5OS02 Assignment Example

5OS02 explores the role of digital technology in enhancing learning and development engagement. It examines both current and emerging learning technologies, focusing on how digital content and curation are designed to maximise interaction. Additionally, it delves into the value of online learning communities.

Assessment Questions

Task 1

AC 1.1 Evaluate how the development of technology and digital collaboration has impacted the design  and delivery of learning and development over the last decade.

The Effects of Technology and Digital Collaboration on Learning and Development 

In the last decade, technology has transformed the design and delivery of learning and development (L&D). Today’s complex multimedia e-learning systems, including webinars, learning simulations, and AR/VR, are Succeeding CBT (Martin, 2023). All these advances help learners practice real-life situations that prepare skills exercised in a safe zone. Other advances in technologies, such as machine learning and artificial intelligence, continue to evolve L&D by providing individualised routes for learning and real-time analysis and predictions for increased learner success (Koblyakov, 2024).

Learning Management Systems, LMS and progressive Learning Experience Platforms, LXP, have become fundamental in this evolution process. If formal education or training that covers many learners is required, then conventional LMS is useful because it enables one to track learners’ progress (Valamis, 2024). Besides, LMS serves as a sound tracking and reporting system, which might also be used to monitor an organisation’s compliance and evaluate the training efficiency successively (Valamis, 2024).

Nevertheless, their frameworks are usually rigid structures that cannot capture the fluidity of the current learner requirements ((Valamis, 2024). In addition, it lacks the face-to-face focused and social-learning aspect that people use when studying in a classroom environment; more structured (Valamis, 2024).

On the other hand, LXPs are centred on learner-initiated learning experiences that foster the ideals of collaboration, socialness, and learner individuality. LXPs contain videos, forums, and resources suggested by AI, enabling learners to progress comfortably and share what they have learned (Hattingh, 2023). Additionally, LXP supports the discovery of information as it presents the content and useful links suggested by an AI that is based on the learner’s preferences (Hattingh, 2023).

However, LXPs need precise content choices and, usually, more investments in the initial phase, which can be problematic for some organisations (Hattingh, 2023). Moreover, LXP may over-compromise the learner with numerous pieces of information that may be difficult to deal with especially when it comes to training (Hattingh, 2023).

Embedding these technologies has helped L&D become accessible, scalable, and even customisable. Learning can be received on the go on mobile devices, and there are dedicated platforms with access to just-in-time information as employees pursue improvement (Mitchel, 2023). Nonetheless, issues such as technostress, possible disparities in technology access, and the necessity for resilient DT training remain (Mitchel, 2023).

AC 1.2 Assess the main risks and/challenges of technology-based L&D – for both organisations and learners – including how these are being addressed.

Risks and Challenges of Technology-Supported Learning and Development

For Organisations

One core issue for organisations with a technology-based L& D model is the issue of cost-benefit analysis. Using these superior synchronous tools, such as learning management systems (LMS) or learning experience platforms (LXP), while excited for their scalability, can bring high costs at the onset. Licensing fees, infrastructure enhancement and continual operations require lots of capital thus calling for special attention (Billiet, 2024). Moreover, growth increases the rate of development of new technologies, which can make technologies used in that growth obsolete at an early stage, thus having to be replaced frequently. 

The said technologies may carry out their missions unevenly or not deliver the prescribed results if not applied in the right direction that the organisation requires (Billiet, 2024). Organisations are now adopting agile models for L&D strategies to address these challenges. This involves implementing tests before rolling out a solution, using open-source or cloud-based platforms, and regularly checking the software to ascertain its suitability for the organisation’s changing needs (Billiet, 2024).

For Learners

Learners are also faced with a difficult task since technology imposes high skills and self-dependency. Distance education or the use of technology-based learning styles tends to devolve more of the responsibility and scheduling on the learners (Jayaraman, 2019). Learners with poor basic IT literacy or those who get lost in a labyrinth of configurations may be locked out or discouraged from making contributions or learning less of what has been intended. In addition, its flexibility may result in learners entrenched in their seats and delaying or not committing adequate time to skill enhancement as other day-to-day work challenges hinder them (Olmstead, 2021). 

