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5OS02
Advances in digital learning and
development
Learner assessment brief
Assessment ID:
1095_5OS02_2021_01
Level 5
Associate Diploma in Organisational Learning
and Development
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5OS02 Advances in digital learning and
development
This unit focuses on how digital technology can be used to enhance learning
and development engagement. It looks at existing and emerging learning
technologies, how the use of digital content and curation is designed to
maximise interaction, and the value of online learning communities.
CIPD’s insights
The future of technology and learning – CIPD report
This CIPD report reflects on the strategic aims and uptake of digital learning in
organisations. The research draws on data from the Towards Maturity
Benchmark Survey, an internationally recognised longitudinal study on the
effective implementation of learning innovation based on the input of over
6,000 organisations and 40,000 learners gathered since 2003.
Technology is a vital part of working life, with organisations using digital tools
to enhance their learning and development strategies. However, technology
changes quickly. Learning and development practitioners must choose the
right technology for their learning strategies while being wary of the hype
surrounding new digital tools. We hope that this report, its recommendations
and accompanying framework provide some ‘food for thought’ on
technology and digital learning.
The impact of emerging technologies on work – CIPD report
The CIPD and Loughborough University’s report gathers evidence and insights
on emerging technology at work and explores the ethical implications of
how we’re currently adopting new technology. It can be used to explore
how organisations can ensure people remain at the heart of work.
Impact of artificial intelligence, robotics, and automation technologies on
work – CIPD report
This CIPD report focuses on the academic literature published since 2011 and
evaluates the state of contemporary knowledge. It focuses on four key
questions:
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What should the technological and occupational focus of the review
be?
What are the work-related outcomes of utilising artificial intelligence
(AI), robotics and automation technologies (considering both the
impact for workers and organisations)?
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What are the impacts of AI, robotics and automation technologies on
professions and society more generally?
What are the ethical issues related to the contemporary utilisation of AI,
robotics, and automation technologies?
Digital learning – CIPD factsheet
This factsheet, produced by the CIPD, explores the different types of digital
learning. Digital learning has progressed rapidly since the term ‘e-learning’
was first used at the turn of the century. It now includes websites, ebooks,
social media and online communities, online lectures, webinars, podcasts,
and microblogging. It has become a viable way of training and developing
people in organisational settings, and an indispensable tool in the response
to the COVID-19 pandemic.
The factsheet provides a definition for digital learning and examines the three
broad categories (formal, informal, and blended/supported) of learning. It
investigates the role of social media, technological developments, and new
forms of digital education, before considering its benefits and drawbacks.
The factsheet concludes by exploring recent trends such as the wider use of
collaborative technologies and approaches to learning.
Learning and development in a socially networked age – CIPD podcast
In this CIPD podcast, several L&D professionals discuss the impact social
media is having on the world of work, and how learning and development is
becoming ‘social’. Featured on the podcast are:
• John Baker, former Development and HR Operations Director, Legal &
General
• Charles Elvin, Director, Centre of Professional Learning and
Development, The Open University
• Clive Hutchinson, Company Leader, Cougar Automation
• John McGurk, Learning and Talent Adviser, CIPD
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Case study
You are a learning and development consultant who has been contracted
by a relatively large organisation that, in the past, outsourced its L&D
function. It is now looking to expand its in-house L&D offering and is keen to
utilise the new learning technologies that are available. You have effectively
been given a ‘clean sheet’ in which to work from, as the only people directly
involved will be you and a newly appointed L&D Manager.
The task, as described by the People Director in their Annual Plan to the
Board, is to look at how the organisation can “do L&D differently and deliver
to the masses”.
For Task 1, you have been asked to create a presentation to be delivered at
the organisation’s Annual Conference, which will be attended by all senior
leaders and managers of the organisation. Your presentation will introduce
them to the concepts of ‘Digital Learning & Development Transformation’.
