7OS03 Technology Enhanced Learning

7OS03 Technology Enhanced Learning examines the role of technology in learning and the use of technology-enabled content and platforms in the workplace. It focuses on how the learning and development function can use data and learning analytics, put technological systems in place, and identify potential roadblocks to success.

You will study:

You will investigate various technologies used in learning and development and various technological platforms. You’ll look at how technology-assisted learning methods are used in course design, development, measurement, and assessment. The impact of learning media and how organisations combine technological and non-technological learning approaches will be investigated. You’ll also discuss organisational barriers to learning technologies and how to get around them. Finally, you’ll examine learning analytics, the importance of data in improving learning effectiveness, and the significance of data protection regulations.

Who should take this Unit?

This Unit is required for the individuals listed below:

• Work in a company where they are in charge of implementing human resource policies.
• Have completed the CIPD Foundation Diploma in Human Resource Practice and want to work in human resources?
• Are you a senior human resources practitioner looking to broaden and deepen your capacity, knowledge, and skills to impact strategy, policy, and people significantly?
• They pursue a professional qualification in human resources (HR) or learning and development (L&D) management to advance their careers.
• They desire to increase their autonomy, influence, and judgment to lead and drive organisations and their people strategically.

Learning outcomes

Learners will be able to meet the following significant learning outcomes after completing this module, which is further divided into sub-categories. In addition, the learner will understand the following learning outcomes:

• Understand how technology has changed people’s learning habits and how this has influenced learning and development design and practice (Learning Outcome 1)
• Learn about various technological solutions and how they can be used for learning and development (Learning Outcome 2).
• Discover how businesses use learning technologies (Learning Outcome 3).
• Learn how data can improve the effectiveness of your company’s learning and development efforts (Learning Outcome 4).

Qualifications and entry requirements

The CIPD does not always regulate institutions’ statutory requirements for candidates. Some of these requirements vary by institution, while others apply to all Unit students. Institutions have developed these diagnostic tools to determine whether candidates have the necessary literacy and numeracy skills to complete Designing Learning to Improve Performance (7LD03). To enrol in a course, most institutions require candidates to have a working knowledge of the English language. Some institutions, for example, require candidates to have a C/4 or higher in English at the GCSE level. Other colleges require applicants who speak English as a second language to have a 6.5 IELTS/ESOL Level 2 equivalent. The CIPD, on the other hand, has a policy for non-native English speakers that outlines the necessary English language skills.

According to most institutions, applicants should have a bachelor’s degree, CIPD level 5 certifications, and prior human resources experience. In extreme cases, significant strategic people’s experience may be substituted for a degree; however, this is subject to review. The CIPD recognises previous learning policies that allow learners to demonstrate that they already have the knowledge, understanding, or abilities needed to complete the assessment requirements and do not need to obtain them through a course of study. The CIPD, for example, has pre-defined transfer opportunities to this Unit for learners who have completed units from a previous CIPD certification. In addition, learners who have completed units from non-CIPD qualifications that they believe will map to units in this qualification may apply to the CIPD for verification, precise mapping, and evidence of attainment. Finally, to enrol, students must be at least 18 years old. According to the CIPD, candidates for this Unit must be at least 21 years old.

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Task 1

AC 1.1 Discuss reasons for the growth in technology-enabled learning.

With the introduction of new technologies, there has been a significant increase in technology-enabled learning. Some of the reasons for this expansion are as follows:

1. More people have access to technology than ever before, thanks to the proliferation of smartphones and tablets and advancements in online learning platforms. This means that people can learn anywhere and at any time.
2. Increased adaptability: Technology-enabled learning empowers students to direct their own learning experience. They can learn when and where they want and customise their learning experience to their specific needs and preferences.
3. Increased efficiency: Technology-enabled learning is more efficient than traditional learning methods. It allows students to learn more quickly and helps them retain information better.
4. Improved learning outcomes: It has been demonstrated that technology-enabled learning improves student outcomes. It helps students learn more effectively and efficiently and retain information better.

AC 1.2 Explore future trends impacting the role of technology within learning.

