Blog Week 14


I am very excited about the progress of my research design so far. For my research design, my team is creating a social media strategy targeted at school district employees. Currently, the design team involves of five members. The team consists of a photographer, a journalist, a social media manager, a graphic designer, and a television producer. Since it’s a social media-related course, part of the course will be delivered through social media platforms. Hence, I will be employing social learning theory as a theoretical framework.

Social learning theory, according to Bandura (1986), suggests that a social environment is an important factor in learning among humans. I also intend to consult adaptive structuration theory, which has been employed by human resource development researchers to study the application of new technologies in the work environment. In reference to DeSanctis and Poole (1994), adaptive structuration theory is a foundation for examining the differences in organizational change that are present when innovative technologies are executed and utilized.


I believe my research design could use more work. For instance, the course goals and objectives could use more qualitative research before it is fully designed. Also, I would like to test the course on students with similar social media experience as the target learners to see if it is ready to be released.




Bandura, A. (1986). Social foundations of thought and actionA social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.


Desanctis, G., & Poole, M. S. (1994). Capturing the Complexity in Advanced Technology Use: Adaptive Structuration Theory. Organization Science, 5(2), 121-147. doi:10.1287/orsc.5.2.121



Blog Week 11

Reflect on the readings from the last couple of weeks including the Anytown Instructional Design article and the instructional design document examples provided and explain how you will formally structure your ID project and feel prepared to report on the outcomes in an article or conference presentation.

It was very interesting to read and visualize how Anytown came about. It is even more impressive to read through the Anytown research process. Before embarking on the main instructional design processes, it is important to make extensive research on the topic.

The developers made decisions based on certain predictions they made. For example, they determined what features would encourage interaction among learners and applied that in the development process.  They also found several issues during the design process and were able to address them.

I am going to take a page out of Anytown’s book for my instructional design project. As I mentioned earlier, research is very important to instructional design. I plan to design a social media course for my instructional design project. I have been researching and making observation in anticipation of this project. However, some of the research was not voluntary but observation I made while working.

I still have work to do on the structure of my instructional design project but I’m eager to look at resources and consult professionals in the field for guidance.



Warren, S. J., Stein, R. A., Dondlinger, M. J., & Barab, S. A. (2009). A Look Inside a MUVE Design Process: Blending Instructional Design and Game Principles to Target Writing Skills. Journal of Educational Computing Research40(3), 295–321.


Blog Week 10

Imonitie Atamenwan

LTEC 6020

Blog Week 10


Write a brief summary of the webinar, your own reflective thoughts on using badges, as well as critically considering the pros and cons of using badges in education. Submit the blog link.

I had never listened to a discussion on digital badges before accessing this webinar. I wasn’t sure what digital badges were before the start of the webinar but I understood the meaning after the host made reference to its presence on Duolingo and other platforms. This webinar highlighted several benefits of using badges.

From my understanding, open badges help show evidence of learning achievement. It attaches evidence to credentials and certificates of completion. The badges also have information like dates, standard, endorsement and more.

Unlike badges, degrees come after a long period of time. Also, degrees only represent one institution. I like the idea of badges because they are more flexible and give more information about a person’s achievement. Badges have information that employers are looking for but degrees and diplomas don’t have that. Badges can convey information for different competencies as well.

Organizations are taking advantage of badges in their projects. IBM created a university where people can take courses and earn badges. They provide training related to big data. IBM found out that their employees like their badges and are even sharing them on social media platforms. As a result of this action, they noticed an increase in the number of students in their classes.

This was a very informative webinar on a topic that is very new to me. I believe it plays a great role in education and training.

Blog Week 8

There were several models presented in our last class meeting but one stood out to me. I enjoyed the Successive Approximation Model that was presented in class. It was interesting how the presenter, Shanshan, explained how this model looped from evaluation to design to development. Another thing that interested me was comparing this model of instructional design to ADDIE, TPACK, Bloom’s Taxonomy and other models that I have seen. I especially like the preparation phase of the SAM model. It is important to gather useful background information before starting the design phase.

Communication was our team’s greatest strength in this product. Our collaborative effort went smooth because we were able to meet virtually and send group messages when necessary. We meet a few times over the phone to make sure we were all on the same page. Everybody on the team was prepared for the presentation but we had back up presenters in case a team member couldn’t make it to class.

My role in this project was to team up with another group member to create pretest and posttest evaluation for the course we designed. These tests were created with Likert scales in order to gauge the student’s knowledge of video technology before the course and their familiarity with the topic at the end of the class. The presentation went really well and I would commend my group’s problem-solving skills for the success of this project.

