5OS02 Advances in digital learning and development

  • August 27, 2021
  • Posted by: Harry King
  • Category: CIPD Level 5
No Comments
This unit is optional within CIPD's Associate Level 5, which delves into technology's effects in improving learning

5OS02 Advances in digital learning and development

About This Unit

This unit is optional within CIPD’s Associate Level 5, which delves into technology’s effects in improving learning and development stimulation in the digital age. The unit focuses specifically on widely adopted technologies and innovations in learning. In addition, this section of the course assesses how the usage and development of digital content are aligned with increased interaction and enhancing the value of virtual learning communities.

What You Will Learn

This section offers students insight into technological advancement and the potential effects of the integration of virtual attributes on the structure and delivery of L&D. The impacts also entail the challenges and dangers posed by digital learning and development. The unit additionally draws learners to help them grasp the engaging learning content components, designed to tackle learning objectives and fill knowledge gaps. Furthermore, at the unit’s conclusion, students will be capable of analysing different frameworks used in the delivery of in-person and virtual learning by comparing and describing the impacts of the systems. Lastly, students will learn how to identify the core competencies required to facilitate digital learning from the coursework and individual projects.

This Unit Is Suitable For Which Persons?

The unit addresses concepts relevant to learning and development as a study of its own and an HR function. Therefore, individuals with an academic foundation in either of the fields are sufficiently qualified for entry. However, the CIPD offers unrestricted access to its courses on the condition that learners have an adequate drive to meet unit and course requirements. Therefore, individuals who wish to occupy HR-related positions or seek knowledge of concepts and principles in L&D and People Management are also best suited for the course.

Learning Outcomes

Learning Outcome 1

The CIP demands that all course entrants grasp the concept of technological advancement specifically in L&D. The complete understanding of this concept will be evident if a student demonstrates the following during and at the unit’s conclusion:

  1. The capability to assess how innovations and digital partnerships eventually influence the delivery and design aspects of L&D. For example, students must explore the impacts of different technologies in L&D such as AI integration, e-learning platforms, virtual forums and classrooms, and accessible learning
  2. A student must analyse challenges and risks posed by technology-assisted L&D and the mitigation measures that apply to L&D professionals and the organisational context. Some challenges include weighing costs against outcomes, data security enhancement, and repurposing tech-learning platforms to serve other organisational duties.

Learning Outcome 2

Students are also required to develop content for digital learning that meets L&D needs. The second requirement demands that students:

  1. Identify differences between digital content examples and their applications. For instance, students are supposed to highlight the applications of synchronised and non-synchronised content, podcasts, video tutorials, software learning content, presentations, and simulated content.
  2. Analyse how the selection of learning content determines stimulation levels and the achievement of learning goals. For example, different types of digital-learning content influence design attributes of L&D programs, which consequently affect engagement levels and the probability of meeting learning purposes and needs. Therefore, students must demonstrate their knowledge of human-related factors that influence outcomes, such as bias and program appraisals and the appropriate measures for ensuring better results.
  3. Curate highly compelling content that check-off specific objectives and needs. In this section, students need to explore digital learning needs from coursework and relate them to particular types of content. For example, in the development of interactive learning activities, digital presentations are a perfect fit. Still, when looking to enhance craft and the transfer of knowledge, video content is best suited.

Learning Outcome 3

Third, students must display the proper application of an assortment of digital facilitation methods and roles for practical virtual learning activities. Students must portray the following to meet this learning outcome.

  1. The clear distinction of different real-time digital learning activities and their functions on facilitation. This outcome features the exploration of the effectiveness of premium virtual platforms developed for seminars and classrooms.
  2. Explain in-depth, differences between real-time virtual and in-person learning and the impacts of each form on the learners, facilitators, and delivery. For instance, the adoption of online learning affects facilitators because of shifts in proximity and partnership levels, techniques of measuring learning dynamics, and maintaining stimulation. Learners are also affected by engagement, familiarity with different innovations, access to smart devices, and connectivity. Lastly, learning delivery is also affected by changes in the development phases, learner induction, strategies, and support mechanisms.
  3. Learners must analyse the primary skills necessary for the effective facilitation of virtual learning activities, highlighting their presence in their L&D projects done within the unit.
  4. A display of the mastery of practical virtual learning facilitation skills. For instance, the portrayal of preparedness, the proper inclusion of terms related to the unit, the provision of relevant examples within explanations, and the application of effective measures and procedures in course assignments and activity will signal that a learner has met the requirement.

What are the entry requirements?

There are no official requirements for CIPD HR and L&D courses, but basic knowledge in either field could ease the CIPD learning experience. However, individuals with no HR background also have access as long as they are at least 18 years or older, are oriented towards attaining HR and L&D certification, and meeting all learning outcomes for each unit. The last requirement relevant to all CIPD courses is the financial ability to pay for each class which may involve personal funding or organisational sponsorship.

How can we help?

We offer personalised support that goes in tandem with each unit’s learning outcomes. The quality of our services emerges from the assortment of skills and academic experience harboured by a vast group of experts specialised in tackling any subject. In addition, our experts offer round-the-clock partnerships that ensure our clientele receives critical advice and assignment support necessary in attaining better credits and meeting CIPD’s learning requirements. Lastly, we provide unrivalled follow-up services as part of our after-sales framework that ensures all clients have optimised experiences.

Resources

Beevers, K., Hayden, D. and Rea, A. (2019) Learning and development practice in the workplace. 4th ed. London: CIPD Kogan Page.

Chartered Institute of Personnel and Development (CIPD) Knowledge Hub. (n.d.) Available at: www.cipd.co.uk/knowledge

Clark, D. (2020) Artificial intelligence for learning: how to use AI to support employee development. London: Kogan Page.

Collins, S. (2019) Neuroscience for learning and development: how to apply neuroscience and psychology for improved learning and training. 2nd ed. London: CIPD Kogan Page.

Collins, S. and Lancaster, A. (2015) Webinars pocketbook. Alresford: Management Pocketbooks Ltd.

Hayden, D. (2020) Digital learning. Factsheet. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/fundamentals/people/development/digital-learningfactsheet

Huggett, C. (2017) Virtual training tools and templates: an action guide to live online learning. Alexandria, VA: ATD Press.

Lancaster, A. (2019) Driving performance through learning: develop employees through effective workplace learning. London: Kogan Page.

Loon, M. (2017) Designing and developing digital and blended learning solutions (ebook). London: CIPD Kogan Page.

Loon, M. (2016) Professional practice in learning and development: how to design and deliver plans for the workplace. London: Kogan Page.

Overton, L. and Dixon, G. (2016) Preparing for the future of learning: a changing perspective for L&D leaders. InFocus report. London: Towards Maturity. Available at: www.cipd.co.uk/knowledge/strategy/development/future-learning-leadershipperspectives

People Management. (n.d) Available at: www.peoplemanagement.co.uk/

Shepherd, C. (2012) Digital learning content: a designer’s guide. Morrisville, NC: Lulu Press.

Taylor, D.H. (2017) Learning technologies in the workplace: how to successfully implement learning technologies in organizations. London: Kogan Page.

Talent Development. (n.d.) Available at: www.cipd.co.uk/knowledge/journals

The Association for Talent Development (ATD). (n.d.) Available at: www.td.org/

Wheeler, S. (2019) Digital learning in organizations: help your workforce capitalize on technology. London: Kogan Page.