Here are some future trends that will have an impact on the role of technology in learning:

• Virtual reality is a technology that allows people to interact with simulated environments. It is gaining popularity, and it is expected to play a more significant role in education in the future.
• Augmented reality is a technology that allows people to interact with digital information in real life. It is also gaining popularity, and it is expected to play a more significant role in education in the future.
• Mixed reality (MR) is a technology that combines virtual and augmented reality. It is still in its infancy, but it is expected to play a significant role in education in the future.
• Robots are increasingly being used in education and are expected to play a more prominent role in the future. They can be used to assist students in learning as well as to teach students how to operate robots.
• Internet of Things: The Internet of Things is a network of Internet-connected devices. It will likely play a significant role in education in the future, as it can improve learning efficiency and effectiveness.

AC 1.3 Analyse why organisations may fail to see a return on their investment in learning technologies.

For various reasons, organisations may need to see a return on their investment in learning technologies. The following are some of the most common reasons:

• Lack of planning: Organisations frequently fail to see a return on their investment in learning technologies due to a lack of planning. Organisations frequently invest in learning technologies without first considering how they will be used and the benefits they will provide.
• Inappropriate technology use: Another common reason organisations do not see a return on their investment in learning technologies is that the technology is not used appropriately. The technology may be used for tasks it is not designed for, or it may be used in conjunction with other tools and methods it is not designed for.
• Lack of integration: Another common reason organisations fail to see a return on their investment in learning technologies is the need for integration. The technology could be used in isolation, or it could be improperly integrated into the overall learning strategy.
• Lack of training: Organisations frequently need to see a return on their investment in learning technologies due to a lack of training. Employees may need to learn how to use or integrate the technology into their workflow.
• Poor implementation: Another common reason organisations fail to see a return on their investment in learning technologies is poor implementation. The technology could be implemented incorrectly or not in conjunction with other tools and methods.
• Lack of support: When organisations fail to see a return on their investment in learning technologies, it is often due to a lack of support. The organisation may need to support the technology correctly, or the employees who use it may not support it.

AC 1.4 Analyse how organisations may best use technology within the:

Assessment Of Learning Needs:

Organisations can use technology in a variety of ways to assess learning needs. Online surveys are a popular method. Surveys enable organisations to quickly and easily collect data from their employees. This information can then be used to identify training and development requirements.

Design And Delivery Of Learning:

Organisations can use technology in various ways to design and deliver learning. E-learning is one popular method. Organisations can use e-learning to create and deliver training courses online. This can be a convenient and cost-effective method of training delivery.

Impact Assessment Of Learning:

Organisations can use technology in a variety of ways to assess the impact of learning. Data analytics is one popular method. Data analytics enables organisations to collect and analyse employee performance data. This information can then be used to assess the effectiveness of training and development programs.

Task 2

AC 2.1 Analyse how technological systems support learning within various organisational contexts.

Although technology can help with many aspects of the learning process, it is critical to properly integrate it into the organisational context in which it will be used. When technology is used ineffectively or inappropriately, it can hinder learning.

When integrating technology into an organisational context, some factors to consider include the organisation’s goals, the needs and abilities of learners, the nature of the task or activity, and the physical and social environment in which learning occurs. Choosing appropriate technologies for the age and level of learners is also critical.

AC 2.2 Review the impact of learning media and technology-enabled delivery on participant engagement with learning and development.

There are several benefits and drawbacks to using technology-enabled learning and development. The primary benefits are that it can be more engaging for participants, more flexible and convenient, and save time and money. Conversely, the primary disadvantages are that it can be less personal, less intimate, and more expensive.

Technology-enabled learning and development benefits include increased participant engagement, greater flexibility and convenience, and saving time and money. For example, when you use a video conferencing app to deliver a training session, participants can see and hear each other, making the session more engaging than if it were delivered in person. Furthermore, participants can attend the session from anywhere rather than having to travel to a physical location. Finally, video conferencing can save time and money by eliminating the need for travel.

One disadvantage of technology-enabled learning and development is that it can be less personal, less intimate, and more expensive. Use a video conferencing app to deliver a training session, for example. Participants may be unable to see each other’s facial expressions and body language, making the session less personal. Furthermore, the video quality may be better than in-person, making the session less intimate. Finally, if you have to pay for the app or service, video conferencing may be more expensive than in-person meetings.

