5OS02 – Advances in digital learning and development Assignment Sample

Introduction - 5OS02 – Advances in digital learning and development

1.1 Development of technology & digital collaboration influence delivery of learning

The development of technology as well as digital collaboration significantly impact delivery of learning and development. It makes the learning more accessible, convenient, interactive as well as interesting for the learners, For example, the use of power point presentation positively influence learning delivery as it allows in provide in-depth understanding with clarity, helpful in making complex and dynamic engineering theories, concepts more interesting by using smart arts and memorable for employees.

Additionally, development of technology in terms of artificial intelligence, virtual reality, and augmented reality makes the e-learning concept more immersive as well as helpful in developing emerging learning experience for the learners (Marion and Fixson, 2021). The development of such a technology result in improving learning outcome for the employees as it is useful in provide learning to learners based on real-life scenarios. The use of the technology makes delivery of learning more personalized and efficient. For instance, development of AR and VR technology makes delivery of learning more impactful for the manufacturing employees. The technology allows the professionals to provide learning to employees using the real-life scenarios, this leads to enable the learners to learn complex manufacturing practices such as equipment operations, machining and so more, results in delivery of learning more engaging and convenient, leads to generate better learner outcome.

In addition, computer based training influence the design and delivery of learning in positive manner as it makes the learning more flexible, accessible. It allows the learners to learn at own pace and anywhere (Ng et al, 2021). It allows the learners to access wide range of learning materials, modules anytime and anywhere, making learning process efficient.

It is identified that, there are several pros and cons of development of technology and digital collaborations in delivery of learning. Effective advantages include providing better learning opportunities to employees in regards to clear and practical understanding of complex concepts. Another advantage is greater accessibility and engagement as learner can study or access material at anytime and anywhere (Parveen and Ramzan, 2024). The pros include delivering personalized learning to the learner as technological development allows providing content to the learner based on their learning style and requirements. However, there are some of drawbacks as well. For instance, development of technology makes the learner over reliance on the technology, results in making them incompetent to learn independently and using their critical-thinking ability.

1.2 Challenges of technology-based learning poses and way it being addressed

Technology based learning is quite beneficial but somehow it build challenges or risk for the organization as well as learner both. Following are the challenges or risks:

Organization

Hacking and security threats: One of the risks faced by organization in terms of technology- based learning is chances of hacking and security threat. This threat can be related to data or study material theft, employees personal information, fraudulent user authentication and so more. To address the challenge, organization can focus on implementing a security network using effective security system and software like firewalls to protect themselves from hacking and security threats (Anwar et al, 2023).

High Cost: Another challenge faced by the organization associated with the technology-based learning is high cost. For instance, implementing technology-based learning by manufacturing organization required greater investment in infrastructure, research and development, training and development of human resources, software purchasing and so more. In addition, providing technology based learning requires infrastructure and software maintenance, update as well as upgradation, leads to results in high cost for the institution (Ihsan, 2023). This challenge results in making onerous for the organization to furnish technology-based learning to its learners. The organization can overcome the challenge of high cost by focusing on gaining as much as benefits from the technology based learning. This will allows the organization to outweigh its revenue than cost, allows in overcome challenges effectively.

Learners

The technology-based learning leads to create a several challenges for the learners as well.

Need for improve IT skill: One of the challenge in front of learner in regards to adopting technology based learning is requirement for enhancing IT skills. For instance, each individual or employee of manufacturing organization not have a skill or resources to access to technology based learning. Some learners find difficult to use software and technology to access the learning material in efficient as well as effective manner. This act as a challenge for learner to make their learning interactive as well as engaging, result in putting negative impact on overall learning and development. However, to overcome such a challenge a learner should get guidance from the professional or fellow mates regarding effectively access to the platforms to make technology based learning more effective and impactful for the learner.

Distraction: Another challenge faced by learner in technology-based learning is distraction as learner find difficulty to concentrate on learning material. It can be address by making the study content interesting and personalized according to learning need of employee (Cholili and Hamim, 2024).

