As documented in the analyses, the state of the instructional materials development in the project locale prior to the intervention was quite unideal, particularly with regard to the existing wayfinding map or handout they had. The said map was developed in AutoCAD, a platform to which the staff had no access and were not proficient in. As a result, they had no means to update or modify the map, even when changes in the library’s layout occurred.

To improve the instructional materials development and utilization in the project site, they may develop a new version of the map that is more user-friendly and packed with relevant and up-to-date details. Importantly, it shall be created in a platform to which staff have access and proficiency. Moreover, they may also conduct training for staff on instructional material development, or in this case particularly, updating the map handout, so they can independently revise it when needed. This is exactly what I did for this project.

Based on the context analysis (see Background), the contextual factors surrounding this project were largely positive and supportive of learning. To reiterate, the library has a supportive organizational culture, as reflected in its mission. The learners, both patrons and staff, also had a generally positive attitude toward learning. Moreover, they had access to resources that supported their learning, such as internet connection, computers, and other necessary tools.

Naturally, these factors positively affected both me and the learners. I was able to achieve my personal objectives as well as the course objectives (see Achievement of Objectives). On top of that, as seen in the evaluation, learners responded positively to the instructional materials (see Appendix J), they were able to achieve the intended learning objectives (see Appendix F), a change in their behavior was observed, and the results expected by the organization were realized (see Appendix K).

Since the factors were mostly positive and no concerning issues were noted, I don't think there is a need to address them. Rather, they should be sustained and even strengthened to continue building a culture of learning and support within the organization.

As shown in the Results of the Activities, I was able to properly apply the theories, principles, or concepts that I have learned in my program. In a way, I also adjusted them to suit the context of the project. For example, in applying Mayer’s Multimedia Learning Theory as the basis for the development of the wayfinding map, I focused on using principles that apply to static instructional materials (i.e., Spatial Contiguity Principle, Coherence Principle, Redundancy Principle, Segmenting Principle) (see Wayfinding Map for Patrons) and excluded principles that are for video-based materials and don’t apply in this use case (e.g., Voice Principle, Image Principle, Modality Principle). Another example is the way I used Gagné’s Nine Events of Instruction. The said theory is usually used for face-to-face classroom instruction, but I adapted it in the context of this project by using it as a framework for organizing the sequence of instructional elements in the online course I created (see Online Course on Map Editing for Library Staff).

I believe that my utilization of the theories I learned from the BES program affected my performance and the quality of my work for the better. These theories were always at the back of my mind. They served as the compass that guided all the decisions I made. If it weren’t for these theories, I don’t think I would have come up with such well-designed outputs.

As for whether these theories and principles were effective or not, I would say that the results of the evaluation speak for themselves. Again, learners responded positively to the instructional materials (see Appendix J), they were able to achieve the intended learning objectives (see Appendix F), a change in their behavior was observed, and the results expected by the organization were realized (see Appendix K). This suggests that these theories and principles used in this project were effective.

All of the theories, principles, or concepts I learned from the BES program that I found relevant to my project, I applied in my project work. If you review my answer to the question, “When I was doing my project tasks and other activities, did I refer to any of the theories, principles, and concepts that I have learned in my BES courses? Why or why not?” you’ll see that I truly put into practice the learnings I gained from the program. With that said, I don’t believe there were any important ones that I missed or should have applied but didn’t.

In the Main Narrative & Synthesis section, I shared some of the key challenges I encountered during the project (see Departures, Insights, and Challenges). To answer this question, I will copy the relevant excerpt from that section below.

This project was largely smooth-sailing, but it still came with its share of challenges, which I documented in my eJournal entries. 

During the Analysis phase, one of the major difficulties I encountered was devising an effective interview guide for data collection (see eJournal 1). I was anxious about possibly overlooking important questions, which could compromise the accuracy of the needs analysis. To address this, I adapted a standardized interview instrument developed by Jordan (2016).

In the Design phase, I faced a challenge when I realized that the summative assessment I have in mind did not align with the initial course goals I wrote (see eJournal 5). This misalignment meant that what I expected learners to achieve by the end of the course was not clearly reflected in the course’s goals. To resolve this, I revised the goals to better align with the desired assessment outcomes. 

The Development phase introduced a more technical set of challenges, particularly due to the limitations of the free tools I was using (see eJournal 3). For instance, in Canva, many elements were locked behind a paywall. To overcome this, I created elements in PowerPoint and imported them into Canva. 

