Assignment Code: MES-034/TMA/2023

Course Code: MES-034

Assignment Name: Designing Courseware

Year: 2023

Verification Status: Verified by Professor

a) Describe the formats of television programmes.

Ans) First, we need to decide on the style and format of your programme, whether it will be printed, audio, video, or done on a computer. Once we have decided on our target audience, goals and objectives, content arrangement, and treatment, the next thing we need to do is decide on the format and style of your programme. After taking into account the Audience Profile and Objectives of the proposed programme, what determines whether or not the programme will be effective is the structure and style of the programme. A certain type or subgenre of programming is referred to by the phrase "programming format," which is a generic term. It could take the shape of a documentary, a demonstration, an illustrated lecture or picture lecture, a drama, a quiz, a magazine, or a hybrid of any of these forms, such as a docu-drama (which combines documentary and drama) or a demo-lecture (which combines demonstration and lecture), etc. The format of the show Kaun Banega Karod Pati is that of a Quiz Show, whereas the format of the show Sa-Re-Ga-Ma is that of a Musical show, Khana — Khazana is that of a Demo, Big- Fight / We the people are Chat shows, and Bharat Ek Khoj is that of a Docu-Drama.

You might also take into consideration the fact that extra sorts of audio and video programming include things like talks, interviews, roundtable discussions, and features, among other things. These formats are also used for print; however, depending on the media that you wish to use, the same format may sometimes be referred to by a different name. The name of the format can vary depending on the medium that you intend to use. These file formats are also utilised for the storage of digital material. As an illustration, the type of content that is often referred to as a "Documentary" in video is more commonly known as a "Feature" in audio, and the type of content that is typically referred to as a "Lecture" in video is more commonly known as a "Talk" in audio. The terms "Interview" and "Feature," along with a few others, are examples of forms that are utilised regularly in the print, audio, and video/video mediums.

When creating a piece of courseware or a programme, the presentation style of the programme is a crucial component. This is true regardless of the medium that is used. When referring to a video programme, the term "style" refers to the manner of spoken or written expression that is utilised throughout the production of the show. On the other hand, in the context of this article, the "style" of a programme relates to literary expressions such as the seriousness, humour, or sarcasm of the programme; the descriptiveness, persuasiveness, or didacticism of the programme; and so on. It is necessary to take into consideration whether you plan to use a studio, location, both the studio and location, an in-vision presenter, an out-of-vision presenter, an in-vision and out-of-vision (both) presenter, or two presenters. If you plan to use a studio, location, both the studio and location, an in-vision and out-of-vision (both) presenter, or two presenters, it is imperative that you take In addition, when it comes to the audio, you need to decide whether you will use one voice, double voices, one male voice and one female voice, both male voices, or both female voices. You can also choose to utilise both male voices or both female voices.

b) Describe the process of formative evaluation, which you would like to conduct while developing an educational video.

Ans) The process of formative evaluation is one that I would utilise while developing an instructional video, and in the following response, I will elaborate on that procedure.

1. Identify the Goals and Objectives: The first step in formative evaluation is to identify the goals and objectives of the educational video. This includes understanding the intended audience, the key concepts and skills that the video is meant to teach, and any specific learning outcomes that need to be achieved. By clarifying these goals and objectives, it will be easier to collect feedback and make changes during the development process.

2. Develop a Prototype: Once the goals and objectives have been identified, the next step is to develop a prototype of the educational video. This could be a rough draft of the script or a storyboard of the visuals. The prototype should be based on the goals and objectives identified in step one and should be designed to engage and educate the intended audience.

3. Gather Feedback: With the prototype in hand, the next step is to gather feedback from stakeholders. This could include educators, subject matter experts, and potential viewers. Feedback can be collected through surveys, interviews, focus groups, or other methods. The feedback should focus on the effectiveness of the prototype in achieving the goals and objectives, as well as any areas where improvements could be made.

4. Analyse Feedback: After the input has been compiled, the subsequent stage is to conduct an analysis and search for any recurring themes or patterns. This may involve finding common issues or concerns that were highlighted by numerous stakeholders, as well as any places where there was consensus about what worked well in the prototype. Another option would be to find any areas where there was agreement about what worked well in the prototype.

5. Make Changes: Based on the feedback and analysis, the next step is to make changes to the educational video. This could include revising the script, changing the visuals, or altering the pacing of the video. Changes should be made with the goals and objectives in mind and should be designed to improve the overall effectiveness of the educational video.

6. Repeat the Process: After making changes, the process should be repeated. A new prototype should be developed, feedback should be gathered, and changes should be made based on the feedback. This iterative process should continue until the educational video meets the goals and objectives identified in step one and has been refined to effectively engage and educate the intended audience.

7. Finalize the Video: Once the formative evaluation process has been completed, the final step is to finalize the educational video. This could include recording the final version of the script, adding any necessary visuals or graphics, and ensuring that the pacing and tone of the video are appropriate for the intended audience.

c) Describe the steps to be taken for planning video programmes.

Ans) The steps to be taken for planning video programmes are:

1. Define the Objectives: The first step in planning a video programme is to define the objectives of the project. This could include determining the target audience, the key messages that need to be conveyed, and the desired outcomes of the video. By defining these objectives upfront, you can ensure that the video project is focused and effective.

2. Conduct Research: Before creating any content, it is important to conduct research on the topic of the video. This could involve reviewing existing materials, conducting interviews, or surveying the target audience to gather insights and information that will inform the content of the video.

3. Develop a Concept: Based on the objectives and research, the next step is to develop a concept for the video programme. This could include outlining the storyline or structure of the video, identifying key themes or messages, and determining the tone and style of the video.

4. Write a Script: Once the concept has been developed, the next step is to write a script for the video. The script should be based on the concept and should include dialogue, narration, and any visuals or graphics that will be used in the video.

5. Create a Storyboard: Once the script has been written, the next step is to create a storyboard. A storyboard is a visual representation of the script, which includes sketches or images that correspond to each scene in the video. This is an important step in the planning process as it allows the creators to visualize the video before filming begins.

6. Plan Production: With the script and storyboard in hand, the next step is to plan the production of the video. This includes determining the location and schedule for filming, as well as identifying any equipment, props, or personnel that will be needed.

7. Film the Video: Once the production plan is in place, filming can begin. This involves setting up the camera and lighting, rehearsing the scenes, and filming the video footage.

8. Edit the Video: Once filming is complete, the next step is to edit the video. This involves selecting the best footage, adding any special effects or graphics, and refining the audio and visual elements of the video.

9. Test and Review: After the video has been edited, it is important to test and review the final product. This could involve showing the video to a focus group or test audience or sharing the video with stakeholders for feedback.

10. Distribute the Video: The final step in planning a video programme is to distribute the video. This could include sharing the video on social media, hosting it on a website, or distributing it through other channels such as email or direct mail.

Planning a video programme involves a number of steps that are critical to creating an effective and engaging video. By defining objectives, conducting research, developing a concept, writing a script, creating a storyboard, planning production, filming the video, editing the footage, testing and reviewing the final product, and distributing the video, you can ensure that your video project meets its intended goals and reaches its target audience.