To counter this, there has been an attempt to incorporate digital literacy training as part of onboarding processes and provide a hybrid model of learning that uses both technology and personal assistance (Olmstead, 2019). Motivation and engagement are also directed by gamification, tracking progress, and offering rewards (Jayaraman, 2019).

AC 1.3 Assess how your role, as an L&D professional, has been impacted by emerging L&D  technologies.

How Emerging L&D Technologies Have Impacted the Role of an L&D Professional

The constant advancement of technologies in L&D has rapidly changed the role of L&D professionals, which means skills change, flexibility and strategy are necessary.

Transition to Technology Integration and Management

Learning and development specialists have become responsible for choosing the appropriate technology solutions for organisations, including LMS and LXP. This calls for understanding the various digital tools’ characteristics and suitability to organisational needs (CIPD, 2023). In addition to raising awareness, those running such forums must deliver visually pleasing, easy-to-navigate systems to encourage people to engage in their use (CIPD, 2023). Managing privacy and compliance issues together with IT and the data security team is also a role that is becoming increasingly prominent.

Enhanced Focus on Data-Driven Decision-Making

The latest technologies afford powerful analytic tools that help me, as an L&D specialist, evaluate training ROI, learners’ activity, and outcomes immediately. Such an approach enables the procedures for enhancing learning outcomes to be informed by objective evidence and to adapt content delivery to learners’ needs and corporate goals and objectives. Nevertheless, it also requires good analytical skills and the capacity to communicate findings to leaders in a way that helps them make decisions (Pappas, 2021).

Facilitating Digital Literacy and Engagement

As digital learning becomes mainstream, L&D professionals, including myself, need to become involved in enhancing digital learning literacy and promoting self-learning cultures for employees. This encompasses developing courses integrating technology with other approaches to accommodate different learners (Goretsky, 2023). Also, due to information overload, continuous learning professionals must involve learners proactively through game-based learning, social learning, and microlearning to prevent them from developing fatigue (Goretsky, 2023).

Therefore, L&D professionals’ jobs have evolved from simply delivering training to becoming strategic partners for technology-supported learning. It has elements, including professional learning, for a deeper understanding of new tools and data usage for a better orientation towards continuous change, including using technological tools for better learning. Therefore, L&D professionals can still adjust and continue to make their organisations innovative and strong.

AC 2.1 Summarise two different types of digital learning content and, for each, how you might use  them.

Types of Digital Learning Contents and Their Uses

Interactive e-learning modules

These are highly customisable modular units integrated into one or more learning management systems defined as self-study, flexible, multimedia-supported, and designed to contain quizzes, videos, and game-based content (Greany, 2023). These are most suitable for providing content-heavy, detailed training on compliance and technical issues or training new employees. The prospect of using Learning Management Systems (LMS) gives L&D specialists the possibility to monitor the learners’ learning process and the results achieved.

Pros and cons

Interactive e-learning modules can be used anytime and anywhere that is needed and can be easily implemented in large institutions (2023). However, they involve little initial cost compared to other methodologies and produce low levels of participation if not fully utilise the televised program as interactive imagery (Enano, 2023).

Application

These modules are highly effective in training sessions meant to introduce new employees into the organisation since there is a need to deliver organisational, Occupational, and Personal Information systematically (Özkıvanç, 2024). Interactivity can be added to the game to make people use the information and ensure that they remember all the information incorporated into the game.

Live Webinars and Virtual Training

Synchronous learning content, such as live online classes and online training, allows immediate instructor and participant engagement. These are used in learning activities that require group work, leadership abilities and team activities respectively (Skillshub, 2024). Zoom or Microsoft Teams is a great example of an application where trainers can illustrate the screen, separate participants into groups, and reply to questions on the spot.

Pros and cons

Live webinars and virtual training produce real-time feedback, foster group learning, encourage social interaction, and foster a community culture (BeaconLive, 2023). Nevertheless, as the operations are dependent on a stable internet connection, particularly in the time zones, scheduling is also an issue for the teams, and overusing this approach may lead to the participants’ fatigue (BeaconLive, 2023).

Application

Webinars are best suited for leadership training because they involve discussion and real-time problem-solving. Trainers can target specific issues or revise the information provided according to learners’ comments (BeaconLive, 2023).

Therefore, exemplary e-learning modules incorporate scalable and individualised learning with licensable modules, while webinars enable group learning and participation. Thus, both forms become helpful adjuncts to contemporary approaches to L&D by addressing distinct learning necessities and facilitating skill development in digitalisation.

