SUCCESSIVE APPROXIMATION MODEL (SAM)
The Successive Approximation Model (SAM) is an agile method introduced by Michael W. Allen in 2012 as an alternative to the ADDIE instructional design model (Wolverton & Hollier, 2022). The Successive Approximation Model (SAM) is a modern, flexible instructional design framework that emphasizes collaboration, adaptability, and iterative processes. SAM adopts an agile and responsive approach to developing learning materials. This model is particularly well-suited to projects that frequently change and require rapid development and deployment of effective educational resources (Wolverton & Hollier, 2022).
Phases of SAM
1) Preparation- This phase is used by designers to gather background information on learners quickly by analyzing their strengths, weaknesses, prior knowledge, and overall project goals. It concludes with the SAVY start, a collaborative session in which stakeholders meet to brainstorm training design and potential instructional methods (Allen, Michael et, al 2012).
2) Iterative Design Phase- During this phase, designers develop a basic prototype of the instructional materials. This early draft enables stakeholders and SMEs to give feedback. The initial prototype will go through a cycle of review, redesign, and re-prototyping during project goal meetings. This phase emphasizes an iterative approach to developing the right product.
3) Iterative Development Phase- Once the team finalizes a design, the project moves into an ongoing cycle of development, implementation, and evaluation. During this stage, breaking the project into smaller segments is essential to ensure that a usable version is always available for end users to provide feedback. SAM ensures that learners can interact with and use a working component of the project at every development stage.
IMPLICATIONS OF SAM FOR INSTRUCTIONAL DESIGN
The Successive Approximation Model (SAM) shifts instructional design from a linear, step-by-step method to a flexible, iterative process. Instead of finishing all analysis and planning upfront, designers develop initial prototypes and refine them through multiple feedback cycles. This method reduces major revisions at the end and encourages viewing learning solutions as continuous, adaptable products rather than fixed plans.
SAM encourages more collaboration and involves stakeholders throughout the design process. Continuous feedback from subject matter experts, clients, and learners helps instructional designers act more as facilitators and problem-solvers rather than just document planners. This teamwork improves alignment with organizational goals and makes sure the final learning experience is practical, relevant, and performance-oriented.
Finally, SAM promotes adaptability and responsiveness in fast-changing environments. Because revisions are expected and built into the model, instructional teams can adjust content, strategies, or technologies as needs shift. While this method requires good communication skills and comfort with uncertainty, it encourages innovation, continuous improvement, and a learner-centered focus making it ideal for modern, agile workplaces.
STRENGTHS AND LIMITATIONS
Strengths
1) A key strength of SAM for my mini course is its flexibility and adaptability to change. As AI tools and policies develop quickly, SAM’s iterative process enables module updates without a full course redesign, ensuring the mini course remains current and relevant.
2) SAM allows quick development and testing of scenario-based activities. For example, use the course-provided ethical principles, such as transparency, equity, privacy, and academic integrity, to analyze how these principles apply to each scenario, and to identify possible ethical conflicts using a scenario template provided as a checklist.
3) SAM supports collaboration between stakeholders SME’s and instructional designers for my mini course, as it requires multiple perspectives before integration due to its involvement with technology, faculty, and instructional designers.
4) SAM helps to continuously gather feedback from my mini-course instructor participants to reduce the risk of building a course that does not address the identified learning gaps.
Limitations
1) The rapid iteration of my mini course using the SAM framework could lead to ethical principles inconsistencies if not properly reviewed or approved to follow institutional guidelines and policies.
2) Frequent feedback loops necessitate scheduling stakeholder reviews and implementing revisions swiftly, which can be difficult in academic settings.
3) Without clear communication amongst participants and stakeholders, unfinished course prototypes could affect the course's credibility.
Allen, Michael W., Sites, Richard, & American Society for Training and Development. (2012). Leaving Addie for AM : An Agile Model for Developing the Best Learning Experiences (1st edition). ASTD Press.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Wolverton, C., & Hollier, B. G. (2022). Guidelines for Incorporating Active Learning Into the Design of Online Management Courses Utilizing the Successive Approximation Model (SAM). International Journal of Education and Development using Information and Communication Technology, 18(1), 264-274. http://ezproxy.umgc.edu/login? url=https://www.proquest.com/scholarly- journals/guidelines-incorporating- active-learning- into/docview/2665652857/se-2