Question

Task 1 – Annual conference presentation pack and supporting notes

You need to create a 20-minute presentation for the organisation’s annual conference. This will be shared among all attending senior leaders and managers within the organisation to help them understand the digital learning and development transformation that you will be leading within the organisation over the next 18 months. As part of this activity, you will need to:

Evaluate how the development of technology, along with digital collaboration, has impacted the design and delivery of learning and development over the past five years (AC 1.1).
Evaluate at least one risk and one challenge that technology-based learning and development poses to:
Organisations, and how these could be addressed (part of AC 1.2)
L&D professionals, and how these could be addressed (part of AC 1.2)
Learners, and how these could be addressed (part of AC 1.2)
Assess the following five different types of digital learning content, ‘explainer videos’, PDFs, infographics, e-learning and scenarios. Discuss when these types may be applied in learning and add in an overview as to the benefit the learner receives from this type of digital learning content (AC 2.1).
Evaluate three attributes that you would consider to help you to choose the right digital learning content to maximise the impact on learner engagement and how you would ensure that the content meets the identified learning need (AC 2.2).

Your evidence must consist of:

PowerPoint Presentation Slide Deck and supporting notes of around 2,300 (+ or – 10%) A maximum 20-minute PowerPoint Presentation. (You do not have to deliver this presentation in the real world or video yourself delivering it).

Task 2 – “Showcasing” digital facilitated learning using a live online learning system

For Task 2, you have been asked to develop a digital facilitated presentation with presented content. It should demonstrate effective visual design and interactive learner activities such as questions and polls that will last for approximately 20 minutes.

The content of this digital facilitated presentation could be directed towards any learning topic, outcome, or objective of your choice.

However, if you are struggling for ideas, you could choose any topic from the Fire Safety at Work topic list below, covering any topic of your choice from those listed below:

Legal responsibility under the Regulatory Reform (Fire Safety) Order 2005
Fire prevention covering relevant aspects related to your business and premises
Live Fire Simulator and use of Fire Extinguishers* (Digital Online Synchronous Session)
Real-life case studies
Fire safety checklists
The ‘fire triangle’ and the spread of fire
Electrical safety in the workplace
Compartmentation in properties
Kitchen fire safety
Improving fire safety
Evacuation strategies
Fire service/brigade liaison and requirements
Grab bags and their importance
PEEP (Personal Emergency Evacuation Plans)
COSHH/DSEAR regulations
Comprised escape route strategies including safe room

Part A – Digital Facilitated Presentation

As part of this activity, you will need provide an MP4 recording of a Digital Facilitated Presentation that will last for approximately 20 minutes.

Develop a digital facilitated presentation where engaging learning content is presented using a live online facilitation tool, demonstrating use of effective visual design (AC 2.3)
Demonstrate online facilitation skills within a live online learning activity where interactive learner activities, such as questions, breakout rooms and polls are used to engage the learners with the content (AC 3.4)

Part B – A written response to the following Assessment Criteria:

Considering the online delivery method, (these could be Cisco Webex, Adobe Connect, Microsoft Teams, GoToMeeting, or others of your choice), that you may, or could, have used for your Digital Facilitated Presentation, compare two other potential systems for delivering live online learning activities. The comparison should include:

Their key ‘facilitation functions’, or functionalities, and their strengths and weaknesses as live online learning delivery methods (AC 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: (AC 3.2)
- Facilitators
- Learners
- Learning administration
Assess three main facilitation skills required to facilitate live online learning, then pick one that you wish to develop further and provide yourself with a SMART Development Objective to add to your PDP in support of that knowledge/skill development (AC3.3)

Your evidence must consist of:

• You will need to provide a digital MP4 video recording of a Digital Facilitated Presentation with presented content, demonstrating use of effective visual design and interactive learner activities such as questions and polls that will last for approximately 20 minutes. (Learning topic and outcomes of your own choice, or from list provided in Assessment Brief). • A written response of around 1,600 words (+ or – 10%)

Solution

Table of Contents

Background…………………………………………………………………………………………………………………… 3

1.1 Technology Development; Digital Collaboration Impact on Designing and Delivering L&D in past 5 years 4

1.1 Strengths and Weaknesses- Learning Management Systems and Learning Experience Platforms……….. 5

1.1 Technology Impact on L&D Within Organisations Summary…………………………………………………… 6

1.2 Risk and Challenges of Technology-Based L&D………………………………………………………………….. 7

2.1 Types of Digital Learning Content…………………………………………………………………………………. 9

Task 2- Part A- Digital Facilitated ‘Live Online Learning” Session………………………………………………….. 13

