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5OS02

Advances in digital learning and

development Learner assessment brief

Level 5

Associate Diploma in Organisational Learning and

Development

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5OS02 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.

CIPD’s insights The future of technology and learning – CIPD report This CIPD report reflects on the strategic aims and uptake of digital learning in organisations. The research draws on data from the Towards Maturity Benchmark Survey, an internationally recognised longitudinal study on the effective implementation of learning innovation based on the input of over 6,000 organisations and 40,000 learners gathered since 2003. Technology is a vital part of working life, with organisations using digital tools to enhance their learning and development strategies. However, technology changes quickly. Learning and development practitioners must choose the right technology for their learning strategies while being wary of the hype surrounding new digital tools. We hope that this report, its recommendations and accompanying framework provide some ‘food for thought’ on technology and digital learning. The impact of emerging technologies on work – CIPD report The CIPD and Loughborough University’s report gathers evidence and insights on emerging technology at work and explores the ethical implications of how we’re currently adopting new technology. It can be used to explore how organisations can ensure people remain at the heart of work. Impact of artificial intelligence, robotics, and automation technologies on work – CIPD report This CIPD report focuses on the academic literature published since 2011 and evaluates the state of contemporary knowledge. It focuses on four key questions:

• What should the technological and occupational focus of the review be?

• What are the work-related outcomes of utilising artificial intelligence (AI), robotics and automation technologies (considering both the impact for workers and organisations)?

• What are the impacts of AI, robotics and automation technologies on professions and society more generally?

• What are the ethical issues related to the contemporary utilisation of AI, robotics, and automation technologies?

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Digital learning – CIPD factsheet This factsheet, produced by the CIPD, explores the different types of digital learning. Digital learning has progressed rapidly since the term 'e-learning' was first used at the turn of the century. It now includes websites, ebooks, social media and online communities, online lectures, webinars, podcasts, and microblogging. It has become a viable way of training and developing people in organisational settings, and an indispensable tool in the response to the COVID-19 pandemic. The factsheet provides a definition for digital learning and examines the three broad categories (formal, informal, and blended/supported) of learning. It investigates the role of social media, technological developments, and new forms of digital education, before considering its benefits and drawbacks. The factsheet concludes by exploring recent trends such as the wider use of collaborative technologies and approaches to learning. Learning and development in a socially networked age – CIPD podcast In this CIPD podcast, several L&D professionals discuss the impact social media is having on the world of work, and how learning and development is becoming 'social'. Featured on the podcast are:

• John Baker, former Development and HR Operations Director, Legal & General

• Charles Elvin, Director, Centre of Professional Learning and Development, The Open University

• Clive Hutchinson, Company Leader, Cougar Automation

• John McGurk, Learning and Talent Adviser, CIPD

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Case study You are a learning and development consultant who has been contracted by a relatively large organisation that, in the past, outsourced its L&D function. It is now looking to expand its in-house L&D offering and is keen to utilise the new learning technologies that are available. You have effectively been given a ‘clean sheet’ in which to work from, as the only people directly involved will be you and a newly appointed L&D Manager. The task, as described by the People Director in their Annual Plan to the Board, is to look at how the organisation can “do L&D differently and deliver to the masses”. For Task 1, you have been asked to create a presentation to be delivered at the organisation’s Annual Conference, which will be attended by all senior leaders and managers of the organisation. Your presentation will introduce them to the concepts of ‘Digital Learning & Development Transformation’. 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 on a topic or learning outcome of your choice, or one selected from the list provided in this assessment brief.

Preparation for tasks:

• At the start of the 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 guide and support your evidence

• Pay attention to how your evidence is presented, remember you are working in the

People Development Team for this task

• Ensure that the evidence generated for this assessment remains your own work

You will also benefit from:

• Acting on formative feedback from your assessor

• Reflecting on your own experiences of learning opportunities, training and

continuing professional development

• Utilising CIPD factsheets, reports and podcasts, as well as any other online material

on these topics

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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:

1. 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).

2. 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) 3. 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).

4. 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).

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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

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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)

a. Facilitators b. Learners c. 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:

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%)

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Assessment Criteria Evidence Checklist Use this as a checklist to make sure that you have included the required evidence to meet the task. Please enter the evidence title and where it can be referred to. An example has been provided for you.

Task 1 – Feature Article

Assessment Criteria Evidenced Y/N

Evidence Reference (filename)

You must add in the name of the file you have used.

AC 1.1 Evaluate how the development of technology and digital collaboration impacts the design and delivery of learning and development over time.

Example:

5C001_Report_yourname

AC 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

AC 2.1 Assess the different types of digital learning content including the applications of each.

AC 2.2 Evaluate how the choice of digital learning content impacts learner engagement and meets identified needs.

AC 2.3 Develop engaging learning content to address a specific need.

AC 3.1 Compare systems for delivering live online learning activities, including their key facilitation functions.

AC 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

AC 3.3 Assess the main skills required to facilitate online learning, including reference to your own development plan.

