Map Initial Iteration

After the design phase meeting with Ms. Melissa and Ms. Alyssa, I moved forward to the development phase and began working on the first iteration of both the printed and digital library maps. From March 31 to April 4, I spent most of my time in the library walking through each floor, taking videos of furniture placements, and documenting important features.  Ms. Melissa checked in from time to time to monitor my progress and to provide guidance and feedback as I worked on the map. Once I finished adding all the elements I recorded to the library map using PowerPoint, I proceeded to design the brochure layout in Canva. I developed a map key composed of user-friendly icons and included a list of frequently asked questions by patrons on the back. Once everything was set, I had the brochure printed in the library and received positive feedback from staff.

With the printed map finalized, I then worked on the digital version. I added interactive features, including both internal and external links. I created pop-ups for study rooms (e.g., study booths, meeting pods, tutor rooms). When a patron clicks on these, they are shown directions on how to get there, along with an external link that leads them to LibCal, the booking website for the study rooms. I exported the digital map with all the set interactions and uploaded it to AWS, where it is now hosted.

In this map development sub-phase, I gained two important insights:

First, I realized that being proficient with tools commonly used in instructional design (i.e., PowerPoint, Canva, and AWS) is essential to turning creative concepts into functional products. If it weren't for the proficiency I developed through the courses I took as part of my degree program, I wouldn't have had the technical ability to bring my ideas to life.

Second, I realized that being skilled with technology alone is not enough; it is equally important to be well-versed in learning theories. While developing the map, I kept Mayer's principles of multimedia learning in mind, particularly those related to spatial contiguity and user control. This helped ensure that the resulting instructional product was not only visually engaging but also educationally effective and user-friendly.

Third, I recognized the relevance of open education principles in developing this map, especially since this instructional product is meant to be revised and potentially remixed by the library in the future. With that in mind, I applied the ALMS framework, which stands for Access to technology, Level of expertise, Meaningfully editable, and Self-sourced, as my guide. This helped ensure that the digital and printed maps were not only effective for current users but also sustainable and adaptable for future updates.

The primary challenges I encountered during the map development sub-phase were mostly related to the limitations of the technologies being used, especially since I was working with free versions that had restricted features.

For example, in Canva, access to design elements was limited, as many of the most useful or polished icons were behind a paywall. To resolve this issue, I created custom icons in PowerPoint, where I had more flexibility, and then imported those icons into Canva to incorporate them into the brochure design.

Another issue arose with AWS. The free tier only allows up to 5 MB of file storage for certain types of content, which posed a challenge given the interactive features and embedded media in the digital map. To address this, I exported the digital map as a compressed, interactive PDF format to reduce the file size without compromising functionality. This allowed the file to meet AWS's storage limits while still maintaining the user experience.

One of the strengths of how the map development subphase was conducted lies in its foundation on the principles of Learning Experience Design (LXD). This is evident in the use of user-friendly icons, the inclusion of a clear and accessible map key, the addition of a frequently asked questions section, and the integration of meaningful interactions in the digital version of the map. These features were all intentionally designed to enhance usability and ensure that the map serves as an informative instructional product.

As for the weakness, one limitation of the development process was the reliance on free versions of design and hosting tools, which introduced constraints in functionality and design flexibility.  Fortunately, the workarounds made (i.e., manually creating icons in PowerPoint to bypass Canva’s paywall, exporting a compressed PDF to meet AWS’s storage limits) allowed the project to move forward without significant disruption. 

Based on the experiences and insights gained during the map development sub-phase, I would make three (3) important recommendations for future action:

First, continuously upskill oneself both in terms of technology proficiency and learning theory knowledge. These complementary skills are crucial to creating effective and functional instructional products that not only look good, but also work well in terms of user engagement and learning outcomes.

Second, be flexible and adaptable when working with tools and technologies. Limitations may arise, and being able to find creative solutions, such as designing custom icons or compressing files to meet storage limits, will ensure that progress continues despite constraints.

Third, always put yourself in the place of the learner. By considering the learner's perspective, whether they are navigating the printed or digital map, you can create a more user-friendly, accessible, and engaging experience.