management. (n.d) Available at: www.peoplemanagement.co.uk/
13. Shepherd, C. (2012) Digital learning content: a designer’s guide. Morrisville, NC: Lulu Press.
14. Taylor, D.H. (2017) Learning technologies in the workplace: how to successfully implement learning technologies in organizations. London: Kogan Page.
15. Talent Development. (n.d.) Available at: www.cipd.co.uk/knowledge/journals
16. The Association for Talent Development (ATD). (n.d.) Available at: www.td.org/
17. Wheeler, S. (2019) Digital learning in organizations: help your workforce capitalize on technology. London: Kogan Page.

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