Our group had members from different backgrounds coming together for an educational project. This presentation also showed the importance of cooperation and collaboration in advanced instructional design.




Blog Week 7

There are several instructional design models that are new to me. Work Model Synthesis (by Andrew Gibbons) and Dick, Carey & Carry Model are on that list. However, it was very interesting listening to the presenters as they explained these instructional design models.

As a team, we wrapped our group project well. In general, it was not easy getting through the final steps. It was quite difficult figuring out particular details but we came to unison eventually. Fortunately, we used the last class to prepare and put final touches in the design.

Every team member made important contributions. For example, I suggested having a sentence about hands-on experience with creating videos on our Likert scale and the rest of the group embraced it.  We made a collaborative google slide called the basics of video production. We made groups of twos as we worked on different tasks.

My team members and I worked on setting the norms and creating the pre-test for the course we were designing. Other groups worked on their design then we met on Sunday night to go over our project as well as discuss our presentation strategy.

I was eager to show the rest of the class our team presentation. Thankfully, it went very well. This was a hands-on project and I would embrace something similar in the future.

Blog Week 6

Watch the following two videos and write a reflection in your blog on the two and major lessons you learned. I know the Gagne and Merrill one is old, but it will do you some good to hear about the foundations.

 What did you think about the videos?

Think about how much ID has changed in the last twenty plus years and write a blog entry about it of about 1,000 words. 


In the video, titled We Need More Design in Instructional Design, the speakers make great points about the features that good instructional design should possess. They explained that instructional design should involve brainstorming as well as constructing ideas and activities that have the capability of improving the learners’ performance. It should also make things more meaningful and more motivational. I absolutely agree with their statement on this subject. The strategy and technologies that instructional designers use should be meaningful and motivational. They also assert that instructional design should involve creative treatment that provides learners with a learning experience. Instructional design ought to focus on performance. I thought it was very interesting when they stressed that instructional design was different from instructional material design, material design or material development.

It is interesting to think about how instructional design has developed in the past few decades. In that period of time, studies have been made and concepts have been discovered. As a result, instructional design is constantly developing. In the past 10 or 15 years, the use of technology has become more prominent in the classroom. With that in mind, instructional design has developed to factor in the advent of educational technologies. The design of a literature class that was taught in 1999 will differ from a history class that is taught in 2019.  Most of the tools that are available to supplement education this year did not exist about 20 years ago. A few decades ago, a history professor did not have a strong enough internet connection or access to supplement his lectures with documentaries on World War I.

I had the opportunity to work on an instructional design project for a class a few semesters ago. Looking back now, I realized how much technology affected my redesign of the course. It was a journalism class on news writing, reporting and editing. As a huge advocate of digital media and as a person who encourages the embrace of the technologies we have at our disposal, I restructured the course accordingly. I remember looking through the class schedule and noting how I can supplement each module or course lecture with a project that involves the internet or exposure to digital journalism. I recommended Poynter’s News University for lectures on digital media and data-driven journalism.

It is very important that we adapt to technologies in instructional design practice as they develop. Although technology is not the most important part of instructional design, it should always be taken into consideration.

Blog 5 – LTEC 6020

Write a reflection about one of the instructional design models presented. Which one did you choose to write about? Do you think it is advanced? Is there research to support the model that you respect? How could the model be improved?

As we group, our presentation was centered around the TPACK model. I came to understand what this framework was all about and I consider the psychology behind it remarkable. However, I chose to write about a framework with which I have more familiarity.

At this moment, I’m not as knowledgeable on Bloom’s taxonomy as I would like to be but I plan to spend time researching this model and its applications in instructional design. From what I have studied so far, Bloom’s taxonomy appears to be an advanced instructional design model. The way this framework is structured also leans it towards the advanced side.

With time, it would be easier to say how Bloom’s taxonomy can be improved. For now, I would like to see more application of Bloom’s taxonomy in courses that involve technology. In a technology-infused learning culture, it is important to prepare for the involvement of technology in coursework. For instance, I wonder how would an instructional designer structure a class that involves virtual reality using Bloom’s taxonomy. We have to adapt to the development of instructional technologies.


Additionally, reflect on the second meeting with your Team Lead and team members working on the hands-on instructional design experience project for a client: 

In our second meeting with my Team Lead, my team members and I worked on designing an educational video creation course based on the TPACK model.  We easily agreed on the type of coursework to design but creating each module could have gone better. As a group, we had difficulties agreeing to specific details degrading the project requirement for each module.

