Talk about iteration as part of your process.
I take a very iterative approach to design across everything I do, whether that’s physical products, learning experiences, or teaching frameworks.
For example, I designed a knee pad for dancers with removable inserts and adjustable straps. When feedback came back that the Velcro straps were irritating and rough, I didn’t treat that as a failure. I redesigned the pocket system to reduce Velcro contact and changed the binding materials. That product is now on version 3.0, and most of my other products are on 2.0 or 3.0 versions as well because they evolve through real user feedback.
I bring the same mindset into e-learning design using the Successive Approximation Model (SAM). It’s a framework built around rapid prototyping and iteration instead of trying to perfect something before it’s ever tested. So rather than designing a full experience in isolation, I start with a working version, gather feedback, and refine it through cycles of design, testing, and adjustment.
I also apply iteration in how I teach dancers through my goal-setting method called TRACK, which stands for Timeliness, Resources, Advantages, Challenges, and Keenness. Instead of setting rigid end goals, it helps learners continuously adjust based on what they’re experiencing, what they already know, and what’s actually working for them in real time.
Across all of it—products, learning design, and teaching—the core idea is the same: better outcomes come from flexibility, feedback, and continuous refinement, not from trying to get it perfect on the first try.
Even my own career path has been an iterative process of trying roles, learning from each one, and refining my approach to launch the next version, Sara Bryant 5.0 so iteration is a lived experience for me.