1.3 Influence of emerging learning technologies on role of L& D professional

In context of organization, L & D professional solely emphasize on improving the skills, knowledge as well as abilities of the employees via enhance quality of training to ensure best outcome for the learners. In current time, it is identified that there is vital influence of emerging learning technologies on the role of L& D professional. The emerging learning technologies lead to influence the L&D professionals to improve their technical skills (Thrassou et al, ). This leads to influence the professionals to motivate others as well to adopt emerging technologies to provide personalized learning experience to the learner. It act as one of the benefit for the L & D professionals as it results in personal as well as professional growth (Hiremath, Mohapatra and Paila, 2021). For instance, the learning of technical skills allows the professionals to conduct a good training and development for its staff as well. Apart from this, emerging learning technologies allows the L & D professionals to use different technologies to provide interactive, accessible and interesting learning options to the learners.

However, there is some of negative influence of the emerging learning technologies on the role of L & D professionals. For instance, the non- learning of emerging technologies results in create an issue of job security for the L&D professional. In addition, the continuous use of technology can create a health and mental well-being issue on the professional as it sometimes results in creation of stress, anxiety as well as frustration (Hilty et al, 2022). This leads to results in negative impact on the overall work of the professional and indirectly impacts the learning of employees as well.

Need a reliable partner for your studies? Choose our Online Assignment Help for 24/7 support, affordable prices, and guaranteed quality that makes a real difference in your academic journey.

2.1 Types of digital learning content and application of each

Synchronous learning defines as learning where the instructor as well as students gathers at the same time in form of virtual as well as physical place. On the other hand, asynchronous learning refers to a learning process where the student access to materials at their own pace and interacting with each other over a longer periods (Fadhilah et al, 2021).

Digital learning content refers to a high quality material that is delivered to learners via technology. There are various kind of digital content such as slide-shows, podcasts, animation, e-learning videos, app-based content, AR, VR simulations, PDFs, videos and so more, In educational context, the two of digital learning content is as under;

E-learning videos: It is one of the types of digital learning content that includes use of online videos to provide in-depth understanding to the learners. The e-learning videos consists instructional videos, webinars, tutorials and so more. One of example of e-learning video includes training professionals create a video related to manufacturing process provide in-depth understanding to the employees in effective manner while considering different mind sets of learner (El-Ariss, Zaneldin and Ahmed, 2021). The applications of e-learning videos include providing visual learning experience to the learners in an accessible and flexible manner. The learner can watch the video anytime and anywhere whenever they needed, leads to enhance learning experience.

Simulation: Another type of digital learning content includes simulation. It is a kind of learning content that builds an interactive and virtual learning space that demonstrates real-world scenarios. The simulation allows the learners to learn things in practical manner within a safe as well as controlled setting (Madsgaard et al, 2022). The simulation learning is beneficial for all kinds of industry, but it is significantly beneficial for manufacturing industry. For instance, simulation learning provides a real-time experience as well as knowledge and learning to the employees by using real-time scenarios. The employees via simulation able to learns manufacturing practices such as equipment operation, manufacturing and so more. In addition, the application of simulation in learning includes provide hand-on-experience and advantage of immediate feedback to the learner. For example, while practicing of medical practices via simulation the employees learn things practically and also get immediate feedback in regards to appropriate and inappropriate actions, results to effective acquaintance of knowledge and learning.

2.2 Way the choice of digital learning content influence learner engagement and identified requirements

Learner engagement is defined as a meaningful, committed, enthusiastic as well as active participation of the individual in the learning process. In other words, learner engagement refers to a degree to which a learner actually invested themselves in a process of learning (Veluvali and Surisetti, 2022). An effective learner engagement is important for better knowledge retention, increasing efficiency in subject area and for better outcome.

In educational setting, the choice of digital learning content significantly influence learner engagement as well as allows in meet recognized requirements. In two ways L & D professional can make a digital learning content engaging for learners.

