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AC 1.1 Evaluate how the development of technology and digital collaboration has impacted the design and delivery of learning and development over the last decade
5OS02 Advances in Digital Learning and DevelopmentLearner Assessment Brief
Assessment ID / CIPD_5OS02_24_01
Level 5 Associate Diploma in
People Management
Organisational 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, the design of digital content and how the effective curation of resources can support learning. The unit also explores the skills of online facilitation and how these can be applied to maximise learner engagement in online learning experiences.
Preparation for the Tasks:
Refer to the indicative content in the unit to guide and support your evidence.
Pay attention to how your evidence is presented.
Ensure that the evidence generated for this assessment remains your own work.
You will also benefit from:
Completing and acting on draft feedback from your assessor.
Reflecting on your own experiences of learning opportunities and continuous professional development.
Reading the CIPD Insight, Fact Sheets and related online material on these topics as well as key research authors on the subject.
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).
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)
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)
Assess how your role, as an L&D professional, has been impacted by emerging L&D technologies. (AC 1.3)
Summarise two different types of digital learning content and, for each, how you might use them. (AC 2.1)
Discuss two ways in which the choice of digital learning content can impact the effectiveness of learning and levels of engagement. (AC 2.2)
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)
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)
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:
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:
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.
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 for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.
The grid below shows the range for each unit assessment result 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 to 17
Fail
18 to 22
Low Pass
23 to 29
Pass
30 to 36
High Pass
Marking Descriptors
Mark
Range
Descriptor
1
Fail
The response DOES NOT demonstrate sufficient knowledge, understanding or skill (as appropriate) to meet the AC. Insufficient examples included where required to support answer.
Insufficient or no evidence of the use of wider reading to help inform answer.
Presentation or structure of response is not appropriate and does not meet the requirement of the question/assessment brief.
2
Low Pass
The response demonstrates an acceptable level of knowledge, understanding or skill (as appropriate) to meet the AC.
Sufficient acceptable examples included where required to support answer.
*Sufficient evidence of appropriate wider reading to help inform answer. Satisfactory in-text referencing.
Answer is acceptable but could be clearer in responding to the question/task and presented in a more coherent way.
Required format adopted but some improvement required to the structure and presentation of the response.
3
Pass
The response demonstrates a good level of knowledge, understanding or skill (as appropriate) to meet the AC.
Includes confident use of examples, where required to support the answer.
*Good evidence of appropriate wider reading to help inform answer. A good standard of in-text referencing.
Answer responds clearly to the question/task and is well expressed. Presentation and structure of response is appropriate for the question/task.
4
High Pass
The response demonstrates a wide and confident level of knowledge, understanding or skill (as appropriate) to meet the AC. Includes strong examples that illustrate the points being made and support the answer.
*Considerable evidence of appropriate wider reading to inform answer. An excellent standard of in-text referencing.
Answer responds clearly to the question/task and is particularly well expressed or argued.
Presentation and structure of response is clear, coherent, and responds directly to the requirements of the question/task.
* Evidence of wider reading is an important feature of assessments at this level. However, whilst a good and appropriate level of this should be seen across the assessment, there is no requirement for references to appear within every AC response. The following AC(s) do not require referencing: AC 3.3.
Example Answer (Do Not Copy)
AC 1.1 Evaluate how the development of technology and digital collaboration has impacted the design and delivery of learning and development over the last decade
Over the past decade, the rapid development of technology and digital collaboration has significantly transformed the design and delivery of learning and development (L&D) within organisations. Advances in digital learning tools have facilitated a shift from traditional, instructor-led training towards more flexible, interactive, and learner-centred approaches.
In the case scenario, the manufacturing organisation has successfully integrated technology-based learning alongside in-person training. Employees can access videos, tutorials, and learning resources via their own devices or company terminals, demonstrating the widespread adoption of e-learning platforms. This aligns with broader trends in L&D, where organisations increasingly leverage Learning Management Systems (LMS) and mobile learning applications to provide on-demand training that accommodates diverse learning needs and work schedules.
