EDID6506- ASSIGNMENT 3 ID#: 1996605185 1
ASSIGNMENT 2-RESEARCH PAPER-SUCCESSIVE APPROXIMATION MODEL
By
Arlyn Linton-Jones
A Paper Presented in Partial Fulfillment
Of the Requirements of
[EDID6506] [Issues Trends Innovations and Research In Instructional Design Instructional Technology and Distance Education]
Trimester III, [2013]
Date of Submission: November 13th 2013
Email: /University: / University of the West Indies Open Campus
Facilitator: / Dr. Sandhya Gunness
Course Coordinator / Dr. Camille Dickson-Deane
Table of Contents
Introduction……………………………………………………………………………….3
Successive Approximation Model…………………………………………………………5
Relevance to the Field……………………………………………………………………11
Documented Artifacts………………………………………………………………………12
The Initiator……………………………………………………………………………..…...20
Examples of Potential Use………………………………………………………….…..…….23
Reflection on the Research Process…………………………………………………..……….25
Concluding Remarks…………………………………………………………………………..27
References……………………………………………………………………………………29
Introduction
Steen (2008) describes successive approximation as “an iterative approach whereby the designer repeatedly applies a three step process of design, prototype, and review in a rapid but controlled process to produce quick but appropriate eLearning”(Wang,2012).Successive approximation is a term adapted for use in an instructional design context by Michael Allen(2012). The idea of successive approximation is to design and develop elearning materials through the use of rapid prototyping, each working prototype being a little closer to the desired end result.
The main attributes of successive approximationare (Allen, 2003):
No elearning application is perfect.
Functional prototypes are better than storyboards and design specs.
It is quick and messy.
SAM(Successive Approximation Model)is an agile development model usedto apply an instructional design model,that ensures learning, retention, and business .SAM addresses how success is made by making repeated small steps (iterations) rather than perfectly executed giant steps(Allen Interactions,2013). This iterative approach continually seeks to move one step closer to the final product with each milestone. When using SAM, decisions are made collaboratively during the Savvy Start, with every member of the team having a voice. SAM involves learners in testing early ideas, and then uses their feedback to shape the project's design (Allen Interactions, 2013). SAM allows for validation of the product before investing a significant portion of time and money.
Agile Learning Design refers to any approach to content development that focuses on speed, flexibility and collaboration. The term evolved from the software development industry, in which electronic content development has similar characteristics to software development (Training Industry.com). Successive Approximation Model (SAM) is an approach to agile learning design and has been introduced as an alternative to ADDIE that also emphasizes collaboration, efficiency and repetition. It was developed by Michael W. Allen (2012), chairman and CEO of Allen Interactions, Inc and consists of SAM 1 and SAM 2.
Successive Approximation Model
Trainers and instructional developers are to help people meet their full potential. It is important to deliver products on time, within budget, while meeting the expectations of the client (Tubarks, 2012).
Michael Allen (2012) designed another strategy for developing products which goes through multiple iterations, resulting in a better product. Iterations are powerful for finding the best solution. Continuously experimenting to find the best solution andembracing the good ideas throughout the process. This is called Successive Approximation Model (SAM) where background information is received rapidly and a design is formed. A prototype is then built and reviewed. Once input from the prototype is given ideas are incorporated into a new design or improved design and the process is repeated again. You repeat this process for approximately three iterations.While the design and end-result of an e-learning project is critical, the process by which you get there can increase the value provided to your stakeholders. A flawed process can cause missed milestones, unexpected work from Subject Matter Experts (SMEs) (Allen Interactions, 2013).
SAM (Successive ApproximationModel)is an iterative design and development process used to create the best learning experiences.When using this process, the key is to propose a series of candidate solutions, each one building on the preceding attempt, until the desired degree of accuracy is achieved to solve a problem)(Allen Interactions,2012).Successive approximation in e-learning design is a series of attempts to solve an instructional problem. In each iteration, what was discovered in anypreviousattempts is used further refine the design. By executing this model rapidly, using rough online prototypes, and avoiding the trap of getting buried in content detail too soon, mistakes are easily corrected .The iterative design process provides a way to get the most effective design possible within the constraints of a real project (Allen Interactions, 2013).
. The SAM has two variation SAM 1 and SAM 2.
SAM1
The basis for SAM1 was built on CCAF model.Allen (2012) encourages the use of the CCAF content development model for developing E Learning content. CCAF includes four important elements:
Context. Context is the setting of the training that helps learners make sense of the training.
Challenge.Challenge is what people face while they’re learning.
Activity. Provide a meaningful activity that will help them learn the task at hand. The activity is the learning situation in which the learner learns and is job relevant.
Feedback. Feedback the message used to help the learner stay on course. Feedback is about the consequences of learner actions.CCAF is centered on what the learner needs to do (Allen Interactions, 2012).
.
