This project also aims to contribute to the realization of the following Sustainable Development Goals (SDGs):

Since this is more of an informal learning experience that doesn’t involve any form of formal instruction, the matrix is designed to present only the single key learning objective of the instructional material and the summative assessment that will be implemented during the pilot testing phase of the map. 

The learning objective uses the verb navigate, which falls under the psychomotor domain of Bloom's Taxonomy. In terms of learning activities, learners shall skim through the labels and read the frequently asked questions. According to Dale’s Cone of Experience, these activities represent iconic experiences, as they involve interacting with verbal and visual symbols. Lastly, the assessment, which is the Navigation Task, may fall under the Direct Purposeful Experience level of Dale’s Cone of Experience. It is also aligned with the identified instructional approach (i.e., self-directed learning) and is also a form of non-traditional assessment that is authentic, as it engages learners in a real-world task.

Table 3 presents the constructive alignment matrix for library map.

For the wayfinding map for patrons, the primary instructional approach used is self-directed learning (SDL) because most of the learners are adults and according to Knowles’ adult learning theory, adults are self-directed individuals who want to feel that they are in control.  According to Garrison (1997), SDL consists of three (3) dimensions: 1) self-management, 2) self-monitoring, and 3) motivation. 

Self-management refers to the learner’s ability to set their own goals. In the case of the patrons, as identified in the needs analysis, each individual enters the library with a destination in mind (e.g., meeting room, restroom). Thus, patrons are inherently setting their own goals based on their immediate needs. 

Self-monitoring involves the ability to track and assess one’s own progress. According to the context analysis, the library has signages on doors and bookcases; this would allow patrons to confirm on their own whether they have reached the correct destination.  

Motivation is the internal drive to engage in and complete a task. Based on the learner analysis, the patrons are intrinsically motivated, as they come to the library with a specific purpose (e.g., attend an event, find a book, use a computer). Task analysis also revealed that patrons only need to complete three (3) simple steps, which shows that formal instruction is unnecessary. Instead, intuitive instructional design that can be used independently is best suited.

For the online course for employees, the primary instructional approach used is scenario-based learning because most of the learners are adults and according to Knowles’ adult learning theory, adults need to understand the relevance and real-world value of what they are learning (Malik & Khaliq, 2017). This choice is also grounded in the findings from the needs, learner, context, and task analyses. The needs analysis showed that employees must learn how to update the library map due to frequent layout changes in the library. This makes a scenario centered on a library layout change highly relevant. The learner and context analyses revealed that employees are intrinsically motivated to perform well and support patrons, so a scenario that taps into this affective motivation is especially effective. Task analysis indicated that the specific steps to update the map vary depending on the type of change needed. This further supports that scenario-based learning is best suited, as it allows learners to practice deciding which actions are appropriate for a specific scenario and which are not.