This unit focuses on how digital technology can be used to enhance learning and development. 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.
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Your 5OS02 assignment questions will closely follow these assessment criteria. Here's what the marker is looking for in each one.
You need to trace the evolution of technology in L&D — from early e-learning and LMS systems through to learning experience platforms, virtual classrooms, MOOCs, social learning, microlearning, virtual and augmented reality, and artificial intelligence (including tools like ChatGPT). The marker wants evaluation, not just a timeline: critically assess how each development has changed the way learning is designed and delivered, and what the trajectory suggests for the future.
Cover risks for organisations (cost-benefit concerns, failure to meet needs, obsolescence, data protection, hacking, staff misuse, reduced control, lack of buy-in, implementation challenges, BYOD ethical issues) and risks for learners (increased IT skills requirement, greater need for self-direction, availability of technology, impact on personal life). Then explain how these risks are being addressed through strategy, policy, risk assessments, and support mechanisms. The marker wants a balanced assessment, not just a list of problems.
Cover how rapidly changing technology affects the L&D professional's role: new skills requirements, changing stakeholder relationships (including with learners), increased remote availability, and security and wellbeing issues. The marker wants you to assess the impact — meaning make a judgement about how significant and far-reaching these changes are, and what L&D professionals need to do to adapt.
Cover the difference between synchronous and asynchronous activities and the content choices associated with each. Include types of digital content: e-learning, videos, slideshows, screencasts, podcasts, infographics, animations, learning tutorials, app-based content, simulations, scenarios, games, curated content, and augmented/virtual reality. For each, explain its applications — when and why you would choose that format. The marker wants breadth and practical understanding.
Cover the design factors that make digital content engaging and the human-centred design factors that make content likely to achieve objectives. Address the concept of bias in learning materials (racial, gender, cultural) and strategies for avoiding bias. Use examples of how well-designed resources facilitate learning and how poorly designed materials can exclude or alienate learners. The marker wants a genuine discussion of the relationship between content design and learning outcomes.
Define curation and explain how to identify the learning and accessibility needs of learners in a given context. Cover curation models (e.g. Jarche's Seek-Sense-Share), the strengths and weaknesses of different resources, principles of managing curated resource banks, copyright issues, and cybersecurity issues. The marker wants you to show practical understanding of curation as a deliberate, skilled activity — not just collecting links.
For facilitators: cover differences in proximity to learners, ability to gauge response and group atmosphere, maintaining engagement and energy, different collaboration activities, and managing learner dynamics. For learners: cover levels of engagement, impact on introverted learners, technological expertise required, connectivity issues, and uncontrolled interruptions. The marker wants a genuine discussion of practical differences and their implications — not just a theoretical comparison.
Cover practical facilitation skills: preparation of self and learners, managing learners remotely, maintaining engagement, encouraging collaborative learning, monitoring participation, using platform functions while presenting, running polls, facilitating breakout rooms, and managing technological issues. The marker wants you to assess which skills are most important and how they differ from face-to-face facilitation skills.
This is a practical demonstration AC. You need to show: preparation and familiarity with software, knowing your learners, welcoming learners and checking comfort levels, setting expectations, effective use of platform tools (polls, breakout rooms, whiteboard, media sharing), use of voice, pace, tone and visuals, monitoring participation, reaching less engaged learners, checking learning, maintaining energy, and closing the session effectively. The marker is assessing your ability to deliver, not just describe.
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