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Delivery Considerations - How will learners learn on this course? 

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Delivery Considerations - How will learners learn on this course? 

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The course is split into five modules, each covering different aspects of how trees on development sites are considered. Each module is designed to be studied in a specific order, as per the linear format of the course. This design will facilitate the most logical approach to build knowledge progressively.

Content flow will be delivered through a range of visual approaches; text with instructional video or audio voiceovers. There will be an opportunity to read details through interactive links to PDF and online resources, as well as infographics to illustrate specific aspects. At the end of each model there will be an opportunity for learning reflection and evaluation of knowledge gained through open questions or summative quizes / assessment activities.

I have selected to develop this course as an asynchronous course as learning persona analysis indicated that the flexibility of asynchronous learning works best for the profile of targetd elearners.

Additionally there will be differing levels of knowledge from users of the course. This means that they can pace their learning accordingly by spending different amounts of time studying areas where they have the least knowledge and understanding, but progress through areas on which they are well versed more quickly. The course will be able to be completed during working hours at a time that suits the learner. They will easily be able to refer back to content and the resource links after course completion.

The timeline of the course is designed to be around 35 - 50 minutes. Each module will take around 5-10 minutes to complete, depending on how long each user takes to complete the activities and reflection or assessemtn points.

Whilst there are significant benefits to including an interactive, in person aspect to this course; where professionals can share experiences and give case study examples, the nature of the busy professionals where the learning gap exists means this is the most effective way to engage them to participate in the training and have the biggest impact on solving the business problem.

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https://www.youtube.com/watch?v=zJwDCrl0bq4

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After consulting with a SME on the matter of Trees on Development site, and utilising concepts and ideas they materials they have previously prepared for inperson seminars on this topic, the module framework and content was developed.

The information is based upon the level of relevance and detail required for design and development professionals to understand the impact of trees on their area of work.

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https://www.alleninteractions.com/services/custom-learning/sam/elearning-development

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SAM (The Successive Approximations Model) for eLearning Development | Allen Interactions | Custom Learning Solutions

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The Successive Approximations Model, SAM, is an agile instructional design model, is used for elearning development for performance-changing learning.

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https://www.thinkific.com/blog/sam-model-instructional-design/

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If you're planning to launch an online course, you likely have years of experience under your belt. Yet, even as a seasoned subject matter expert, you might find packaging your knowledge into a course challenging.

Where do you start? How do you structure the learning process?

Following the popular SAM instructional design model can be a smart shortcut to building a well-structured online course without wasting time on trial and error. It will also help you:

Keep reading to find out what SAM is and how you can work it into your course design process to create an engaging eLearning experience in record time.

What is the SAM instructional design model?

SAM (successive approximation model) is an agile instructional design model first described by Michael Allen in 2012. It breaks the process of designing and developing a learning experience down into 3 steps: evaluate, design, develop. Its iterative nature allows instructors to create online learning solutions that continuously evolve (and improve) based on real-world feedback.

If you're new to online course design, this definition might sound a bit enigmatic, so let's unpack it.

Instructional design models are frameworks created by educators, researchers, and psychologists to help teachers design and develop learning experiences (including online courses). Backed by extensive research, these models outline the exact steps needed to create effective and engaging programs.

SAM is a variation of ADDIE, one of the most popular instructional design models that dates back to the 1970s. ADDIE breaks down the course design and development process into 5 steps: analyze, design, develop, implement, and evaluate.

SAM is a simplified and more agile alternative to ADDIE. In its basic form, the SAM process consists of only 3 repeatable steps: evaluate, design, develop.

Using SAM lets course creators escape the rigidness of ADDIE and design flexible projects that can be quickly prototyped and iterated upon. The model is suitable for all course creators, from solo entrepreneurs to large teams.

We'll cover the differences between the ADDIE vs SAM models in more detail below.

For more background information on ADDIE, refer to our article explaining the ADDIE training model in detail.

Now, let's put the principles behind SAM into practice!

The SAM design model process explained

Iterating is at the core of the SAM model. With SAM, course designers continually analyze user feedback to make the next version of their course better.

To suit all types of projects, from small online courses to whole curricula, SAM presents two variations of its process: SAM1 (basic) and SAM2 (extended).

