LTEC 6512_Wk12_Blog


What was the experience of doing the shared coding of the video as a whole group like?



Conducting a coding process as a class was very helpful versus attempting this task on my own. In a teaming environment we have our own impressions and understanding of what we are observing. As a result, we are able to see a greater view from the coding process. The exchange of ideas helped me to see the different overall perspective then if I had attempted the task on my own.

Since this class is my first exposure to conducting a qualitative study, I had some reservations related to being successful applying these concepts.  I have used qualitative analysis techniques in many of my tasks at work where I analyze measurement data and conduct a ‘rack-and-stack’ analysis for process metrics. The process of coding the interview results of a qualitative study is more difficult in that I don’t have the experience and it is a much different approach than with quantitative analysis techniques.

I need to gain a better understanding of conducting qualitative studies. It will take some time to gain the experience by conducting many qualitative studies. Once I have worked through several/many of these studies it will help me to develop the skills needed to conduct the interviews and to properly code and analyze the collected data. I will need to look for opportunities to conduct qualitative analysis studies in order to build on these skills. I think that conducting a study as a class and/or teams within a class is beneficial so that each of us benefit from a collaborative experience instead of stumbling through the process on our own.


LTEC 6512_Wk11_Blog


What did you think of the interviewing example with qualitative using semi-structured interview questions? Would you prefer people do more yes/no type questions to speed things up? What did you like about it?


The interview practice assignment using qualitative open-ended questions was very different from using a quantitative survey approach. The questions used in this interview were more difficult to construct and use in the interview practice. The discussion generated in class was a help with constructing each of the questions. When examples and templates are provided these serve as an effective guide for the interviewer. Using templates and examples are beneficial to allow the interviewer to quickly develop content versus having to develop content from scratch. When there are standardized guides developed and used by the interviewer, this helps in them to frame the questions to avoid biases and unclear objectives.

Sometimes when yes/no questions are initially developed utilizing a Likert scale for quantitative analysis, these can serve as a guide in creating semi-structured interview questions. The quantitative questions can provide a statistical overview of the audience’s opinions of the instruction presentation. Whereas the interview based on the qualitative questions will enable to interviewer to develop an understanding of themes that provide a greater understanding of the learner’s impressions related to the learning experience.

The overall process of developing, conducting, and analyzing a qualitative interview definitely requires more time and work. However, if the qualitative study is constructed and conducted properly, it can result in providing a good deal more information and insight versus conducting a quantitative analysis.

LTEC 6040_Wk 16_Blog


Reflect on your experiences of applying theory and practice to online learning research this past semester in LTEC 6040. Reflect on your experiences this term as they relate to the following:

  • Online instruction and your personal theory of online learning;
  • The relationship between your personal theory of online learning and your professional/academic goals/research interests;
  • Where you think online learning is headed in the future; and
  • Lessons learned to support your academic progress as an online learner.



The initial approach to my personal theory of online learning was a challenge until I had completed studies into the various types and applications. I was able to establish that my approach was constructivist as it directly relates to my focus on learning applications in industry. The focus on the learner is how they construct meaning and make sense of their learning with the interaction of other learners.

Since most of the instructional designs that I’m familiar with are for a traditional F2F classroom delivery, I envision that I can provide guidance and direction to expand the course delivery methods. I would like to see improvements in the design of instruction where it is equally usable in the classroom and on the job. This means that the content will need to be developed for F2F, online and blended delivery environments.

Online learning designs will continue to grow in the future. The methods of delivery will move to any and all digital electronic devices. The learning content must be made available at the point of use for the learner, this includes the classroom as well as at the job site.

The lessons that I’ve learned in this course are the many challenges and obstacles that need to be addressed in order to deliver effective and efficient training content to the learner. In today’s work environment, there is a mix of generations and skill sets that add to the challenges of curriculum delivery. Additionally, there is a major challenge of capturing the knowledge and skills of the more experienced workers and pass these capabilities to the newer employees.

LTEC 6040_Wk15_Bonus_Blog


  • What you have learned doing this study?
  • Potential implications for your research
  • What further information or research could be studied beyond this project? e.g. your “Future Research” paper section.


The focus on my research study is how instructional designers approach their curriculum designs. Some of the interesting findings include: the approach the instructional designers take when they start their development process and the lack of direct feedback from the learners concerning the design content. The designers have a design template they follow to establish the overall structure of the course, but they are able to use their creativity when developing the specific internal content of the course. In relation to the lack of feedback from the learners, the instructional designers are usually left to wonder about the impact and effectiveness of the course. When the designers do receive feedback, they usually receive it from the instructors.

Once I complete my study in qualitative research, I hope to provide some measurable process improvement measures back to the training and development organization. These improvements will help with the overall effectiveness of the future course designs and updates.

