7OS03 Technology Enhanced Learning

Learner Assessment Brief

Assessment ID / CIPD_7OS03_24_01

 

Advanced Diploma in Strategic People Management Strategic Learning and Development

Start your submission with Title page:

Level 7

Advanced Diploma in Strategic People Management

Unit title and code: 7OS03 – Technology enhanced learning,

Assessment ID: CIPD_7OS03_24_01

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Centre number:	1		1			2			4
Centre name:	PwC Academy
Learner number (1st 7 digits of CIPD Membership number):
Learner surname:
Learner other names:
Unit code:	7OS03
Unit title:	Technology enhanced learning
Assessment ID:	CIPD_7OS03_24_01
Assessment start date (workshop first date):
Assessment submission date:
First resubmission date for centre marking – if applicable
Second resubmission date for centre marking – if applicable
Declared word count
Declared word count resubmission 1 – if applicable:
Declared word count resubmission 2 – if applicable:

 

 

Next page: Please fill in the below and insert into your assignment

Declaration of Authentication

Declaration by learner

I can confirm that: 1. this assessment is all my own work.  2. where I have used materials from other sources, they have been properly acknowledged and referenced. 3. I have not used Artificial Intelligence tools to generate content for my assessment.* I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action. *Please note that your work will be scanned through the plagiarism and AI detection software.
Learner name:
Date of submission*: Learner signature:  (This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.)
Date of first re-submission (if applicable)*: Learner signature:  ………………………………………………………………………………………………………………………………………………………. Date of second re-submission (if applicable)*: Learner signature:   *This should be the date on which you submit your assessment for marking

 

Introduction

Your knowledge and understanding of the material covered in this specialist unit will be assessed through your written answers to the four questions set out below.

You will write four answers of 1000 words plus or minus 10% to the questions posed and submit them together in a single document. This constitutes your assessment for this unit. The total word count for the assessment will therefore be minimum 3600 and maximum 4400 words. The bibliography or list of references IS NOT included in the total word count.  

Insert the full wording of question into your submission (e.g. Question 1 (AC 1.4) With the exception of artificial intelligence, analyse how your organisation, or one with which you are familiar, may best use technology to assess learning needs, and design, deliver and evaluate learning).  It IS NOT included in the total word count.

You must apply all your answers to your organisation, or one with which you are familiar. Do not write in general, be specific, critical.

DO NOT use bullet pointed text, adopt an academic, paragraph style of writing. DO NOT insert any tables of graphs, if you want to, put them to Appendix.

As this is an Advanced Level Diploma, it is important that you are able to demonstrate not only good knowledge and understanding of the material associated with each learning outcome, but also the ability to develop an original argument and justify it persuasively with reference to a good scope of relevant wider reading, with vast majority of authoritative sources. Read “FY26 L7 Programme content overview” on VLE where you can find some Learning resources to consider and start with in your research. (VLE ->Programme Introduction and overview-> Programme Info & Materials ->FY26 L7 Programme content overview).

Examples of approaches taken in a range of organisations are also an effective means by which to justify your arguments.

The six main criteria that CIPD requires centres to use when marking your assessment are outlined below, but it may be that not all these criteria are present in every question.

(1) focus

(2) depth and breadth of understanding

(3) strategic application and professional advice

(4) research and wider reading

(5) persuasiveness and originality

(6) presentation and language

Assessment questions

With the recent CIPD Learning at Work survey reporting that digital learning continues to rise, you have been asked to contribute to a focus group arranged by your local CIPD branch to update other people professionals on the use of technology to enhance learning and development within organisations.

In preparation for this you have been asked to respond to the questions below

It is essential that your reading of the published literature is used to inform your responses to all questions.

Question 1 (AC 1.4)

With the exception of artificial intelligence, analyse how your organisation, or one with which you are familiar, may best use technology to

• assess learning needs,
• design
• deliver, and
• evaluate learning. 

Indicative content AC 1.4: Assessment of learning needs: the use of diagnostic approaches to needs analysis; data and insights from organisation and learning systems (for example CRM/LMS/LXP).

Question 2 (AC 2.4)

Drawing upon examples, critically discuss how your organisation, or one with which you are familiar, can protect existing or future learning systems and their learning content from external threats.

Indicative content AC 2.4: Data security; security of technological platforms; security policies; methods of protection; threats from cyber-attacks.

Question 3 (AC 3.2)

Examine and justify the main factors to consider when implementing learning technology within your organisation, or an organisation with which you are familiar.

Indicative content AC 3.2: Basic project management methodologies; operational steps in implementing learning technologies; the use of minimum viable products (MVP) with iterative improvements; pilot testing; the considerations of human-centred design; working effectively with suppliers.

Question 4 (AC 4.3)

Evaluate the role of artificial intelligence within learning and development, including examples of how AI is, or could be, used as a part of the learning and development strategy within your organisation, or an organisation with which you are familiar.