AC 2.3 Evaluate how organisations may blend technological and non-technological approaches to learning.

Blended learning can be delivered in various ways, with the best approach determined by the needs of the organisation and the learners involved. Some common approaches are as follows:

• Online learning with in-person support
• In-person instruction with online support
• Courses in blended learning
• Classrooms that have been flipped

When using a blended learning approach, the most important thing is to ensure that the mix of face-to-face and online learning is appropriate for the needs of the organisation and the learners involved.

AC 2.4 Critically discuss the importance of protecting content systems and learning content from external threats.

Protecting the content systems and learning content from external threats is one of the essential functions of any learning management system. Without proper protection, content can be accessed, copied, and distributed without permission. This can jeopardise not only the organisation’s security but also the quality of the learning process.

As a result, ensuring that the content management system is properly configured and that security measures are kept up to date is critical. Furthermore, employees must be educated on the importance of protecting content systems and learning content. Finally, employees must be aware of the potential risks and be willing to take steps to prevent unauthorised access to the content.

Task 3

AC 3.1 Critically discuss organisational barriers and mitigations to successfully implementing learning technologies.

There are several organisational barriers and mitigations to successful learning technology implementation. Lack of funds, a lack of technical support, a lack of infrastructure, and a lack of training are all common barriers.

Mitigations to these barriers can include developing a business case, establishing clear goals and objectives, providing technical support, installing infrastructure, and providing training.

It is also critical to ensure that the organisational culture supports the effective implementation of learning technologies. The organisational culture must be open to new approaches to learning and supportive of change.

AC 3.2 Examine how organisations may ensure positive returns on investment in learning technologies.

There are several ways for organisations to ensure positive returns on investment in learning technologies. The development of a business case, the measurement of outcomes, the assessment of needs, and the identification of opportunities are all standard methods.

It is also necessary to conduct a cost-benefit analysis of learning technologies. The cost-benefit analysis should identify the advantages of using learning technologies and the costs of implementation and upkeep.

When deciding whether or not to invest in learning technologies, it is critical to weigh the benefits against the costs. If the benefits outweigh the costs, the organisation will likely see a positive investment return.

AC 3.3 Examine the implementation of learning technology, including the key stages within the process.

There are several critical stages in the process of implementing learning technology. The key stages are assessment, design and development, testing, implementation, and evaluation.

Each stage is critical to the successful implementation of learning technology. It is critical to assess the organisation’s needs and determine which technologies best suit those needs. The design and development stage entails creating a plan for implementing learning technology. Second, the testing stage ensures that the technology is functional and meets the organisation’s requirements. Third, the technology is actually put to use during the implementation stage. Finally, the evaluation stage assesses the technology’s effectiveness in meeting the organisation’s needs.

Each stage of the process is critical and must be carried out correctly to ensure the successful implementation of learning technology.

AC 3.4 Evaluate the outcomes of the implementation process, including how data may support the process.

The implementation process’s outcomes should be evaluated regularly to ensure that the technology is meeting the organisation’s needs. Data gathered from both learners and instructors should be included in the evaluation.

Data gathered from learners should include information on how they use technology and how it affects their learning. Likewise, the information gathered from the instructors should include information on how technology affects their teaching and how it affects the student’s learning.

The evaluation of the implementation process’s outcomes should be used to decide whether or not to continue using the technology. For example, if the technology is no longer meeting the organisation’s needs, it should be phased out. However, it should be maintained if the technology meets the organisation’s needs.

Task 4

AC 4.1 Examine learning analytics, including the merit of using data within learning and development processes.

Organisations increasingly rely on data and analytics to improve their learning and development (L&D) offerings. Organisations can better target their L&D activities to meet the needs of the organisation and the individual by understanding how employees learn and develop.

Data can be used to improve L&D provision in a variety of ways. One method is to use learning analytics. The process of collecting, analysing, and using data to improve the effectiveness of learning and development provision is known as learning analytics.

Businesses can use learning analytics to:

• Recognise how employees learn and grow.
• Focus L&D activities on the needs of the organisation and the individual.
• Employee progress can be tracked using L&D programs.
• Assess the effectiveness of L&D programs.
• Organisations can also use data to improve the content of their L&D offerings.

