7OS03 Technology Enhanced Learning
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7OS03 Technology Enhanced Learning means using technology tools like computers, the Internet, and multimedia software to make learning better. It’s about using technology to help with teaching in classrooms, online learning, or a mix of both. The goal is to improve how students learn and do in their studies.
Task 1
AC 1.1 Discuss Reasons For The Growth In Technology-Enabled Learning.
| Reasons for Growth | Explanation |
| Increased access to technology | More people can access technology due to smartphones, tablets, and online learning platforms, allowing for learning anytime and anywhere. |
| Increased flexibility | Technology-enabled learning gives learners control over their learning experience, enabling them to choose when and where to learn according to their needs. |
| Increased efficiency | Compared to traditional methods, technology-enabled learning is more efficient, allowing learners to acquire more knowledge in less time and better retain information. |
| Improved learning outcomes | Technology-enabled learning has been proven to enhance student outcomes by making learning more effective, efficient, and improving information retention. |
AC 1.2 Explore Future Trends Impacting The Role Of Technology Within Learning.
| Future Trends | Description |
| Virtual reality | Virtual reality technology offers simulated environments, likely to become more prominent in education for immersive learning experiences. |
| Augmented reality | Augmented reality allows interaction with digital information in the real world, expected to play a bigger role in education for enhanced engagement. |
| Mixed reality | Mixed reality combines virtual and augmented reality, still in early stages but anticipated to have a significant role in future education. |
| Robots | The use of robots in education is increasing and expected to grow, aiding in student learning and teaching them how to operate robots. |
| Internet of Things | The Internet of Things (IoT) connects devices to the Internet, likely to play a big role in education for improving the efficiency and effectiveness of learning. |
AC 1.3 Analyse Why Organisations May Fail To See A Return From Their Investment In Learning Technologies.
| Reasons for Lack of Return | Explanation |
| Lack of planning | Organisations may fail due to inadequate planning, not considering how learning technologies will be used and the benefits they will bring. |
| Inappropriate use of technology | Failure can result from using technology in ways it’s not suited for or not integrating it properly with other tools and methods. |
| Lack of integration | Organisations may not see returns when learning technologies are used in isolation or not properly integrated into the overall learning strategy. |
| Lack of training | A lack of training for employees on how to use the technology or integrate it into their workflow can lead to a lack of returns on investment. |
| Poor implementation | Poor implementation, either improper execution or failure to use technology alongside other tools and methods, can contribute to a lack of returns. |
| Lack of support | A lack of support, either from the organisation or employees, can hinder the successful use of learning technologies and result in a lack of returns. |
AC 1.4 Analyse How Organisations May Best Use Technology Within The:
Assessment Of Learning Needs:
| Use of Technology | Explanation |
| Online surveys | Organisations can use online surveys to quickly and easily collect data from employees, helping identify training and development needs. |
Design And Delivery Of Learning:
| Use of Technology | Explanation |
| E-learning | E-learning allows organisations to create and deliver training courses online, providing a convenient and cost-effective method for delivering training. |
Impact Assessment Of Learning:
| Use of Technology | Explanation |
| Data analytics | Data analytics enables organisations to collect and analyse data on employee performance, helping identify the impact of training and development programs. |
Task 2
AC 2.1 Analyse How Technological Systems Support Learning Within A Variety Of Organisational Contexts.
| Factors to Consider | Description |
| Organisational Goals | Ensure technology aligns with the goals of the organisation to enhance learning effectively. |
| Learners’ Needs and Abilities | Tailor technology to suit the needs and abilities of learners for a more effective integration into the learning process. |
| Nature of Task or Activity | Consider the specific task or activity and choose technology that complements it, promoting seamless integration. |
| Physical and Social Environment | Take into account the physical and social environment where learning occurs to optimise the use of technology. |
| Age Group and Level of Learners | Carefully select age-appropriate technologies that match the level of learners for better engagement and understanding. |
AC 2.2 Review The Impact Of Learning Media And Technology Enabled Delivery On Participant Engagement With Learning And Development.
| Advantages | Disadvantages |
| More engaging for participants | Less personal |
| More flexible and convenient | Less intimate |
| Time and cost-saving | More expensive |
AC 2.3 Evaluate How Organisations May Blend Technological And Non-Technological Approaches To Learning.
| Blended Learning Approaches | Description |
| Online learning with face-to-face support | Combining online learning with in-person support for a well-rounded learning experience. |
| Face-to-face learning with online support | Incorporating online resources to enhance face-to-face learning, providing additional support and materials. |
| Blended learning courses | Integrating both online and face-to-face components throughout the entire course for a balanced learning approach. |
| Flipped classrooms | Shifting traditional classroom activities to online platforms, allowing in-person sessions to focus on discussions and application. |
AC 2.4 Critically Discuss The Importance Of Protecting Content Systems And Learning Content From External Threats.