The building blocks of SAM1 are:

A course designer repeatedly cycles through these three blocks to improve the end result. SAM1 is perfect for most online courses and instructional projects created by a single person or a small team.

SAM2 features a more extended process with three phases, each with its own stages:

The Preparation Phase includes gathering information and a prototyping meeting called a Savvy Start

The Iterative Design Phase includes project planning and additional design

The Iterative Development Phase includes proofing the design as well as three stages of releasing the finished course: Alpha, Beta, and Gold. Alpha refers to the first, imperfect iteration of the course. Beta has all the errors and omissions corrected. Gold is the version ready for public rollout.

Just like SAM1, SAM2 also requires a constant feedback loop. However, it's more suited for complex projects, with multiple stages of approval and lots of stakeholders involved.

If you're just about to create your first online course and want to move quickly, SAM1 could be the ideal framework for you. Subject matter experts love SAM1 for its simplicity and flexibility.

To better understand how the SAM model works, let's take a deeper look at its three core parts: Evaluate, Design, and Develop.

Step 1: Evaluate

SAM2 starts with the Preparation Phase, which includes Information Gathering and a Savvy Start.

SAM1 only has the Evaluate step and skips the Preparation Phase. Still, if you're starting your online course from scratch, you should:

Research the market and your target audience

Gather enough information and resources

Analyze data for insights

Outline your course

Brainstorm ideas

Create a few course prototypes

The idea behind the Evaluate step is to approach your existing course or prototypes with real-world feedback:

This phase will help you understand the strengths and weaknesses of your material, so you can quickly plan the next version, making it better every time.

Step 2: Design

Every time you pass the Evaluate step, it should leave you with enough feedback and ideas to update your design direction.

To avoid dragging out your Design step for too long, start with clear deadlines and make meeting timelines non-negotiable.

Narrow down your team to just you and any other necessary subject matter experts. No external feedback is allowed at this point.

The goal of the Design step is to incorporate your new design direction into existing instructional components in different ways.

Try to create at least three potential design variations. This way, you can think beyond the obvious solutions. In the end, combine or pick one direction to be transformed into your Design Proof, which goes to the Develop step.

Step 3: Develop

During the Develop step, you should finish and implement your prototype to be ready for production.

In the case of an online course, you'd use a software platform such as Thinkific to put together a great user experience, customize the user interface to match your brand, and input the course content.

Then you teach your course to get real-world feedback. If you don't feel ready to share your course with a wider audience, select a smaller class first, even if it's just one person.

The goal at the end of the Develop step is to have enough new ideas, comments, and suggestions to go back to the first step (Evaluate) and start the SAM cycle again.

ADDIE vs. SAM: What are the differences?

Since SAM has evolved out of the limitations of ADDIE, educators often compare the two.

Why should you choose the SAM model vs. the ADDIE model?

You often hear SAM being described as agile, meaning quick and iterative. Whether you pick SAM1 or SAM2, you go through the stages and improve the end result based on continually analyzing the feedback.

The pros of working with SAM:

The cons of SAM:

While SAM can be described as a loop, ADDIE is often referred to as a waterfall approach. It involves linear progression - each stage has to be finished and reviewed before the next one begins.

The pros of using ADDIE:

The cons of ADDIE:

The choice between ADDIE vs. SAM boils down to your objectives and work process.

If you want to produce an online course quickly, with lots of visibility and iterations, SAM might be a better fit.

If you already have a well-defined process and are working with a larger team, ADDIE might bring more clarity to the design.

Even though ADDIE and SAM models seem very different, most teams tend to use a combination of both for their projects, adapting ADDIE with SAM-like iterative loops. Alternatively, you can set ADDIE-like limits to the iterations in your SAM model.

How to use SAM in online course design (with examples)

The main benefits of SAM are fast delivery and rapid improvements. The idea is that, over time, real-world feedback would help you improve your learning experience more than careful but time-consuming planning.

Let's imagine how three iterative loops might look like in SAM when you're developing your online course from scratch.

SAM loop 1

You want to create an online course in your field of expertise.

