The significance of technological development is often overlooked, with most innovations being taken for granted. However, taking retrospect into the changes observed throughout the process s of technological development over the past several decades, one will recognize the tremendous leap that has been made. Specifically, the transition to the digital environment and the emergence of e-learning have shaped the approaches that teachers use to motivate and educate students (Jagannathan, 2021). Additionally, the digital context has introduced students to the concept of responsibility, making them more organized and invested into their academic development (Jagannathan, 2021).
Similarly, the integration of the LMS and LXP tools has made it possible to advance the process of learning by increasing the students’ agency. Namely, the main strength of the LMS framework concerns the opportunity to keep track of a complex content, thus, navigating the learning process easily. As a result, students have a much greater chance to develop a clear insight into their learning patterns and characteristics, thus, choosing the contexts and factors that will be conducive to active knowledge and skill acquisition (Willis, 2021). In turn, the LXP framework can be used to adjust the learning context to students’ individual needs, therefore, making learning more exciting and engaging. However, the frameworks have certain disadvantages, both implying lesser control for the teacher over the class.
The concepts of synchronous and asynchronous learning also represent innovative solutions in the academic context. Recent developments in digital technology for learning have allowed incorporating both types of learning into the core set of learning activities more effectively. Namely, synchronous learning can be quite interactive with the help of innovative educational platforms, allowing the teacher to offer enough attention to each student while also ensuring that the essential information is provided and lesson objectives are achieved. In turn, digital asynchronous learning encourages students to wander into the area of self-directed learning, with the scaffolding role of an educator minimized (Willis, 2021). Specifically, as students complete digital tasks and receive grades automatically, they develop responsibility for and understanding of the learning process, which aligns with the requirements of the present-day L&D standards (Jagannathan, 2021).
Most importantly, innovative digital solutions have allowed blending the specified types of learning so that the transition from synchronous to asynchronous ones could become seamless. For instance, while platforms for teacher-student communication and classroom activities set the stage for the synchronous process reminiscent of the traditional classroom context, they have also offered learners greater autonomy. Namely, due to the broad array of activities that can be performed online individually and in groups of two, three, or more students, the presence of a teacher is minimized, leading to the development of independence in students, which is highly beneficial for modern L&D (Allen et al., 2020).
The introduction of the synchronous framework will help improve the situation within the organization substantially. Specifically, with the integration of the synchronous learning principles facilitated by innovative digital technology, the company will be able to invite staff members to develop the necessary skills. Specifically, the use of tools for synchronous learning, particularly the incorporation of live seminars and interactive digital tasks supervised by the manager, will help employees develop a set of habits that will allow them to perform the core tasks quickly while meeting the necessary quality and safety standards. For instance, digital simulations modified to mimic the workplace environment and unique issues that employees will meet in it will help increase the extent of preparedness and the quality of decision-making in the target population.
Showcasing Digital Facilitated Learning System
In turn, the principles of the human-centered design should be incorporated into the framework in order to embrace the full gamut of opportunities that innovative L&D technologies provide. Specifically, the principles of the human-centered learning design imply that the needs and unique learning characteristics of each participant must be approached individually to help all group embers achieve their maximum potential. By utilizing the technology for improving the infrastructure within the organization, the company will advance the efficacy of communication to a notable extent. As a result, a rapid improvement in the quality of the e-learning process is expected.
In the context of the target setting, the human-center design suggests the creation of the tasks and simulation experiences that will not only mimic the target setting for each staff member but also present unique problems developed to address the gaps in each employee’s knowledge and skillset. While the specified approach will require substantial time investments, it will ultimately be beneficial in the long term since it will help the company build a culture encouraging employees to acquire new skills actively and update the existing skillset on regular basis (Allen et al., 2020). As a result, the company will encourage the development of a team of highly qualified and motivated, innovation-driven experts.
