CIPD 5OS02 Assignment Sample| Advances In Digital Learning And Development

What You Need to Know About 5OS02

By the name of the Unit, you may have got an idea that here you will interact more with terms that are related to law in people professional. Here key areas for employment legislation are discussed further in this unit. This unit will discuss legal requirements and different jurisdictions while carrying out their role.

What You’ll Be Able to Do After This Unit

This 5OS02 Unit will provide you with the opportunity to discover the role of technological advancement and how digital interaction has influenced the delivery and design of training and development for the data and in the future. This will discover the opportunities and threats of embracing technology-based learning and development for the organisation and learners, as direction on the Learning and development profession. Here you will find out how effective learning content in digital form can be delivered depending upon the different objectives learning and learner’s demands. Also, here you will be able to compare the strategies to deliver both online and face-to-face training and understand the consequences of these methods for L & amp;D practitioners and learners. Last, the participants will be provided with a chance to practice some of the skills that are needed for conducting an interesting and productive online class.

Here you will have the 5OS02 Advances In Digital Learning And Development assignment example, that will help you get the right answer for your assignment, make sure to use this file as an example only, do not copy exact answers. This assignment is according to the latest CIPD level 5OS02 assignment.

We Cover All Learning Outcomes & Assessment Criteria 

5OS02 Assignment Task 1: Understand technological development in learning and development.

5OS02 AC1.1 Evaluate how technology and digital collaboration have impacted the design and delivery of learning and development over time.
5OS02 AC1.2. Assess the risks and challenges technology-based learning and development poses, and how these are being addressed
5OS02 AC 1.3. Assess the impact of emerging learning technologies on the role of L&D professionals.

5OS02 Assignment Task 2: Understand how to create engaging digital learning content to meet specific purposes.

5OS02 AC 2.1 Summarise different types of digital learning content including the applications of each.
5OS02 AC 2.2 Discuss how the choice of digital learning content impacts the effectiveness of learning and levels of engagement.
5OS02 AC 2.3 Explain key principles of curating engaging learning content to address a specific need

5OS02 Assignment Task 3: Be able to apply a range of online facilitation functions and techniques to deliver an effective live online learning activity.

5OS02 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:

• facilitators
• Learners

5OS02 AC 3.2 Assess the main skills required to facilitate online learning activities
5OS02 AC 3.3 Demonstrate online facilitation skills within a live online learning activity.

50S02 Task 1: Understand technological development in learning and development.

AC 1.1 Evaluate how technology and digital collaboration have impacted the design and delivery of learning and development over time.

Answer:

The current advancement of technology including digital collaboration has a great impact on how learning and development are conceptualized and implemented. It has fast and easily opened up information and resources for using functional specialists, who can now learn and work together all over the world.

This puts participants in front for sharing their ideas and best practices in real-time, which will improve the quality and efficiency of the knowledge delivery. The availability of online media and technologies has accompanied the formation and global learning communities where persons engage in resource sharing, ideas, and strategies enhancing learning and development.

• One of the ways is that it has allowed for easier establishment of experiential and higher quality learning environments. For instance, Podcasts and note-taking can now be integrated with simulations, games, and Virtual Reality (VR). Moreover, a variety of ICT applications particularly web-based applications such as social media, and video conferencing can also be used in class to enhance learning and teaching.
  
  
• Yet another manner in which the growth of technology and teaming elements in the digital environment has influenced the design and delivery of learning and development is by making the process easier and more flexible. For example, learners can now take e-learning courses at a time they feel comfortable and from anywhere in the world. Also, ‘social media’ and video conferences as teaching tools could be employed to enhance learning for learners who cannot attend face-to- face training sessions.
  
  
• Last but not least, information technology and online cooperation also mean that it is easier to obtain data on the learner’s interest and achievement level. Such information can be used to enhance the design and the delivery of learning and development solutions. For instance, information that relates to learners’ interaction may be employed so as to determine extra ways in which the learning process can be made more interesting.

AC 1.2.   Assess the risks and challenges technology-based learning and development poses, and how these are being addressed for:

• Organisations
• Learners

Answer:

organisations:

Below are a few risks and difficulty levels that technology by learning and development brings to organisations. Lack of Internet and other technologies that support eLearning activities may also be a problem because learners may lack the privilege of accessing them. Further, there may be an employee resistance to adopt the new technologies, or there may be a lack of readiness to adopt change. To avoid these problems, organisations can offer employee intervention when they require extra training or additional services. Also, it is necessary to choose the technology-based learning and development solutions that employees will easily use.

Learners:

There are always those learners who have a challenge in the use of new technologies or some may not have access to the technology in question. The last category of learners may not enjoy technology-integrated learning and prefer traditional methods of learning. Regarding these challenges, assistance can be offered to employees in any form, including training, and help when they feel overwhelmed. On the same note, the learning and development solutions that have to be delivered through technology, or with the support of technology, have to be convenient and usable by all the employees.

AC 1.3. Assess the impact of emerging learning technologies on the role of L&D professionals.

Answer:

Learning and development professionals have the issue of new technology trends. It may be staggering to determine which technology is most appropriate for training and development, and the acquisition and integration of new technologies are costly processes.

In order to address these challenges some professionals can read such articles at work and attend conferences. They can also consult with other professionals in order to exchange information and to define effective and effective methods of intervention more easily.

50S02 Task 2: Understand how to create engaging digital learning content to meet specific purposes.

AC 2.1 Summarise different types of digital learning content including the applications of each.