Evaluate

1. Conduct audience and market research.

2. Analyze your existing content and assess what content you need to produce.

3. Sketch a few rough, high-level course outlines.

Design

1. Decide how the course is going to be delivered.

2. Select the tools you are going to use to build your course.

3. Finalize your course outline.

Develop

1. Create required visual assets.

2. Record audio and video content.

3. Input content for production.

SAM loop 2

The first test run of your course doesn't seem engaging, and you realize you've picked the wrong medium.

Evaluate

1. Gather and sort through feedback.

2. Research other similar courses.

Design

1. Make adjustments to fit the new method of delivery.

2. Find some new tools.

3. Redo the designs.

Develop

1. Reuse visual assets.

2. Record the course in the new medium.

3. Input all new content for production.

SAM loop 3

Your update course has a much better engagement rate, but students found some of your information to be outdated.

Evaluate

1. Search for updated data.

2. Check all other factual information in your course.

Design

Adjust the course design with new data.

Develop

Upload the updated course.

Should you use SAM instructional design?

Recent research studies confirm that using SAM for e-learning is an effective way to deal with revisions and accommodate students' needs at the same time.

In fact, if you've been teaching the same course a few times, you've likely felt a natural inclination to revise something after each session. That's what the SAM model is all about!

Now that you know how to organize your work with SAM, the only thing you're missing is an online course platform. Get started with Thinkific for free today to easily create, market, and launch your course. No programming skills required.

References
Allen, W. Michael & Sites, Richard. "Leaving ADDIE for SAM: An Agile Model for Developing the Best Learning Experiences." American Society for Training and Development (2012). Jung, Hyojung & Kim, Younglong & Lee, Hyejeong & Shin, Yoonhee. "Advanced Instructional Design for Successive E-Learning: Based on the Successive Approximation Model (SAM)." International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education. 18 (2019).

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Increase Student Engagement with the SAM Design Model

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Find out how SAM (successive approximation model) can help you create an engaging online course in record time.

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Learning Persona:
Using the simplified version of instructional design approach of SAM (Successive Approximations Model) (Michael Allen, 2012) this persona analysis is part of the Preparation stage of the process and considers the nature of the audience for 'Trees on Development Sites'.

To develop and design a successful learning experience, it is important to consider who the intended e-learners will be and what are their needs.

Market research was conducted informally within the company, Advanced Arboriculture; talking to their clients to ascertain further information about the profile of learners who would benefit from the e-learning course.

The personas described are two interviewed individuals who spend their professional time either on a development site surveying and meeting other professionals to discuss future schemes, or drawing up digital plans (occasionally architects draw by hand).

They generally have good levels of digital competence and are comfortable with working in an online environment.
They are individuals who work in the field of design, so have an eye for detail.

Design considerations:

Learning Delivery and Styles

Analysis of the personas shows that there is a mix of preferences for teacher led courses and self-led online learning. All learners appreciate the opportunity to be flexible with a digital course however, so there is a need for the content to be well structured with some interactivity so that learners can dip in and out of the course as required.

Experience, technical proficiency and accessibility

As design professionals who work in a digital work there are no concerns about learners having the skills and technology  to access the course. Similarly they have prior experience of digital learning, but have different opinions the value of its potential. The course will need to ensure the learning outcomes are clear, meet their aims and have the desired professional development impact. Using the evaluation aspect of the SAM model to get user feedback will be important to the overall success of this project.

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https://bloomstaxonomy.net/

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In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives.

Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers, college and university instructors and professors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

The Revised Taxonomy (2001)

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge.

Course Objectives

Bloom's Taxonomy is a hierarchical classification of the different levels of thinking, and should be applied when creating course objectives. Course objectives are brief statements that describe what students will be expected to learn by the end of the course. Many instructors have learning objectives when developing a course. However, many instructors do not write learning objectives. The full power of learning objectives is realized when the learning objectives are explicitly stated. Writing clear learning objectives are critical to creating and teaching a course.

Evolution and Application

Read this Ultimate Guide to gain a deep understanding of Bloom's taxonomy, how it has evolved over the decades and how it can be effectively applied in the learning process to benefit both educators and learners.

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Blooms Taxonomy :: Resource for Educators

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A resource for educators or institutions utilizing Bloom's Taxonomy to structure the development or modification of curriculum and/or courses

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https://www.ucd.ie/t4cms/ucdtlt0027.pdf

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https://www.valamis.com/hub/blooms-taxonomy

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Are you trying to teach people without identifying educational objectives? If you keep doing that, your learners may waste their time succeeding in things that are of no use to them. To avoid that, clarify your instructional goals using Bloom's Taxonomy.