Allen (2012) decided instead of getting too involved in modifying or realigning our old process to design a process that will meet all needs for a process. A good process includes:
Iteration. An iterative process provides opportunities to experiment, test, and revise our designs.
Collaboration. The inclusion of learners, managers, and stakeholders in the design process will only ensure a better, performance-focused solution(Allen Interactions,2013).
Being effective and efficient. At the end of the day, we have to support the business case for training and the time and budget it takes to create learning experiences should not be wasted or extended any more than necessary.
Manageability. Some great processes are not easily managed, which means a lot of energy and time is spent keeping things on track wastefully. Our process needs to provide strategies to increase its manageability.
Therefore advocating a more agile development process. In this approach to development, the highest priority is to immediately satisfy the customer through continuous improvement in the software. The approach attempts to deliver a working product as soon as possible, and then refine the product as it is used. Thus, an agile approach provides a competitive advantage by welcoming changing requirements, even late in development. Working software is delivered frequently, with a preference for a shorter timescale. As a result, business people and developers work together daily throughout the project (Allen Interactions, 2013).
SAM 1 involves Starting by evaluating, then, design, develop, then return to evaluation and repeat the process until completion. In this successive approximation approach, we throw out the idea as quickly as possible, creating a very rough prototype that works. Learners and SMEs then participate in the evaluation process and add value through new ideas. After new ideas are incorporated into the design, learners are given the opportunity to practice and additional ideas are incorporated at that, and later, stages (Allen Interactions, 2013). In the practice round for the learning itself, there is feedback that helps the learner learn, and it is followed by a test round where no feedback is given. In this final stage, the learner achieves the objective of the training without support. As development continues throughout, graphics and look and feel are adjusted to finalize the product(Allen Interactions,2013).
The goal is to include users in the decision-making process. Instructional designers first analyze the instructional need, audience and eLearning solution. After this initial phase, instructional designers then begin to actively involve the learner in the design process by using various forms of inquiry such as interviews, focus groups and/or questionnaires. The final phase of the design process involves getting feedback on storyboard and navigation systems. In addition, instructional designers must also continually perform prototype testing with users in order to highlight problems with the eLearning product and allow users to suggest improvements on the usability (Evans, 2002).
SAM 2
The first phase involves a Savvy Start which is the kickoff where you review key background information and generate initial learning design ideas. This phase of the design process begins with collecting information that is essential to making good decisions about the project’s design. Information is gathered from an in-depth discussion about performance objectives. Information discovery is stimulated by design, development, and evaluation of thoughtfully constructed preliminary prototypes. These prototypes promote brainstorming and creative problem solving, which help you determine what really is and isn’t important, helping align your values with desired outcomes (Allen Interactions, 2013).
A Savvy Start is a project kick-off meeting held over a period of 1 to 3 days. The purpose of this meeting is to brainstorm ideas, create on-the-spot rapid prototypes, discuss the client’s issues and challenge existing designs and beliefs. It is important for us to do more listening than speaking at first. Let the clients and stakeholders take the time to explain their perceived problems, corporate environment and principles. Our role is to guide the conversation and cut short any wandering discussions (Allen Interactions, 2013). Needs are talked through while brainstorming ideas based on their explanation. From these discussions, disposable prototypes will begin taking form. Throughout the meeting, the project’s design, prototypes and evaluation are done iteratively in small steps. During the Savvy Start, initial discussions around delivery goals and required review cycle durations. It is important to discuss the components of the project, such as budget, scope, time and quality. Project planning is ongoing and can change throughout the project, but now is a good time to set some initial expectations (Allen Interactions, 2013).
Any prototypes created during the Savvy Start should be sketches which communicate an idea and/or process, but that can easily be thrown away. Additional designs may be produced during day 2 or 3 of a Savvy Start. The agreed upon prototypes and additional designs are included in a Savvy Start Summary document and are the foundation for the next phases of iteration (Allen Interactions, 2013).The beauty of the Savvy Process is that it does not require initial over-planning. Basic preparation is needed; learn a little about the client or department. Most of the time, your clients believe they already know what the issue is – and sometimes they do. But, our opportunity, as consultants, is to approach the issue in a fresh way. And by asking the right questions, we often uncover performance challenges that have nothing to do with training (Allen Interactions, 2013).
The Iterative Design Phase during this phase of the Savvy process, we get to meet the client face-to-face and learn more about their business and challenges. How, what, where, and when we design – prototype – review depends as much on the calendar as anything else. This means a review of the design of a prototype in the Savvy Start, may result in a review of the prototype on Day 2, and then make other revisions to the design based on the review during the Additional Design stage. So while iteration is still being done through the three steps, this can be accomplished this across various stages of the Iterative Design Phase (Allen Interactions, 2013).
In this approach, there is a preparation phase, which includes information gathering and a project kickoff where a couple of prototypes are built in a couple of days to put the project on target; this also helps identify who the decision makers are who must be involved in the development process.
