Development

Personal Reflection on the Development Phase

The development phase was perhaps the most intense part of this project. It was the moment when abstract ideas and research findings became tangible outputs. Having completed the needs analysis and the design phase, I knew the challenge here was translating those insights into something practical, engaging, and usable. This meant not just producing content but shaping it in a way that would genuinely support the growth of KultOU members as emerging graphic literature creators.

For me, development was both creative and iterative. It required ongoing consultation with KultOU officers, testing ideas, and refining content. This collaboration ensured that the resources reflected the lived realities of the community. My aim was to produce materials that were neither overly prescriptive nor too theoretical, balancing structure with flexibility so the toolkit could adapt to different users’ needs.

Reasoning for Chosen Topics

The choice of topics emerged directly from the needs assessment. The findings showed that members lacked structured guidance in portfolio building, pitching, publishing, networking, and income sustainability. These gaps informed the decision to divide the toolkit into four modules:

Mastering Portfolio & Pitch — Respondents expressed difficulty in selecting their best work and uncertainty about industry expectations. Cognitive Load Theory (Sweller, 1988) was central here. This theory emphasises presenting information in a way that reduces unnecessary mental load, allowing learners to focus on mastering key skills without being overwhelmed. The module was designed to scaffold learning, breaking down the steps of portfolio building and pitching into manageable segments, supplemented with practical examples and prompts.

DIY Publishing — Many participants were interested in self-publishing but lacked knowledge of platforms and strategies. This module draws from Constructivist Theory (Vygotsky, 1978), which recognises the importance of learners building knowledge through active engagement and real-world application. Self-Determination Theory (Deci & Ryan, 1985) was also relevant because it emphasises autonomy, competence, and relatedness, which are factors that are crucial for creators deciding how and why to publish their work independently. The module therefore includes exercises that encourage reflection and planning, alongside practical step-by-step guidance.

Industry Navigation & Networking — Low confidence in networking and limited access to mentorship were prominent issues. Social Learning Theory (Bandura) guided this module, recognising that much professional learning happens through observing others and modelling behaviour. Constructivist Learning Theory (Piaget) also informed the design, emphasising peer learning and collaboration. This module was designed to give participants practical networking strategies, simulate real networking scenarios, and foster a supportive environment for building professional connections.

Creative Income Strategies — Sustainability was a recurring concern in the needs assessment, with financial constraints cited as a major barrier. Experiential Learning Theory (Kolb, 1984) was particularly influential here because it values learning through reflection and experience. Self-Determination Theory also played a role, as income strategies must align with individual creators’ values and aspirations. This module therefore encourages experimentation, reflection, and personal alignment when choosing income paths.

Toolkit and Supporting Materials

The main output of the development phase was the Career Toolkit for Emerging Graphic Literature Creators — a 28-page booklet designed as a flexible, practical resource. I designed it to be approachable, structured yet adaptable. Each module includes not only explanations but practical prompts, checklists, and real-life examples that tie back to the needs identified earlier.

The booklet was complemented by supporting materials to help members apply what they learned immediately. These include portfolio and resume templates, cold email and networking scripts, a self-publishing and crowdfunding guide, and an event checklist for conventions. These were created in direct response to challenges identified in the needs analysis and were designed to be practical tools that members could integrate into their creative processes.

Narrating the Execution of Development

The development phase was the most hands-on part of the instructional design process, where the ideas, theories, and needs analysis transformed into tangible resources for KultOU members. At the heart of this stage was the creation of the career toolkit booklet and supporting materials, which required thoughtful integration of the data collected from the needs analysis, feedback from the organization, and the theoretical frameworks guiding the project.

The process began with drafting each of the four modules — Mastering Portfolio and Pitching, DIY Publishing, Industry Navigation and Networking, and Creative Income Strategies. These drafts were developed with careful attention to relevance, practicality, and alignment with the expressed needs of the respondents. This meant ensuring each module addressed specific gaps highlighted in the needs assessment. For example, Portfolio and Pitching was designed to address the majority of participants (52.94% basic knowledge, 47.06% minimal knowledge) who struggled with understanding what to include in a portfolio and how to confidently pitch their work. DIY Publishing was crafted in response to the 58.82% of respondents reporting minimal knowledge in self-publishing, with a focus on empowering learners through autonomy and accessible processes.

Collaboration with KultOU officers was central during this stage. I shared draft versions of each module for their input, creating a feedback loop that grounded the content in lived realities rather than abstract instruction. This iterative collaboration reflected my constructivist philosophy — learning resources must be co-created with the community they serve. It also echoed the principles of Self-Determination Theory, ensuring the resources supported autonomy, competence, and relatedness for learners.

Formatting and accessibility were another major concern during development. I intentionally designed the toolkit to be usable both digitally and in print, acknowledging that members have different access to devices and internet connectivity. This flexibility aligns with my belief that resources should adapt to the learner’s context. Every element, from the layout to the language used, was crafted to support clarity and inclusivity.

Supporting resources such as portfolio templates, networking scripts, self-publishing guides, and event checklists were developed alongside the main booklet. These were intended as practical tools, translating the core concepts from each module into actionable resources that participants could immediately apply. Their creation involved synthesising research, examples from industry practice, and the lived experience of KultOU members, making the toolkit both academically grounded and pragmatically useful.

Challenges Faced During Development

Time constraints were a consistent challenge in this phase. Balancing my work commitments with the demands of developing the toolkit meant some parts of the process were compressed. The need to maintain a high standard despite these constraints required careful prioritisation, particularly when refining module content.

Collaborating with KultOU officers also brought logistical challenges. Each officer had different schedules and availability, so feedback was often staggered. This required patience and adaptability to incorporate perspectives without losing momentum in the timeline. At times, this meant making difficult choices about which suggestions to prioritise, balancing the desire for comprehensiveness with the need to maintain coherence and clarity.

Ensuring the coherence of the toolkit was another challenge. Each module addressed distinct needs, but the toolkit as a whole had to offer a consistent learning experience. This required constant iteration, reworking content, and aligning tone, structure, and learning activities across modules. It was a process of weaving together the theoretical frameworks with practical guidance so that each piece worked as part of a unified whole.

Reflections on the Development Phase

Reflecting on this phase, I recognise it was not simply about producing content, but about shaping a living resource that speaks directly to the realities of its intended audience. This reinforces my belief that educational resources should evolve alongside the learners and communities they serve. The development process reaffirmed that instructional design must be grounded in both theory and lived experience.

From a theoretical perspective, Cognitive Load Theory guided the structuring of modules to ensure learners were not overwhelmed with too much information at once. Constructivist Theory informed the collaborative approach to development and the inclusion of reflective exercises. Self-Determination Theory shaped the toolkit’s design to support autonomy and personal growth. Social Learning Theory inspired the inclusion of peer-based activities and real-life scenarios. Experiential Learning Theory encouraged the creation of opportunities for learners to apply knowledge in practical, meaningful ways.

For me, the development phase deepened my understanding of my educational philosophy — that learning must start from lived experience, empower the learner, and honour creativity as an iterative process. The toolkit and its supporting materials are not finalised products but living tools designed to be revisited and adapted. This awareness keeps the development phase open-ended, inviting continuous refinement based on feedback and evolving needs.

The completion of this phase marked a major milestone in my project.

Workshop Curriculum

Workshop Lesson Plan

Case Studies