This article will help you learn:

What is Bloom's Taxonomy?

Bloom's Taxonomy attempts to classify learning stages from remembering facts to creating new ideas based on the acquired knowledge.

The idea of Bloom's Taxonomy is that learning is a consecutive process. Before applying a concept in real life, we must understand it. Before we understand a concept, we must remember the key facts related to it.

Therefore, although initially described as a framework, it is now often depicted as a pyramid.

The basis of the pyramid is Knowledge, the first level of learning. Above it lies Comprehension, Application, Analysis, Synthesis and Evaluation. Each level above builds upon the one below, so you can only move up the pyramid one step at a time.

Original Bloom's Taxonomy

The original taxonomy was first described in 1956 in the book Taxonomy of Educational Objectives by American educational psychologist Benjamin Bloom and his coauthors Max Englehart, Edward Furst, Walter Hill, and David Krathwohl. Their book classifies learning goals into one of the categories mentioned above (from Knowledge to Evaluation).

Their goal was to provide teachers with a common vocabulary to discuss curricular and evaluation problems with greater precision.

The language teachers had been using to explain what they expected of their students was, according to the authors, no more than "nebulous terms."

"For example, some teachers believe their students should 'really understand,' others desire their students to internalize knowledge, still others want their students to grasp the core or essence or comprehend. Do they all mean the same thing?" asked the authors.
The taxonomy of educational objectives was supposed to help teachers speak the same language and thus "facilitate the exchange of information about their curricular developments and evaluation devices."
Though it was designed primarily for college professors, it finally became popular among educators, from K-12 teachers to corporate trainers.

Since its publication, the book has been translated into more than twenty languages and is now used for instructional design worldwide. However, it is currently more often applied in its revised version.

Revised Bloom's Taxonomy

To provide learners with clearer instructional goals, a group of researchers led by Bloom's colleague David Krathwohl and one of Bloom's students, Lorin Anderson, revised the taxonomy in 2001.

In the new variant, nouns were replaced by action verbs. Also, the two highest levels of the taxonomy were swapped. The new learning stages are Remember, Understand, Apply, Analyze, Evaluate and Create. The authors also defined cognitive processes associated with these instructional goals. For example, the ability to remember requires recognizing and recalling.

Bloom's Taxonomy levels

Let's take a closer look at each learning stage, based on the book describing the revised framework A Taxonomy For Learning, Teaching and Assessing by Krahtwohl and Anderson. The authors recommend reading the name of each learning category as though preceded by the phrase "The student is able to..." or "The student learns to..."

1. Remember

This stage of learning is about memorizing basic facts, dates, events, persons, places, concepts and patterns.

At this level, educators might ask learners simple questions like:

What are the most spoken languages of Latin America?

What is the chemical formula of water?

Who was the first president of the United States?

The associated cognitive processes, as already noted, are:

Recognizing means locating knowledge in long-term memory related to presented material (e.g., recognizing the dates of important historical events).

Recalling is retrieving knowledge from long-term memory (e.g., recalling the dates of important historical events).

2. Understand

At this point, learners might be asked to explain a concept in their own words, describe a mathematical graph or clarify a metaphor.

The processes associated with understanding are:

Interpreting implies changing from one form of representation to another. It might be transforming numerical information into verbal.

Exemplifying is finding a specific illustration of a concept or principle. It may be giving several examples of Suprematist paintings.

Classifying is determining a category of something. An example is the classification of mental disorders.

Summarizing means retrieving a general theme of significant points (e.g., writing a short summary of a story).

Inferring is drawing a logical conclusion from given information. It may be formulating grammatical principles of a foreign language from the presented examples.

Comparing is finding correspondences between two ideas or objects (e.g., comparing historical events to their contemporary analogues).

Explaining is constructing a cause-and-effect model of a system, for example, explaining the causes of the French Revolution.

3. Apply

Now, it's time to use learned facts and abstractions in new contexts and particular situations.

For example, students might be asked to discuss phenomena described in one scientific paper using terms and concepts of another paper.