The second phase is an iterative design phase, which includes planning and additional design using a design, prototype and review cycle.
Finally, in the iterative development phase, there is a design proof, an alpha, beta and gold release; the cycle here is develop, implement and evaluate. Here are the steps that Allen uses to make meaningful, memorable, and motivational ELearning products (Turbacks, 2012):
Preparation phase:
Information gathering get background information
Iterative design phase:
Savvy start, Projectplanning, Additional design
Throughout this phase, you will be rotating through design, prototype, and review
Iterative development phase:
Design proof
Alpha, Beta, Gold
Throughout this phase, you will be rotating through development, implementation, and evaluation.
Relevance to the Field
Wang(2012) states that ELearning design uses learning and training theory, relies on a solid understanding of graphic design tools and an understanding of the knowledge and skills to be delivered. And it is a blend of the use of color, style, sound, video, and graphic/web interfaces. Learners can guide their own eLearning experience when designers provide users with feedback so that they know that they are making progress (Cassarino, 2003).
The newest and most successful eLearning instructional design method in use today is successive approximation or rapid prototyping. This design approach is evolutionary, rapid and allows instructional designers to move quickly through the initial phases of design to a rapid prototype ready for testing. More use of current user centered and evolutionary design methodologies like that of agile design, rapid prototyping, and successive approximation will allow eLearning designers to create more robust eLearning solutions rather than the typical uni-dimensional solutions currently being developed. The reality is that creating eLearning solutions is more time consuming than traditional learning solutions; therefore, using software applications that do not keep up with the high demand for productivity does not allow the actual design to make it into production on regular basis. According to Allen (2012), there are a number of instructional approaches that could, in theory, help achieve success:
Tell and test
Interactive learning
Distributed practice
Motivation and mentoring
Ideally, e-learning will have these characteristics. His model promotes this approach therefore it is a success.
Documented Artifacts
Diagrams
Success Approximation Method
CCAF Design Model
The CCAF Design Model is based on the idea of instructional interactivity, defined by our CEO Michael Allenin his Guide to e-Learning (2012)
SAM 1
A basic iterative process that is very simple but valuable and powerful .It is very effective and well suited to smaller projects especially when individual work done or a small team is used, no specified skills such as software programming or video programming are required. (Allen, 2012)
Diagram of SAM 1
SAM 2
SAM 2 is an elaborated and extended version of SAM 1 for situations in which development cannot be fully integrated with design .Projects with large amounts of context, E learning projects developed through programming rather than with quicker authoring tools and organization that need to begin development and production only after design has been completed when development is contracted out (Allen, 2012).
Diagram of SAM 2
Webinars
In this webinar Sites (2012) states that SAM is an important process which produces a quality experience and training as well as opportunities that are produced to uncover experience through the instructional design process. The objectives for a product /project are to expectations, deadlines, budget, content accuracy and learning outcomes. SAM is a process to help achieve those objectives. It helps you create learning experiences that are meaningful, memorable and motivational. Using the CCAF phase of the process helps us create that type of learning experiences. The SAM process pushes you in the right direction to meet the needs of all involved in the project(Sites,2012).
There are three phases to SAM 2 which forces you to set targets so you won’t stay in a phase too long and push the timeline of the project.
Preparation phase-information gathering phase
Savvy start-start of the process
Iterative phase-involves three steps.prototype, review design come up with prototypes
Design phase- if the team is comfortable with the design move on to the alpha stage where you ensure time and budget.
The beta stage challenge design ideas
And finally the gold phase –which is where you do the actual project /product
While the design and end-result of an e-learning project is critical, the process by which you get there can increase the value provided to your stakeholders. A great solution with a flawed process can cause problems such as:
• Missed milestones
• Unexpected work from SME's and reviewers
• Scope creep
• Boring learning
This webinar provides best practices for using an iterative process—the Successive Approximation Model (SAM) to help (Sites, 2012):
• Manage client expectations and content development
• Bring focus to designing performance-focused interactions
• Minimize the risk of delay and endless revisions
Link for webinar on SAM
Presented by: Richard Sites, vice president client services, Allen Interactions done Nov28th2012
Analysis, design, development, implementation, and evaluation - ADDIE - are all important steps in the design of effective eLearning applications or any learning program. While there have been many adaptations of ADDIE, many of them were made before today's tools, challenges, and opportunities. More efficient and effective processes are needed and available to produce superior learning experiences in less time. Participants in this session learned about Successive Approximation as a next-generation approach that uses time and other resources to more effectively produce more creative and engaging eLearning.How to select the most effective design and development process for your organization .The essential components of context, challenge, activity, and feedback to design eLearning applications. How to diagram essential process iterations to design and develop more successful eLearning applications. This webinar was Presented by Michael Allen and published dec4 2012.