AC 3.4 Demonstrate online facilitation skills within a live online learning activity.

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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 to leaners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so the assessor must use their discretion in marking grading decisions. The grid below shows the range for each unit assessment results 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

0–15 Fail

16–20 Low Pass

21–26 Pass

27–32 High Pass

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Marking Descriptors

Mark Range Descriptor

1 Fail Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC. Insufficient examples included, where required, to support answers. Presentation and structure of assignment is not appropriate and does not meet the assessment brief.

2 Low Pass Demonstrate an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC. Sufficient and acceptable examples included, where required, to support answers. Required format adopted but some improvement required to the structure and presentation of the assignment. Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.

3 Pass Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC. Includes confident use of examples, where required, to support each answer. Presentation and structure of assignment is appropriate for the assessment brief. Answers are clear and well expressed.

4 High Pass Demonstrates a wide range of confident level of knowledge, understanding or skill (as appropriate). Includes strong examples that illustrate the point being made, that link and support the answer well. Answers are applied to the case organisation or an alternative organisation. Answers are clear, concise, and well argued, directly respond to what has been asked. The presentation of the assignment is well structured, coherent and focuses on the need of the questions. Includes clear evidence of the use of references to wider reading to help inform answer.

Quiz instructions:

This Quiz consists of 10 multiple-choice or true-false questions. Each question is worth 1 point. Questions are presented in a random order. This Quiz allows you to go back to check or change your answers at any point during your allotted Quiz time. You may use your course readings and other resources to help you. This Quiz is open book. You will have unlimited time to finish this Quiz by the end of the week. You must pass the Quiz at 90% for competency. Once the Quiz has been submitted, the correct answer will be indicated when you have given an incorrect answer. If you need to retake the Quiz, a new Quiz will be generated. You must pass this week’s Quiz to proceed to the Quiz next week

By Day 7

Submit your Quiz.

Submission and Grading Information

Submit Your Quiz by Day 7

Assignment: Collaborating on a Family Genogram As you found out in Week 5, it is important as a counselor working with couples and families to understand one’s own family dynamics. Exploring your family dynamics helps you understand where you come from, issues that have influenced your family and can help you overcome any issues that may be a challenge. After creating your own genogram, hopefully you now realize all the valuable information contained in a genogram that may not have been recognized or considered before the use of this vital assessment tool.

To submit your Quiz:

Week 9 Competency-Based Quiz

For this Assignment, you will apply what you have learned about genograms and your own family by collaborating with a friend to create his/her family genogram. As you work with your friend, keep in mind that you must take the ethical and legal considerations of working with this sensitive information very seriously.

To Prepare:

Review the article, “Cultural Genogram: A Tool for Teaching and Practice” from the Week 4 Learning Resources. Select a friend to complete a genogram assessment. (Please avoid using a family member since you just completed your own genogram on your family.) Use the theoretical information presented in this module to help you construct your genogram assessment. Review the Optional Learning Resources for this week to become familiar with the symbols and information included in a genogram.

Assignment:

Create a genogram assessment of a friend co-worker, or neighbor’s family including three generations (i.e., your friend and their siblings, their parents and parent’s siblings, and their grandparents and siblings OR your friend’s children, your friend and their siblings, and your friend’s parents and parent’s siblings. The genogram is drawn by hand, photographed, and submitted as an image in your three-page summary. Include family dynamics, communication styles, mental/physical health, boundaries and family patterns and include a master key to the genogram. Birth dates, or ages, help provide context, so please provide as much detail as you can. Summarize the genogram you created by describing the roles and patterns that emerge in it, using concepts from the systems theories that are discussed in this week's Learning Resources. The summary should be in APA format and 3 pages maximum. Explain how this genogram assessment may be useful in couples and family counseling of this friend. Briefly explain how your understanding of your friends’ genogram assessment might impact your work as a counselor. Your final document will include a title page in APA format, a genogram, a three-page summary of your genogram, and your reference page.

Support your Assignment by citing all resources in APA style, including those in the Learning Resources.

By Day 7

Submit the genogram of your friend’s family.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK9Assgn+last name+first initial. (extension)” as the name. Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment. Click the Week 9 Assignment link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK9Assgn2+last name+first initial.(extension)” and click Open. If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database. Click on the Submit button to complete your submission.

Grading Criteria

Check Your Assignment Draft for Authenticity

Submit Your Assignment by Day 3

Week in Review

To access your rubric:

Week 9 Assignment Rubric

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment draft and review the originality report.

To submit your Assignment:

Week 9 Assignment

This week, you analyzed interventions and techniques specific to cognitive behavioral and narrative theories, and you collaborated with a friend to create his/her family genogram.

Next week, you will finish the course with a final exam and, Module 3: Special Topics and Contemporary issues. You will review the material covered throughout this course to prepare for and take your Final Exam. You will also search the Walden Library databases for articles on a contemporary issue facing families, and you will discuss the impact of that issue on the family system and those involved.