Identify learner`s need and developing an organized module: The L & D professional can make a choice of digital learning content through furnishing focus on identify needs of the learner via communicating with them. This allows the professional to create digital content accordingly. For example, in present time, as each individual have busy learning schedules and wide concept to learn as a result it important to make the module or learning content short, clear and to-the point. It leads to helps in engage the employees in a learning process effectively and efficiently (Rajabalee and Santally, 2021). The use of e-learning videos allows the professionals to effectively illustrates that dynamic concepts with the help of animation, engaging narratives, using charts, graphs as well as real-worlds demonstration. The application of such a digital contents allows the learners to involves and interested within the learning, declines the likelihood of distractions as a result it is act as best digital learning content that allows effective learner engagement in learning process, leads to enhance overall learning experience.

Use of strategy to triggers audience curiosity: To make the digital content more interactive and engaging for the learners, it is important for the professionals to make choice of the content that triggers curiosity of the learners. For example, professionals can use a quizzes, drag-and-drop-activities, simulation transform, storytelling and so more to keep the learners engaged within the learning process (Cheng, 2023). The different interactive action within the learning process allows the learners to engage with hands of task as well as get instant feedback. This leads to make the learner interested towards the subject matter or learning process, results in active participation and better learner’s engagement.

2.3 Main principles of curating engaging learning content to address particular needs

Curation of content refers to a method of building valuable, meaningful as well as engaging content by collecting, organizing as well as presenting the informative content from the various sources in structured and coherent way to a particular audience (Merten, 2021). In other words, curation of content defines as a process of selecting quality content related to subject matter and presenting it in a logical manner to build a efficient learning experience for the learners.

Two main principles related to curation of content

Using reliable sources: One of the principles of curation of content is selecting content to provide understanding to employees from the reputable website, journals, articles and publication. This allows in provide informative, accurate as well as up-to-date learning to the employees in terms of method, process techniques use within the manufacturing company (Kington et al, 2021). This leads to allows the employees to develop their skill as well as learning in the effective manner. For example, the principle allows the L& D professional to maintain the quality of learning material results in help in meeting the learning needs of the different employees with different preference.

Organizing: Another principle of curation of content is effective organization of selected and curated content. This leads to allows the learner to get information in clear and accessible way. Effective organization allows the employees to learn the different method, manufacturing concept in effective and understand manner. This principle of organization makes the material accessible for all employees even when there is difference in learning pace, understanding level. The principle helps the learning facilitator to give feeling of each learner to be included ion learning without any bias (Peona et al, 2024). For instance, a organize curated content have a summaries key points, clear heading, subsections as well as quality material results in providing good learning experience for manufacturing employees while considering factors of inclusion, accessibility and no bias.

3.1 Way live online learning activity differ from face-to-face learning

The facilitation of live online learning activities are significantly different from the face-to-face learning in several manners. It can be distinguish based on the facilitator as well as learner side:

Facilitator

One of the differences in facilitation of online learning activity and face-to-face learning includes difference in undertaking activities. In facilitation of online activity, professional focus on effective planning, sorting of content, management of overall infrastructure and so more as the online activity is usually asynchronous means learner can watch content at different time from different location. Therefore, it makes crucial for online facilitator to undertake activities accordingly and focus on clear structure and schedule (Gherheș et al, 2021). On the other hand, in facilitation of face-to-face learning there is no requirement to make planning of activities, schedule and structure. The professional can provide learning to employees on pre-determined time by furnishing training, demonstrations and discussions.

Apart from this, during facilitation of live online learning, it is quite difficult for the professionals to gauge employees’ response in regards to the learning material and understanding due to distant learning. It act as a barrier because professional not able to constantly observe the employees online due to lack of visual contact, inappropriate internet connectivity (Alaimo and Kallinikos, 2021). In facilitation of online activity, the professional has lack of ability to gauge the learner’s responses as a result make difficult to modify the strategies for better learner outcome. However, in facilitation of face-to-face learning, the professional able to evaluate responses of learner such as problem they face in learning process, issue in understand complex concept and so more. This facilitation allows the professionals to make changes in teaching style to provide in-depth understanding to learner for better outcome. For instance, for better understanding to employees in regards to complex manufacturing process the professional use different method like presentation, activities, demonstration.

