Leaving ADDIE for SAM An Agile Model for Developing the Best Learning Experiences Michael Allen with Richard Sites SAM CHECKLISTS

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1 Leaving ADDIE for SAM An Agile Model for Developing the Best Learning Experiences Michael Allen with Richard Sites SAM CHECKLISTS

2 SAM LEADERSHIP PREPAREDNESS CHECKLIST Not True True Instructional Design 1. I am knowledgeable about the fundamental components of good instructional design. 2. I am capable of designing creative instructional treatments. 3. I am capable of identifying the key objectives of the instruction. 4. I understand how one component of our ISD process relates to and affects the other components. Project Management I can create and plan an effective project schedule. 2. I understand how to use project resources to make the project successful. 3. I am comfortable with handling schedule shifts. 4. I am able to communicate the progress of the project clearly and confidently. 5. I am skilled at keeping project team members on task and on schedule. Consulting 1. I am comfortable explaining my process to others. 2. I am able to understand client concerns and the reasons for them. 3. I am confident recommending a course of action or approach. 4. I can adjust my plan of action to accommo a client s concerns or wishes. 5. I can help the client visualize the approaches and treatments under consideration. 6. I am able to discuss the pros and cons of the approach or treatment that is recommended. 7. I know and can identify the difference between a learnercentered design and a content-centered design. Selling 1. I am successful at persuading others. 2. I am able to encourage clients to discuss their real needs. 3. I can convince clients of what s important and what s not. 4. I am able to connect with my client on a personal and professional level.

3 PROJECTED MILESTONES & DELIVERABLES SCHEDULE Schedule Deliverable Description Process to Create 1. Project Management Plan Summarizes the project as initially understood. Establishes the framework for managing project. Prepare draft for discussion. Obtain approval. Date for Delivery for Approval 2. Statement of Business Need Summarizes problems and opportunities addressed by this project from perspective of represented stakeholder organizations. Interview SMEs during analysis meetings. 3. Delivery Platform Defines hardware and software characteristics of delivery workstations and networks. Defines testing procedures to assure elt SPC operates without error and with adequate performance for defined platform(s). Interview for general parameters, benefits and trade-offs. Conduct internal research and establish minimum platform.. Refine and submit for approval. 4. Learning Environment Describes processes by which end users are invited/assigned to enroll in elt CBT and outlines likely conditions in which elt CBT may be used. Interview SMEs during analysis meetings. 5. Assessment/Tracking Plan Defines the role of testing / learner assessment. Defines data to be tracked and procedures for data collection and analysis. Interview HR. 6. Audience Characteristics Defines audience(s) by job function. For each audience, identifies demographic characteristics / motivational factors that may constrain or guide design. Also identifies assumed prerequisite knowledge and skills. Interview HR, project sponsor, and managers. 7. Target Performance Outcomes For each audience, defines target performance outcomes and related learning objectives in measurable terms. Interview HR, project sponsor, and managers. 8. Skills Hierarchy/Content Scope For each audience, determines range and depth of content coverage and skills to be taught. Interview HR, performance managers, and SMEs. 9. Objectives x Treatments Matrix Shows how learning activities and objectives are related (i.e., which learning activities address specific objectives). 10. Content Preparation Plan Defines style and usage guidelines for text including approved technical terminology. Defines file formats and other technical standards for images, audio, video, animation, drawings, illustrations, etc. Establishes structures and formats for instructional narrative scripts, video scripts, etc. as used in specific interaction formats. Establishes guidelines for preparing case studies and scenarios, test questions, simulation exercises, etc. Describes procedures for content preparation, editing, and approvals. Collect sources of text style and usage guidelines and approved technical terminology. Identify standards for media and procedures for working with video supplier. Determine formats for preparing scenarios, case studies, etc. to assure ease of review by internal SMEs.

