Key Messages and Social Learning
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Key Messages and Social Learning



NDSU Agriculture Communication presentation for NDSU Extension orientation, Dec. 2013

NDSU Agriculture Communication presentation for NDSU Extension orientation, Dec. 2013



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Key Messages and Social Learning Key Messages and Social Learning Presentation Transcript

  • Working with the Media, Key Messages and Social Learning Becky Koch & Bob Bertsch NDSU Ag Communication
  • Goals • Who is your target audience? • What do you want them to do? Flickr: mrgreen09
  • Media • Mass • Social • Create key messages to use in a variety of mass and social media
  • Creating Key Messages Goal: “improving the health of our country through diet and in many cases reversing childhood obesity” – Tom Vilsack, U.S. Secretary of Agriculture
  • Creating Key Messages Key Messages: • Eat healthier • Eat a little more than 25% vegetables, a little less than 25% fruits, a little more than 25% grains and a little less than 25% proteins • Learn more about food and nutrition
  • Creating Key Messages Better Key Messages: • Make half of everything you eat fruits and vegetables • Use smaller plates to help you eat less
  • Creating Key Messages • Provide a roadmap – what to do and how to do it • Shrink the change – don’t give too many options • Focus less on what you want people to know and more on what you want them to do
  • Key Messages • Write out • Practice • Bridge to key messages in interviews
  • The Interview • Pause to gather your thoughts • Answer in complete sentences, bridging to your key messages • Keep responses to 20-second sound bites • Avoid acronyms, speculation • Don’t say, “No comment” • Nothing is off the record
  • TV Interview Tips • Keep eyes on interviewer • Put one foot forward • Wear solid colors, not white • Don’t feed the mic or fill dead air • Avoid hats • Use natural gestures
  • Media Contacts • News releases – Most important information first – Who, what, where, when, why, how • • • • • Media advisories Fact sheets Emails Phone calls Relationships
  • Media • Many options to communicate and educate • Mass and social media just a few
  • Online Communication & Transformational Education Both high content transmission and a high level of process are the most effective in helping people and communities to solve problems or address issues.
  • Online Communication & Transformational Education We need to bring high process to our already high content to begin using online communication as a critical element of a lifelong learning network that helps people improve their lives and communities.
  • The Communications and Knowledge Landscapes have Changed Extension's customers access information through devices and media that didn't exist 13 years ago. 2000 2013 46% of adults use Internet 5% have broadband at home <20% watch video online 53% own a cell phone 0% use social networks 85% of adults use Internet 70% have broadband at home 78% watch video online 91% own a cell phone 72% use social networks Slow, stationary connections built around my computer Fast, mobile connections on outside servers and storage - Pew Internet & American Life Project,
  • % of Online Adults Using Social Media Date All internet users 18-29 30-49 50-64 65+ 2/2005 8 9 7 6 – 8/2006 16 49 8 4 1 5/2008 29 67 25 11 7 4/2009 46 76 48 24 13 5/2010 61 86 61 47 26 8/2011 64 87 68 49 29 2/2012 66 86 72 50 34 8/2012 69 92 73 57 38 12/2012 67 83 77 52 32 5/2013 72 89 78 60 43
  • “Sure there’ll be Mastadons around for a while, but the ice age is over. They can move to higher ground, or migrate towards the poles, but these are temporary moves.” - from an Amazon book review of “11 rules for creating value in the social era.”
  • Active Learners • Able to build & grow an online personal learning network • Comfortable communicating in online social spaces • Understands best practices for maintaining privacy in online spaces • Understands and follows best practices for maintaining security in online spaces • Understands and leverages the power of online networks • Able to narrate work in online spaces
  • What is a learning network? a deliberately formed network of people and resources capable of guiding our independent learning goals and professional development needs.
  • Content Commentary Research Experience Conversation Experts Colleagues Friends Filter Filter Filter Creation Curation Sharing Filter Filter YOU Adapted from “Creating a Personal Learning Network,”
  • My learning network Seek Feedly Sense Diigo Zite Google Alerts Storify Twitter Facebook Google+ Evernote Share
  • Harold Jarche –
  • Organizers • Able to create and edit content in Ag CMS, NDSU CMS, and/or blog • Able to create content that is timely, valuable, findable and shareable • Able to create content that functions well in a mobile environment • Able to deliver on-demand learning • Able to create and use multimedia to attract and engage users
  • Why Are Restroom HandWashing Signs By the Sinks?
  • Formal/Informal Learning Formal Learning (Stocks) Informal Learning (Flows) • Content is standardized • Content is customized • Delivered in a specific space at a specific time • Available anywhere, anytime • Usually a passive setting • Encourages active learning
  • Formal/Informal Learning Stocks = archived, organized Flows = timely, engaging • Books • Blogs • Publications • Social media • Websites • Webconferencing
  • Formal education is a walk through the zoo, informal learning is a walk through the savannah.
  • Formal education is knowing a tomato is a fruit, informal learning is not using it in fruit salad.
  • Formal education is bricks and mortar, social learning is clouds and streams
  • Formal education is the playbook, social learning is the huddle
  • Curators • • • • Able to find & share engaging content Able to add context to information Comfortable using online curation tools Understands the use of tags/hashtags for curation
  • Curation • Find • Filter • Contextualize
  • Connectors • Understand how networks that include external clients can support their own learning, as well as their clients’ learning. • Able to discover, understand, and participate in selforganizing online communities of practice/place/interest • Incorporating social-network participation into their current and long-term work plans. • Able to get people connected with online resources
  • Power/value of network • Exposure to incidental information – You don’t know what you need to know • • • • Asking questions Connectedness Awareness of trends What are others doing / talking about
  • “This is not the wisdom of the crowd, but the wisdom of someone in the crowd. It’s not that the network itself is smart; it’s that the individuals get smarter because they’re connected to the network.”
  • Engagers • Using online networks to engage and collaborate with others • Understands online collaboration tools • Able to start online conversations • Able to find and answer online questions
  • Reach, Influence, Impact • • • • • • NDSU Extension Employees = 390 N.D. Adult Population = 545,700 25% of 545,700 = 136,425 Dunbar’s Number = 150 # of NDSU Extension staff needed = 910 # of impacts needed per staff = 350
  • Reach, Influence, Impact • See audiences more as members of communities. • Become part of networks. • Increase others’ talking about our work. • Increase conversations with others.
  • More • Forward Looking Concepts in Cooperative Extension - • Working Differently in Extension – • Agriculture Communication – • Ag Comm Web Services on Facebook