One major impact of digital collaboration is the facilitation of just-in-time learning, where employees receive immediate training tailored to their tasks. In the scenario, managers are encouraged to deliver short online sessions as needed, reflecting a trend where microlearning—concise, focused training modules—has gained popularity. This approach enhances knowledge retention by delivering relevant content at the point of need, reducing downtime and improving workplace efficiency.
Additionally, the rise of video conferencing platforms such as Microsoft Teams and Zoom has enabled real-time, interactive learning experiences. This has been particularly beneficial for organisations operating across multiple locations, allowing employees to participate in training sessions remotely. The manufacturing organisation`s use of technology ensures that employees can upskill without geographical constraints, a practice increasingly adopted by global firms to support workforce development.
Gamification and interactive simulations have also enhanced engagement in L&D, making training more immersive. Digital tools such as virtual reality (VR) and augmented reality (AR) provide realistic, hands-on experiences, which are particularly valuable in technical and safety-related training within manufacturing industries. The effectiveness of these tools lies in their ability to replicate real-world scenarios, allowing employees to practise skills in a controlled environment before applying them in the workplace.
Moreover, artificial intelligence (AI) and data analytics have revolutionised L&D by enabling personalised learning pathways. AI-powered recommendation engines suggest relevant training materials based on employees’ learning history, ensuring a more tailored learning experience. In the case scenario, the availability of diverse learning resources suggests the potential for data-driven insights to refine training offerings, ensuring they meet employees’ evolving needs.
Despite these advantages, digital learning is not without its challenges. Issues such as digital fatigue, engagement levels, and the need for robust cybersecurity measures must be carefully managed. However, the manufacturing organisation’s structured approach—blending digital tools with traditional learning methods—mitigates these risks by ensuring that employees have access to multiple modes of training.
About 5OS02 Advances in Digital Learning and Development Assignment
Introduction The rapid advancement of digital technologies has transformed the landscape of learning and development (L&D). Organisations increasingly leverage digital tools to enhance employee training, improve knowledge retention, and support continuous professional development. The Chartered Institute of Personnel and Development (CIPD) highlights the importance of digital learning in fostering an adaptable and skilled workforce. This assignment critically examines the impact of digital learning, evaluates its advantages and challenges, and explores best practices for implementing digital learning strategies.
The Evolution of Digital Learning in L&D Digital learning has evolved significantly over the past two decades, shifting from traditional e-learning modules to interactive and personalised learning experiences. The integration of artificial intelligence (AI), virtual reality (VR), and gamification has revolutionised the way organisations deliver training. The adoption of learning management systems (LMS) and microlearning approaches has made it easier for employees to access training resources at their convenience, promoting a culture of continuous learning.
Benefits of Digital Learning One of the key advantages of digital learning is accessibility. Employees can engage in learning activities regardless of their location, which is particularly beneficial for remote or hybrid work environments. Digital learning also supports personalised learning paths, allowing employees to focus on areas relevant to their roles and career aspirations. Furthermore, digital tools provide real-time analytics, enabling HR professionals to track progress and measure the effectiveness of training programmes.
Challenges of Digital Learning Implementation Despite its benefits, digital learning presents several challenges. One major concern is digital literacy—employees may require additional support to navigate digital platforms effectively. Moreover, organisations must address potential resistance to change, as some employees may prefer traditional face-to-face learning methods. Technical issues, such as system downtime and cybersecurity risks, also pose challenges that organisations must mitigate through proper planning and investment in reliable digital infrastructure.
Best Practices for Implementing Digital Learning Strategies To maximise the effectiveness of digital learning, organisations should adopt a strategic approach. This includes conducting a needs assessment to identify skill gaps, selecting appropriate digital tools, and fostering a culture that encourages continuous learning. Engaging content, such as interactive videos, simulations, and discussion forums, can enhance learner engagement. Additionally, providing ongoing support and feedback mechanisms ensures that employees remain motivated and benefit from digital learning initiatives.
Conclusion Digital learning continues to reshape the L&D landscape, offering organisations an innovative approach to training and development. While challenges exist, strategic implementation can help organisations harness the full potential of digital learning. By embracing technological advancements and fostering a culture of learning, businesses can equip their workforce with the skills needed to thrive in a rapidly evolving environment.
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