support@essaywritingexpert.org- Two ways in which design of L&D has been impacted by the development of technology including digital collaborations
The development of technology, particularly digital collaboration, has profoundly transformed the design of learning and development, revolutionizing how knowledge is acquired, shared, and applied (Shane, 2008). One of the impact that this has brought is that there has been improved blended learning approaches. Technology has facilitated the integration of various learning modalities, giving rise to blended learning approaches. This combination of traditional classroom instruction with online learning tools, simulations, and interactive content allows for a more holistic and flexible learning experience (Shane, 2008). Martín-García & Antonio (2020) in their study on blended learning observe that learners are able to access digital resources and collaborate with peers and instructors outside of the classroom, while in-person sessions provide valuable face-to-face interaction and hands-on experiences. Blended learning caters to diverse learning styles, accommodating both self-directed and instructor-led approaches, leading to better knowledge retention and skill application.
Development of technology has also led to better data driven decision making. The availability of data and analytics in digital learning platforms has enabled data-driven decision making in the design of L&D programs. Learning management systems and other educational software can better track learners’ progress, engagement, and performance. Analyzing this data provides insights into the effectiveness of different instructional strategies, content types, and assessments. Instructional designers and educators can use this information to optimize course content, identify knowledge gaps, and tailor learning experiences to individual needs. As a result, technology has facilitated continuous improvement in L&D design, ensuring that courses are adaptive, relevant, and aligned with learners’ goals (Shane, 2008).
Two ways in which delivery of L&D has been impacted.
The development of technology, including digital collaboration, has brought about significant changes in the delivery of learning and development, transforming traditional educational approaches (Weber, 2014). One of the ways that this has been achieved has been through introducing personalized and adaptive learning. Technology has paved the way for personalized learning experiences, tailoring educational content to meet the individual needs and preferences of learners. Adaptive learning algorithms analyze learners’ performance data and adjust the curriculum accordingly, ensuring that they focus on areas where they need improvement. Ouadoud M. & Chkouri M. Y. (2021) in a study on new smart learning management systems observes that learning management systems (LMS) help track progress and recommend relevant materials, creating a more efficient and effective learning journey. This individualized approach increases learner engagement and motivation, ultimately leading to better learning outcomes.
The other way has been through global collaboration and networking. Digital collaboration tools have fostered a global learning community by connecting learners, educators, and subject matter experts from around the world (Weber, 2014). Online platforms, discussion forums, and social media groups enable the exchange of ideas, experiences, and knowledge beyond borders. Learners can engage in cross-cultural discussions, gain diverse perspectives, and collaborate on projects with peers from different backgrounds. This interconnectedness enhances the richness of the learning experience, promoting cultural awareness and empathy among learners. Additionally, networking opportunities facilitated by technology allow professionals to connect with industry leaders, potential mentors, and employers, opening doors to new career prospects and continuous professional development (Weber, 2014).
- One risk that technology-based L&D poses for each of the following how it is being addressed.
- Organisation
To an organization, this risk is having a room for probable information security breaches and privacy issues. There has been an increased reliance on digital platforms and cloud-based systems and this has made it easy for sensitive data to be vulnerable to cyberattacks or unpermitted access. Organizations are now addressing this through investing in robust cybersecurity measures, data encryption and access controls to safeguard learner information. It is handling this by providing comprehensive training on data protection and privacy best practices to employees and learners to ensure that they get to handle data in a responsible way to see the reduction of risk of breaches.
- Learning and development professionals
One risk that technology-based Learning and Development (L&D) poses to L&D professionals is the potential threat to job roles and skill requirements. As technology advances, automated learning platforms and artificial intelligence-driven tools can replace certain tasks traditionally performed by human instructors and trainers. This may lead to concerns about job displacement and the need for upskilling to adapt to the changing landscape (Sutton, 2021). To address this risk, L&D professionals are encouraged to embrace technology as a complement to their expertise rather than a replacement. They can focus on higher-order skills that require human creativity, critical thinking, and emotional intelligence, which are difficult for machines to replicate. By leveraging technology, L&D professionals can enhance their capabilities in designing more interactive and personalized learning experiences, leveraging data analytics for insights, and utilizing digital collaboration tools to foster learner engagement and teamwork (Sutton, 2021). In addition, organizations and educational institutions must invest in providing continuous professional development opportunities for L&D professionals to acquire new digital skills and stay updated on technological advancements. A proactive approach to adapting to technology and harnessing its potential can empower L&D professionals to thrive in the digital age and continue making a significant impact on learners’ growth and development.
