CIS 385 Contemporary Multimedia Tools

Student Choice Evaluation Assignment

THE PROBLEM NARRATIVE AND FINDINGS ANALYSIS
Spring 2017
Write the Problem Narrative and Findings Analysis (30)
<Briar Bahnmiller>

The Problem Narrative

Introduction to the Problem Narrative
A problem narrative is more than just a sentence or two. It is a description of the issues that
need to be addressed. Writing a problem narrative takes several steps, including the problem
description and rationale, the problem statement, an audience analysis and a list of barriers
to reaching a solution to the problem. It should include all of the good, the bad and the ugly
information that can be used to answer these questions:
What is the problem?
Why is the problem a problem? What is the background and rationale?
Who has the problem? What do you know about them?
What barriers to addressing this problem or factors contributing to the problem exist?
What findings can be derived from the analysis?
What are the implications one must make about the solution based on these findings?

1. Write the Problem Description and Rationale

This step helps you work through the details of the problem and all of the issues surrounding
it. Go into detail here about why your problem is a problem. Go into as many specifics about
the problem as you can. Augment and expand upon the specifics as much as possible.
Discuss your audience here and explain what you know about them, but save your detailed
research on them for the audience analysis later in the process.

Example of a Problem Description: I am teaching an online class about multimedia tools. One
of my major goals for this class is to provide students with experience using free multimedia tools that
are relevant to their workforce experience now and in the future. I also feel it is important that they
learn to work as teams whether they are in person and face to face or working remotely with one
another. My students are from a variety of backgrounds and fields of study. They are also in various
areas of the country and have different levels of experience. They will also have a wide range of goals
for their own use of mTools.

I have to identify which mTools might qualify and also decide what type of assignment would provide
experience. Instructionally, I have identified that I want students to perform in-depth evaluations on a
few mTools that I feel are important while also offering them a choice based on their fields of study.
Also, I want students to have hands-on experience working with an mTool that is universally relevant. I
would like to find an mTool that has stood the test of time, is easy to use, allows remote
collaboration and is relevant to the work force, regardless of discipline, is needed.

Note: There are many problems discussed in the paragraph above. My problem statement
should be brief and concise as shown in the next section.

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Write your Problem Description and Rationale.
Problem Description and Rationale:
I need to be able to record my screen presentation and my voice at the same time for an
assignment in my ECON class. In other words, I need my computer to record whats on my
screen and my voice at the same time and save it as file so I can share it to my professor.

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2. Write the Problem Statement
The Problem Statement is a concise summary of the problem. It narrows down the description
to get to the heart of the issue. It should be one or two sentences, no more. Do not get into
any of the details. Do not talk about a specific type of mTool or product that will solve the
problem.

Example of a Problem Statement:

The Problem: The students in my class need experience with a type of mTool that is
relevant to the work force, regardless of discipline and distance.

Enter your Problem Statement.

The Problem: I need to be able to record my laptop screen presentation and my voice at the
same time for my Econ class.

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3. Analyze the Audience.
It is very important to have a strong understanding of your audience. Start by describing what
you know about the audience. Consider the different domains of life, such as cognitive,
emotional, social and physical, and how your audience may be affected by them. Then do
some research to support at least one of your statements with at least one
resource. Use APA for in-text citations and Resources (see example).

Example of an Audience Analysis

The Audience: Students in MSU online classes come from a variety of backgrounds and
experiences. Some are on-campus students taking an online class and can visit me at my
office whenever they wish. Most students are taking the class at a distance and must use
some other means to communicate remotely. Some students are of traditional college age,
others are older, juggling work and family lives. Some students will be technically savvy and
some will not. Due to the rigor of this four credit course, the Class Notes section in Connect
ND recommend that students are at least junior status, therefore most students are juniors
and seniors (North Dakota University System, 2017). However, a few exceptions have been
made based on advisor recommendations. Current enrollment information indicates that
most students in the class are business majors.