The processes of cognition corresponding to this stage are:

Executing is applying a procedure to a familiar task (e.g., calculating the root of a number).

Implementing is about applying a procedure to an unfamiliar task (e.g., using Newton's Second Law in a new situation).

4. Analyze

At this level, students are supposed to break down concepts and examine their relationships.

For instance, they might be asked to recognize the genre of a painting or describe the leading causes of the Great Depression.

The three particular processes associated with this stage are:

Differentiating means distinguishing important from unimportant parts of presented material (e.g., distinguishing between relevant and irrelevant numbers in a mathematical word problem).

Organizing involves identifying how elements fit or function within a structure (e.g., finding the hypothesis, method, data and conclusion in a research report).

Attributing means determining a point of view, bias, values, or intent underlying presented material. An example would be to identify the author's point of view of an essay.

5. Evaluate

In this stage, learners are expected to use their knowledge and skills to appraise a situation, justify their stand or criticize others' opinions. They should be able to point out logical fallacies in arguments or compare a work to the highest standards in its field.

They might be asked, for example:

In your opinion, is online piracy ethical?

Do you consider jazz music to be high art?

What are the most absurd arguments against vegetarianism?

Evaluating is divided into checking and critiquing.

Checking means detecting inconsistencies or fallacies in a process or product. For example, it's determining if a scientist's conclusions follow from observed data.

Critiquing involves finding inconsistencies between a product and external criteria. For instance, it's judging which of two methods is the best for solving a problem.

6. Create

This is the most complex stage of the learning process and the top of the revised Bloom's Taxonomy.

At this level, learners combine known patterns, ideas and facts to create original work or formulate their solution to a problem.

They might be asked to compose a song, rewrite a story in another setting or formulate a hypothesis and propose a way of testing it.

The three associated cognitive processes are:

Generating involves coming up with alternative hypotheses based on criteria. An example might be devising multiple solutions for a social problem.

Planning is about coming up with a procedure for completing a task (e.g., preparing an outline of an article).

Producing means inventing a product (e.g., writing a short story that takes place during the American Revolution).

Why Bloom's Taxonomy is important

Bloom's Taxonomy can help educators map learning within a single lesson or even a whole course.

Using the taxonomy as a guide, trainers can identify clear instructional goals corresponding to each taxonomy level and create plans to achieve them.

By setting achievable objectives for learners, instructors make them more active and responsible for their education.

The taxonomy can also be useful for evaluating learners correctly. An essay, for example, is probably not the best form of testing when learners only need to remember basic facts and terminology related to the topic. But it will be appropriate at the evaluation stage when they are expected to formulate their opinion on an issue.

Bloom's taxonomy allows educators to gauge the learners' progress. It helps teachers determine which level every learner is on and assign them an individual task.

Bloom's Taxonomy verbs

When talking about Bloom's taxonomy, action verbs associated with the categories and cognitive processes are often mentioned. Instructors use these verbs to describe activities required for achieving educational objectives corresponding to each level.

For instance, at the analyzing level, the Azusa Pacific University recommends using verbs like "compare", "distinguish", and "simplify" when formulating instructional tasks.

There is a list of Bloom's taxonomy verbs, created by the University of Arkansas. Using these verbs can help learners explicitly navigate what they must do to demonstrate their mastery of the objective.

However, neither Bloom's original book nor his followers' book contains a list of such verbs. The authors of a study of 47 verb lists collected from 35 universities and textbooks note: "There was very little agreement between these lists, most of which were not supported by evidence explaining where the verbs came from."

Nevertheless, given that such lists of verbs are being created anyway, the authors identified verbs that appeared in more than 50% of the listings. Then they identified verbs for which 50% of their appearances were in one specific tier. Using these verbs, the authors constructed "A Master List of Action Verbs for Learning Outcomes."

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Bloom's Taxonomy: Revised Levels, Verbs for Objectives [2023]

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Learn what Bloom's Taxonomy is and the differences between original vs. revised levels. Discover a list of action verbs that you can use to form learning objectives.

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https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs/

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by TeachThought Staff

Bloom's Taxonomy is a powerful tool to frame teaching and learning.

In one model is a framework that not only lays out for teachers the kinds of thinking that we, as humans, tend towards, but also provides a kind of hierarchy that etches out the possible progression of that thinking. If we can remember, we can begin to understand. Understanding allows us to apply what we know, which enables us to make judgments on the utility of that knowledge, and even our own mastery of it.

