My Wicked Problem project is to complete narrative videos on MSU technical support information (my first video for this WPP covers Adobe Reader installation and configuration) continues to move forward towards a “live” implementation date for MSU faculty and staff. We are targeting a date in early May. To plan my approach and basic “storyboard” of my video, I reviewed and printed out text documents and related information for Adobe Reader from our support website. This was done to confirm the content I was covering, and to identify where the vidcast needed to demonstrate detail in greater depth than has been covered in our text document(s).
My Jing vidcast was reviewed by my direct manager, our Communication's Director, and an analyst that is frequently assigned Help Desk issues related to Adobe. From their review, the following comments were made, and actions taken:
a) The pace of the video was too quick. (I agreed with this comment, and in part this was due to my attempts to provide complete coverage of my topic in the 5 minute timeline that Jing affords.)
b) The flow was choppy, didn't know what the video was covering until it was actually presented to me.
c) It would be helpful if the vidcast touched on Adobe Reader installation process.
I ended up removing the last (lengthy) section I originally covered [on common issues and resolutions], and added new instruction for downloading and installing Reader (which freed up almost 2 minutes of recording space). I used this time to add "Agenda" and "Recap" slides/discussions to the video, so the viewer had an expectation on what the vidcast covers, and a summary of what they learned. Finally I re-recorded the vidcast again, with the adjusted content, and with the remaining time it allowed me to slow the overall pace of my presentation. The final version of my vidcast can be viewed as a Screencast here:
WPP Vidcast(Jenks)
Moving forward, there are plans for me to continue to create vidcasts on other technical processes in my work area, and to cover common issues and resolutions. My videos will show complete process flow, which is usually not demonstrated in our text documents.
On April 20th I met with Diane (my Communication’s Director), so we could further discuss direction of these vidcasts. Diane agreed to be a regular reviewer of my vidcasts before they are released, and her area controls the content that is added to the Support Website. The website has a “troubleshooting” section for common questions and problems, and links to my videos will be added below the link to the corresponding technical documents. In this manner a user can search for and find the technical support they need, and have the option to select either (or both) the printed or video support details. When selecting a video link it will open in a new browser window with my vidcast embedded, along with a link and instructions for completing the related online user survey.
I had also sent Diane my user survey draft for her review, and when we met she suggested a few changes to it:
1) Change the name/reference from “Survey” to “Questionnaire.” If I were to use ‘Survey’ there are disclosures and limitations on what I can ask MSU employees, and how I can use the collected responses. This then became an easy description change.
2) Move all “optional” questions towards the bottom of the questionnaire, to increase the likelihood of receiving more responses.
3) Rephrasing of some of the questions, to better align to the expectations of MSU employees (and in line with how other questionnaires from our area were worded).
4) Added an additional question where viewers can ask related questions or request that our area follow up with them; tied this is a section for the user to add their contact information.
I also added a couple of questions related to the effectiveness of video as an instructional medium, and if the user has suggestions for improving the video(s) they have viewed. I made all of Diane's requested changes, and this has resulted in a more professional questionnaire format.
I will use questionnaire responses to make adjustments to existing instructional vidcasts, and to guide my pedagogy (using the TPACK quidelines) as I create new videos. Because software technology is constantly changing, I also plan to schedule regular video content reviews, so I can identify existing vidcasts that need to be updated (likely re-recorded) so that current (correct) screen displays and navigation can be shown. Our team has a SurveyMonkey account, and I will use it to create my online user surveys.
I’m encouraged by the relationship I have with our Communications Team and their director, my management team, and the technical areas that support MSU's business software. Their dedication to-date has made this first vidcast a successful instructional delivery method for our end users. Diane has also presented me with my own licensed copy of Camtasia, and this will be the primary tool I use going forward. For the Adobe Reader presentation, I will re-record it in Camtasia, to add the common issues and resolution steps back in (since I won't have a recording time limit). This will also let me correct Jing's dotted line that appears to the left side of the screen in portions of the current presentation.
By having the Communications team and the other stakeholders involved early in the Vidcast design process, there will be better direction and clarity on what to demonstrate and comment on within new instructional videos. As I produce more of these, I truly feel the better I will become at effectively creating useful instructional content for the MSU users of our business software. This should become an easily-repeatable process to maintain.
No comments:
Post a Comment