We started with a design workshop with a cross-section of SAMS user stakeholders to determine the users’ needs in terms of training support. We identified the fundamental processes deemed problematic or where people wanted more guidance. As a result of the analysis, we suggested creating a series of system animations with annotated screenshots. We introduced two animated characters, Sam and Samantha, who would step learners through the sessions. Sam and Samantha supported the system name SAMS and broke up the primarily technical nature of the learning content. The animation scenes also alternated between laptop, desk and virtual classroom interfaces to raise interest and create a sense of user identification in different settings.