Global Digital Citizen Foundation created the following graphic that helpfully combines both Bloom's Taxonomy (which, the graphic explains, was created by Andrew Churches) with power verbs useful for lesson planning, assessment design, and the general planning of learning experiences that are based on thinking and complexity.

We've previously shared a post on evaluating digital tasks using Bloom's taxonomy, as well as an almost overwhelming list of Bloom's power verbs as well. This graphic doesn't add much to these posts but it does capture both in one wonderful image.

Looking to bring professional development for using Bloom's taxonomy in your school? Contact us today.

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Bloom's Digital Taxonomy Verbs For 21st Century Students

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Global Digital Citizen Foundation combines both Bloom's Taxonomy and power verbs for lesson & assessment planning in this graphic.

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These learning outcomes were developed based on Bloom's Taxonomy of Learning so that they are learner centered.
They address each of Bloom's six levels of learning:

Remember

Understand

Apply

Analyse

Evaluate

Create

Each learning outcome, which correlates to a module within the course, develops the course content in relation to Bloom's learning skills:

1. Recognise a tree and define its basic needs
This encourages learners to develop basic knowledge and understanding about trees and recall this in the context of their work.

Tasks may involve the following skills
Label / identify / recall / locate / state /describe / define

2. Explain the legal protections currently in place regarding trees and apply their affect on development
This gives learners an opportunity to understand legislation and apply it to the context of their development.

Tasks may include the following skills
matching / paraphrasing / explaining / rewriting / applying / showing / correlating

3. Analyse the constraints presented by trees on a development decision scheme.
This outcome encourages the development of learner's ability to analyse their scheme using the knowledge and understanding they have developed about trees and tree legislation.

Tasks may include the following skills
Comparing / differentiate / classify / select / prioritise

4.  Interpret an arboricultural impact assessment for design scheme changes
This learning outcome demands that a learner reflects upon and compares (synthesises) a proposed scheme against the tree contrainsts outlined.

Tasks may include the following skills
Construct / produce / plan / combine / hypothesise / organise

5. Evaluate appropriate tree protection measures within the development and construction context

Tasks may include the following skills
Consider / recommend / appraise / relate / support

Additionally these learning outcomes are SMART as they are:
Specific - They explain the skill and knowledge being taught and how it relates to learner's work
Measurable - Each learning outcome relates to a module which will have a built-in end of unit assessement / review task
Attainable - The learning outcomes that are proposed are. all achievable by the end of the course
Relevant- All learning outcomes are linked to the learner's professional field
Timely - they will all be achieved by the end of this course

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There is a need for a greater appreciation and awareness amongst property and commercial development and scheme design professionals about of the legislation surrounding trees.

With a greater awareness, the industry may be able to apply the principles and procedures to a achieve a better, more harmonious and sustainable relationship between trees and strucutres.

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In the UK, when a property development project is underway, there is frequently a need for Arboricultural professionsals to provide specialist knowledge about the impact of the proposed development on any trees that may be present on the site.

Local Planing Authorities frequently require an arboricultural report on the condition of the trees, whether they are worthy or retention, or how the development would impact the health and wellbeing of trees affected and any protection measures that are required.

Tree professionals are struggling to effectively carry out their work when liaising with property development and design professionals because of there is a lack of understanding and awarenss of Tree legislation and the process and requirements needed when making planning applications.

Frequently, applications are submitted without consultation on trees, and proposals are rejected causing much frustration when arboricutlural input is then needed after the development design process.

When consultation on trees is taken up too late in the development design process, the possibility of managing trees within the scheme is either extremely challenging and costly or impossible resulting in a undesired and expensive redesign.

A better understanding of tree legislation and arboricultural constrainsts from development and architectural design professionals would make thier processes more efficient and successful in the long term.

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By the end of this course, you will be able to:

1. Recognise a tree and define its basic needs

2. Explain the legal protections currently in place regarding trees and apply their affect on development

3. Analyse the constrainsts presented by trees on a development decision scheme.

4.  Evaluate an arboricultural impact assessment for design scheme changes

5. Create appropriate tree protection measures within the development and construction context