7OS03 Technology Enhanced Learning

7OS03 Technology Enhanced Learning

This unit is optional under the CIPD level 7 diploma in Strategic People Management. The section focuses on how technology may be used in education and how businesses employ technology-enabled data and platforms. This unit is a brand-new CIPD resource that may be used to develop learning materials. Because it allows individuals to engage with their environment through gestures or voice recognition, it improves visualizations and makes augmented reality apps more powerful. It also looks at how the learning and development department may use data and learning analytics and how organizations can integrate technology solutions.

What you will learn

The learner will assess various learning and development technologies and numerous different technological platforms. As a result, the learner will become more tech-savvy and will be able to use technology to improve workplace interaction, engagement, and understanding. In order to accomplish so, the course will examine how technology-enhanced learning methods are employed during the planning stages of a project and how they are measured and assessed. It will examine how businesses learn using both technology and non-technological techniques. Additionally, the student will learn how to cope with organizational hurdles to learning technology and how to solve these challenges. Finally, the student will consider learning analytics, how data may be utilized to increase learning effectiveness, and how data privacy rules can assist.

This unit is suitable for persons who

This unit is required for the following individuals:

  • Work in an organization where they are responsible for the implementation of human resource policy;
  • Have completed the CIPD Foundation Diploma in Human Resource Practice and wish to pursue a career in human resource management.
  • Are you a senior people practitioner looking to expand and deepen your ability, knowledge, and abilities to have a greater effect on strategy, policy, and people?
  • They are pursuing a professional qualification in human resources (HR) or learning and development (L&D) management to further their career.
  • A desire to expand their autonomy, influence, and judgment to strategically lead and drive organizations and their employees.

Learning outcomes

After completing this module, learners will be able to meet the following key learning outcomes, which are further divided into sub-categories. The student will be able to comprehend the following learning outcomes:

  • Understand how technology has altered people’s learning habits and how this has influenced the design and practice of learning and development (Learning Outcome 1)
  • Gain an understanding of different technological solutions and how they can be applied to learning and development (Learning Outcome 2).
  • Find out how learning tools are used in the workplace (Learning Outcome 3).
  • Understand how data can increase the efficiency of your organization’s learning and development efforts (Learning Outcome 4).

What are the entry requirements?

The CIPD does not always regulate the legislative requirements institutions have for their candidates. Some of these criteria are unique to each institution, while others apply to all students enrolled in the unit. Institutions have developed these diagnostic tools to determine whether candidates possess the necessary literacy and numeracy skills to complete Designing Learning to Improve Performance (7LD03). Most universities need candidates to have a working knowledge of the English language to enrol in a course. For example, some universities require students to have a C/4 or better in English at the GCSE level. Other universities demand a 6.5 IELTS/ESOL Level 2 equivalent from applicants who speak English as a second language. The CIPD, on the other hand, has a policy for non-native English speakers that outlines appropriate English language entry requirements.

According to most schools, applicants should have a bachelor’s degree, CIPD level 5 certificates, and prior human resources experience. Significant strategic people practice experience may be substituted for a degree in extreme circumstances; however, this is subject to review. CIPD recognizes previous learning policies that allow learners to demonstrate that they already possess the knowledge, understanding, or abilities required to meet the assessment requirements and do not need to acquire them through a course of study. For learners who have completed units from a previous CIPD certification, the CIPD, for example, has pre-defined transfer opportunities to this unit as scheduled exemptions. Learners who have completed units from non-CIPD qualifications that they believe will map to units in this qualification may submit an application form to the CIPD for verification and accurate mapping and documentation of attainment. Finally, several universities need students to be at least 18 years old to enrol. The CIPD, on the other hand, recommends that candidates for this unit be at least 21 years old.

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Our highly skilled writers may complete any form of paper, and you can be assured that it will be thoroughly researched. We pay special attention to the amount of time and effort put into the paper’s research to ensure that it is thorough and based on reliable sources. Furthermore, the work must be thoroughly reviewed to correspond to all marking rubrics and reference styles. Many students are concerned about the security of their personal information; however, do not worry; our Privacy Policy ensures that our writing service is safe, secure, and private. Our major purpose is to ensure that every customer we collaborate with achieves academic success.