For Task 2, you have been asked to develop a digital facilitated presentation with presented content. It should
demonstrate effective visual design and interactive learner activities, such as questions and polls that will last for
approximately 20 minutes on a topic or learning outcome of your choice, or one selected from the list provided in
this assessment brief.
Preparation for tasks:
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At the start of the assignment, you are encouraged to plan your
assessment work with your assessor and, where appropriate, agree
milestones so that they can help you monitor your progress
Refer to the indicative content in the unit guide and support your
evidence
Pay attention to how your evidence is presented, remember you are
working in the People Development Team for this task
Ensure that the evidence generated for this assessment remains your
own work
You will also benefit from:
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Acting on formative feedback from your assessor
Reflecting on your own experiences of learning opportunities, training
and continuing professional development
Utilising CIPD factsheets, reports and podcasts, as well as any other
online material on these topics
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Task 1 – Annual conference presentation pack
and supporting notes presentation slides and notes – 2,600 words
You need to create a 20-minute presentation for the organisation’s annual
conference. This will be shared among all attending senior leaders and
managers within the organisation to help them understand the digital
learning and development transformation that you will be leading within the
organisation over the next 18 months. As part of this activity, you will need to:
1. Evaluate how the development of technology, along with digital
collaboration, has impacted the design and delivery of learning and
development over the past five years (AC 1.1) use diagram.
2. Defined risk and challenges and evaluate at least one risk and one
challenge that technology-based learning and development poses to:
• Organisations, and how these could be addressed (part of AC 1.2)
• L&D professionals, and how these could be addressed (part of AC
1.2)
• Learners, and how these could be addressed (part of AC 1.2)
3. Assess the following five different types of digital learning content,
‘explainer videos’, PDFs, infographics, e-learning and scenarios. Discuss
when these types may be applied in learning and add in an overview
as to the benefit the learner receives from this type of digital learning
content (AC 2.1).
4. Evaluate three attributes that you would consider to help you to
choose the right digital learning content to maximise the impact on
learner engagement and how you would ensure that the content
meets the identified learning need (AC 2.2).
Your evidence must consist of:
PowerPoint Presentation Slide Deck and supporting notes of around 2,300 (+ or – 10%)
A maximum 20-minute PowerPoint Presentation. (You do not have to deliver this presentation in the
real world or video yourself delivering it).
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Task 2 – “Showcasing” digital facilitated
learning using a live online learning system word
document – 1,600 words
For Task 2,
Part B – A written response to the following Assessment Criteria:
Considering the online delivery method, (these could be Cisco Webex,
Adobe Connect, Microsoft Teams, GoToMeeting, or others of your choice),
that you may, or could, have used for your Digital Facilitated Presentation,
compare two other potential systems for delivering live online learning
activities. The comparison should include:
• Their key ‘facilitation functions’, or functionalities, and their strengths
and weaknesses as live online learning delivery methods (AC 3.1)
• 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: (AC 3.2)
a. Facilitators
b. Learners
c. Learning administration
• Assess three main facilitation skills required to facilitate live online
learning, then pick one that you wish to develop further and provide
yourself with a SMART Development Objective to add to your PDP in
support of that knowledge/skill development (AC3.3)
Your evidence must consist of:
Your evidence must consist of:
•
You will need to provide a digital MP4 video recording of a Digital Facilitated Presentation with
presented content, demonstrating use of effective visual design and interactive learner activities such
as questions and polls that will last for approximately 20 minutes. (Learning topic and outcomes of
your own choice, or from list provided in Assessment Brief).
•
A written response of around 1,600 words (+ or – 10%)
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Avado Learning Limited. Scale SPACE, Imperial College White City Campus, 58 Wood Lane, London, W12 7RZ
Registered in UK No. 06177616. VAT Registration No: 918560018.
Assessment Criteria Evidence Checklist
Use this as a checklist to make sure that you have included the required evidence to
meet the task. Please enter the evidence title and where it can be referred to. An
example has been provided for you.
