Process employed

The process employed in the conduct of this project is the ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation.

Analysis (O1)

For the analysis phase (O1), a needs, learner, context, and task analysis was conducted through interviews with the library director. An interview guide instrument from Jordan (2016) was adapted and utilized to structure the interview. To supplement the interview, a document analysis and site visit was done to gather insights into the library’s challenges.

Design (O2)

For the design phase (O2), the primary instructional approach was identified and a constructive alignment matrix which outlines the intended learning objectives, learning activities, and assessment was created. The learning objectives were written using Bloom's taxonomy as a guide. The learning activities are designed to be anchored to Dale's Course of Experience. The assessment were designed to be aligned with the instructional approach identified, which is self-directed learning theory for the wayfinding map and scenario-based learning for the online course.

Development (O3)

In the development phase (O3), the initial iteration of the instructional outputs were developed using industry-standard tools for instructional design, particularly Microsoft PowerPoint for the map and Articulate Rise for the course. The development was informed by relevant learning theories. Theories used for the development of the map are Sweller’s Cognitive Load Theory, Paivio’s Dual Coding Theory, and Mayer’s Multimedia Learning Theory. Theories used for the development of the course are Knowles’ Adult Learning Theory, Gagné’s Nine Events of Instruction, and again, Mayer’s Multimedia Learning Theory. The product of this phase was an initial iteration of the wayfinding map and the course.

Formative Evaluation (O4)

For the formative evaluation phase (O4) both expert review and user feedback was conducted. Expert review was conducted through interviews with subject matter experts: the Library Director for the map, and an expert with experience in PowerPoint, Amazon AWS, and course development for the course. User feedback was collected from a small group of intended learners using Potter’s (2022) questionnaire for one-on-one evaluation. Revisions were made based on this formative feedback. The product of this phase is a second iteration of the instructional product, where suggested changes are incorporated.

Implementation

For the implementation phase, the revised instructional materials were deployed in the actual context of Hamden Public Library.

In the implementation of the wayfinding map, ten (10) patrons of the Hamden Public Library were selected through random sampling. Participants were instructed to get a copy of the wayfinding map, find the particular destination that was the purpose of their visit to the library, and then answer the form to self-report whether they were able to locate it independently using the map.

The course, on the other hand, was disseminated to three (3) library staff identified by library administration based on their role and job description. They were given the autonomy to choose when and where they wanted to take the course, and they had full control over the pace at which they progressed through the content.

Evaluation (O5)

Lastly, the evaluation phase (O5) focused on summative evaluation using Kirkpatrick’s Four-Level Evaluation Model to assess the effectiveness of the instructional product in terms of reaction, knowledge, behavior, and results. Kirkpatrick Partners’ (2012) Hybrid Evaluation Form was adapted as the instrument.

For the wayfinding map, Reaction (Level 1) was gathered through a survey. Learning (Level 2) was assessed by self-report, where participants reported whether they were able to find what they were looking for in the library using the map. Behavior (Level 3) and Results (Level 4) were assessed through an interview with the library director.

For the online course, Reaction (Level 1) was collected through an end-of-course survey. Learning (Level 2) was measured through a scenario-based assessment with peer- and self-assessment at the end of the course. Behavior (Level 3) and Results (Level 4) were assessed through an interview with the library director.

Theoretical & Conceptual Framework

This study is anchored on Cognitive Constructivism, which posits that learners actively construct knowledge by integrating new information with prior experiences. Multiple learning theories and models under this umbrella guided the design, development, and implementation of both the wayfinding map and the online course.

Garrison’s Self-Directed Learning Model was used as the primary instructional approach for the wayfinding map. It guided the design of the map and its implementation to ensure that learners could capitalize on their self-management, self-monitoring, and intrinsic motivation.

Schank’s Goal-Based Scenarios, also known as Scenario-Based Learning, was used as the primary instructional approach for the course. This is particularly evident in the assessment, where a map maintenance mission was designed as a realistic task that requires learners to apply their knowledge in context, make decisions, and experience the consequences of those decisions.

To further operationalize the framework, Mayer’s Multimedia Learning Theory, together with Sweller’s Cognitive Load Theory and Paivio’s Dual Coding Theory, were applied in the development of the library wayfinding map. Specifically, these theories informed the placement of icons and the inclusion of supportive features such as a map key and Frequently Asked Questions (FAQs) section. They were also applied in the course, particularly in the production of the instructional videos. The aim was to reduce extraneous cognitive load, optimize the dual processing of visual and verbal information, and enhance retention and transfer of knowledge.

The ALMS Framework was considered for both the wayfinding map and the online course to ensure that the design adhered to the principles of open education, particularly accessibility, reusability, and sustainability of learning materials.

Gagné’s Nine Events of Instruction were used to inform the structure of the online course. Each of the events is represented in the course design. For example, gaining attention through a vivid scenario, eliciting performance through knowledge checks and reflective questions, and enhancing retention and transfer through a summary lesson.

Knowles’ Adult Learning Theory was also applied to further understand the characteristics of the learners and to ensure that the arrangement of the course content and the instructional strategies chosen for both the course and the wayfinding map were suited to their needs as adult learners. This included emphasizing relevance, self-direction, and problem-centered learning experiences.

Finally, Coldeway’s Quadrants were used for both the map and the course to classify the delivery modes of learning according to time and place.

For a more thorough discussion of the theories, see Related Theories. For a detailed account of how they were applied in the project, see Results of the Activities.

Figure 1 illustrates the theoretical framework of the study.

Figure 1. Theoretical Framework of the Study

The conceptual framework for this study is based on the Input–Process–Output–Outcome (IPOO) model, an extended version of the well-known IPO model.

The input component is composed of the results of the front-end analysis (O1), particularly needs analysis, learner analysis, context analysis, and task analysis.

The process component consists of the design (O2) phase where the primary instructional approach is identified and the constructive alignment matrix is devised, development phase where the initial iteration of the wayfinding map and the course is developed (O3), and formative evaluation where feedback is gathered through expert review and usability testing.

The output consists of the instructional design and the instructional outputs for implementation (i.e., wayfinding map for patrons in brochure and digital format and online course for library staff on how to update the library map).

The outcome will be assessed in the summative evaluation phase (O5), using the Kirkpatrick Model of Evaluation. This model evaluates outcome based on four (4) levels of impact: reaction, learning, behavior, and results.

Figure 2 illustrates the conceptual framework of the study based on the IPOO model with ADDIE embedded.

Figure 2. Conceptual Framework of the Study

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