LTEC 6040_Wk 14_Blog


With immersive and interactive learning environments, there are new ways to engage learners with mixed media and varying realities. The opportunities games, simulations and augmented/virtual reality offer a promise for ways to enhance learning/teaching experiences. That being said, what are some of the challenges for adoption? What considerations for learning design will you need to think about before using any of these technologies for either an educational or training setting? How can the use of these devices and various software programs enhance or scaffold your pedagogy and offer a way to engage learners in creative or experiential learning environments?


Much of instructional designs are focused on face-to-face (F2F), online, and blended environments. The implementation and integration of new technologies in learning environments is slowly gaining acceptance and being designed in some courses. Much of this integration is slow as there are new paradigms that introduce roadblocks and challenges for the instructional designer(s).

There is much discussion of the many promises when integrating these new technologies into a course curriculum. However, the development of these capabilities is slowly catching on as examples of these designs are starting to appear in training environments.

An area of interest for me is the development and use of augmented reality within an industrial environment. Although I can envision how this new technology can enhance the process capabilities on the job, there are a number of challenges that must be addressed. One challenge is the return on investment measurements on the job after all of the development costs have been accounted for. Management does not want more bells and whistles, they want to see the impact on the bottom line.

Another challenge is the impact on personal privacy. Using this new technology will be able to record and measure all aspects of the user’s activities and there are concerns about how the recording of these activities will impact the accountability of the individual (Craig & Georgieva, 2018). There are many new issues of concern when adopting new technologies in the workplace environment. Like any other new thing that is introduced in our lives, it takes time to work through the various challenges that surface.



Craig, E. & Georgieva, M., (2018). VR and AR: The ethical challenge ahead. Transforming Higher Ed. Retrieved from:

LTEC 6040_Wk13_Blog


How useful do you find the open source tools for learning? Is it your personal preference that drives this or the affordances open educational resources? How would being open impact the way you might teach or learn, e.g. Open Textbooks, open educational resources (OERs), Open Courses, etc. What are some of the considerations, challenges, and/or guidelines you would need to know more about before you are an open educator in digital learning environments?


I have not engaged much at all in open source tools for learning. I have previewed a number of open educational resources (OERs). My overall opinion was that the content was well done, but since I didn’t have a compelling interest in the course content I had a low level of engagement. It turns out that I was only casually interested in some of the content layout and structure.

In David Wiley’s post “When is an OER on OER?” (Wiley, 2018), he elaborates on the ‘free’ aspects of an OER curriculum design. The user is ‘free’ to use the course for their personal needs, however that freedom has its limitations. There is the additional consideration of “free access plus permissions” definition (Wiley, 2018, p. 2).

The overall concern of the author is that the course content remains in its original OER environment. If an individual downloads the OER content for their personal use where there is limited access by anyone then the content ceases to be free. The users that have access to this curriculum content may be subjected to minor and major changes to it original content design.  With these actions the OER course may be a different design with different outcomes.



Wiley, D., (2018). When is an OER an OER? Retrieved from:

LTEC 6040_Wk12_Blog

How was it like to design a video for a blended learning course?

We did not work on designing a video for a blended learning course. However, based on past experience with teaching and course content development I have answered the following questions. 

Answer the following questions to describe the learning design process:

  • How do you effectively use video in a blended learning course? Specifically, how do we know if and how learners are engaging with this material? Do these videos result in developing understanding and if so, how do we know?


In a blended environment, I would use some video at key parts of the course design. The primary content would be an interactive power point presentation as a course guide. I would intersperse questions throughout the presentation materials to capture the student’s engagement in the course content. The videos would be used to provide a deeper understanding of the key course concepts.


  • How do you engage experts in a blended learning video without having them lecture about domain knowledge?


The use of experts in a video presentation must be carefully selected. The course developer must find the right video content that supports the outcomes of the curriculum design. If the video is too highly academic for the curriculum outcomes, the assignment to watch the video would be a detractor for the course objectives.


  • How do you take a difficult concept and create a learning video to promote class discussion?


The difficult concept(s) must be evaluated with respect to the intentional and expected outcomes of the instruction. Once these outcomes are defined a series of situations and questions can be depicted in the video to kickoff a class discussion about the presented content.



  • How do you model a decision-making process using video to lead students through the process without overloading them? If students need to see a complicated demonstration, how do you create a video asset that allows them to practice and apply the process?


The process developed and captured in the video would provide content that would provide guidance through a complex process. The complex content would be delivered in small increments to allow the students adequate time to work through and master the intended outcome(s) of the process.


  • How do you sequence in video content in a blended online course?


I would use an interactive PPT that would provide the high level sequencing format for the course. The video content would be interspersed at key locations of the training content. This multi-media approach will serve to provide better engagement for the student as it will provide interactive content.