Finally, in the Implementation and Evaluation phase, logistical delays and availability issues arose (see eJournal 13). My gatekeeper went on vacation, and that prevented us from conducting a face-to-face interview. Instead, I conducted an asynchronous interview via email. Moreover, the public rollout of the wayfinding map was postponed from July to late August or September. However, this delay did not significantly impact the project’s outcome, as a pilot implementation had already been conducted and provided sufficient data for evaluation.

Through this project, I learned new things about myself as an instructional designer. One key realization is that I truly value feedback. This is why I conducted a formative evaluation that involved expert review and usability testing prior to the actual implementation of the project. I believe this is one of my strengths as an instructional designer. Aside from relying on sound learning theories and principles, I also depend heavily on the feedback of those I work with (i.e., subject-matter experts, learners, and stakeholders from partner organizations) to improve my work.

As for my weakness, there are still many tools I need to familiarize myself with to enhance my skills. For example, tools like Powtoon, HP5, Camtasia, among others. In this project, I mainly used PowerPoint, Articulate Rise, and Canva. However, moving forward, I’d like to expand my proficiency with additional development tools to create more dynamic and engaging instructional materials.

As discussed in my critical reflection in my alignment matrix (see Appendix M), there are a few things I'd like to do.

For the wayfinding map, particularly the template I will leave with the library, I plan to add a CC BY license at the end to indicate that they are free to edit and create their own iterations if needed (see eJournal 10). As for the online course, I would like to add a "Toolbox" section at the beginning of the module so that learners have all the necessary materials on hand before starting the course. In addition, for returning learners who are not going through the full course again but simply want to access the wayfinding map, this toolbox would serve as a one-stop resource.

For the eJournal, if there’s anything I would change, it would be to include an eJournal entry about my initial meeting with the partner organization. I once had this entry, but I decided to remove it because I felt it didn’t align with the ADDIE process. However, looking back, it may be a good idea to bring it back. Even though it’s not technically part of ADDIE, it is an important part of my practicum experience and provides valuable context to the project as a whole.

Moreover, I just wish I had shown more appreciation for my partner organization. I want to acknowledge their contributions and let them know that the success of this project is not mine alone, but ours. With that in mind, I intend to write a letter of appreciation to express my gratitude.

Lastly, I like to make an impact beyond my partner organization. I want my work to serve as a reference and contribute to the body of knowledge in the field of instructional design. With that being said, I intend to write a research paper in Chapter 1 to 5 format based on my practicum work.

Note: All of these have been realized. The modified version of the wayfinding map and course can be seen in Appendix G. The eJournal entry  regarding my initial meeting with my partner organization can be seen in eJournal Entry 0, the letter of appreciation can be found in Appendix L, and the Chapter 1–5 research paper can be seen in Appendix N.

As I consistently mentioned in this ePortfolio, instructional design processes, theories, and frameworks served as the basis for the decisions I made during the project. Aside from that, I also used the results of the analysis phase to guide my actions whenever I encountered uncertainties or needed to make crucial choices. 

For example, during the evaluation phase, one of the patrons suggested adding a table with a breakdown of the non-fiction areas. I considered it but decided not to include it, and this decision was based on learning theories and the results of the analysis phase. First, according to cognitive load theory, adding the table could cause cognitive overload because there would be too much information presented on the map. Second, based on the contextual analysis, there are already existing signages in the library that provide a breakdown of the non-fiction sections. Instead, I suggested to the organization to print out these signages as handouts and display them beside the map so that patrons can easily access the information without packing in too much information in the map itself.

In retrospect, I don’t regret the decisions I made, and I believe I made the right decision based on learning theories and the results of the analysis phase. In the future, I would advise myself to do the same. When presented with a suggestion, always check if it aligns with sound learning theories and whether it would be suitable for the context you're working with based on the analysis.

I believe that the skill I need to develop further is my development skills. As I mentioned in the strengths and weaknesses section, one of my weakness is the narrow range of development tools I am proficient in. I need to continuously upskill and experiment with new tools and technologies so that I can bring my ideas to life and deliver better instructional solutions for my learners.

In this project, to say that I learned several lessons would be an understatement. With that being said, to improve myself as an educational professional, I believe that I should take on more projects that challenge me and push me out of my comfort zone. Whether it be paid work, volunteer work, or personal initiatives, I need to keep putting myself out there, make mistakes, and learn from them.