Analysis: Technique Analysis

Technique Analysis: To begin with the creation of the video, a special focus was placed upon its intended audience. It was apparent that such a video would be geared towards students at Frostburg State University who have little to no experience using PAWS to create an upcoming semester course schedule, specifically first-year freshmen and transfer students. To create the instructions of the video, the group first detailed the specific steps and links personally used on PAWS to create a course schedule and the instructions for such a task were created. With the common occurrence of students enrolling in other courses that are not required with in their major, instructions on how to add non-required courses were also observed and likewise created.

If the viewer could not follow the described instructions or did not require audio, he or she could simply observe each step and follow the various series of clicks shown on the screen. In addition, another benefit of the video is that it incorporates an actual student PAWS account. With such an important feature, students are able to view a required course list for a major that includes both completed and incomplete courses. By being able to video this feature, students can compare their PAWS course listing and determining which courses are still required of them. Likewise, incorporating and placing the addition of non-required courses to a schedule towards the end of the video aids in promoting an important academic message to students that may often times go unacknowledged. Such placement illustrates to students that scheduling your courses around required courses within your major and degree is essential to properly creating a semester course schedule and that enrolling in additional non-required courses may enjoyable for students, but is not necessarily essential towards the completion of their intended

To fix such an important issue for viewers and improve the overall effectiveness of the video, a new instructional video was created using the QuickTime video screening recording software commonly found on Apple laptop devices. Likewise, to make the instructions provided in the video much clearer for viewers, each step within the instructions was explicitly shown and discussed in the video. Special attention was paid to all comments provided by test participants to ensure that the created video was as effective as possible, allowing for students to successfully create a course schedule on PAWS with ease and without minor technical