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7OS03 Assignment Example


Task Question Description
Assignment Activity 1 Discuss Reasons For The Growth In Technology-Enabled Learning. Following is a list of historical technological advancements and their application in the learning function and some critical critiques. This comprises both open-source publically accessible information and privately owned enterprise solutions for those who do not have access to the internet or who have slower connections than typical due to their geographic location on the planet’s surface (such has been seen by companies such as Starbucks). There are also examples of how these technologies may be used; for example, if you’re out running errands and need information quickly, apps like MapMyWalk, which tracks users’ steps while walking about town, could be useful!


Assignment Activity 2 Explore Future Trends Impacting The Role Of Technology Within Learning.


Technology has become an inseparable part of our daily life. With the introduction and advancement of technology, there are now more ways than ever to improve learning outcomes for students across various platforms, as well as make them smarter about using those tools that help them learn better with less effort on their part by providing personalized plans tailored around individual needs through artificial intelligence or robotic tutor-like programs that can be accessed anywhere at any time via mobile devices.


Assignment Activity 3 Analyse Why Organizations May Fail To See A Return From Their Investment In Learning Technologies.  It is critical for educational institutions to keep track of technology’s cost, accuracy, and accessibility. This ensures that they can give students a low-cost education while still meeting their objectives on schedule. For example, suppose there will be any visible improvement in decreased time spent searching for reference materials or downloading software programs from websites like iTunes. In that case, institutions need accurate information about how much it costs per student annually and what percentage return on investment each piece or module has had relative to its total lifespan within your institution’s library system (a podcasting platform).


Assignment Activity 4 Analyse How Technological Systems Support Learning Within A Variety Of Organizational Contexts. 


Companies and organizations can use a private content platform to handle their own learning needs. This includes both public, open-source platforms like Google or YouTube and custom-built platforms created expressly for them to deliver customized education suited just how they want it. For example, Skype’s business class training program provides hands-on experience with industry-leading technologies while maintaining complete secrecy.


Assignment Activity 5 Engagement With Learning And Development.  It’s not always easy to figure out how to make the most of media. Text, video, and audio are all excellent ways to engage your audience, but which is the most effective? User-generated material has benefits and drawbacks. What you should do about it relies on who or where the user belongs in terms of their degree of knowledge for certain projects that require new skillsets in disciplines such as medicine, engineering, software development environments, etc. While there may not be a perfect solution at this time, technology solutions exist that allow communities to study together without any prior knowledge.


Assignment Activity 6 Evaluate How Organizations May Blend Technological And Non-Technological Approaches To Learning. Blended learning is a form of an educational program in which students can learn at their speed through various modalities, including online learning. The characteristics and examples of good blended-learning approaches will be explored here so that you may make educated judgments about how to meet your requirements and the needs of other students who may not have your interests or backgrounds.


Assignment Activity 7 Critically Discuss The Importance Of Protecting Content Systems And Learning Content From External Threats. The security of data is a critical concern. When it comes to data protection, protecting yourself from outside threats and maintaining the integrity of your technology platforms are critical considerations, as is knowing what information you should and shouldn’t be collecting so that users who don’t want their information used can’t easily opt-out.


Assignment Activity 8 Critically Discuss Organizational Barriers And Mitigations To The Successful Implementation Of Learning Technologies.


Many organizational impediments have been found to implementing technology platforms and delivery types. These include concerns like equity and access and managing stakeholders, such as individuals who may be resistant to these new initiatives for change within an organization–especially if it involves learning on their behalf as well! Mitigation techniques must overcome risk aversion while simultaneously motivating employees to innovate at all levels throughout the enterprise into something different from what has been done before without jeopardizing the quality standards established by top management team members regarding the project’s aims and goals).


Assignment Activity 9 Examine How Organizations May Ensure Positive Returns On Investment In The Use Of Learning Technologies. 


The impact of learning technology on data and KPIs and how it correlates with company goals. Using technology for adaptive purposes: how it can enable more generally applicable resources than traditional formats while also preserving employee engagement through empowered employees who grasp the value proposition from top management down the chain (both qualitative & quantitative).


Assignment Activity 10 Examine The Implementation Of Learning Technology, Including The Key Stages Within The Process.  The implementation of a learning management system is a large and time-consuming undertaking. There are a lot of processes to perform before, during, and after deployment, which might be tough for new managers or those who haven’t worked with complicated technological systems previously. To ensure success, you must carefully plan all aspects, including operationalization procedures, so it’s clear how things should work from the first step to the last detail, with no confusion among staff members at various levels within your company – both internal and external – working together harmoniously toward common goals through teamwork efforts, rather than what would otherwise happen if not properly planned.