Task 2- Part B- A written Response to Assessment Criteria…………………………………………………………. 13

3.1 Comparing systems to delivery live online learning activities; key facilitation functions…………………. 13

3.2 Facilitating Live Online Activities…………………………………………………………………………………. 15

3.3 Online Learning Skills Facilitation………………………………………………………………………………… 16

References………………………………………………………………………………………………………………….. 17

Task 1- Annual Conference Presentation Pack and Supporting Notes

Background

Welcome to this presentation

It is titled ‘Digital Learning and Talent Development Transformation’

In this annual conference, this area of the presentation will be put into consideration

1.1 Technology Development; Digital Collaboration Impact on Designing and Delivering L&D in past 5 years

A publication by CIPD (2017) on a maturity benchmark survey might be considered as proof of the progress made in educational technology. The paper suggested that technological advancement is a significant part of business life, with companies gaining competitive advantage through the use of digital tools. With this, we hope to increase the efficiency of L&D plans. In instance, almost 60% of businesses have been adopting technology and online schooling since the time of the COVID-19 pandemic (CIPD, 2021). This is especially true during lockdowns, which have climbed by 70% over the past 18 months.

The types of technologies are;

Moving from CBT to interactive e-Learning– According to APA (2023), there has been a clear shift in the last five years from CBT to more interactive e-learning. Using cognitive behavioural therapy (CBT) as a springboard, the learning procedure is developed gradually. The effective changeover has enhanced the potential for individualizing the learning process.

Webinars– These consist of seminars held entirely online, so students and teachers can participate from anywhere in the world, regardless of their physical location. Among them are Adobe Connect, Cisco, and WebEx, as shown by Rauf (2021). When looking at usage over the past 5 years, it can be estimated that 90% of students have been utilizing this for about 2 hours each week in order to acquire marketable skills (Rauf, 2021).

Simulators– In keeping with the CIPD (2020) conclusions, the purpose of employing the connections is to assess the employees’ level of knowledge and skill by putting them in a variety of test situations. Chang (2023) state that the potential of simulators to capitalize on new chances for using learning content is indicative of their widespread adoption in the L&D process. In just 5 years, its adoption rate has soared to almost 80%, signalling the readiness of the organization to learn.

Artificial Intelligence– According to data from CIPD (2022), the use of AI has increased over the past five years, and is now used by 60% of organizations. Integration of neural networks, artificial neural networks, and patents with various learning systems informs the application of AI in L&D procedures. As a result of efforts over the past four years to increase the efficiency of L&D initiatives, measures such powered adaptive exams, automated teacher roles, and individualized course content have become standard.

1.1 Strengths and Weaknesses- Learning Management Systems and Learning Experience Platforms

Learning Management System (LMS)– According to Pappas, (2023) this program is a web-based tool for designing, executing, and evaluating instructional strategies. Here are some of the many benefits of using a learning management system:

Reducing Training Expenses– When learning management systems are used, a lot of money is wasted on things like trainers, lesson plans, and classroom space.
Independent access to the courses– This, under eLearning (2021), allows workers to take use of convenient remote access to a variety of training programs from the convenience of their own computers and mobile devices.
Custom courses– When used effectively, LMS allows for individualized course design that ensures business activities are in sync with training goals. The goal here is to develop useful strategies for incorporating L&D into existing operations.

Some of their flaws are as follows:

Need the use of information technology (IT) and expert implementation – That’s a big problem with using LMS, actually. This is because its implementation necessitates certain levels of specialized technological competence on the part of both the users and the facilitators (Guna, n.d.). To promote all training demands, it is important to have a bespoke platform.

Absence of Distinguishing Characteristics -The majority of LMS provide a no-cost download option. There aren’t many tools here that could be employed to supplement learning in a meaningful way. The user must pay for and subscribe to the complete software in order to gain access to all of its features, which can add up to a hefty sum over time.

