Development Phase

Insights Gained

The Development phase is where the design concepts and strategies are translated and produced into physical learning materials. Making prototypes and creating iteratively is another thing I learned was important during this stage as well. The spiral design of the instructional resources allowed for the identification of weak points at the beginning of the development and the introduction of improvements based on the actual user requirements (Main, 2023). In addition, the importance of such co-creation in community-based education was emphasised through the necessity to collaborate and share on this scale, with local facilitators and collaborators (Könings et al., 2021).

Problems Encountered and Solutions Made

There were a few problems during the development stage, and each one needed a different solution in order for the lesson to be given effectively. The obvious problem is the information overload. The initial materials that were produced do not comply with the needs of the adult learners because of the volume of information in contain. Adult learners prefer more practical and engaging materials because they are more audio-visual and kinaesthetic learners (Adult learning styles, n.d.). The delivery of lessons will also follow the Theory of Learning in Micro, wherein information is given in divided materials applicable to the current activity being executed to accommodate cognitive load and promote practical, field-related learning (Thompson et al., 2022). 

 Also, it was clear that there were gaps in language and understanding because some of the older versions used formal or technical words that the learners didn't understand.  I did a full readability check and edited the content using plain language rules. To make it clearer and more interesting for students, I added phrases from everyday life and real-life situations.

Critical Analysis (Reflective Lenses)

Using Brookfield’s Reflective Lenses during the ADDIE development phase provided a multi-dimensional framework for critically refining my instructional materials (Pallangyo & Isangula, 2023). Through the autobiographical lens, I recognised that I had initially underestimated the challenge of creating pedagogically engaging and culturally/contextually appropriate resources. This realisation prompted me to move away from overly theoretical templates and toward more grounded, iterative development practices. The learners’ lens was especially influential, as feedback from early reviewers, including community members, highlighted a clear preference for visual and scenario-based materials over dense, text-heavy formats. This input included animated, illustrated task cards, and checklists to support comprehension and engagement. The colleagues’ lens offered practical guidance, particularly the recommendation to test materials with learners of varying skill levels before finalising. In response, I developed two-tiered worksheet versions: a simplified version for beginners and a more complex version for advanced learners, ensuring inclusivity and differentiated instruction.

Examination of Situations, Issues, and Influential Factors

The process of developing was strongly influenced by technical, logistical, and cooperation-related aspects, which demanded context-specific and adjustable approaches. The technical and infrastructural constraints, such as a lack of digital classrooms and unreliable power supply on site, forced the switch to the analog and offline instructional media that was resilient, able to be copied and reused in several sessions. The process was also affected by time constraints since the development was to be handled whilst still in the field performing other duties. I also used a learning development calendar by having clear development milestones to sustain the progress and quality of the development, ensuring that it allowed me to make small steps without sacrificing the content integrity (How to create a learning and development calendar, 2024). The role of community collaboration was crucial to the process of making the materials more relevant and culturally authentic; the learners and local leaders were involved in providing feedback, such as recommendations of local terms and images that reflected the learners' experiences (Könings et al., 2021). Lastly, additional innovative problem-solving homemade flashcards are some of the inexpensive but functional and practical options that facilitate effective teaching and participation of learners.

Exploration of Alternative Views and Explanations

At first, I thought of development as a "production" effort; later, I re-framed this as a "partnership" process. Listening to learners, I realised their contributions during this phase were just as important as mine; thus, I shifted my mindset. I also saw that the best instructional tool is not the fanciest tool: it is the one that students can relate to and work off of. Learning about inclusive development strategies helped me imagine ways to engage with visual learners, oral communicators, and the low literate (Kumar, 2023).

Action Plans

To sustain the momentum and ensure quality in the Development phase, I plan to:

1. Pilot each module as mini-pilots to ensure usability and clarity before going fully-fledged.

2. Iterate materials around learner feedback, particularly accessibility, cultural relevance, and simplicity.

3. Develop a facilitator kit comprised of printed manuals, cue cards, and low-tech visual aids.

4. Maintain,  Update, and Sustain a Materials Inventory System.

5. Evaluate all templates and workflows for reproducibility and scalability in broader learning contexts.

This development phase reinforced the idea that good instructional resources are designed and co-created with users at heart. This phase's iterative, responsive, and collaborative nature embodies the essence of participatory education design.