- Learners
One risk that technology-based Learning and Development (L&D) poses to learners is the potential for a digital divide and unequal access to learning resources (Sutton, 2021). Not all learners may have equal access to the necessary technology, such as computers, internet connectivity, or mobile devices, which can hinder their participation in online learning activities and digital collaboration. This can lead to disparities in educational opportunities and outcomes, disadvantaging those with limited access to technology.
To address this risk, efforts are being made to bridge the digital divide. Governments, educational institutions, and non-profit organizations are implementing initiatives to provide access to technology and internet connectivity to underserved communities. These may include setting up community centers with free internet access, distributing low-cost devices, or offering data subsidies. Additionally, educational content providers are optimizing their platforms to be accessible on various devices, including smartphones, which are more widely available in many regions. By reducing barriers to entry, these initiatives aim to create a more inclusive learning environment, ensuring that all learners can benefit from technology-based L&D opportunities regardless of their socioeconomic background (Sutton, 2021).
3 (a) ATop of Form
- ssessment of the potential strengths and weaknesses of podcast, video tutorial and webinar digital learning platforms and how they might be applied to assist learning.
Podcast
One of the strengths of Podcasts is that they can be easily consumed on-the-go (Seneca, 2014). They can cover a wide range of topics and are relatively inexpensive to produce, making them accessible to a broad audience. Their weakness is that they may lack visual elements, making it challenging to convey complex concepts or demonstrate practical skills.
Podcasts can be applied in instances where learners are required to listen to episodes during their daily commute or leisure time to reinforce language learning in an immersive and convenient manner (Seneca, 2014).
Video tutorials
These come with the strength of offering visual and auditory learning experiences, making them effective for demonstrating practical skills, step-by-step processes, or hands-on activities. They can engage learners by combining visuals, animations, and narration, enhancing knowledge retention. Their weakness is seen in the fact that they are time-consuming to produce and may require some technical expertise and equipment. They can be applied where learners are required to learn where various tools and techniques need to be demonstrated.
Webinars
These come with the advantage of being to offer interactive online events between presenters and participants. They foster a sense of community among learners and provide immediate feedback from instructors. Their weakness is seen in that they can be affected by poor internet connectivity (Clay, 2012). They also require coordination and planning to ensure engaging and well-structured sessions. Webinars can for instance be applied in group discussions on leadership
- Description of two specific items of digital learning content, (existing or proposed) that I 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.
I would choose interactive scenario-based e-learning module. This is a digital learning content that presents learners with realistic workplace situations related to people management. Learners are guided through different scenarios where they must make decisions and handle various challenges, such as conflict resolution, performance management, or employee development. This module impacts learners by stimulating critical thinking and problem-solving skills. The interactive nature of the module creates a sense of ownership and accountability for learners’ decisions, fostering deeper engagement with the content (Mio & João, 2019). It meets group’s learning needs by providing a safe environment to practice people management skills without real-life consequences, allowing them to build confidence in their decision-making abilities.
The second example of digital learning context is virtual peer learning circles. Virtual peer learning circles are facilitated online group discussions focused on specific topics related to people management. Learners are divided into small cohorts and engage in regular virtual meetings to share experiences, challenges, and best practices. The sessions are moderated by an experienced facilitator who encourages active participation and knowledge sharing among the group members.
On the impact on learner engagement, virtual peer learning circles can significantly boost learner engagement. By fostering a collaborative learning environment, learners feel more connected to their peers and have opportunities to learn from each other’s experiences (Mio & João, 2019).
