Can anyone complete this with flying marks – Ignore the digital mp4 video that is required. Overall, 2 powerpoint presentatons and 2 docx reports need to be written. Thanks.Assessment.pdf

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5OS02

Advances in digital learning and

development Learner assessment brief

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:

• 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)?

• 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?

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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:

• 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:

• 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 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).

2. 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 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. The content of this digital facilitated presentation could be directed towards any learning topic, outcome, or objective of your choice. However, if you are struggling for ideas, you could choose any topic from the Fire Safety at Work topic list below, covering any topic of your choice from those listed below:

• Legal responsibility under the Regulatory Reform (Fire Safety) Order 2005

• Fire prevention covering relevant aspects related to your business and premises

• Live Fire Simulator and use of Fire Extinguishers* (Digital Online Synchronous Session)

• Real-life case studies

• Fire safety checklists

• The ‘fire triangle’ and the spread of fire

• Electrical safety in the workplace

• Compartmentation in properties

• Kitchen fire safety

• Improving fire safety

• Evacuation strategies

• Fire service/brigade liaison and requirements

• Grab bags and their importance

• PEEP (Personal Emergency Evacuation Plans)

• COSHH/DSEAR regulations

• Comprised escape route strategies including safe room Part A – Digital Facilitated Presentation As part of this activity, you will need provide an MP4 recording of a Digital Facilitated Presentation that will last for approximately 20 minutes.

• Develop a digital facilitated presentation where engaging learning content is presented using a live online facilitation tool, demonstrating use of effective visual design (AC 2.3)

• Demonstrate online facilitation skills within a live online learning activity where interactive learner activities, such as questions, breakout rooms and polls are used to engage the learners with the content (AC 3.4)

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

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

Example:

5C001_Report_yourname

AC 1.2 Evaluate the risks and challenges technology-based 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-to-face 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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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 Unit result

0–15 Fail

16–20 Low Pass

21–26 Pass

27–32 High Pass

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Marking Descriptors

Mark Range Descriptor

1 Fail 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 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.

4 High Pass 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.