Organisations can develop L&D programs and materials that are better targeted to meet the needs of their employees if they understand what they need to learn.

Finally, data can be used to improve the delivery of learning and development programs. For example, organisations can develop L&D programs that are more effective for the learner by understanding how employees prefer to learn.

AC 4.2 Critically discuss the role of learning systems in learning and development.

Organisations are under more pressure than ever to learn and adapt constantly. As a result, they must use data and analytics to improve their learning and development offerings to stay ahead of the competition.

Data plays a dual role in improving the effectiveness of organisational learning and development provision.

First, data can be used to identify areas where learning and development provision can be improved.

Second, data can be used to assess the efficacy of learning and development programs and make necessary changes.

Data can be used in various ways to improve the effectiveness of organisational learning and development provision. As an example:

• Surveys can be used to collect information about employees’ learning and development requirements.
• Human resources data can be analysed to identify patterns in employee behaviour that may indicate the need for additional training or support.
• Learning records can be used to track individual employees’ progress and identify areas where they are struggling.
• Evaluation data can be used to determine the effectiveness of specific learning and development programs.

If organisations want to improve the effectiveness of their learning and development provision, they must be proactive in using data. First, data should be used to identify problems and opportunities, and then solutions should be designed and implemented.

AC 4.3 Evaluate the role of learning metrics in uncovering and resolving development gaps.

The importance of data in enhancing the effectiveness of organisational learning and development cannot be overstated. To make informed decisions about where to allocate resources, L&D professionals must first understand what is and isn’t working in their organisation. This can only be accomplished through meticulous data collection and analysis.

One of the most critical ways that data can help to improve the effectiveness of L&D is by revealing development gaps. For example, learning metrics can identify areas where employees need to meet expectations or be more engaged in learning initiatives. This data can then be used to create targeted interventions to close these gaps.

L&D professionals must have strong analytical skills to make the most of data. They must recognise patterns and trends in data and draw meaningful conclusions from them. They must also be able to communicate their findings in a way that non-experts can understand. Only by doing so will they be able to improve the effectiveness of L&D in their organisation significantly.

AC 4.4 Review data protection legislation with respect to the learning function and importance of data integrity.

Data is critical for increasing the effectiveness of organisational learning and development provision. Organisations can identify areas for improvement in learning and development provision by collecting and analysing data. Data can also be used to assess the efficacy of current learning and development programs.

When collecting and storing data related to learning and development, organisations must ensure that they comply with data protection legislation. In addition, data must be collected and stored to ensure its accuracy and integrity.

Organisations must also understand the significance of data security. For example, data about learning and development should be securely stored, with access restricted to authorised personnel only.

Resource

• A variety of publications are available for students interested in pursuing this course. Here are a few examples that are widely used by institutions all over the world.
• Clark, D. (2020) Artificial intelligence for learning: how to use AI to support employee development. London: Kogan Page.
• Dabbagh, N., Marra, R. M., & Howland, J. L. (2018). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. Routledge.
• Houghton, E. and Green, M. (2018) People analytics: driving business performance with people data. Report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/strategy/analyti cs/people-data-driving-performance/
• Howes, C. D. (2018). Creative Collaboration in Higher Education: A Guide for Distance Learning Technologies. Morehead State University.
• Marr, B. (2018) Data-driven HR: how to use analytics and metrics to drive Performance. London: Kogan Page.
• Mattox, J.R., Parskey, P. and Hall, C. (2020) Learning analytics: using talent data to improve business outcomes. 2nd ed. London: Kogan Page
• Rose, M. (2018). Management: Alternatives, Consequences and Contexts, London: CIPD. Rose, M.(2018) Reward Management: A Practical Introduction, 2nd edn, London: Kogan Page. Human Resource Management, 162.
• Walford-Wright, G., & Scott-Jackson, W. (2018). Talent Rising; people analytics and technology driving talent acquisition strategy. Strategic HR Review.
• Wheeler, S. (2019) Digital learning in organisations: help your workforce capitalise on technology. London: Kogan Page. Online resources
• Whysall, Z. (2020). Avoiding unintended consequences of diversity initiatives: the importance of dimensionality.