5OS02 Advances in Digital Learning and Development Study Guide

CIPD Level 7 — L&D Specialist Unit

5OS02: Advances in Digital Learning and Development

This unit focuses on how digital technology can be used to enhance learning and development. It looks at existing and emerging learning technologies, the design of digital content and how the effective curation of resources can support learning. The unit also explores the skills of online facilitation and how these can be applied to maximise learner engagement.

6

Credits

9

Assessment Criteria

60

Hours Total Unit Time

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Detailed Learning Materials

In-depth written content for every assessment criterion, mapped directly to what your assignment questions will ask.

Every AC Covered

All 9 assessment criteria in 5OS02 have dedicated learning materials — nothing is left for you to figure out alone.

Assessment Criteria Explained

What the Marker is looking for

Your 5OS02 assignment questions will closely follow these assessment criteria. Here’s what the marker is looking for in each one.

Learning Outcome 1

Understand technological development in learning and development

AC 1.1

Evaluate how the development of technology and digital collaboration has impacted the design and delivery of learning and development over time

You need to trace the evolution of technology in L&D — from early e-learning and LMS systems through to learning experience platforms, virtual classrooms, MOOCs, social learning, microlearning, virtual and augmented reality, and artificial intelligence (including tools like ChatGPT). The marker wants evaluation, not just a timeline: critically assess how each development has changed the way learning is designed and delivered, and what the trajectory suggests for the future.

AC 1.2

Assess the risks and challenges technology-based learning and development poses, and how these are being addressed

Cover risks for organisations (cost-benefit concerns, failure to meet needs, obsolescence, data protection, hacking, staff misuse, reduced control, lack of buy-in, implementation challenges, BYOD ethical issues) and risks for learners (increased IT skills requirement, greater need for self-direction, availability of technology, impact on personal life). Then explain how these risks are being addressed through strategy, policy, risk assessments, and support mechanisms. The marker wants a balanced assessment, not just a list of problems.

AC 1.3

Assess the impact of emerging learning technologies on the role of the L&D professional

Cover how rapidly changing technology affects the L&D professional’s role: new skills requirements, changing stakeholder relationships (including with learners), increased remote availability, and security and wellbeing issues. The marker wants you to make a judgement about how significant and far-reaching these changes are, and what L&D professionals need to do to adapt.

Learning Outcome 2

Understand how to create engaging digital learning content to meet specific purposes

AC 2.1

Summarise different types of digital learning content including the applications of each

Cover the difference between synchronous and asynchronous activities and the content choices associated with each. Include types of digital content: e-learning, videos, slideshows, screencasts, podcasts, infographics, animations, learning tutorials, app-based content, simulations, scenarios, games, curated content, and augmented/virtual reality. For each, explain when and why you would choose that format. The marker wants breadth and practical understanding.

AC 2.2

Discuss how the choice of digital learning content impacts the effectiveness of learning and levels of engagement

Cover the design factors that make digital content engaging and the human-centred design factors that make content likely to achieve objectives. Address the concept of bias in learning materials (racial, gender, cultural) and strategies for avoiding bias, using examples of how well-designed resources facilitate learning and how poorly designed materials can exclude or alienate learners.

AC 2.3

Explain key principles of curating engaging learning content to address a specific need

Define curation and explain how to identify the learning and accessibility needs of learners in a given context. Cover curation models (e.g. Jarche’s Seek-Sense-Share), the strengths and weaknesses of different resources, principles of managing curated resource banks, copyright issues, and cybersecurity issues.

Learning Outcome 3

Be able to apply a range of online facilitation functions and techniques to deliver an effective live online learning activity

AC 3.1

How facilitating a live online activity differs from face-to-face, and the implications of this

For facilitators: cover differences in proximity to learners, ability to gauge response and group atmosphere, maintaining engagement and energy, different collaboration activities, and managing learner dynamics. For learners: cover levels of engagement, impact on introverted learners, technological expertise required, connectivity issues, and uncontrolled interruptions.

AC 3.2

Assess the main skills required to facilitate online learning activities

Cover practical facilitation skills: preparation of self and learners, managing learners remotely, maintaining engagement, encouraging collaborative learning, monitoring participation, using platform functions while presenting, running polls, facilitating breakout rooms, and managing technological issues.

AC 3.3

Demonstrate online facilitation skills within a live online learning activity

This is a practical demonstration AC. You need to show: preparation and familiarity with software, knowing your learners, welcoming learners and checking comfort levels, setting expectations, effective use of platform tools (polls, breakout rooms, whiteboard, media sharing), use of voice, pace, tone and visuals, monitoring participation, reaching less engaged learners, checking learning, maintaining energy, and closing the session effectively.

Real Assessment Questions

Assessment Questions

This section includes the assessment questions from the attached brief (Assessment ID: CIPD_5OS02_24_01).

Scenario

You work in the L&D team of a large, successful manufacturing organisation. Much of the success of the organisation is due to the ongoing development of new products and the continuous improvement of systems and services. This has required fast and effective employee training, and much work has been done by your team to complement in-person training events with a range of technology-based options. Employees can access a range of videos, tutorials and learning resources, either via their own devices or via terminals in the organisation’s learning centre, and managers have been trained and encouraged to provide short just-in-time online training sessions as required. This is all working well.

As a result of your team’s success in this area, you have been asked to lead a session at a conference for managers and L&D professionals, entitled ‘Advances in Digital Learning & Development’. The organisers say that there is no requirement to talk about your organisation in particular, but as a successful experienced practitioner they would like you to share your general knowledge, advice, and recommendations.

Question 1- AC 1.1

Evaluate how the development of technology and digital collaboration has impacted the design and delivery of learning and development over the last decade.

Question 2 – AC 1.2

Assess the main risks and/or challenges of technology-based L&D — for both organisations and learners — including how these are being addressed.

Question 3 – AC 1.3

Assess how your role, as an L&D professional, has been impacted by emerging L&D technologies.

Question 4 – AC 2.1

Summarise two different types of digital learning content and, for each, how you might use them.

Question 5 – AC 2.2

Discuss two ways in which the choice of digital learning content can impact the effectiveness of learning and levels of engagement.

Question 6 – AC 2.3

Explain the key principles that someone who wants to start curating learning materials for their team, which might include specific needs, should be aware of.

Question 7 – AC 3.1

Discuss the key differences between facilitating a live online learning activity and facilitating a face-to-face learning activity and the implications of these for both the facilitator and the learners.

Question 8 – AC 3.2

For someone who is planning their CPD, assess the skills they need to be an effective facilitator of online learning activities.

Common Questions

5OS02 FAQs

What is 5OS02 Advances in Digital Learning and Development?

5OS02 is a Level 5 optional specialist unit in the CIPD Level 5 Associate Diploma in People Management. It focuses on how digital technology can be used to enhance learning and development — existing and emerging learning technologies, the design of digital content, effective curation of resources, and the skills of online facilitation.

How many assessment criteria does 5OS02 have?

5OS02 has 9 assessment criteria across 3 learning outcomes. Each assessment criterion requires a detailed written response demonstrating your understanding of the topic.

How long does 5OS02 take to complete?

The total unit time for 5OS02 is 60 hours. This includes reading, research, and writing your assignment. The unit is worth 6 credits.

What learning outcomes are covered in 5OS02?

LO1: Understand technological development in learning and development.
LO2: Understand how to create engaging digital learning content to meet specific purposes.
LO3: Be able to apply a range of online facilitation functions and techniques to deliver an effective live online learning activity.

5OS02 Advances in Digital Learning and Development Study Guide