References
North Dakota University System. (2017). Connect ND. Retrieved on January 4, 2017
from
https://studentadmin.connectnd.us/psp/NDCSPRD/EMPLOYEE/HRMS/c/SA_LEARNING_M
ANAGEMENT.SS_CLASS_ROSTER.GBL?
FolderPath=PORTAL_ROOT_OBJECT.CO_EMPLOYEE_SELF_SERVICE.HC_SS_FACULTY_CTR
_GBL.HC_SS_CLASS_ROSTER_GBL&IsFolder=false&IgnoreParamTempl=FolderPath
%2cIsFolder.

Enter your Audience Analysis.

The Audience:
The audience will consist of my professor. My professor is Dr. Pederson of Mayville State
University (University, n.d.) and the subject of his teachings is Economics. He is a tough
grader who likes his assignments done at a precise level. To go into further explanation, if
he wants my presentation to last exactly 2 minutes, his window with likely be with 5
seconds of that 2-minute mark. Anything over that 5 seconds will likely result in a deduction
of my grade. (Bahnmiller, 2016)

References
Bahnmiller, B. (2016, August 28). Briar Bahnmiller's description of John M. Pederson. Mayville,
North Dakota, United States. Retrieved March 6, 2017, from
http://www.mayvillestate.edu/about-msu/more-info/employee_directory?
demo=2&view=empl&eid=60
University, M. S. (n.d.). Faculty & Staff Directory. Retrieved March 6, 2017, from Mayville State
University: http://www.mayvillestate.edu/about-msu/more-info/employee_directory?
demo=2&view=empl&eid=60

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4. Findings Analysis
Please note that this section and the next have been re-written to clarify the differences
between findings and implications. Notice the direct alignment between each finding and its
implication(s).

All of the work you have done up until now has given you a great deal of information. Keeping
this in mind, describe whatever barriers to solving the problem you can foresee. Most should
already be defined in the Problem Description and Rationale, but a few new things may come
to mind. If so, be sure to go back and add them to your previous work. After you identify the
barriers, look for anything else that might influence your choice of mTool. We call these
findings.

The problem, the rationale and the audience analysis should all be in alignment with each
other and with the barrier analysis. When I grade these, I will be looking to ensure that all
information mentioned in one element is also mentioned in all other elements. In other words,
all elements must be aligned.

Note: What is the difference between a Barrier and a Finding? A Barrier is an obstacle that
prevents or impedes the desired result. Findings are conclusions reached after consideration of
all situations and contexts.

Example of a Findings Analysis

Findings - The Barriers (obstacles that prevent or impede the desired result):
Students are from various parts of the country
Students have varying levels of computer and mTool experience
Students will have a variety of goals for their own use of mTools
Students are both on-campus and at a distance
Students will be required to work together in real-time at a distance.
Students must be able to use this mTool from anywhere as they are juggling family,
work and school commitments.
Findings Other:
Most students are business majors, but there is some variety of majors
Students need to find ways to be competitive in the job market.
Students and those with whom they work need to trust the company that produces the
mTool

In order to create this list, I split my screen (a Word feature) and walked through each
element of the previous analysis.

Enter your Findings Analysis.

The Findings:
Barriers:
You have to download Jing
You have to upload videos to a Jing website in order to download the actual video to
your laptop/desktop
It is not very popular. So not a lot of people know about it
Only allows 5 minute recordings
Not very many features for editing
Not as professional as some would like it (Advantages and Disadvantages - Jing vs
Camtasia, 2017)

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References
Advantages and Disadvantages - Jing vs Camtasia. (2017). Retrieved March 7, 2017, from
Survive and Thrive: https://survive-and-
thrive.wikispaces.com/Advantages+and+Disadvantages+-+Jing+vs+Camtasia

5. The Implications
Based on the barriers and other information you have uncovered in your analysis thus far,
discuss the implications related to your findings. If an implication is derived from more than one
barrier or other information in the analysis, include all them in the same row.

