Instructional Design and Workforce Training

At Peregrine Digital Media, we subscribe to lifelong learning. Whether it be the constant need to stay up on technical skills or helping your company grow efficiently through knowledge transfer and skills training —

If you are new to Instructional Design or EVEN if you have developed a course before, you may need to see some of the most used terms in instructional development.
Goal ANALYSIS AND IMPLEMENTATION Broad Timed Reasonable SMART GOALS Specific Targeted Timed Meets Goal OBJECTIVES Hierarchy Specific What How TASKS Who Task Objective Goal PEOPLE

Let’s begin with a review of common process called ADDIE:

ADDIE = A - AnalyzeANALYZE THE PROBLEM. Figure out what people need to learn and why. We look at the problem, the people, and the learning goals.
ADDIE - D1 DesignDESIGN THE COURSE of ACTION. Create a game plan. This includes outlining lessons, picking media (videos, handouts, etc.), and deciding how to measure success.
ADDIE - D2 DevelopDEVELOP THE PROTOTYPE. Build the training materials. This is where we write, film, record, design, and put everything together.
ADDIE - I ImplementationIMPLEMENT THE DESIGN. Deliver the training. We make sure everything works smoothly and the learners HAVE access TO WHAT THEY NEED TO SUCCEED.
ADDIE - E EvaluateEVALUATE THE EFFECTIVENESS. Check if it worked. We gather feedback and measure if people learned what they needed TO IMPROVE THE TASK OR KNOWLEDGE.

Why We Use SAM

  • Faster feedback means fewer surprises.

  • Learner-centered design from the start.

  • Collaborative and transparent process for clients.

  • Continuous improvement — we test and tweak until it’s the best it can be.

SAM: Successive Approximation Model

While ADDIE is a step-by-step process, SAM is more like a spiral. We tend to use SAM during the DDI phases of the ADDIE process. It’s an iterative design model—which means we build, test, and improve over and over until the training is just right.

At Peregrine Digital, we use SAM to move fast and stay flexible. Instead of spending months building a full course only to find out it doesn’t quite work, we start small, test early, and refine often.

We follow a prototyping methodology that moves through three main phases:

  1. Low-Fidelity Prototype

    • Think paper sketches, sticky notes, flowcharts, and rough outlines.

    • We use simple tools to map out the concept and get fast feedback.

      • Example: Drawing a sample lesson layout on a whiteboard or using index cards to organize a sequence.

  2. Mid-Fidelity Prototype

    • Now we make a working version—slides, screen mockups, or simple digital walkthroughs.

    • Still rough, but closer to what the learner will actually experience.

      • Example: An early version of an eLearning module with placeholder text and sample interactions.

  3. High-Fidelity Prototype

    • This is the polished version with final content, visuals, audio, and functionality.

    • Built to be tested by real users or launched as the final product.

      • Example: A fully branded, interactive course hosted in an LMS, complete with knowledge checks and downloadable resources.

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