Task One – Written responses to questions

 This task seeks to assess your knowledge and understanding of advances in digital learning and development. 

To complete the task, you should read the scenario below and respond to the instructions.

Scenario

 You work in the L&D team of a large, successful manufacturing organisation. Much of the success of the organisation is due to the ongoing development of new products and the continuous improvement of systems and services. This has required fast and effective employee training, and much work has been done by your team to complement in-person training events with a range of technology-based options. Employees can access a range of videos, tutorials and learning resources, either via their own devices or via terminals in the organisation’s learning centre, and managers have been trained and encouraged to provide short just-in-time online training sessions as required. This is all working well.

 As a result of your team’s success in this area, you have been asked to lead a session at a conference for managers and L&D professionals, entitled ‘Advances in Digital Learning & Development’. The organisers say that there is no requirement to talk about your organisation in particular, but as a successful experienced practitioner they would like you to share your general knowledge, advice, and recommendations. 

 

To help you prepare and pitch the session effectively, you decide to research and respond to the tasks given below. This will help to support your session and provide a follow-up resource for your attendees.

 

Instructions

 

Prepare a written response for each of the tasks 1 – 8. 

 

Remember that, at this level, it is important that your responses include reference to wider reading as well as practical examples, to expand your responses and illustrate key points in your answers.  

 

You should also ensure that your overall, your responses are within the stipulated word count (see below).  

 

 

1.             Evaluate how the development of technology and digital collaboration has impacted the design and delivery of learning and development over the last decade. (AC 1.1)

 

2.             Assess the main risks and challenges of technology-based L&D – for both organisations and learners – including how these are being addressed. (AC 1.2)

 

3.             Assess how your role, as an L&D professional, has been impacted by emerging L&D technologies. (AC 1.3)

 

 

4.             Summarise two different types of digital learning content and, for each, how you might use them. (AC 2.1)

 

5.             Discuss two ways in which the choice of digital learning content can impact the effectiveness of learning and levels of engagement. (AC 2.2)

 

6.             Explain the key principles that someone who wants to start curating learning materials for their team, which might include specific needs, should be aware of. (AC 2.3)

 

7.             Discuss the key differences between facilitating a live online learning activity and facilitating a face-to-face learning activity and the implications of these for both the facilitator and the learners. (AC 3.1)

 

8.             For someone who is planning their CPD, assess the skills they need to be an effective facilitator of online learning activities. (AC 3.2)

 

 

 

 

 

 

TASK ONE   With reference to the scenario, your evidence must consist of:   • Written responses to each of the 8 questions above.   Approximately 2800 words in total, refer to CIPD word count policy.

             

 

Task Two – Recorded session

 

 

Scenario continued (Task 2 continues the scenario from Task 1.)

 

The conference organisers have also asked you to respond to the question they’ve received in advance from one of the attendees, who said:

 

‘I already deliver short group learning sessions online, using TEAMS or ZOOM, but these are basically just me explaining something, with a bit of Q&A at the end.  What skills or techniques do you use to make your sessions more interesting?’.

 

To respond to this question, you have decided to show a video/recording of a live online learning session that you have previously facilitated.  

 

Instructions

 

Facilitate and record a live online learning session, with at least two learners, in which you demonstrate at least two online facilitation skills, for example:

 

•        use of polls

•        break-out rooms

•        whiteboards

•        shared screens

•        embedded video

•        virtual icebreakers

•        engagement activities

•        participation monitoring techniques

•        support with technology (AC 3.3)

 

 

There is no requirement to include evidence of the use of references to wider reading for AC 3.3.

 

 

TASK TWO    Your evidence must consist of:                        A 15-20 minute recorded live session (or extract), facilitated by you, in line with the •  instructions above.       You should provide a link to your recorded live session.

 

 

Assessment Criteria Evidence Checklist 

You may find the following checklist helpful to make sure that you have included the required evidence to meet the task. This is not a mandatory requirement as long as it is clear in your submission where the assessment criteria have been met.

 

Task 1 –
Assessment criteria		Evidenced Y/N	Evidence reference
1.1	Evaluate how the development of technology and digital collaboration has impacted the design and delivery of learning and development over time.
1.2	Assess the risks and challenges technology-based learning and development poses, and how these are being addressed for:  • organisations   • learners.
1.3	Assess the impact of emerging learning technologies on the role of L&D professional.
2.1	Summarise different types of digital learning content including the applications of each.
2.2	Discuss how the choice of digital learning content impacts the effectiveness of learning and levels of engagement.
2.3	Explain key principles of curating engaging learning content to address a specific need.
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.
3.2	Assess the main skills required to facilitate online learning activities.

 

 

 

Task 2 –
Assessment criteria	Evidenced Y/N	Evidence reference
3.3 Demonstrate online facilitation skills within a live online learning activity.