Assignment Activity 11 Evaluate The Outcomes Of The Implementation Process, Including How Data May Support The Process.


Obtaining data to assess the impact of technology on learning; methods for assessing this technological transformation. Consider incorporating elements from models like the Kirkpatrick/Katzel model and Brinkerhoff’s LTEM, which focuses on learner attitudes toward new technologies in workplace environments, focusing on professions or career areas related to new technologies ( Weinbauer-Heidel). When evaluating how effectively a certain kind performs at transferring knowledge into long-term memories through social interactions among peers who collaborate online during class discussions, another technique worth considering is the technology acceptance medium.

Assignment Activity 12 Examine Learning Analytics, Including The Merit Of Using Data Within Learning And Development Processes.  For learning analytics, there are various data sources to choose from. The first step in using this type of data is de-siloing or dividing the many types into their categories so that you don’t end up with a jumbled-up mess later on when trying to analyze them all together, which would make things more complicated than they need to be. Data management is also important because it helps us organize our findings and keep track of everything we do at each stage of the assessment process, including the collection, analysis, and interpretation phases throughout the lifetime.

Assignment Activity 13 Critically Discuss The Role Of Learning Systems Within The Learning And Development Process.


Learning management systems have become an important part of higher education. These technologies are intended to assist universities in gathering data on students’ experiences, forming perceptions about their progress over time based on this data, and making educated judgments about the kind of guidance or support they require moving forward. In addition, LMSs may retain anything from test scores to social media profiles, giving faculty members access to an individual’s whole educational experience, which was previously impossible to do with only oral teaching sessions after class, and even then, only brief talks.

Assignment Activity 14 Evaluate The Role Of Learning Metrics In Uncovering And Resolving Development Gaps.


Developing learning measures, implementing them throughout an organization, and identifying knowledge gaps.

Firms must have access to data on what their employees know how to achieve at work to drive continuous improvement. Not knowing something is no longer a problem because all information can be discovered with just one click using analytics.

Assignment Activity 15 Review Data Protection Legislation Concerning The Learning Function And Importance Of Data Integrity. Data security and integrity are critical components of any business’s operations. It’s necessary for them, but it’s also an oversimplification of what needs to be done to keep your personal information safe from prying eyes – both internal and external! When it comes time for you to seek legal advice on this subject, a skilled lawyer should know which regulations apply explicitly (and will do their best not only to see that these standards are met by each party involved).

Depending on where you live, privacy rules might range from ensuring employees don’t steal company secrets online by publishing private images without authorization to rigorous guidelines on how much access outsiders have to client details while working at the same site.

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For students interested in pursuing this course, there are a variety of publications available. Here are a few examples that institutions across the globe extensively utilize.

Clark, D. (2020) Artificial intelligence for learning: how to use AI to support employee development. London: Kogan Page.

Dabbagh, N., Marra, R. M., & Howland, J. L. (2018). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. Routledge.

Houghton, E. and Green, M. (2018) People analytics: driving business performance with people data. Report. London: Chartered Institute of Personnel and Development. Available at: www.cipd.co.uk/knowledge/strategy/analyti cs/people-data-driving-performance/

Howes, C. D. (2018). Creative Collaboration in Higher Education: A Guide for Distance Learning Technologies. Morehead State University.

Marr, B. (2018) Data-driven HR: how to use analytics and metrics to drive Performance. London: Kogan Page.

Mattox, J.R., Parskey, P. and Hall, C. (2020) Learning analytics: using talent data to improve business outcomes. 2nd ed. London: Kogan Page

Rose, M. (2018). Management: Alternatives, Consequences and Contexts, London: CIPD. Rose, M.(2018) Reward Management: A Practical Introduction, 2nd edn, London: Kogan Page. Human Resource Management, 162.

Walford-Wright, G., & Scott-Jackson, W. (2018). Talent Rising; people analytics and technology driving talent acquisition strategy. Strategic HR Review.

Wheeler, S. (2019) Digital learning in organizations: help your workforce capitalize on technology. London: Kogan Page. Online resources

Whysall, Z. (2020). Avoiding unintended consequences of diversity initiatives: the importance of dimensionality.

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