Learners

In context of learners, one of difference in online learning activity and face-to-face learning is positive impact on learning of the introverted employees. The online learning is advantageous for the introverted learners as it provides flexibility, declines scope of social pressure and allows the learner to learn at own pace, leading to enhance introverts learner experience and outcome. For instance, in online facilitation, introvert employees find easier to ask question and doubt as compared to face-to-face learning, leading to better outcome.

Another difference in facilitation of face-to-face and online learning in regards to noise and distraction. In face-to-face learning, there is lack of chance of employees distraction as well as noise, as they learn in a learning oriented environment (Chisadza et al, 2021). On the other hand, within online learning activity there are uncontrolled interruptions and distractions in form of internet note, lack of connectivity, lack of ability to concentrate and so more. It leads to impact overall learning experience and outcome of learner.

3.2 Required skills to facilitates online learning activities

To facilitate effective online learning activities, it is important to possessed some important skills. The three required skills for online learning is as under:

Technical Skill: It is an ability and knowledge of using diverse technology to perform a task. During facilitation of online learning activities, technical skills play an important role. The technical skill allows the facilitator to create a interactive presentation using text, audios, animation, graphics and so more to deliver engaging content to learner. In addition, having a good technical skill allows the facilitator to solve technical problem during online learning activities such as technical glitches, issue in audio, videos (Atwa et al, 2022). The skill plays an important role in decline disruption as well as providing good experience for the learners.

Communication skills: It is an ability to effectively convey messages, information, ideas and opinion to others in a meaningful manner. In context of facilitation of online learning the skill is important for engaging with the learners as well as provides them with required guidance and support. For instance, professional with good communication skill able to chat with the learners in regards to solving their doubts, providing in-depth understanding of subject matter in meaningful manner. In addition, while online learning, communication skills helps the facilitators to encourage and engage the learner in learning process. It allows the facilitator to use verbal and non-verbal communication method to manage flow of discussion and ensure each learner effectively understands the concept (Aslan, 2021). For instance, in online learning, learners feels bored and isolated, as a result good communication skill of professional allows to keep learner engaged and motivated.

Organizational Skill: Organization is a soft skill of managing and efficiently organizes time, resources and energy to complete the task on time (Rață et al, 2022). The skill plays an important role for online learning facilitator in terms of planning as well as structuring learning materials and activities according to needs of learner (Essential skills need to teach online, 2025). The skill enables the facilitator to effectively manage the learners and their learning in efficient manner. For instance, via organizational skill, facilitator plan wide course material by dividing it into small sessions, leads to completion of course on time.

