5OS02 Advances in digital learning and development

Advances in digital learning and development
Learner Assessment Brief
Assessment ID / CIPD_5OS02_23_01
 Level 5 Associate Diploma in

§  People Management

§  Organisational Learning and Development



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Unit code: 5OS02
Unit title: Advances in digital learning and development
Assessment ID: CIPD_5OS02_23_01
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Advances in digital 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, how the use of digital content and curation is designed to maximise interaction and the value of online learning communities.


Preparation for the Tasks:

  • At the start of your assignment, you are encouraged to plan your assessment work with your Assessor and where appropriate agree milestones so that they can help you monitor your progress.
  • 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 formative 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


To complete this task, you should provide a written response to each of the points below, making appropriate use of academic theory and practical examples to expand your response and illustrate key points.


To help the reader, please use headings and assessment criteria references to signpost the assessment criteria being addressed. Please refer to word count policy.



  1. Evaluate how the development of technology, including digital collaboration, has impacted the design and delivery of L&D over time. Your response should encompass:)


  • Two ways in which design of L&D has been impacted, and
  • Two ways in which delivery of L&D has been impacted. (AC 1.1)



  1. Evaluate one risk OR challenge that technology-based L&D poses for each of the following, and in each case, how it is being addressed:


  • organisations
  • learning and development professionals
  • learners (AC 1.2)



  1. Assess the potential strengths and weaknesses of three different types of digital learning content (such as podcast, video tutorial, webinar, etc.). For each type, provide an example of how they might be applied to assist learning. (AC 2.1)



Describe two specific items of digital learning content, (existing or proposed) that you would choose to include in a development day for learners on a CIPD People Management Programme. For each example, evaluate how the item:

  • might impact learner engagement, and
  • would meet the group’s learning needs. (AC 2.2)



Your evidence must consist of:

  • Written responses to each of the four instructions above.
  • Approximately 1600 words in total, refer to CIPD word count policy.




Task Two – Develop and deliver digital learning content.




A local charity organisation has requested your help. They have a small team of staff whose duties include facilitating occasional short face-to-face training sessions for volunteers.  During the pandemic some of the sessions were moved online, using Zoom, but essentially just involved the staff member giving out verbal information to the few volunteers who had logged on.


The staff want to develop their skills in this area, so that they feel as confident about online facilitation as they do when facilitating face-to-face. They also want to make their online sessions more interactive and visually attractive – and generally provide a more engaging learning experience for the volunteers.


The charity has asked you to develop and facilitate an online session for the staff members. They want the session to build staff members’ understanding of online facilitation as well as providing them with some basic skills to bring into their own sessions.




In response to this request, and working on your own or with a colleague learner from your CIPD group*,


  1. Develop a short learning session of between 20-30 minutes, entitled ‘Facilitating Online Learning’. Your session should include (in any order):


  • A comparison of two systems for delivering live online learning activities, including their key facilitation functions. (AC 3.1)
  • A short discourse on how a facilitated online session can differ from a face-to-face session for each of the following: facilitators; learners; learning administrators. (AC 3.2)
  • A summary of the main skills required to facilitate online learning, including one or two you have included in your own development plan(s). (AC 3.3)
  • A demonstration of three online facilitation skills (e.g. use of break-out rooms, use of polls, embedding/hyperlinking videos, use of animation and colour to enhance visuals, managing discussions within the session). (AC 3.4)


  1. Deliver/facilitate the session for a ‘group’ of attendees (minimum 2 people). Record the facilitation so that the staff who were unable to attend can access the tutorial when convenient, and all the staff can access the tutorial learning resource as needed. (AC 2.3)

Your evidence must consist of:


·        A recording of the facilitated 20-30 minute session.

*If working with a colleague, there should be an obvious equal contribution to the session from both parties.


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

Evidence reference
1.1 Evaluate how the development of technology and digital collaboration impacts the design and delivery of learning and development over time.    
1.2 Evaluate the risks and challenges technology-based learning and development poses and how these are being addressed for: organisations; learning and development professionals; learners.    
2.1 Assess the different types of digital learning content including the applications of each.    
2.2 Evaluate how the choice of digital learning content impacts learner engagement and meets identified needs.    



Task 2 –

Assessment criteria

Evidence reference
2.3 Develop engaging learning content to address a specific need.    
3.1 Compare systems for delivering live online learning activities, including their key facilitation functions.    
3.2 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; learning administration.    
3.3 Assess the main skills required to facilitate online learning, including reference to your own development plan.    
3.4 Demonstrate online facilitation skills within a live online learning activity.











Declaration of Authentication

Declaration by learner

I can confirm that this assessment is all my own work and where I have used materials from other sources, they have been properly acknowledged.  
Learner name:  
Learner signature:  

*This should be the date on which you submit your assessment


Declaration by Assessor


I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.


Assessor name:  
Assessor signature:  










Advances in digital learning and development

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