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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.
Evaluate how the development of technology, including digital collaboration, has impacted the design and delivery of L&D over time. Your response should encompass:)
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: 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)
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)
organisations
learning and development professionals
learners (AC 1.2)
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: TASK ONE
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.
SCENARIO
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.
TASK
In response to this request, and working on your own or with a colleague learner from your CIPD group*, Develop a short learning session of between 20-30 minutes, entitled ‘Facilitating Online Learning’. Your session should include (in any order): 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)
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)
EASE FOLLOW THE BELOW
WORD COUNT MUST BE 4550
PAY ATTENTION TO THE PLAGIARISM
PLEASE PROVIDE 10 REFERENCES IN HARVERD REFERRING.
PLEASE PROVIDE A PLAGIARISM REPORTS ( A Must )
Please write each question before the answers
Please refer and follow the attached carefully.
Please see below link for the explanation of task two
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