5DBS Designing and Developing Digital and Blended Learning Solutions


Activity 1

1.1, 1.2 Summarise the range of currently available learning technologies and identify
which learning technologies have the potential to be used in the situation to
which you are responding

2.1, 2.2 identify and assess the different elements of your proposed blended learning
solution and explain what media you would use in each element of the
solution and why

3.1, 3.2 Explain what forms of digital learning content you would use within each
element of the solution and why

Activity 2

3.2 Describe the roles,tools and processes needed to design and develop any
digital learning content required for the solution

4.1, 4.2 Describe the roles,tools and software platforms that may be needed to
support delivery of the solution


Designing and Developing Digital and Blended Learning Solutions (5DBS)

Activity 1: Written Proposal


Digital and blended learning include the use of electronic technology for the explicit purpose of the training, learning, or development in organisations. Most recently, in my current organisation Dale Carnegie Training (DCT) organisation in Kuwait (Dela Carnegie, 2020), they have initiated programs that include the use of gaming technology for supporting learning. The institution also uses artificial intelligence, virtual reality, and cloud computing for offering an opportunity for delivering learning based on the user needs through internet platforms rather than the in-house computing systems.  As evidenced in the CIPD HR Professional Map 2018 (CIPD, 2018) note that digital and blended learning is part of the specialist knowledge. Taking into account of this background information, this report intends to develop a training program for marketing and communications personnel in a significant software organisation. This would be designed to improve their competence and confidence in the delivery of effective webinars for their current and prospective clients. Also, an implementation plan for supporting the proposal has been provided.

1.1 Summary of the Available learning technologies

The advancing technology has contributed to the emergence of different learning technologies. From an individual experience working in a learning institution (Dale Carnegie Training (DCT) organisation in Kuwait), the early experience was on web-based modules provided to individual computers, which was more of compliance as opposed to learning. The current learning technologies are broader and categorised into formal, informal, and blended/supported learning.

  • Formal Digital Learning– As noted in CIPD (2020), this includes formal course-based content to the end-user with minimal interaction with training or learning professionals, peers, or managers. The use of formal digital learning has substantial growth to include electronic content authoring, content asset management, design, and learning management.
  • Informal digital– This involves the use of forums to provide informal workplace learning. Multiple learning tools have been developed to facilitate knowledge-sharing within different organisations.
  • Blended or supported learning-This include integration of formal and informal learning strategies through face-to-face lectures or coaching and text materials. An excellent example in my organisation is the flipped classroom model involving knowledge transfer online with discussion made face-to-face.

In specific, learning technologies available include;

  • Self-study e-learning– This includes the use of learning materials that are delivered electronically. As noted in CIPD (2020b), e-learning facilitates the provision of large groups with consistent materials with the access being flexible to ensure that people are learning in their individual time based on appropriateness.
  • Virtual classrooms– This is identified as a practice that allows live interaction between the tutor and the learners as they engage in diverse learning practices. In Dale Carnegie Training (DCT) organisation, they have recently introduced the use of virtual classrooms, which has notably increased in its popularity in the current COVID-19 period (Dela Carnegie, 2020). It focuses on individual participant results, engagement in virtual activities, and personalised experiences.
  • Social networking– The process involves the use of social and interactive media to establish new opportunities for improving collaboration, co-creation, and content sharing. As noted in CIPD (2020), this involves people learning from others with technology being used as a platform or a tool for enabling the process to occur significantly. The technology used in facilitating social learning includes Twitter, LinkedIn, and Facebook.                                                                                                                                                                       1.2 Learning requirement to determine the contribution made through the use of learning technologies

In the case study provided, a training program for marketing and communications personnel at a significant software organisation contributions would include;

  • Virtual learning environments– This could include online classrooms, webinars, and networked e-learning. The contribution of this to the personnel is as recommended in Demian and Morrice (2012) to include access to course resources, interactions with other learners, and increased collaborations.
  • Social media applications– A critical aspect of marketing and communication personnel is the use of social media in their work roles. This could include the use of Twitter. LinkedIn, and Facebook. This is a less costly technology that equally leads to improved information access.
  • Integrating smartphone technology into learning environment applications– As noted by Seifert (2014), this involves the use of smartphones to incorporate different learning technologies for learning. This would be more accessible to the learners, increase their motivation level, self-efficacy, and ensuring that the learners gain and benefitting from collaborative work practices.
  • Opportunities for knowledge-sharing and management– This is identified by Knowledge Management Tools (2020) to contribute to gaining appropriate knowledge on the appropriate knowledge resources for the right people and at the proper time. The personnel would benefit from their increased engagement, knowledge sharing, and ensuring they embrace the appropriate culture, using the right incentives and adequate practice. This is also a cost-effective practice benefitting all engaged learners.

2.1 Structure of a blended solution to meet the underlying need

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