| Importance Factors | Description |
| Unauthorised Access | Protecting content systems prevents unauthorised access, ensuring only authorised individuals can access and utilise learning materials. |
| Content Copying and Distribution | Proper protection prevents unauthorised copying and distribution of learning content, maintaining the integrity and exclusivity of the material. |
| Security of the Organization | Safeguarding content systems contributes to overall organisational security by preventing potential breaches and data compromises. |
| Quality of the Learning Process | Content protection is crucial for maintaining the quality of the learning process, preventing any compromise or alteration of educational material. |
| System Configuration and Education | Regularly updating and configuring content management systems, along with educating employees on security measures, are essential to effectively protect learning content. |
Task 3
AC 3.1 Critically Discuss Organisational Barriers And Mitigations To The Successful Implementation Of Learning Technologies.
| Organisational Barriers | Mitigations |
| Lack of funds | Develop a business case to secure financial support for learning technologies. |
| Lack of technical support | Establish clear goals and objectives, and provide adequate technical support to address implementation challenges. |
| Lack of infrastructure | Install necessary infrastructure to support the implementation of learning technologies. |
| Lack of training | Provide training to staff to ensure they are proficient in using and integrating learning technologies. |
| Organisational culture | Foster a culture supportive of change and experimentation with new learning approaches to facilitate successful technology implementation. |
AC 3.2 Examine How Organisations May Ensure Positive Returns On Investment In The Use Of Learning Technologies.
| Methods | Description |
| Business case development | Develop a strong business case to justify the investment in learning technologies, outlining potential benefits and outcomes. |
| Measurement of outcomes | Regularly measure and assess the outcomes of using learning technologies to gauge their impact on organisational goals. |
| Needs assessment | Conduct a thorough needs assessment to identify specific organisational requirements and opportunities for improvement through learning technologies. |
| Cost-benefit analysis | Perform a cost-benefit analysis to weigh the benefits of learning technologies against the associated implementation and maintenance costs. |
AC 3.3 Examine The Implementation Of Learning Technology, Including The Key Stages Within The Process.
| Key Stages | Description |
| Needs assessment | Assess the organisation’s needs to determine the most suitable learning technologies to meet those needs. |
| Design and development | Create a detailed plan for the implementation of learning technology based on the identified needs and goals. |
| Testing | Ensure that the technology functions correctly and aligns with the organisation’s requirements through thorough testing. |
| Implementation | Put the technology into practical use within the organisation, integrating it into daily operations. |
| Evaluation | Assess the effectiveness of the technology in meeting organisational needs and adjust the implementation strategy if necessary. |
AC 3.4 Evaluate The Outcomes Of The Implementation Process, Including How Data May Support The Process.
| Evaluation Aspects | Data Collection Focus |
| Learners’ data | Collect data on how learners are utilising the technology and its impact on their learning experience. |
| Instructors’ data | Gather information from instructors on how the technology is influencing their teaching methods and student learning. |
| Regular evaluation | Use collected data for regular evaluations to determine whether the technology is meeting organisational needs and goals. |
| Decision-making | Base decisions on the outcomes of the evaluation process, discontinuing or continuing the use of technology based on its effectiveness in meeting organisational needs. |
Task 4
AC 4.1 Examine Learning Analytics, Including The Merit Of Using Data Within Learning And Development Processes.
| Uses of Learning Analytics | Description |
| Understanding employee learning | Learning analytics helps organisations understand how employees learn and develop, providing insights for targeted learning and development (L&D) activities. |
| Targeting L&D activities | Organisations use data to tailor L&D activities to meet both organisational and individual needs, ensuring a more personalised and effective learning experience. |
| Monitoring progress through L&D programs | Learning analytics enables organisations to monitor employees’ progress in L&D programs, tracking their development and identifying areas that may need additional support. |
| Evaluating effectiveness of L&D programs | Data is used to evaluate the effectiveness of L&D programs, helping organisations assess the impact and success of their learning initiatives. |
AC 4.2 Critically Discuss The Role Of Learning Systems Within The Learning And Development Process.
| Roles of Learning Systems | Description |
| Identifying areas for improvement | Learning systems utilise data to identify areas where learning and development provision needs improvement, ensuring continuous enhancement of organisational learning. |
| Monitoring effectiveness of provision | Data helps in monitoring the effectiveness of learning and development provision, allowing organisations to make necessary adjustments for better outcomes. |
| Use of data to improve provision | Surveys, HR data analysis, learning records, and evaluation data are all utilised to improve the effectiveness of organisational learning and development provision. |
AC 4.3 Evaluate The Role Of Learning Metrics In Uncovering And Resolving Development Gaps.
| Importance of Learning Metrics | Description |
| Insight into development gaps | Learning metrics provide insights into areas where employees may struggle or show a lack of engagement with learning initiatives, enabling targeted interventions to close gaps. |
| Data-driven decision-making | Robust data collection and analysis help L&D professionals make informed decisions about resource allocation and prioritise areas for improvement in organisational learning. |
AC 4.4 Review Data Protection Legislation With Respect To The Learning Function And Importance Of Data Integrity.
| Data Protection Considerations | Description |
| Compliance with data protection laws | Organisations must comply with data protection legislation when collecting and storing learning and development data, ensuring legal and ethical data handling. |
| Accuracy and integrity of stored data | Data collected for learning and development purposes must be accurate and maintained with integrity, emphasising the importance of reliable information for decision-making. |
| Data security measures | Organisations should implement robust data security measures to safeguard learning and development data, limiting access to authorised personnel for enhanced protection. |
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