1.1 Technology Impact on L&D Within Organisations Summary

In conclusion, by embracing the rising adoption of technology, problems with the traditional platforms, such as employees feeling disconnected from the learning process, can be resolved. This is because general line manager expectations have been dropped.

The current system allows workers easy access to fresh educational opportunities that are in line with performance and growth objectives.

Organizations like Saudi Aramco may utilize this to make sure their employees are gaining the most out of their training. As a successful approach, LXP’s micro-learning interactiveness is unparalleled.

1.2 Risk and Challenges of Technology-Based L&D

Organisations

The risks are;

Failing to meet deadlines or expectations-When thinking about L&D programs during the COVID-19 epidemic, it’s clear that incorporating technology into the process has increased motivation and inventiveness. CIPD (2014) identifies this result as the introduction of the sole obligatory education programs. The high price tag and extensive initial investment needed from a business are two of its major drawbacks. A lack of technical professionals is also a factor in the failure of Aramco and Aston Martin’s technologies to learn and provide the desired results.

Speed of becoming Obsolescence– Andy (2022) claim that despite the significant upfront costs involved, learning systems quickly become obsolete in the workplace. Some of the technologies, in this light, were found to have been employed inefficiently since they had not been able to fulfil their potential before they expired. One more common problem is the rapid obsolescence of popular teaching methods. In the case of the Saudi Aramco company, for instance, the use of a computer-directed learning technique is already considered antiquated.

Specifically, the organizational difficulties are;

Weak Management of L&D Procedures -Despite the fact that technology-based learning is being pursued in a comprehensive and effective manner, it lowers the level of regulation among practitioners ( Gautam, 2022). Several workers at Saudi Aramco use e-learning methods to prepare for the COVID-19 pandemic. According to Pahurkar et al. (2019), one difficulty with its adoption is the limited control it affords, which in turn contributes to the continual learning process.

Lacking appropriate Management/Learner Buy-in– Learner buy-in is a major problem that often arises when a technology-focused L&D approach is implemented. According to McLoughlin and Lee (2010), this is seen as having direct repercussions on one’s ability to understand, to pursue a practice-based learning process, to manage one’s time effectively, and to employ holistic learning methodologies.

Learning and Development Professionals

The risks are;

Rapid retraining and re-education – According to eLearning Industry (2022b), it is clear that professionals are required to implement a continuous learning strategy due to the rapid changes in the technology-oriented learning process. On top of that, they’ll need to learn some brand-new stuff if they want to have any chance of succeeding. As the COVID-19 epidemic spreads, L&D workers will need to seek out learning opportunities to acquire crucial skills. They are currently working on methods and solutions to increase their competence, participation, and agency. Failure to properly adopt learning-oriented technology is directly correlated to a lack of the requisite skills among L&D professionals.

For the challenges to organisation, they are;

Modifications to and effects on the role – Increases in both the demand for and supply of technologically focused education have a major effect on business operations, as found by Meschi, and Giustiniano, (2017). Professionals in learning and development (L&D) need the ability to access information on employees, including information about individuals who are actively engaged in learning. In the case of Saudi Aramco, the company’s L&D teams adapted their initiatives and integrated standardized operations by adopting technological learning, both of which contributed to the company’s success in the global oil and gas market. This is consistent with data from the eLearning Industry (2021), which shows that organizations are decreasing their L&D budgets to below 70% and staffing levels in the L&D department are decreasing as a result of technological methods.

Learners

The risks are;

Increased in Demand for Self-initiative and Initiative – According to the research of Oliveira, and Costa (2020), the inability to direct one’s own studies and maintain one’s own motivation represents a significant threat to students. Without any sort of self-direction, students need to put forth extra effort to master fundamental academic competencies. This is due to the fact that students who rely on themselves to study face significant barriers that prevent them from acquiring new knowledge, understanding complex ideas, and improving their primary skill sets (eLearning Industry, 2022b).

For the challenges to organisation, they are;

Work experience programs that are well-structured take use of participants’ ability to set time apart to pursue learning while on the job, as reported in CIPD (2022). Specifically, this pertains to education and work history. As a means of checking in on the students’ progress and making sure they’re making the most of their designated study time while still getting their work done. This can be accomplished by encouraging students to strike a healthy balance between school and other aspects of their lives.

2.1 Types of Digital Learning Content

Digital resources, as described by CIPD (2020a), include the use of apps, software,

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