AC 2.2 Discuss two ways in which the choice of digital learning content can impact the effectiveness of  learning and levels of engagement.

Impact of Digital Learning Content on Effectiveness and Engagement

Interactivity and Learner Engagement

The degree of interactivity contained in learning content in the digital environment highly determines the efficiency and popularity of the content. Engaging elements such as quizzes, drag-and-drop activities and real-life-based cases make the training more interesting (Digital Learning Institute, 2024). Such features help engage the learners, which is more effective than the passive learning promoted through overhead transparencies, for example, containing too much text. For example, sales training involving real-life cases enables learners to make real-life decisions, but in simulations, the effects of risks are eliminated.

Impact 

These attributes are important because highly interactive content is more cognitively engaging and allows learners to connect more readily with the teaching/learning experiences. However, highly complicated interactions that do not have specific goals subject the learner to disappointments and thus reduce the efficiency of the set lessons (Digital Learning Institute, 2024).

Content Structure and Length

Content organisation and brevity increase engagement by helping user’s mental processes along. Micro-learning videos or mini-tutorials are perfect for modern learners who skip the long masses in favour of on-the-go knowledge in the format of a portion. This structural design fits into everyday timetables and enhances concentration by delivering information in consumable portions (Anh, 2022). For example, when offering a technical training course, one can segment it into 5-minute videos, which can be effective because learners will grasp the required knowledge at their own pace.

Impact

Learners remain motivated when content is organised with clearly identified learning objectives. On the other hand, the presentation of complex and or lengthy information hinders learners by causing learning disengagement and poor knowledge acquisition (Anh, 2022).

Aesthetics and Layout

Cohesion helps reduce cognitive load through appealing visuals, navigation between materials such as graphics, videos, and well-arranged sections, and modules (Anh, 2022). For instance, structuring the content and making it easy to understand by forming a series of easily digestible and graphic lessons is easier for learners to manage.

Impact

Beauty, as well as structure, enhances understanding and engagement. On the other hand, designs that are messy or uninviting or designs that do not change much over time can turn learners off, reducing efficiency (Digital Learning Institute, 2024).

Hence, accessibility of content and usability or interactivity are two important and often defining features of the quality of the delivered digital knowledge. By doing so, organisations can develop effective learning experiences that meet the learners’ needs and keep them engaged (Johnson, 2023). Achieving the right balance between clarity and engaging digital learning features is about capturing attention while keeping sight of tangible learning.

AC 2.3 Explain the key principles that someone who wants to start curating learning materials for their team, which might include specific needs, should be aware of. 

Key Principles for Curating Learning Materials

Effective selection of learning materials may involve a proper plan to avoid misinterpretation and misunderstanding of the materials concerning the team’s requirements. Key principles include:

Understanding the Learning Needs

First, the team’s right needs must be recognised. This involves conducting a needs analysis to determine what skills the learners lack, how best they learn, and their expectations (McPhie, 2019). For example, if the team requires project management skills, aim at materials that teach methodologies such as Agile or Scrum and the team’s experience level.

Relevance and gather credible information.

The materials to be curated must be relevant to the context of the organisation in which they are to be implemented and must be from authoritative and reliable sources (McPhie, 2019). Credible sources should include academics, industries, or professional Charters like CIPD where available. The content should always be accurate, up-to-date, and relevant to the team’s goals (McPhie, 2019).

Diversity Content Formats

Some learners are comfortable with videos, some prefer e-books, some with podcasts, and some like interactive tools, hence the need to provide all (Fitzgerald, 2023). For example, in technical training, it may be wise to use tutorials or simulations in dissemination, whereas leadership training can adopt podcasts involving interviews with experts.

Align with organisational objectives.

This involves ensuring that the materials enhance the organisation’s objectives and policies. In the same way, if the company values sustainability, it should provide examples, such as cases or courses on sustainability in the industry (Fitzgerald, 2023).

Simplify Access and Delivery

Centralised online resources, including a Learning Management System (LMS), should be used to organise access to the collection. Labelling the resources with tags and categories to ensure compliance with the topics or skills makes searching easy for students (Santos, 2024).

There is a need to foster feedback and contingency.

