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 in online learning experiences.
You will learn about the impact of technological development and how digital collaboration has, and continues, to impact the design and delivery of learning and development. This will include the risks and challenges that technology-based learning and development poses for organisations and learners, as well as the impact on the L&D profession. You will consider how engaging digital learning content can be created to meet specific purposes and learning needs. Additionally, you will compare approaches for delivering online and face-to-face learning and discuss the implications of these methods for both L&D professionals and learners. Finally, you will have an opportunity to demonstrate some of the skills required to facilitate effective and engaging online learning.
1 Understand technological development in learning and development.
1.1 Evaluate how the development of technology and digital collaboration has impacted the design and delivery of learning and development over time.
Development of technology in L&D; different technologies past, present and future, for example e-learning, LMS and LXP systems, learning communities, discussion forums and chat rooms, webinars and web conferencing, virtual classrooms; free open resources, for example MOOCs; social media and networking; smart phones; micro-learning; virtual and augmented reality; artificial intelligence (e.g. Chat GPT).
1.2 Assess the risks and challenges technology-based learning and development poses, and how these are being addressed for: • organisations • learners.
Organisations: for example, cost-benefit, failure to deliver or meet needs, obsolescence; data protection issues, for example hacking and security threats; staff misuse; potential for reduced control over L&D processes; accessibility to systems in work and out of work; lack of management or learner buy-in; challenges in implementation and system ownership. Ethical issues, for example of learners using own technology and data, for example ‘bring your own device’ (BYOD).
Learners: for example, increased IT skills requirement; potential change in accessing learning, greater need for self-direction, time for in-work learning, availability of technology, access and impact on personal life.
Issues addressed via strategy and policy statements, risk assessments and strategies to minimise risks, wider
development opportunities, drop-in sessions, knowledge sharing, etc.
1.3 Assess the impact of emerging learning technologies on the role of L&D professional.
Rapid changes in skills requirements; changes to and impact on role, stakeholder relationships including with learners, increased (remote) availability; security and wellbeing issues.
2 Understand how to create engaging digital learning content to meet specific purposes.
2.1 Summarise different types of digital learning content including the applications of each.
Choice of synchronous or asynchronous activities and the related content choices. Types of digital content, for example e-learning, videos, slideshows, screencasts, podcasts, infographics, animations, learning tutorials, app-based content, simulations, scenarios, games, curated content, augmented reality and virtual reality simulations.
2.2 Discuss how the choice of digital learning content impacts the effectiveness of learning and levels of engagement.
Digital learning content types; consideration of the design factors which make digital content engaging and the human-centred design factors which make content likely to achieve objectives. Concept of bias particularly in learning materials and learning content, for example racial, gender stereotyping; cultural bias. Strategies for avoiding bias and checking materials against bias. Examples of how well-designed resources facilitate learning and how poorly designed materials can exclude or alienate learners.
2.3 Explain key principles of curating engaging learning content to address a specific need.
Definition of curation. How to define learning and accessibility needs of learners in a given context. Strengths and weaknesses of different resources in relation to different learning and accessibility needs. Curation models (e.g. Jarche). Principles of curation and management of curated resource banks. Copyright issues. Cybersecurity issues.
3 Be able to apply a range of online facilitation functions and techniques to deliver an effective live online learning activity.
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.
Differences between facilitation of face-to-face and online learning activities for:
Facilitators: types of activities undertaken; different level of proximity to learners, ability to gauge learner response and ‘group atmosphere’; maintaining engagement and energy levels; different types of collaboration activities and different approaches to managing learner dynamics; own reaction and motivation.
Learners: level of engagement, impact on more introverted learners; level of technological expertise, availability of systems and adequate connectivity, uncontrolled interruptions and distractions.
3.2 Assess the main skills required to facilitate online learning activities.
Main skills required for online facilitation: for example preparation of self, preparation of learners, managing learners remotely, maintaining engagement, participation and chat, encouraging collaborative learning, monitoring and encouraging participation, using functions while presenting, running polls, facilitating breakout rooms, managing and being prepared for technological issues.
3.3 Demonstrate online facilitation skills within a live online learning activity.
Online facilitation skills: for example, being prepared and ensuring familiarity with software and material. Knowing the learners and aligning/adjusting level, terminology and examples to their context. Welcoming learners; checking learner comfort levels with technology and accessibility/connectivity. Setting and agreeing expectations. Effective use of a range of system facilitation functions and engagement tools (eg polls/surveys, breakout rooms, whiteboard, media: images and video, file/resource sharing). Use of voice, pace, tone and visuals to create interest and engagement. Monitoring participation levels and reaching out to less engaged learners; checking learning at appropriate points. Strategies for maintaining facilitator energy and engagement. Effective closing of session.
