Learning in the technological age has been transformed both by knowledge-producing systems and by the systems of knowledge produced. To examine the alignment of formal learning environments to our everyday technology experiences, this qualitative case study was conducted to identify program level essential conditions for effectively embedding media in situated instruction to improve learner experiences. Two areas of particular interest were (a) how informal technologies influence the use and implementation of technologies in formal settings, and (b) how an individual judges what is useful in an information technology system. This case study responded to the research question What are the essential conditions to effectively embed media in the higher education learner experience? Data gathered and analyzed on learner-directed study habits and findings were utilized to redesign faculty-directed activities, to uncover the value and impact of embedded and augmented media in context. Learner participants contributed logs of media use and attended a focus group interview to map their augmented and embedded use of media. Semi-structured interviews provided data, which was mapped to values and beliefs about teaching with media in this context. This report of findings details and expands upon the conclusion that identifying applicable opportunities that are associated with faculty approaches and aligned with faculty beliefs, when supported appropriately by the institution, create best practices that may further influence the embedding of media in learner experiences. It is recommended that communication networks within a community of practice be put in place to support the effective embedding of media technology for teaching and learning in higher education. Learners are well versed in how to augment instruction with self-directed learning, and learners are eager to participate in this community of practice to contribute exemplars for discussion and inclusion in the curriculum.