When considering some of the key objectives that an academic institution must implement when meeting the needs of its students, one must mention the role of a proper safety and risk management strategy. Specifically, the evacuation system and the related strategies must be designed and introduced appropriately into the academic setting so that both teachers and students could be aware of the acceptable course of action in case of an emergency. For this reason, a viable evacuation plan must be integrated into the risk management system of a school.
The process of learning and development practice in relation to the integration of an evacuation system and a disaster management framework at school must be advanced so that safe evacuation as the core priority during an emergency should be facilitated properly. For this purpose, educators and other school staff members must be introduced to the L&D process that will encourage them not only to acquire basic knowledge and skills concerning the management of an emergency situation, but also innovative skills and information that will help them make the evacuation process as safe and quick as possible. Thus, the safety and security of learners will be achieved.
The management of education concerning evacuation procedures should start with the identification of an issue, namely, the dissection of the organizational structure and the creation of urgency within the team. Afterward, the guiding team should be created as Kotter’s change management framework suggests. The specified step will allow keeping the process of change management consistent and uninterrupted. Afterward, a vision toward a more effective management of organizational resources and the focus n continuous self-directed education must be introduced. Alongside the specified alteration, buy-ins must be communicated to ensure that the staff members are accepting of the change. Next, an action must be empowered, with a set of short-term wins created. After the development of a follow-up strategy, the tool for keeping the change consistent must be incorporated into the school’s risk management framework. Thus, students’ safety will be facilitated.
The current personal development plan (PPD) is geared toward building a skillset required for the expeditious and efficacious development of the necessary skills and competencies. To meet the objectives of the PPD, a series of actions must take place to elicit a positive result and ensure the introduction of gradual incremental change toward the focus on self-directed lifelong learning. Therefore, among the core SMART goals that will have to be pursued when implementing the PDD in question, one must mention the necessity to identify at least five essential characteristics of my personal learning process that will facilitate the further acquisition of skills and information within the next two months. The specified goal suggests the use of introspection and a detailed assessment of my personal learning patterns and behaviors, specifically, the isolation of main weaknesses that hamper the personal development process. The described goal will be achieved with the help of relevant tests and tools, specifically, the frameworks designed by the CIPD. More importantly, the skill in question will be exceptionally useful in building the competencies required for the development of a lifelong learning habit and the focus on incremental professional improvements. Specifically, the proposed approach toward L&D in the workplace will lead to a better understanding of the core processes and the role of an educator within it, thus, encouraging teachers to make decisions in the target workplace setting more actively.
The video at hand is expected to accomplish several core goals of maintaining safety and security of learners. Specifically, the focus on revisiting the evaluation plan and introducing educators to it will pursue the goal of continuous learning and the outcome of keeping their skillset aligned with the established norm for the target population. The integration of online engagement techniques that ensure learners’ undivided attention and clear focus will be required to ensure that learners are able to select an appropriate learning strategy and tweak it in the manner that will help a learner build a unique approach to self-efficient learning.
The proposed change is entirely reasonable from the school ethical perspective as well. Furthermore, the teachers will be introduced to the key information that will facilitate learners’ safety in case of fire. Namely, the essential phone numbers that must be used in case of fire will have to be learned and utilized accordingly in case of need.
Furthermore, the teachers will have to be introduced to the idea that they remain key decision-makers in the context of a disaster, and that their choices will define the well-being and safety of learners.
For this reason, one must ensure that the skills developed by the participants of the seminar should increase in accordance with the initial objectives. In other words, safety rules, including the necessity to gather in a team and lead students toward the exit, must become the main standards according to which teachers make choices in case of an accident. The proposed focus on L&D as a part of the learning process must also remain a vital part of the training program. Otherwise, the learners will not be productive enough to launch several major challenges in relation to their business.
References
Allen, S., Gower, K., & Allen, D. K. (2020) Handbook of teaching with technology in management, leadership, and business. Edward Elgar Publishing.
Jagannathan, S. (Ed.). (2021) Reimagining digital learning for sustainable development: how upskilling, data analytics, and educational technologies close the skills gap. Routledge.
Willis, B. (2021) A tech guide to learning ecosystems. Routledge.