4 10. Content Preparation Plan Defines style and usage guidelines for text including approved technical terminology. Defines file formats and other technical standards for images, audio, video, animation, drawings, illustrations, etc. Establishes structures and formats for instructional narrative scripts, video scripts, etc. as used in specific interaction formats. Establishes guidelines for preparing case studies and scenarios, test questions, simulation exercises, etc. Describes procedures for content preparation, editing, and approvals. Collect sources of text style and usage guidelines and approved technical terminology. Identify standards for media and procedures for working with video supplier. Determine formats for preparing scenarios, case studies, etc. to assure ease of review by internal SMEs. 12. User Testing User testing is the only reliable method of determining the proposed learning solutions integrity and impact. Identify user testing candis from the target audience (trained and not trained). Schedule and hold user testing sessions. Submit findings for review and discussion. 13. Design Proof A blueprint of the project. Design proofs will include functional prototypes and may contain documentation, existing interactions, flow charts, class diagrams, and any other necessary information to design the application as a whole. Consoli findings from information gathering, Savvy Start, project planning, and additional design cycles into the design proof. 14. Content Grids/Scripts/ Media Specifications Complete narratives, scripts, and media specifications. Propose formats, standards for content narratives, media scripts and specifications in Content Preparation Plan. SMEs identify case studies and examples as outlined in the design proof and objectives x treatments matrix. Edit and/or write content narratives, media scripts and specifications applying standards and guidelines established in the Content Preparation Plan. Submit content narratives, media scripts and specifications for approval. Specific items and their scheduled delivery will be identified in the schedule for production cycles. 15. Media Assets Illustrations, photos, audio, video, and animations. Prepare content-specific graphics, charts, graphs, and animations. Produce audio using approved voice talent. Produce and edit video using approved on-camera and voice talent. Submit media assets as they are completed for review and approval. Specific items and scheduled delivery will be identified in the schedule for production cycles. 16. Learning Modules Usable learning materials. As content elements are prepared and approved, they will be integrated into the program to create the learning activities/ modules planned for the elt SPC. Integrate content, media, and interactive elements into the models and navigation structures created during alpha production cycles. Conduct planned internal QA procedures. Submit developed learning modules for approval. range 17. Alpha Release Completed and functional product with faults identified from QA process but not all remedied. Integrate all developed learning modules into a complete product. Submit for review and user testing. 18. Beta Release Completed corrections identified in testing, if any. Conduct further beta testing as needed. Submit for acceptance. 19. Gold Release Completed modifications, if any are required. Submit for final acceptance.

5 DESIGN PROOF EVALUATION CHECKLIST FOR E-LEARNING PROJECTS Navigation Media Is the navigation compliant with the organization s standards or consistent with other applications in use? Are the navigational elements recognizable and understandable? Are universally accepted conventions being used where appropriate? Does the menu effectively convey the course structure and content? Does the navigation provide access to required parts of the course with appropriate effort? If there are course resources, can the learner access them from everywhere they might be useful? Is it always clear to learners where they are within the application, how much they ve learned, and how much remains? Can learners browse to look ahead or to review previous interactions? Are quit and resume functions working properly and available everywhere they should be? Are NEXT and BACK buttons working properly and available everywhere they should be? Are there dead-ends? (If so, make a note and describe them on a separate sheet.) Are any helpful navigational functions missing? (If so, make a note and describe them on a separate sheet.) Are the representational media appealing and of appropriate quality? Are the representational media appropriate for this content and audience? Are media consistent with the organization s image and branding? Are media in compliance with the organization s style guide and media standards? Are sound effects helpful, consistent, and appropriate? Are any media not being displayed or presenting too slowly? Are media synchronized with each other on playback? Are media elements, including text, externalized for simplified maintenance or localization? Is display space allowed for future language translation and cultural adaptation?

6 Interaction Is it always clear what options the learner has? Do learners know what they are supposed to do and how to respond? Do the interactions work properly and respond promptly? Are the interactions relevant? Are the interactions engaging? Can users detect and correct their own errors before they are judged? Are the learning activities meaningful? Are the learning activities appropriately challenging? Are the learning activities memorable? Are the learning activities motivational? How does interacting with the course make learners feel? (Are the emotional reactions appropriate and helpful?) Content Does the content address targeted behaviors effectively? Are scenarios relevant and appropriate to learners and the learning objectives? Is content worded correctly and readable at an appropriate level? Are there content elements that need to be added or removed? (If so, make a note and describe them on a separate sheet.) Feedback Is the feedback complete and clear? Does the feedback make learners think? Does the feedback reflect the consequences of learner actions and decisions before expressing judgments? Does the feedback provide additional resources for help or exploration? Does the feedback reinforce a change in behavior? If feedback is delayed, is it presented at the most effective time?