Example of a Finding Analysis and its Implications (this example has also been
revised for clarity)
Findings
Implications
What are the Findings discovered during
What does each Finding mean for my mTool?
the analysis of the problem?
Most students are business majors, but The type of mTool chosen must be one
there is some variety of majors used regularly in business settings.
Most students are business majors, but The mTool must be relevant to the workforce
there is some variety of majors regardless of discipline and distance.
Students need to find ways to be The mTool must be one that students can
competitive in the job market. use as a leg up on their competition
Students and those with whom they work
The type of mTool chosen must have
must trust the company that produces the
stood the test of time.
mTool.
Students will be required to work together The type of mTool chosen must allow
in real-time at a distance. remote collaboration
Example of more than one barrier and its
Example of an implication derived from
implication: Students in the mTools course
more than one Finding: The type of mTool
are enrolled in a variety of majors and have
chosen must be easy to use for beginners, yet
different levels of experience with technology,
have advanced features for those with more
in general. Some students may have had
experience.
experience with mTools and some may not.

Enter your Findings and their Implications.

Findings Implications
What are the Findings discovered during What does each Finding mean for my
the analysis of the problem? mTool?
People Need to downloaded instead of
Must be Downloaded
using it as a web-based
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You must upload the video to the internet
This is a more extensive process than
before being able to download it to your PC
some will like. But process is free
to file share
If you need to record for longer, you will
Only allows 5 minutes
need to do 2 recordings
If you want to edit anything out, youll just
Not very many editing features
have to go and record it again

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 Your Problem Narrative will be graded according to these criteria (up to 30
points):
Unacceptable Developing Acceptable Exemplary
Criteria
0 points 3 points 5 points 5 points
Well-developed
Well-developed
problem description
problem description
and rationale that
and rationale
fully addresses and
Problem Description of clearly addresses
develops all
Descripti problem is unclear most important
No problem important concepts.
or concepts.
on & description and
Written with
Rational rationale Problem is described
superficial thought Understanding is
comprehensively,
e and preparation not seriously
delivering all relevant
impeded by any
information
omissions that may
necessary for a full
have occurred.
understanding.
Peer Rating
&
Explanation
Authors
Response
Instructors
Rating &
Explanation
Problem is stated so Problem is stated
Problem that understanding comprehensively,
Problem is not
No problem is not seriously delivering all relevant
Stateme statement
stated as a
impeded by any information
nt problem
omissions that may necessary for a full
have occurred. understanding.
Peer Rating
&
Explanation
Authors
Response
Instructors
Rating &
Explanation

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 Your Problem Narrative Contd will be graded according to these criteria
(up to 30 points):
Unacceptable Developing Acceptable Exemplary
Criteria
0 points 1 points 2 points 3 points
Well-developed
Well-developed
audience analysis
audience analysis
that clearly
that fully addresses
Audience analysis addresses most
and develops all
Audience No audience is written with important concepts.
important concepts.
Analysis analysis superficial thought and
and
and preparation. At least one
At least one resource
resource supports
supports at least one
at least one
statement.
statement.
Peer Rating
&
Explanation
Authors
Response
Instructors
Rating &
Explanation
Findings are clearly The Findings are
derived from the clearly derived from
Findings are stated analysis and are the analysis, are
but do not fully stated clearly; stated clearly and
Findings address the described
No findings
Analysis analysis or are not Understanding is comprehensively,
clearly derived not seriously delivering all relevant
from the analysis. impeded by any information
omissions that may necessary for a full
have occurred. understanding.
Peer Rating
&
Explanation
Authors
Response
Instructors
Rating &
Explanation

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 Your Problem Narrative contd will be graded according to these criteria
(up to 30 points):
Unacceptable Developing Acceptable Exemplary
Criteria
0 points 1 points 2 points 3 points
The Implications are The Implications are
Implications are stated clearly stated clearly and
stated but are described
Implicati unclear or do not Understanding is comprehensively,
No Implications
ons fully address all not seriously delivering all relevant
aspects of the impeded by any information
situation. omissions that may necessary for a full
have occurred. understanding.
Peer Rating
&
Explanation
Authors
Response
Instructors
Rating &
Explanation
Some in-text Some in-text
All in-text citations
citations exist citations exist
exist
and and
and
Style No in-text citations. No References Some in-text
All in-text citations
section supports citations are
are reflected in the
the in-text reflected in the
References section.
citations. References section.
Peer Rating
&
Explanation
Authors
Response
Instructors
Rating &
Explanation
Total /30

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