Thankfully, we had a new team member join us and help with the issues we had carried over from the previous week. We also solved our difficulties by brainstorming ideas and scenarios. My background in mass communication and journalism was a useful contribution in designing an educational video course.

I believe this project would have gone a lot better if we had more time. However, we made decent progress with the time we had. We are looking forward to presenting to the client. Hopefully, we can receive constructive feedback on how to improve our design.

LTEC 6020 – Blog 4

Bloom’s taxonomy is an instructional design model that is divided into six categories of cognitive abilities that range from lower-order abilities, which involve less cognitive processing, to higher-order abilities that involve a higher level of cognitive processing and deeper learning (Adams, 2015). The categorization of Bloom’s taxonomy qualifies it to be an advanced instructional design model. According to Ramirez (2017), Bloom’s Taxonomy provides educational objectives that are suitable for needs assessment, lesson planning, and calculating learning outcomes. Basic instructional design models do not have the same features and capabilities as Blooms Taxonomy.

Advanced instructional design models can be applied to higher level courses. I read a research paper on the implementation of Blooms’ Taxonomy in a biology course. Crowe, Dirks, and Wenderoth (2008) explain the derivation of the Blooming Biology Tool from Bloom’s Taxonomy. The way I see it, an advanced instructional design model is better suited to develop other instructional design models.

Based on the orientation, implementation and the features of Blooms Taxonomy, you can tell that it qualifies as an advanced instructional design model.





Adams, N. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152-153. doi:10.3163/1536-5050.103.3.010


Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in bloom: Implementing bloom’s taxonomy to enhance student learning in biology. CBE-Life Sciences Education, 7(4), 368-381. doi:10.1187/cbe.08-05-0024


Ramirez, T. V. (2017). On pedagogy of personality assessment: Application of bloom’s taxonomy of educational objectives. Journal of Personality Assessment, 99(2), 146-152. doi:10.1080/00223891.2016.1167059

LTEC 6020 – Blog 3

As a group, we defined instructional design as a systematic and structured method for designing, developing and validating knowledge transfer from the expert/facilitator in the most cost-effective manner. This collaborative effort in highlighting the meaning of instructional design was useful in understanding what the term really meant.

Following our group project on instructional design, we dove into a class presentation on advances instructional design. The process of advanced instructional design was very interesting and informative. However, there was plenty of information to grasp in one class session. It would take more class meetings and involvement in the subject to develop a better understanding.

Regardless of how complicated the topic may be, I strongly believe in the importance of constant communicative actions. I found this concept very interesting and helpful to instructional design. It mentions giving students the opportunity to critique material put forward by their instructors, peers, and books for the purpose of making improvement for future use. Students are important to instructional design. Hence, they should be involved in the process when necessary.

Normative communicative actions also involve students by giving them the chance to be involved in the process. In this scenario, students are offered the opportunity to discuss classroom guidelines that could support their learning.

The advanced instructional design process should be as inclusive and thorough as possible. I believe the process should be viewed and analyzed from every possible angle. Constant communicative actions and normative communicative actions interest me because of how they involve students in the process.

LTEC 6020 – Blog 2 – Instructional Design Models.

What do you understand about instructional design from what you have read so far? What model will you present for class? Why? What interests you about it?


In the past 10 years or so, technology has affected the way instructional design is applied for the sake of teaching and learning. As Winn (2002) proposed, today’s instructional design should pay attention to learning environments that assimilate instructional technologies. This has me thinking about the role of new technologies in instructional design.

As time goes on, more suitable technologies will be assimilated into teaching and learning. Hence, these technologies would have to be a part of the instructional design process. An instructional designer would have to properly research how Twitter operates when designing a hybrid course that involves that particular social network. There are several instructional design models are would suit a project of this caliber.

Bloom’s taxonomy is of the models that interest me. It focuses on learning objectives that command a higher degree of cognitive capabilities. This model consists of knowledge, comprehension, application, analysis, synthesis and evaluation. The evaluation stage draws me to blooms taxonomy because it involves learners’ feedback. It makes sense that an instructional designer involves the targeted learners in the course creation.





Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152-153. doi:


Warren, J.S. Lee, J., & Najmi, A. (2014). The impact of technology and theory on instructional design since 2000. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop [Eds]. Handbook of research on educational communications and technology, (pp. 89-99). New York, NY: Springer. DOI 10.1007/978-1-4614-3185-5.


Winn, W. (2002). Current trends in educational technology research: The study of learning environments. Educational Psychology Review, 14(3), 331-351.