Indicative content AC 4.3: Artificial intelligence landscape including broad groups of applications including text generators, video and image production, research tools; how AI systems can be used to aid learning and development; ethical considerations of using AI; data protection; chatbots; personalisation of learning; provision of real-time feedback; using AI to scale learning delivery.

Indicative content included above outlines the scope of respective AC for you to consider in your answers. You can also find it on VLE (Programme Introduction and overview-> Programme Info & Materials ->FY26 L7 Programme content overview).

All answers must be tailored to your organisation, or one with which you are familiar.

In questions, command verbs are highlighted to draw your attention to how to approach the answer. In all cases just describing or explaining is not sufficient, you must demonstrate your ability to think critically.

Analyse – you need to separate information into components and identify their characteristics. Discuss the pros and cons of a topic or argument and make reasoned comment. Analysis examines relationships, identifies patterns, and weighs contrasting viewpoints. [e.g. When analysing the impact of xx on xx, it is essential to consider xx and xx and xx. Studies indicate that xx can bring issues such as xx due to xx, xx and xx. However, this negative effect is not universal; xx provides xx and xx, especially for those cases when xx. The key variable often lies in xx. Therefore, the influence of xx is not inherently harmful or beneficial; it depends on how, why, and how often it is applied. This nuanced perspective reveals that a one-size-fits-all conclusion fails to capture the complexity of xx.] 

Critically discuss – you need to give an account that addresses a range of ideas and arguments. Provide different views as if you talk about something with somebody, especially in order to decide something – ie say whether it is suitable. Offer your view, views of others from research or experience. [e.g. Maslow says this, Herzberg confirms, however Pink brings a different perspective xxx. My managers disagree because of this and that. In contrary, this example suggests this…. My opinion is xx because of xx and xx…] 

Examine – you need to look at, inspect, or scrutinise carefully, or in detail. Investigate closely. Probe deeper into the topic and understand the topic in detail. You are expected to investigate and establish the key facts and issues related to the question when you are looking for possible problems. [e.g. Technologies bring different ethical challenges such as xx and xx because of xx and xx. They can raise concerns about xx and xx and xx…] 

Critically evaluate/evaluate – you need to make a qualitative judgement taking into account different factors and using available knowledge/ experience/ evidence. Evaluate somebody/something for something, making an appraisal of the value of something. [e.g. I will critically evaluate the impact of xx on xx by examining potential benefits and harmful effects. On one hand, xx can be good for xx and xx and also offer xx. Research suggests that xx helps in xx. However, these benefits must be weighed against xx, xx and xx. Furthermore, xx often promotes xx and xx…] 

Marking Grid

Learners will receive a Pass, Merit, Distinction or Refer/Fail result at unit level.

Mark needs to in line with the generic grade descriptors provided on the last page of this brief.

Mark is to be provided by marker for each learning outcome. Verbal developmental feedback will be provided where the learner has been awarded a mark of 1 to navigate them in resubmission. Summary verbal comments on the assessment overall will be provided at the end of feedback sheet. 

To pass the unit assessment learners must achieve a 2 (Pass) or above for each of the learningoutcomes.

The overall mark achieved will dictate the grade the learner receives for the Unit, provided NONE of the learning outcomes have been failed or referred.

Also please note that capping is in place. Where resubmitted work meets an assessment criterion, it should be given a maximum mark of 2. The overall unit grade for resubmissions should be capped at a ‘Pass’.  

Overall mark	Unit result
0 to 7	Refer / Fail
8 or 9	Pass
10 to 13	Merit
14 to 16	Distinction

 

Generic grade descriptors	REFER/FAIL / 1	PASS / 2	MERIT / 3	DISTINCTION / 4
Focus	Fails to address all the questions either sufficiently fully or directly.	An adequate attempt to address all the questions fully and directly.	A good attempt to address all the questions relatively well and directly.	An excellent attempt to address all the questions very well and directly.
Depth & breadth of understanding	Inadequate knowledge and understanding in respect of one or more of the questions. Limited depth and breadth of analysis.	Adequate knowledge and understanding across the questions. Satisfactory breadth and depth of analysis.	Full and solid knowledge and understanding across all the questions. Good breadth and depth of analysis.	Very full knowledge and understanding across all the questions. Excellent breadth and depth of analysis.
Strategic application & professional advice	Fails to provide appropriate or well-justified advice and/or recommendations. Lacks a strategic approach.	Provides adequately justified advice and informed recommendations Some strategic application.	Provides solid and thoughtful advice and well-informed recommendations. Clearly strategic in orientation.	Provides excellent advice and very well-informed recommendations. Strategically oriented in all respects.
Research & wider reading	Limited original research and/or appropriate wider reading for the assignment. Limited or no referencing.	Evidence of sufficient research and appropriate wider reading for the assignment. Satisfactory in-text referencing.	Evidence of significant research and thoughtful, appropriate wider reading for the assignment. A good standard of in-text referencing.	Evidence of considerable research and excellent, appropriate wider reading for the assignment. An excellent standard of in-text referencing
Persuasiveness & originality	Limited development of persuasive and original arguments. Inadequate use of examples.	An adequate attempt to develop original arguments and to justify these persuasively. Includes appropriate examples.	Some strong original arguments are presented which are mainly justified persuasively. Good use of examples.	Mostly strong original arguments are presented and justified very persuasively. Excellent use of examples.
Presentation & language	An inadequate standard of presentation or language. The assignment is poorly written and/or poorly structured. It is not at the level required for a management presentation.	A solid standard of presentation and use of language. The structure and ideas are satisfactory for a management presentation.	A strong and professional standard of presentation and use of language. The structure and ideas are well crafted for a management presentation.	An outstanding standard of presentation and use of language. The structure and ideas are very well crafted for a management presentation.