REFERENCES

Books and Journals

• Alaimo, C. and Kallinikos, J., 2021. Managing by data: Algorithmic categories and organizing. Organization Studies, 42(9), pp.1385-1407.
• Anwar, M.S., Ullah, I., Ahmad, S., Choi, A., Ahmad, S., Wang, J. and Aurangzeb, K., 2023. Immersive learning and AR/VR-based education: cybersecurity measures and risk management. In Cybersecurity management in education technologies (pp. 1-22). CRC Press.
• Aslan, A., 2021. Problem-based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education, 171, p.104237.
• Atwa, H., Shehata, M.H., Al-Ansari, A., Kumar, A., Jaradat, A., Ahmed, J. and Deifalla, A., 2022. Online, face-to-face, or blended learning? Faculty and medical students' perceptions during the COVID-19 pandemic: a mixed-method study. Frontiers in Medicine, 9, p.791352.
• Cheng, K.H., 2023. An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning. Computers & Education, 201, p.104814.
• Chisadza, C., Clance, M., Mthembu, T., Nicholls, N. and Yitbarek, E., 2021. Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic. African Development Review, 33, pp.S114-S125.
• Cholili, A.H. and Hamim, H., 2024. ATTENTIONAL DISTRACTION IN APP-BASED LANGUAGE LEARNING WITH MOBILE PHONES: A LITERATURE REVIEW. J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia, 12(2), pp.478-493.
• El-Ariss, B., Zaneldin, E. and Ahmed, W., 2021. Using videos in blended e-learning for a structural steel design course. Education Sciences, 11(6), p.290.
• Fadhilah, M., Sutrisna, S., Muslimah, S.N. and Ihsan, M.T., 2021. An exploring methods in online learning: Synchronous and asynchronous. ETDC: Indonesian Journal of Research and Educational Review, 1(1), pp.74-81.
• Gherheș, V., Stoian, C.E., Fărcașiu, M.A. and Stanici, M., 2021. E-learning vs. face-to-face learning: Analyzing students’ preferences and behaviors. Sustainability, 13(8), p.4381.
• Hilty, D.M., Armstrong, C.M., Smout, S.A., Crawford, A., Maheu, M.M., Drude, K.P., Chan, S., Yellowlees, P.M. and Krupinski, E.A., 2022. Findings and guidelines on provider technology, fatigue, and well-being: scoping review. Journal of Medical Internet Research, 24(5), p.e34451.
• Hiremath, N.V., Mohapatra, A.K. and Paila, A.S., 2021. A study on digital learning, learning and development interventions and learnability of working executives in corporates. American Journal of Business, 36(1), pp.35-61.
• Ihsan, I., 2023. The challenges of elementary education in society 5.0 era. International Journal of Social Learning (IJSL), 3(3), pp.341-360.
• Kington, R.S., Arnesen, S., Chou, W.Y.S., Curry, S.J., Lazer, D. and Villarruel, A.M., 2021. Identifying credible sources of health information in social media: principles and attributes. NAM perspectives, 2021, pp.10-31478.
• Madsgaard, A., Røykenes, K., Smith-Strøm, H. and Kvernenes, M., 2022. The affective component of learning in simulation-based education–facilitators’ strategies to establish psychological safety and accommodate nursing students’ emotions. BMC nursing, 21(1), p.91.
• Marion, T.J. and Fixson, S.K., 2021. The transformation of the innovation process: How digital tools are changing work, collaboration, and organizations in new product development. Journal of Product Innovation Management, 38(1), pp.192-215.
• Merten, L., 2021. Block, hide or follow—personal news curation practices on social media. Digital Journalism, 9(8), pp.1018-1039.
• Ng, A.K., Atmosukarto, I., Cheow, W.S., Avnit, K. and Yong, M.H., 2021, October. Development and implementation of an online adaptive gamification platform for learning computational thinking. In 2021 IEEE Frontiers in Education Conference (FIE) (pp. 1-6). IEEE.
• Parveen, D.S. and Ramzan, S.I., 2024. The role of digital technologies in education: benefits and challenges. Int. Res. J. Adv. Eng. Manag, 2, pp.2029-2037.
• Peona, V., Martelossi, J., Almojil, D., Bocharkina, J., Brännström, I., Brown, M., Cang, A., Carrasco-Valenzuela, T., DeVries, J., Doellman, M. and Elsner, D., 2024. Teaching transposon classification as a means to crowd source the curation of repeat annotation–a tardigrade perspective. Mobile DNA, 15(1), p.10.
• Rajabalee, Y.B. and Santally, M.I., 2021. Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26(3), pp.2623-2656.
• Rață, B.C., Ciolcă, C., Butnariu, M., Raţă, G., Raţă, M., Drăgoi, C.C., Robu, V. and Mihăilescu, L., 2022. Building time management skills through the teaching practice activity. Revista Romaneasca Pentru Educatie Multidimensionala, 14(3), pp.88-100.
• Thrassou, A., Vrontis, D., Efthymiou, L. and Uzunboylu, N., 2022. An overview of business advancement through technology: The changing landscape of work and employment. Business Advancement through Technology Volume II: The Changing Landscape of Industry and Employment, pp.1-18.
• Veluvali, P. and Surisetti, J., 2022. Learning management system for greater learner engagement in higher education—A review. Higher Education for the Future, 9(1), pp.107-121.