This creates the need to gather feedback on the curated materials to improve the selection and meet new needs as required. Updates make the content fresh, so they are useful as they add new information as and when it occurs (Santos, 2024).

AC 3.1 Discuss the key differences between facilitating a live online learning activity and facilitating a  face-to-face learning activity and the implications of these for both the facilitator and the  learners.

A Comparison of Enabling Live Online and Face-to-face Learning Activities

Closeness and Estimating Response of the Learners

The information taught under the Face-to-face training interface allows the trainers to detect trainees’ body culture and facial expressions, making it easier to correct the problem areas as they are identified (Olmstead, 2022). The closeness of the students promotes a more compact group setting and improves immediate interaction. On the other hand, online facilitators depend on minimal gestures, including chats or video feedback, which sometimes makes it very difficult to assess the learners’ comprehension and emotions.

Implications

While delivering content in online sessions, many participants will need help understanding common instructions or examples, so the facilitators will have to employ poll, chat, or pop-up response boxes periodically to determine whether everybody gets the content as intended (Olmstead, 2022).

Minimising Pre-Class/Pre-Activity Reluctance

Group activities, gaze contact, and physical interactions give fluidity, whereas in-person sessions give informality during energy and mood changes (Onyeaka, Passaretti & Miller-Friedmann, 2024). Engaging in online activities necessitates purposive approaches such as playing games, using break-outs, or using functions such as whiteboards.

Implications

Hence, facilitators need to be more deliberate about managing learners’ energy, taking into account time, and using high levels of content interactivity to maintain learners’ attention.

Collaboration activities and learning dynamics

Practical sessions include face-to-face interaction, role-play, group discussions, and even workshops. Teamwork seems more purposeful in an online environment, facilitated typically through breakout Zoom sessions or document sharing. This characteristic may help introverted learners conquer their fear of learning in an online environment. At the same time, those learners who do not possess IT skills will experience difficulties (Onyeaka, Passaretti & Miller-Friedmann, 2024).

Implications 

The estimates and technological accessibility should be tailored appropriately, and clear instructions on using the tools should be given to encourage participation.

Distractions and connectivity changes

Face-to-face sessions help to reduce possible inhibitors because they are carried out in a specific environment. Synchronous sessions may contain disturbances such as unstable internet performance or home or work commitments (Onyeaka, Passaretti & Miller-Friedmann, 2024).

Implications

Moderators should declare the code of conduct regarding contributions and have backup arrangements for technical difficulties (Olmstead, 2022).

AC 3.2 For someone who is planning their CPD, assess the skills they need to be an effective facilitator  of online learning activities

The Effective Skills for Facilitating Online Learning

For effective facilitation of online learning activities, a facilitator must develop several key skills:

Self and learners’ preparation

Such preparation includes understanding and familiarising the self and others with the platform for learning, especially in screen sharing, breakout sessions, and chat capability (Facilitation First, 2019). They should also accustom learners by providing required instructions and rules on the usage of before that, and etiquette for the participant

Importance 

For this reason, every preparation should be made to ensure that learners do not become confused or anxious.

Managing Learners Remotely

Skills such as participant management, particularly concerning promoting participation while at the same time observing the learners’ preferred level of interaction, are important precursors to successful facilitation when working in a distance environment. This entails ensuring that the learning environment is safe for all learners and that anyone is free to contribute (Facilitation First, 2019).

Importance 

Good remote management enables social cohesion and teamwork in in-person stations.

Perceived Interactivity – Keeping the Audience’s Interest and Getting Them to Stay Involved

This is a list of fun approaches involving learners and learning tools: Polls, Quizzes, and interactive whiteboards. The facilitators should also be good at asking the right questions while moderating the discussions in the chat and the breakout rooms.

Importance

Due to the manner in which it is implemented, the learners are more attentive and get fully involved, hence enhancing understanding and retention.

Managing Technological Issues

Facilitators should be able to solve various technical issues that participants might encounter, including connection problems or platform failures. This means owning spare communication devices or mobile phones (Voltage Control, 2024).

Importance

This way, any technical issues are solved immediately, thus minimising intermission and maximising the session’s productivity (Voltage Control, 2024).

Task 2

AC 3.3 Demonstrate online facilitation skills  within a live online learning activity.

References

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