On meeting group learners needs, virtual peer learning circles help address their learning needs for social learning and practical insights. They give opportunity to engage with peers from diverse industries and backgrounds and provides a broader perspective on people management challenges and solutions.
Task Two
Comparison of two systems of delivering online learning activities including their key facilitation functions
One of the systems of delivering online learning is synchronous online learning. This method allows real time interaction enabling an instant question and answer and also discussions (Russell & Murphy-Judy, 2020). The facilitators are able to gauge the reaction of participants and adapt content in real time. It however comes with the challenge of scheduling conflicts and time zone issues. The other mode is asynchronous system of learning. This one provides flexibility allowing the participants to engage in their own pace. It comes with the advantage of allowing diverse schedules but it lacks immediate interaction.
How a facilitated online session can differ from a face-to-face session for
- Facilitators
The facilitators in online sessions lack immediate physical presence and rely on virtual means for engagements. They have to rely on technology and communication gadgets while face to face requires good rapport that is obtained through direct interaction and body language (Nève-Hanquet & Crespel, 2019).
- Leaners
The learners in online sessions lack social interactions which in turn reduces engagement and peer interaction. The learners get to enjoy flexibility in access of content but they could face challenges in real time clarification. The face-to- face sessions come with the advantage of immediate physical interaction which aids connection and spontaneous discussions with less scheduling flexibility.
- Learning administrators
The learning administrators overseeing online learning are required to manage technological support. They handle all the learning logistics. In face-to-face learning, the put their focus on physical space management and in-person materials. The administrators get data driven insights from online learning while face to face allows them immediate event supervision (Nève-Hanquet & Crespel, 2019).
Main skills needed to facilitate online learning
Facilitating effective online learning requires a combination of technological expertise, interpersonal subtlety, and pedagogical insight. Technical skills involve navigating virtual platforms, troubleshooting issues, and utilizing multimedia tools. Strong communication abilities encompass clear written and verbal instruction, active listening, and fostering a supportive online environment. Adaptability is crucial to address diverse learner needs, while time management ensures organized content delivery. Skillful moderation guides discussions, encourages participation, and manages potential conflicts. An understanding of online pedagogy aids in designing engaging, accessible content and assessments. Collaboration with technical support and continuous self-improvement rounds out the toolkit for successful online facilitation.
Online facilitation skills including; break out rooms, use of polls and use of animation illustrations
Breakout rooms are skillfully used in enhancing small group discussions, and promoting deeper investigation of topics. Polls are tactically used to gauge participants’ understanding and gather quick feedback, adapting content accordingly. Animations help illustrate complex concepts catering to various learning preferences (Nève-Hanquet & Crespel, 2019). These techniques collectively create an interactive and dynamic learning environment, enhancing comprehension, participation, and overall learning outcomes.
References
Clay C. (2012). Great webinars: how to create interactive learning that is captivating informative and fun. Pfeiffer.
Martín-García Antonio Víctor. (2020). Blended learning. Springer.
Mio C. Ventura-Medina E. & João Elsa. (2019). Scenario-based elearning to promote active learning in large cohorts: students’ perspective. Computer Applications in Engineering Education 894–909.
Nève-Hanquet Chantal & Crespel A. (2019). Facilitating collective intelligence: A handbook for trainers coaches consultants and leaders. Routledge. https://doi.org/10.4324/9780429264504
Ouadoud M. & Chkouri M. Y. (2021). Modeling and prototyping new smart learning management systems. Information Science Reference an imprint of IGI Global.
Russell V. & Murphy-Judy K. (2020). Teaching language online a guide for designing developing and delivering online blended and flipped language courses. Taylor & Francis Group.
Seneca E. (2014). Analyzing the effects of context-aware mobile design principles on student learning. International Journal of Mobile and Blended Learning (Ijmbl) 56–70. https://doi.org/10.4018/ijmbl.2014010104
Shane S. (2008). Handbook of technology and innovation management. Wiley.
Sutton D. (2021). Information risk management a practitioner’s guide (Second). BCS Learning & Development Limited.
Weber E. (2014). Turning learning into action: a proven methodology for effective transfer of learning (1st ed.). Kogan Page.