Week 5: Resource Creation & Content Development

Week 5: Development of Instructional Materials and Production of Seminar Components

Week 5 marked the transition from the design phase to the development phase within the ADDIE instructional model. This phase involved the production of instructional materials conceptualized during the previous week. With the framework and design principles established, the focus shifted to content creation, layout design, formatting, and assembling the complete learning package for the SRH seminar.

The primary output of this phase was the development of the facilitator's guide for the barangay. Drafting was done using Google Docs, which was chosen for its reliability and automatic saving feature. The content was structured guided by the ADDIE model while Gagne's Nine Events of Instruction is embedded in the actual instrutional planning part of the manual. It is divided in two four main parts: the master checklist, setting up page, before phase, during phase, and after phase. The format of the framework was influenced by the Europarc Federation’s (n.d.) Guidelines for Planning and Conducting Workshops and Seminars and Organising and Running Workshops by Candelo, Ortiz, & Unger (2004). Although these resources do not explicitly follow ADDIE, their processes align closely with ADDIE's principles.

The instructional materials, anchored in previously defined topics—such as puberty, menstruation, peer relationships, consent, contraception myths, and available local support services—were written using medically accurate, youth-friendly language. Canva was used to create the PowerPoint presentations, instructional materials, and framework guide, focusing on readability, visual engagement, and cultural appropriateness.

Formatting decisions were guided by Mayer’s Multimedia Principles, including strategic use of whitespace, color coding for sections, and consistent visual symbols (e.g., lightbulbs for tips, exclamation marks for warnings). Visual content was curated to reflect modesty and inclusivity while maintaining clarity and appeal. Tip boxes, infographics, and glossary sections were embedded throughout to support comprehension and retention.

Youth-Led Seminar Guide

Figure 11. Digital Copy of the Youth-Led Seminar Guide

Figure 12. Digital version of the SRH booklet

Other materials were mostly developed using Google Docs. These included a detailed lesson plan with objectives, content, teaching strategies, and assessments; a program flow outlining the seminar sequence from registration to post-evaluation; and a PowerPoint presentation designed to align with the booklet’s visuals. Finally, pre-test and post-test questionnaires were developed to measure learning outcomes and evaluate the program’s effectiveness.

EDS 199_Lesson Plan

Table 4. Detailed Lesson Plan

Table 5. SRH Program Flow

Figure 13. Screenshot of the PowerPoint presentation presented during the program implementation.

All outputs underwent multiple rounds of review and revision, which became the major challenge of the week. Subject matter experts and SK representatives were consulted for feedback. Their suggestions led to significant improvements in both content clarity and technical accuracy—for example, rewording medically dense sections, adjusting illustrations to prevent potential misinterpretation, and adding more context-specific examples that better reflected local adolescent experiences.

Despite the tight schedule and limited resources, Week 5 culminated in the successful completion of all seminar materials, especially the instructional plan. The process highlighted the importance of iterative refinement, collaborative feedback, and design flexibility, core values that will carry over into the next phase: Implementation.