7 REVIEW EXPECTIONS FOR THE DEVELOPMENT PHASE Deliverable Review Expectations Interaction Prototypes Interactions appropriately address the learning objectives. The context relates well and realistically to the learner. The challenge makes sense to the learner. Activities are authentic and supportive of the challenge. Learner options are intuitive and easily understood. Feedback shows consequences of learner activity and decisions. Project Plan Media Prototypes Content Grid The plan is complete and realistic. The plan includes a complete objectives x treatments matrix. Specific responsibilities are identified by individual or group. Project expectations are listed. Project contingencies are identified for when delays and other problems occur. Media elements are appropriate to the age, proficiency, and abilities of the learners. Media comply with organization s standards, if any. Media contribute to learning (rather than simply serving as ornamentation). Redundancy is provided to assist learners with different learning styles and abilities. Interface for controlling media is intuitive to the presenter or learner. The grid is complete and provides all content elements needed for each learning event. Vocabulary (written or spoken) is appropriate for the learners. Consequences of learner actions can be created and shown within project constraints. Feedback provides clear guidance and response to the learner s choices. Adequate resources are available for learners to call upon when needed. At least one example of every content element is shown at a

8 Design Proof Alpha Beta At least one example of every content element is shown at a final level of refinement and in a functional context. Course flow is fully defined and presented as it will be in the final product. Navigation, if any, provides learners appropriate and desired options. All outstanding design or content issues (there should be very few) are clearly identified. Proof is functionally deliverable via intended mode of instruction, whether classroom, e-learning with LMS, mobile devices, or other. All content is implemented. Functionality is complete and acceptable with all exceptions documented. Product can be tested with learners and instructors where appropriate. All bugs and errors are listed. Product is complete and needed corrections identified in testing the alpha release have all been made. If no problems that must be fixed prior to a release are identified, the beta release becomes the gold release and rolls out for use; otherwise, problems are identified and a second beta release is constructed to repair them. Gold Release Product is ready for rollout.

9 ALPHA REVIEW CHECKLIST FOR E-LEARNING PROJECTS Navigation Media Interaction Recheck all design proof navigation items. Were navigational elements modified, added, or removed as requested? Do new or modified elements function fully as designed? Do all windows (pop-ups) have close/continue buttons? If there are learner-accessible course resources, are all of them now loaded, available, and displaying appropriately? Is the course exit or completion handled appropriately? Recheck all design proof media items. Were media elements modified, added, or removed as requested? Are all media loading correctly and appearing in a timely manner? Are all media appealing, of appropriate quality, and suitable for the audience? Is all needed graphical or video content integrated into the application and displaying properly? Are graphics clear, readable, and understandable? Are all sounds properly synchronized? Is text free of errors? (Check for typos, spelling and grammatical errors, truncation, color, font, etc.) Is all text written at an acceptable reading level? Are there any places where media should be revised to improve impact? Recheck all design proof interaction items. Were interaction elements modified, added, or removed as requested? Are all designed interactions now present and sequenced properly? Do all interactions process learner responses correctly, including unusual or unexpected responses? If the learner re-encounters an interaction, does it behave as desired? Are learner responses recorded properly, per design? Are scores computed properly, even if scored activities are interrupted and continued or restarted?

10 Content Feedback Recheck all design proof content items. Were content elements modified, added, or removed as requested? Are all of the instructional objectives addressed effectively by the interactions and content? Is the content organized logically and effectively from the learner s viewpoint? Are learners given adequate opportunities to evaluate their progress? Is sufficient practice provided? Recheck all design proof feedback items. Were feedback elements modified, added, or removed as requested? Is all feedback clear and meaningful to the learner? Do all feedback boxes/windows provide clear navigation? Is there any section or interaction that is missing feedback? Table Beta Review Checklist for e-learning Projects BETA REVIEW CHECKLIST FOR E-LEARNING PROJECTS Navigation Media Interaction Content Feedback Recheck all alpha navigation items. Were navigational elements modified, added, or removed as requested? Recheck all alpha media items. Were media elements modified, added, or removed as requested? Recheck all alpha interaction items. Were interaction elements modified, added, or removed as requested? Recheck all alpha content items. Were content elements modified, added, or removed as requested? Recheck all alpha feedback items. Were feedback elements modified, added, or removed as requested?