5OS02 Advances in Digital Learning and Development Assessment Brief Guidance

1.1 Evaluate how the development of technology and digital collaboration impacts the design and delivery of learning and development over time

Guideline

Students should explain technology advances: moving from Computer Based Training (CBT), use of PowerPoint Presentations and PDFs to use of e learning and webinars, and further use of complex machine learning, Artificial Intelligence, VR and learning simulators.

Further, students explain the differences between Learning Management Systems (LMS) and Learning experience Platforms (LXP). The strengths and weaknesses of each are as follows;-

LMS Strengths

• Supports effective distribution of class materials
• Remote learners can easily access learning materials
• Enhance sharing of feedback between the facilitators and learners

LMS Weaknesses

• Emphasise on reading and listening
• Lacks personalisation and learner engagement

LXP Strengths

• Advanced and immersive collaborative and social learning environment
• Learners work from their own timelines

LXP Weaknesses

• Lacks administration functionality
• Technical challenges that limit quality of learning

1.2 Evaluate the risks and challenges technology-based learning and development poses and how these are being addressed for organisations, L&D professionals and learners

Guideline

Risks and challenges that technology-based learning poses for organisations

• Data protection issues such as hacking and security threats
• Reduced control over L&D processes
• Accessibility of the staff members to systems in and out of work
• Challenges in system implementation and ownership
• Opportunities to offer devices for personal activities.

Risks and challenges that technology-based learning poses to L&D professionals

• Change in skills requirements for L&D experts
• Stakeholder relationships with vendors
• Remote availability
• Security and health issues

Risks and challenges that technology-based learning poses to learners

• IT skills requirements
• Greater need for self-direction
• Technology availability
• Impact on personal life

2.1 Assess the different types of digital learning content including the applications of each

Guideline

Students explain the choice of synchronous and asynchronous learning

Synchronous learning occurs in real-time where facilitators and learners engage in direct learning interactions. Asynchronous learning is self-paced learning where learners access learning materials at their convenience.

Examples of digital learning content include;-

• E learning
• Videos
• Slideshows
• Screencasts
• Podcasts
• Animations
• Curated content
• Virtual reality simulations

Students should explain the advantages and disadvantages of each.

2.2 Evaluate how the choice of digital learning content impacts learner engagement and meets identified needs

Guideline

Students explain the factors that make digital content engaging. They include;-

• Knowing your learners
• Setting learning objectives that are clear
• Make digital learning interactive
• Make learning courses visually appealing
• Provide meaningful experiences

Further, students explain methods of measuring impact of digital learning materials against a specific need. Examples;-

• Facilities for monitoring or measuring learner engagement
• Learners understanding the concept of bias such as gender stereotyping and cultural bias
• Students explain strategies for avoiding bias and checking materials against bias.

3.1 Compare systems for delivering live online learning activities, including their key facilitation functions

Guideline

Students compare two systems for delivering live online learning. Examples include;-

• Adobe Connect
• Microsoft Teams
• GoToMeeting
• Zoom

Students further explain the functionalities below and their strengths and weaknesses such as;-

• Breakout Rooms Functionalities
• Chat Functionality
• Recording Functionality
• Video Sharing
• Whiteboard Sharing

3.2 Discuss how facilitation of a live online learning activity can differ from facilitation of a face-to-face learning activity and the implications of this for facilitators, learners and learning administration

Guideline

Students explain the differences in online and face-to-face learning, and the implications on;-

Facilitators

• Kind of activities that they undertake
• Facilitators proximity to learners
• Facilitators’ capability to gauge learners’ responses
• Facilitators collaboration activities

Learners

• Learner engagement level
• Technology expertise among the learners
• Good connectivity and availability of systems that enhance learning
• Uncontrolled interruptions

Leaning administration

• Preparation and issuing of instructions to join in learning sessions
• Role in providing induction to new learners
• Providing technical support during the learning process

3.3 Assess the main skills required to facilitate online learning, including reference to your own development plan

Guideline

Examples of skills include;-

• Preparation of learners
• Managing learners remotely
• Ability to engage in collaborative learning
• Facilitate breakout rooms
• Managing technological issues