To have a clear flow and understanding of the entire incubation program, an instructional design model aligned to the needs and capabilities of the learners must be used in order to make the process more effective and impactful for them. From the ideation to business execution - the ADDIE Model, which stands for Analysis, Design, Development, Implementation, and Evaluation (Culatta, 2018) was the perfect fit in the creation of this project. This was the guide used to build upon this project. Despite using the instructional model for military purposes by the US Army in 1975 (Kurt, 2017), this is still widely used in the educational field. This model ensures that the program is learner-centered, organized, and iterative, allowing adjustments based on formative and summative evaluation results. The consideration of using this Instructional Design model was because of its straightforward yet cycle process. The next steps are clear but it is always open for evaluation and adjustments, some qualities that are needed when planning a small business.
The Constructivist Theory and Experiential Learning Theory are the theories that guided the entire special project. With constructivism promoting learners to construct their own understanding with the knowledge that they have (Kurt, 2021) and practicing applied learning from experiential theory (Kurt, 2020), these strengthen the pedagogical approaches designed for this project. Since the learners spent the last 2 years in the CBM program, they have gained knowledge on things that they’re interested in at the same time have experienced applying the things they have learned in their personal lives. So, it was evident to apply the two theories and use this as basis in the development of this project.
This is where the instructional problems and audience are identified (Culatta, 2018). Understanding the target learners’ existing skills and their needs to identify the gaps.
In this project, a pre-assessment survey was created and give to all 116 beneficiaries. Their data gathered were the basis that was used in the next phases of the instructional model. Knowing their strengths and challenges have helped design this project that is catered specifically to their interests, desires and needs. This were given through print format and was distributed in the church centers where they are located. Even their abilities, availabilities, and capacities were asked and recorded to have all the information needed for this project.
The pre-assessment survey showcases the constructivist learning theory because the beneficiaries already have prior knowledge on some parts of planning a business and are aware of their interests.
This is where instructional objectives are created (Culatta, 2018). On the visual side: the branding, medium, and communications channels were planned in this phase. After discovering the results of the learners’ analysis, it is appropriate to align the design based on their needs.
Using the results from the pre-assessment survey, this is what I used as a guide in designing the project. Thinking through the instructional materials and the outline of the program were created. From deciding to do an Ideation Workshop to consulting with their business proposals. The workshop, resources, and consultations supported the Experiential Learning Theory by David Kolb (Kurt, 2020).
Applying Kolb’s Four Stages of Learning:
after planning what they have learned in the program in the ideation workshop (active experimentation) > doing the handouts and listing the supplies (concrete experience) > having the in person consultation (reflective observation) > learning from the experience after the feedback (abstract conceptualization)
This helped assess the effectiveness and the process of the instructional materials and the entire incubation program. Because the majority of the beneficiaries are experiential learners, applying this learning theory were impactful for them.
Drafting the visual branding is very important to me, so considering their interests were also accounted for in the design phase. Refer to the Branding Identity below for the detailed explanation. The use of paper design as background symbolizes the training and education that they will be experiencing in the program. With the assets/elements of light bulb, paper bag, checklist, and coins - these visualizes the common items we see and think when starting a business.
Branding Identity
The branding is created to not only make visually appealing decks and materials, but it also activates more of the learning retention. As a professional visual designer and a communications for impact, having a good design makes meaningful connection from both the teacher and learners and from the materials to the learners as well. Despite the time and effort it takes to build a brand for the project, this has helped me become efficient moving forward as all of my materials and printables are already following a brand. The color scheme and assets are intentionally crafted and is not a ready-made template found online.
Scroll through the deck below to see the branding identity.
HERRERA - ONESMO INCUBATION PROGRAM-2.pdf
This is where the content of the instructional materials are produced (Culatta, 2018). This is the longest phase in the project because of the many research, writing, and revisions of content. Once the skeleton of the program is designed, this is the phase where we will put the muscles.
One of the objectives of this special project is to provide a program for Onesimo Foundation’s Small and Practical Business section for the beneficiaries. The materials used for this project is to help develop the constructivist and experiential characteristics of the learners. The production of the content for the handouts and the booklet were highly based on the answers of the pre-assessment survey and the rounds of feedback from the beneficiaries and the gatekeeper. With the prior knowledge from their ALS training and livelihood education during the two-year program, the beneficiaries were already aware of the things that they’re knowledgeable about and the things that they are struggling with. The feedback loops also helped with the development of the specific topics that they need extra support in.
Instructional Materials
These learning materials were built from the insights and comments of the gatekeeper, Onesimo staff, and the beneficiaries as well as integrating the existing learning materials available in the organization.
SMALL & PRACTICAL BUSINESS - ONESIMO (1).pdf
This is the phase of the actual training and activities for the project based on the materials developed (Culatta, 2018). Through this phase, many more possibilities and discoveries arose when the beneficiaries experienced the training and used the resources provided to them.
The ideation workshop, consultation, and the dissemination of the learning resources (handouts and booklets) were the instructional materials and processes used for this project. The ideation workshop was decided to practice constructivism, with their current interests and possible decisions of which sector between employment and entrepreneurship they will choose.
Ideation Workshop - This in person workshop is the start of the Incubation Program. The workshop consists of a combination of lecture and written activities. The lecture focuses on providing common mistakes small businesses make and how to avoid those for their own businesses. This topic is chosen because it was emphasized by the gatekeeper that they need to be informed of the common mistakes that occurred in the previous batches of beneficiaries. The written activities focused on the business ideation itself, through constructivism, the learners are tasked to think of a business idea that they want to start. The guide questions helped them think through and develop their ideas specifically. Some learners are detailed with their answers, showing that they already know what they want while some asked for clarifications and support from their leaders and pastors. Through this workshop, 37 out of 94 learners committed to join the Incubation Program.
Dissemination of Learning Resources - For the process for the dissemination of these learning resources, I submitted the printed handouts and the coordinators gave it to those who committed in the program in their respective locations. After 2 weeks, the coordinators collected it for my review and checking. The outputs of the learners became the basis of the booklet I created. It just strengthens that they are experiential learners and always share their personal experiences in their answers. On the booklet, the final assessment of the content came from the gatekeeper and the coordinators. They provided feedback and suggestions which were updated in the booklet. The booklet was given during their graduation day as that is the last day that the Onesimo will meet the beneficiaries in person. Scaffolding is applied to slowly support the learners with the information that they need while still guiding them as they ideate their businesses.
Consultation - This in person consultations was designed to align their skills and knowledge in the business proposals that they will be writing for Onesimo’s approval and grant of financial support. This occurred in 3 different areas (Manila, Rizal, and Cavite). I was with the beneficiaries as they write their business proposal. Custom support were given to them to help solidify their business proposals. During the consultations, there are learners that are prepared and have initial plans ready for their business proposals while some just started thinking through.