Design Phase

Insights Gained

Moving through the ADDIE framework, from Analysis to Design, it became clear that planning for effective instruction involves converting data on the context and learner characteristics into specific, actionable strategies (Mayfield, 2011). Arguably, the most crucial understanding gained is that learning objectives, content, activities, and assessments must be relevant to my intended learners' realities and needs. Designing for a non-formal, community-based learning place needed empathy, resourcefulness, and flexibility. I also realized the principle of backward design: I needed to define the learning outcomes before designing the instructional flow and materials (Backwards design, 2021).

Problems Encountered and Solutions Made

Misalignment of Content and Context

There was a significant mismatch between the content of the modules and the learners' actual levels of literacy and prior educational learning in the early stages of developing the modules. The original drafts seem to have projected relatively higher levels of literacy and experience with formal learning environments on the part of participants. Unfortunately, we quickly learned through trial sessions that many learners struggled to make sense of the materials as they were too high-level/abstract. I rewrote the modules to fix this, making the language much easier to read and including more graphics to aid understanding. In addition, I used local examples familiar to my learners to help conceptualize the abstract concepts. I also used graphic organizers and storytelling approaches as pedagogical skills to help show complex ideas in more intuitive and accessible ways to improve the learner experience (Landrum, Brakke, & McCarthy, 2019).

Constraints in Delivery Environment

One key context where most challenges existed was the delivery environment, since there was no formal learning space and minimal access to technology. These limitations created an impracticality of utilizing digital media or formal classroom resources typically implemented in traditional classrooms. This forced me to rethink how I planned my instructional materials and the materials I used to deliver instruction. My approach involved low-tech, high-impact resources like illustrated flipcharts summarizing key messages visually, mobile task cards reinforcing applied learning activities, and local material-based hands-on manipulatives. Not only did these alternatives help to fill the gap of limited digital infrastructure but they also became more contextually and culturally relevant, leading to a more interactive and engaging learning environment (Almrott et al., 2025).

Overcomplex Objectives

A final problem while developing the tool was the complexity of some of the earlier versions of learning objectives. These goals were so wide-ranging, aspirational, or theoretically vague that they were difficult to measure and overwhelming to learners with varied educational backgrounds. Aware of this, I returned to each goal, ensuring it was SMART- Specific, Measurable, Achievable, Relevant, and Time-bound. This adjustment, in turn, brought the learning goals better in line with the realities of the learners’ capabilities, the resources available to them, and the constraints of the learning environment they were operating in. As a result of that process of firmer objectives, I was able to structure learning activities that were more focused and realistic, thus the learning outcomes were more meaningful and assessable.

Critical Analysis (Reflective Lenses)

The implementation of Brookfield’s Reflective Lenses in the ADDIE design phase elevated the nuance and contextual responsiveness of the instruction (Pallangyo & Isangula, 2023). Reflecting on my own experience, I saw how I had to set aside my natural inclination towards structured, school-based pedagogical models to embrace the more flexible models aligned with local learning cultures. With repeated conversations and evidence from feedback we tuned all our decisions through the lens of the learners, leading us to realise the strongest need was for practical work right here, right now, making the move away from spec-style, exams-style knowledge right into real-life, context led problem solving at the top of the learning outcomes. Incorporating formative assessment (based on the colleague's lens) into the modules by committing to having check-for-understanding activities associated with each module instead of having one big evaluation at the end. The theoretical lens was also derived extensively from adult learning, especially andragogy as proposed by Knowles (2015), and social constructivism as proposed by Vygotsky, and this informed the design of collaborative tasks and peer-supported structures that captured how adults learn best, by drawing on experience in social interaction (McLeod, 2022).

Examination of Situations, Issues, and Influential Factors

From the learner, the context, and the logistics, several key issues impacted my design decisions. The most prominent issue was learner diversity,  with groups sometimes comprised of people of all ages and with varying literacy levels; there was a need for differentiated content that provided multiple entry points and catered to different needs. Critical role was played in a limited time, learners often possessed only short, intermittent free time, which forced me to create modularized, independent lessons that could be presented isolated without impeding continuity. Key to the design was the careful integration of sociocultural norms; community values, traditional knowledge systems, and culturally relevant language and tone were critical in establishing learner trust and relevance. Ultimately, a lack of digital infrastructure required the abandonment of tech-oriented solutions in favor of analog materials and peer-bolstered delivery models, pushing the instruction to be a more collaborative, resource-conscious, and sustainable process.

Exploration of Alternative Views and Explanations

One of the first ways that I mapped out the design was from a linear point of view, thinking learners would be moving through the learning in a set order. But reflecting upon my analysis-based findings, I wondered if a spiral curriculum design might work, allowing themes to recur within or reinforce upon each other, or come back to similar skills repeatedly across modules (Main, 2023). Knowing that my attendees have diverse learning styles, I also incorporated universal design principles to help make materials accessible (The 7 Principles, n.d.). I also contrasted a more lecture-based teacher-centered model with a more participatory, facilitator-driven model. I chose the former, enabling local facilitators to use the examples of the community as a bridge to new learning (EduCorpus, 2025).

Action Plans

To ensure a robust and context-sensitive instructional design, I plan to:

1. Modular lesson guides with clear learning objectives, a set of activities to promote learning, and open-ended means for assessment of student progress are being finalized.

2. Through pilot testing a module or two with a small group of learners, you can hear what works and what doesn’t from your target audience and update it accordingly.

3. Create facilitation guides for core leaders, with example scripts, Q&A suggestions, tips for troubleshooting, etc.

4. Develop user-friendly learner handouts and tools using lay language, pictures, and local examples.

5. Keep iterative design records; Write down issues and changes per component to help future design and scaling

The Design phase has focused on alignment, adaptability, and learner-centered thinking under the ADDIE model. This was a meta process of moving from the raw data to purpose-learning clear experiences, contextual exploration, engaging, and socially equitable interaction.