To go to the next module:

Module 3: Special Topics and Contemporary issues

Running Head: FAMILY GENOGRAM 2

FAMILY GENOGRAM 2

Family Genogram

Matthew Rosario

Walden University

With graph-like visuals, graphics, shapes, descriptions, and drawn lines, the genogram assignment will demonstrate how family structures may be read and evaluated utilizing a charted approach (Guerin & Pendagast, 1976). The purpose of a genogram is to enable a systematic method for identifying positives and negatives in family structures. As you shall see, one side of a family can have a favorable or negative impact on family members for decades to come. This is a summary of my family genogram

Family Dynamics

My family has a variety of dynamics that work well with our approach. My family is made up of homes with two parents, one parent, only children, married people, and blended families that come from two or more different cultural origins. Some of us have formed close-knit ties more than others, but that is sometimes how things work. We have all come together in some manner, shape, or form.. It has influenced our behaviors and the connections we have built, as well as how we interact with others and perceive the world. More of the distant family members have, so to speak, made their own decisions and fit the description of being "outside of our norms." Example: In our tight-knit family, it would never be acceptable for a few male relatives to engage on worldly activities when they are in what you may refer to as "the streets." Our family's pattern has been oriented or aimed toward assisting others with all the responsibilities that have emerged (Guerin & Pendagast, 1976). The majority of people who work are employed as police officers, correctional officers, nurses, counselors, and therapists, among other public sector professionals. This blended family, in my opinion, has its differences yet still manages to support one another.

Communication Styles

I come to the conclusion that, when comparing various communication philosophies, I fall somewhere between my parents and my grandparents. Both of my parents have various ways of communicating, which they have taught me to use depending on the situation (sort to speak). Warm, dedicated, and sympathetic toward the female family members, but stricter with the men, my father and grandfather, who are both stern but with a tiny tendency toward tolerance, create a close bond between them. The ladies, however, are always stern and inflexible, despite their ability to be charming, hospitable, and kind. Nearly everyone in the family that has this disposition is someone I am close to.

Mental Health/Physical Health

This project required that I complete the genogram while sitting with my father and a great aunt on my father side in order to acquire accurate physical and mental information. I discovered that several members of my family battle with mental illness. This includes all branches of our mixed and biological families. These ailments included heart disease, diabetes, high blood pressure, depression, ADHD, and terminal illnesses. I discovered that diabetes, hypertension, and depression were my grandparents' primary health concerns. As a result of this knowledge, I am now aware of any potential health or psychological issues that may affect me.

Emotional Relationship

The genogram of a family is helpful to the counselor because it makes the connections between family members clear. The genogram can be constructed in a variety of ways to include details like wealth, social standing, and relationships on both a physical and emotional level. Problems that may have been hidden or undetected may become apparent in relationships. There are patterns in relationships that may be observed, and these patterns may affect how partners interact and manage one another. The genogram could be beneficial to the pair by educating them on each other's families. The pair may benefit from being able to identify potential obstacles and current or past issues that might have a family history component. Instead of isolating someone and categorizing them as problematic or the problem, the family might find it beneficial to look at their issues from a larger viewpoint.

Genogram Usefulness in Couples/Marriage Counseling

The genogram of a family is beneficial to the counselor since it clarifies the familial relationships. The genogram can be constructed in a variety of ways to include data such as finances, social standing, and emotional and physical ties. Relationships have the power to reveal problems that were previously hidden or unknown. Relationships exhibit patterns, and these patterns may influence how partners manage and interact with one another. The genogram may aid the pair by revealing more about their respective families. This may assist the couple in recognizing potential obstacles and identifying recent or continuing issues that may have a genetic component. Rather than isolating someone and characterizing them as problematic or the problem, it could be beneficial for the family to view their issues from a broader perspective.

Understanding my own Impact as a Counselor

Understanding my genogram could reveal information regarding my family's medical history, social and physical interactions, life experiences, and status, among other things. I may view the couple's familial relationships very differently than they do, focusing on their flaws while disregarding their virtues, because their familial relationships are not my own. Instead of studying the conditions that led to the events or the change in the person, judging a person in a relationship mostly based on their current conduct.

Diagram, schematic  Description automatically generated

Diagram, schematic  Description automatically generated

References

Guerin, P. J., & Pendagast, E. G. (1976). Evaluation of family system and genogram.  Family therapy: Theory and practice, 450-464.

Kim-Appel, D., & Appel, J. K. (2021). Bowenian family systems theory: Approaches and applications. In D. Capuzzi & M. D. Stauffer (Eds.). Foundations of couples, marriage, and family counseling (2nd ed., pp. 149-168). Wiley & Sons.

Kim-Appel, D., & Appel, J. K. (2021). Bowenian family systems theory: Approaches and applications. In D. Capuzzi & M. D. Stauffer (Eds.). Foundations of couples, marriage, and family counseling (2nd ed., pp. 149-168). Wiley & Sons.

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