Task 1 – Feature Article
Assessment Criteria
Evidenced
Y/N
Evidence Reference
(filename)
You must add in the name
of the file you have used.
AC 1.1
AC 1.2
Evaluate how the development of technology
and digital collaboration impacts the design
and delivery of learning and development over
time.
Example:
5C001_Report_yourname
Evaluate the risks and challenges technologybased learning and development poses and
how these are being addressed for:
•
•
•
Organisations
Learning and development professionals
Learners
AC 2.1
Assess the different types of digital learning
content including the applications of each.
AC 2.2
Evaluate how the choice of digital learning
content impacts learner engagement and
meets identified needs.
AC 2.3
Develop engaging learning content to address
a specific need.
AC 3.1
Compare systems for delivering live online
learning activities, including their key facilitation
functions.
AC 3.2
Discuss how facilitation of a live online learning
activity can differ from facilitation of a face-toface learning activity and the implications of
this for:
•
•
•
Facilitators
Learners
Learning administration
AC 3.3
Assess the main skills required to facilitate online
learning, including reference to your own
development plan.
AC 3.4
Demonstrate online facilitation skills within a live
online learning activity.
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Avado Learning Limited. Scale SPACE, Imperial College White City Campus, 58 Wood Lane, London, W12 7RZ
Registered in UK No. 06177616. VAT Registration No: 918560018.
Assessment criteria marking descriptors:
Assessors will mark in line with the following assessment criteria (AC) marking
descriptors, and will indicate where the learner sits within the marking band
range for each AC.
Assessors must provide a mark from 1 to 4 for each assessment criteria within
the unit. Assessors should use the mark descriptor grid as guidance so they
can provide comprehensive feedback that is developmental to leaners.
Please be aware that not all the mark descriptors will be present in every
assessment criterion, so the assessor must use their discretion in marking
grading decisions.
The grid below shows the range for each unit assessment results based on
total number of marks awarded across all assessment criteria.
To pass the unit assessment learners must achieve a 2 (Low Pass) or above for
each of the assessment criteria.
The overall result achieved will dictate the outcome the learner receives for
the unit, provided NONE of the assessment criteria have been failed or
referred.
Please note that learners will receive a Pass or Fail result from the CIPD at unit
level. Referral grades can be used internally by the centre.
Overall mark
0–15
16–20
21–26
27–32
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Unit result
Fail
Low Pass
Pass
High Pass
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Marking Descriptors
Mark
1
Range
Fail
Descriptor
Insufficient demonstration of knowledge, understanding or
skills (as appropriate) required to meet the AC.
Insufficient examples included, where required, to support
answers.
Presentation and structure of assignment is not appropriate
and does not meet the assessment brief.
2
Low Pass
Demonstrate an acceptable level of knowledge,
understanding or skills (as appropriate) required to meet
the AC.
Sufficient and acceptable examples included, where
required, to support answers.
Required format adopted but some improvement required
to the structure and presentation of the assignment.
Answers are acceptable but could be clearer in
responding to the task and presented in a more coherent
way.
3
Pass
4
High Pass
Demonstrates good knowledge, understanding or skills (as
appropriate) required to meet the AC.
Includes confident use of examples, where required, to
support each answer.
Presentation and structure of assignment is appropriate for
the assessment brief.
Answers are clear and well expressed.
Demonstrates a wide range of confident level of
knowledge, understanding or skill (as appropriate).
Includes strong examples that illustrate the point being
made, that link and support the answer well.
Answers are applied to the case organisation or an
alternative organisation.
Answers are clear, concise, and well argued, directly
respond to what has been asked.
The presentation of the assignment is well structured,
coherent and focuses on the need of the questions.
Includes clear evidence of the use of references to wider
reading to help inform answer.
t +44 (0)20 3893 5500
e info@AvadoLearning.com
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Avado Learning Limited. Scale SPACE, Imperial College White City Campus, 58 Wood Lane, London, W12 7RZ
Registered in UK No. 06177616. VAT Registration No: 918560018.
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