Answer:

Different kinds of digital learning appear to exist and each of them has some primary uses. These include:

• Instructional Videos: These are videos that teach their audience how a certain activity is to be performed; a sequence of instructions is followed; learn how to do it. It is commonly applied to introduce new ideas or techniques.
  
  
• Screencasts: Screencasts are screen captures made with audio and are recorded on someone’s screen. They are normally applied to demonstrate how some particular software works or when explaining some particular process.
  
  
• Books: eBooks are advanced and complex forms of books that are downloadable on the Internet and as such, are in electronic format and can be read on a computer, laptop, or a pocket-sized digital DVD player. They’re normally applied to extensive text-related content like books or lengthy texts.
  
  
• Interactive Quizzes: These are electronic tests that can either be used for evaluating students or for teaching purposes. Students are normally given multiple-choice questions to monitor comprehension or to give feedback on performance.
  
  
• Online Courses: Distance courses are full courses that are taught and completed on the internet. They are usually applied for lifelong learning or postgraduate/graduate studies.

AC 2.2  Discuss how the choice of digital learning content impacts the effectiveness of learning and levels of engagement.

Answer:

Whether learners need content to solve specific problems or to become more engaged in their learning, the right digital learning content is perfect for the job. For example, in cases where the learner is perhaps not strong on a particular topic, supplementary material in the form of additional practice or further explanations normally engulfs an interactive element.

Another requirement for choosing digital content is the learner's preference for how they engage with the information. For instance, some learners may Демкина(2014) require videos or audio while others require writing such as blog articles.

Here are some key factors to consider when selecting the best format:

• Preference: What type of content does the learner favor? For instance, if someone likes to engage with audio, presenting podcasts or narrated tutorials will be useful.
• Accessibility: Does it need an internet connection to be able to access the content, or can I do that offline? For instance, an instructional video on the internet helps learn computer skills provided there is an internet connection.
• Time: To what extent does the learner have? For instance, if a learner has a need to acquire a certain skill for example how to prepare an Excel sheet but he/she has little time to spare then an online course that is short and specific in its content will do.

 AC 2.3  Explain key principles of curating engaging learning content to address a specific need.

Answer:

Engagement begins with knowing about the topic that your audience has an interest in. When you know this about the audience, you are in a position to share content that will interest them. For example, if your target group is businessmen, you may use such topics as trends in the market, or how to work more efficiently.

The second temporary strategy is to pay attention to multimedia elements such as video clips, infographics, or interactive objects. What are wee ones? Examples of wee ones include adding horizontal lines to your content to create a contrasting look that can also prolong the amount of time your audience spends on your content since they do not like large blocks of text.

Finally, keep it simple; make your content easy to read. Organize it in a way with small headers and slight felines so that your audience can easily read and comprehend it.

50S02 Task 3: Be able to apply a range of online facilitation functions and techniques to deliver an effective live online learning activity.

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:

• facilitators
• Learners

Answer:

Facilitators:
In many ways, these requirements remain similar to those held whether the learning is face-to-face or online. There must be some different characteristics that need to be considered when leading online. For instance, you will have to know how people can interface and interface on the web, and then fuse the mode into your procedure. You will also be taught many of the technical characteristics of online learning and how to navigate a variety of tools and options.

Learners:
Just as there are differences that require an understanding. For instance, learners learning via the Internet will have to be more proactive and autonomous than those in classroom learning. They will also have to be more at ease with themselves concerning technology and how they can harness the features that are inherent in the technology.

AC 3.2  Assess the main skills required to facilitate online learning activities.

Answer:

The skills needed for facilitating online learning can be grouped into three key areas: fiduciary, pedagogical, technological, and technology-supported education and training.

Instructional Design:

• They design instruction and develop content that will promote meaningful learning experiences.
• In their case, they require knowledge concerning instructional theory as well as the principles of multimedia design.
• They study learners’ characteristics and provide course content and curriculum that would be suitable for them.
  Technology:
• It is the technology staff’s responsibility to make any teaching and learning material accessible and technologically compatible.
• Frequently it helps students with any technical issues that arise while studying the course and incorporates multimedia components properly.

Pedagogy:

• Educators pay attention to developing learning techniques that suit distance learning.
• They require basic familiarity with Distance Education technologies, course delivery methods, principles of andragogy, and technical communication.
• These enable them to evaluate learner’s understanding and provide support at various times in the course.
• These blend to provide successful and academically stimulating online learning experiences.

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

Answer:

Due to the interactions being confessed on-screen, it becomes the facilitator’s responsibility to encourage and promote a positive enactment of learning in an online context. This makes the participants feel free to come up with their ideas. Here are some tips to effectively facilitate an online learning activity:

Engage with Participants:

•  Follow the chat area and be sure to answer the questions or comments that have been posted.
•  Make your questions open-ended so that everyone will feel that they are being asked to speak and that they should speak.

Maintain a Supportive Tone:

●    Be polite and encouraging while you are teaching the session.
●    Be productive and give feedback that will assist the participants in developing what they are saying.
●    Share Helpful Resources:
●    Give directions where learners can find more sources or other kinds of reference materials, in the chat box or included in a sequence.

Foster Connection Beyond the Session:

• One should encourage people to continue to communicate with each other through email, social networks, or other meetings after the end of the class.
• In the current study, consistent concerns have been demonstrated on how the researcher approaches participants with an outcome that fosters, promotes, and embraces interaction that makes the learning process a worthwhile venture.

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