Generic grade descriptors	REFER/FAIL / 1	PASS / 2	MERIT / 3	DISTINCTION / 4
Focus	Fails to address all the questions either sufficiently fully or directly.	An adequate attempt to address all the questions fully and directly.	A good attempt to address all the questions relatively well and directly.	An excellent attempt to address all the questions very well and directly.
Depth & breadth of understanding	Inadequate knowledge and understanding in respect of one or more of the questions. Limited depth and breadth of analysis.	Adequate knowledge and understanding across the questions. Satisfactory breadth and depth of analysis.	Full and solid knowledge and understanding across all the questions. Good breadth and depth of analysis.	Very full knowledge and understanding across all the questions. Excellent breadth and depth of analysis.
Strategic application & professional advice	Fails to provide appropriate or well-justified advice and/or recommendations. Lacks a strategic approach.	Provides adequately justified advice and informed recommendations Some strategic application.	Provides solid and thoughtful advice and well-informed recommendations. Clearly strategic in orientation.	Provides excellent advice and very well-informed recommendations. Strategically oriented in all respects.
Research & wider reading	Limited original research and/or appropriate wider reading for the assignment. Limited or no referencing.	Evidence of sufficient research and appropriate wider reading for the assignment. Satisfactory in-text referencing.	Evidence of significant research and thoughtful, appropriate wider reading for the assignment. A good standard of in-text referencing.	Evidence of considerable research and excellent, appropriate wider reading for the assignment. An excellent standard of in-text referencing
Persuasiveness & originality	Limited development of persuasive and original arguments. Inadequate use of examples.	An adequate attempt to develop original arguments and to justify these persuasively. Includes appropriate examples.	Some strong original arguments are presented which are mainly justified persuasively. Good use of examples.	Mostly strong original arguments are presented and justified very persuasively. Excellent use of examples.
Presentation & language	An inadequate standard of presentation or language. The assignment is poorly written and/or poorly structured. It is not at the level required for a management presentation.	A solid standard of presentation and use of language. The structure and ideas are satisfactory for a management presentation.	A strong and professional standard of presentation and use of language. The structure and ideas are well crafted for a management presentation.	An outstanding standard of presentation and use of language. The structure and ideas are very well crafted for a management presentation.

Sample Answer

Question 1 (AC 1.4)

With the exception of artificial intelligence, analyse how your organisation, or one with which you are familiar, may best use technology to assess learning needs, design, deliver, and evaluate learning.

In today’s complex and fast-changing healthcare environment, effective learning and development (L&D) strategies are essential for sustaining high standards of patient care, regulatory compliance, and employee development. CareWell Health Services, a regional healthcare provider in the UK, has been progressively integrating technology to support L&D practices. This analysis explores how CareWell can best use non-AI technologies to assess learning needs, design and deliver learning interventions, and evaluate learning outcomes.

Assessing Learning Needs

Technology provides dynamic and scalable tools to support accurate and ongoing learning needs analysis (LNA). At CareWell, a combination of Learning Management System (LMS) dashboards, employee performance data, and compliance audit tools are currently being used. However, there is scope to strengthen this by embedding more diagnostic and real-time analytics tools.

CareWell can leverage data from its LMS to identify trends in course completion, overdue mandatory training, and drop-off points in e-learning modules. This allows L&D managers to pinpoint where learning gaps may exist across departments. Additionally, the organisation’s electronic rostering system (such as Allocate Software) could be integrated with the LMS to detect underperformance or repeated incident reporting, which may indicate learning needs.

Another useful technology is the use of digital feedback tools like SurveyMonkey or Microsoft Forms. These platforms can capture employee self-assessments, peer feedback, or manager assessments regarding skills, confidence, and knowledge gaps. When analysed collectively, this feedback gives CareWell a more nuanced view of what training is needed and where. For clinical staff, competency-based assessments built into electronic learning portfolios can further assist in diagnosing learning needs, particularly for newly qualified nurses or trainees.

Importantly, the organisation should use these digital tools to adopt a more proactive and data-informed approach to LNA rather than relying solely on annual appraisals or management requests. As CIPD (2023) notes, learning should be guided by performance outcomes and business needs, not assumptions.