To reiterate, in this study, there were two (2) problems identified, and both of them were resolved through instructional design solutions. 

First problem is that patrons struggle to navigate the library independently. This was resolved by designing, developing, and implementing a wayfinding map (see Wayfinding Map for Patrons). 

Second problem is that library staff are not able to update the library map. This was resolved by designing, developing, and implementing an online course on how to update the library map (see Online Course on Map Editing for Library Staff).

Through this project, I learned several things about myself as an instructional designer and about the field of instructional design and technology.

First, I learned that I am the kind of instructional designer who values formative evaluation. Although it is common practice for some projects to go from development straight to implementation, as suggested by the ADDIE model, I — as the instructional designer I am — made a deliberate effort to undergo formative evaluation through expert review and usability testing. This, as I see it, reflects my values as an instructional designer. It shows that I care not just about finishing a product, but about ensuring it is grounded in feedback before it's fully implemented. It shows that I don't see myself as a "lone expert," but as a collaborator who values the input of SMEs, learners, and stakeholders in co-creating effective instructional solutions. 

Moreover, I realized that I imbibe a learning-by-doing mindset. For example, with the wayfinding map, learners engaged in a navigation task where they had to find their way around the library. For the course, I designed a map maintenance mission where staff were tasked with creating an updated version of the library map themselves. This led me to the conclusion that, perhaps, as an educator, the philosophy of education I carry is rooted in cognitive constructivism. I believe that learners learn better when they are not just passively taking in information, but actively involved and engaged in real-world tasks.

Second, I learned that the field of instructional design and technology is quite huge. There are many different niches in instructional design. In this project, I focused on e-learning by developing an interactive digital map and an online course. Moreover, there are many settings in which instructional designers can work, such as education, healthcare, corporate training, and nonprofits. In this project, I worked in a less conventional setting — a public library — and showed that instructional design has a space in there, too. I realized that there are instructional needs that need to be addressed almost everywhere; the challenge for us comes down to finding them.

My project locale, a public library, has faced financial challenges and budget cuts in the past few years (Salzo, 2025), which limited their capacity to develop instructional materials for both patrons and staff. For instance, they were unable to afford subscriptions to expensive software commonly used in instructional material development, such as AutoCAD (see Analysis) and Articulate Storyline (see eJournal 2). This impacted the project, as I had to find alternatives using tools they already had access to. For example, I used PowerPoint to develop the wayfinding map so that staff could easily update it in the future, since they already have an active subscription to Microsoft.

Despite these socio-economic conditions, their educational condition was there to compensate for this limitation in resources. All staff members hold at least a bachelor's degree, some even a master's, which made the implementation of the project, particularly the online course, go smoothly. They exercised self-directedness and were able to achieve the learning objectives without any issues (see eJournal 12).

In conclusion, I was able to successfully achieve the personal objectives I initially set out. The results of the activities provide an objective-by-objective narrative that clearly demonstrates how each one was achieved. Moreover, as illustrated in the alignment matrix (see Appendix M), I was also able to achieve the objectives of the course through the activities I've done through the project.  

The first course objective is, "Apply knowledge of the teaching and learning process in the course planning and implementing a lesson or developing and testing an instructional technology." Notably, I was able to apply knowledge of the teaching and learning process. Throughout the whole project, the ADDIE model served as my guide. In the design phase, I utilized Bloom's taxonomy to write learning objectives, Dale's Cone of Experience to select learning activities, and Biggs and Tang’s Constructive Alignment Theory to ensure alignment between learning objective, learning activities and assessment. In the development phase, I used a wide variety of learning theories. For the development of the wayfinding map, the tenets of Paivio’s Dual Coding Theory, Sweller’s Cognitive Load Theory, and Mayer’s Multimedia Learning Theory served as my guide. For the development of the online course on the other hand, the propositions of Knowles’s Adult Learning Theory, Mayer’s Multimedia Learning Theory, and Gagné’s Nine Events of Instruction became my guideposts. Finally, for evaluation, I used Kirkpatrick's Model of Evaluation.

Second is, "Critically reflect on their practicum experiences and evolving philosophy of education." As evident in my eJournal and self-evaluation, I have made several reflections on my practicum experience, and from there bore insights and realizations that led me to the conclusion that the philosophy of education that I currently carry is constructivism (see Lessons Learned). Nevertheless, I acknowledge that while this may be the philosophy I subscribe to now, educational philosophy is always evolving and open to challenge. My future experiences as an instructional designer may shift my perspective and lead me to adopt new approaches or philosophies.

Third is "Acquire desirable professional work, attitude, and skills." Again, as documented in my eJournal entries, I have worked with several professionals in this project. I worked with subject-matter experts and learners who are professional themselves (i.e., library staff), and in each engagement I had with them, I was able to demonstrate professional work ethic, attitude, and skills. I believe there is no better evidence of this than the testimony from my gatekeeper, who described me as “very receptive to feedback” and “extremely professional” (see Appendix B). Additionally, she said it herself that the output of this project is “beyond anything a professional consultant would offer us” (see Appendix K). These affirmations reflect the level of professionalism I brought to the project. 

Last but not the least is, “Make a concrete contribution to education programs through their practicum work.” To recap, this project addressed the wayfinding problem in Hamden Public Library by designing, developing, and implementing (1) a wayfinding map for patrons, and (2) an online course on how to update the library map for staff. These two instructional outputs serve as the tangible contributions to the library. But beyond these, the project also made intangible contributions. As my gatekeeper noted (see Appendix K), the wayfinding map helped “folks feel welcomed and served at the library”, improved how “new and regular visitors move about and use the library”, “made people more aware of the library's offerings and services”, and the online course empowered staff to continue making their own iterations, such as developing a Spanish version of the map. This shows that through my practicum work, I have made a concrete contribution to my project locale, and its impact will continue to benefit the organization even after the project's conclusion.

For this project to have lasting impact up to the far future, a sustainability plan is necessary.

For the wayfinding map, sustainability is ensured as it was developed using Microsoft PowerPoint, a widely available tool that allows future updates and adaptations. This ensures that library staff, or any other libraries thinking of adapting the map to their own context, can easily revise the map.

As for the course, one major concern with sustainability is that Articulate Rise requires a paid subscription. To address this, two (2) sustainability measures are put in place:

1. HTML Export and Hosting - The course developed using Articulate Rise is published as an HTML package and uploaded to Amazon AWS. SCORM, xAPI, and PDF versions are also exported as backup formats. This ensures that even if the subscription ends, the course will remain fully functional and openly accessible.

2. OER Version - An Open Educational Resource (OER) version of the course is developed using Google Sites. It satisfies the ALMS framework because it is a free and widely accessible platform, requires minimal technical expertise to edit, all blocks are meaningfully editable and replaceable, and it is self-sourced since the same platform is used both for consuming and revising the content.

With these measures in place, it can be expected that, in the future, the Hamden Public Library will not be the only institution to benefit from this project. These instructional outputs may serve as benchmark for other libraries. Libraries in the Philippines, which may also face wayfinding challenges, can adapt these resources to their own contexts. Since the instructional outputs of this project are designed as OERs, they are easy to customize for any library setting. Compiled in the folder below are the OERs (i.e., the wayfinding map and the course), along with a brief and simple one-page guide on how public libraries, especially those in the Philippines, can use and adapt them.