This document discusses the advantages of a hybrid course redesign for a freshman seminar course on advertising and shopping in American culture. Some key advantages discussed include providing frequent low-stakes assignments and rapid feedback to students, gradually increasing the rigor of assignments, and integrating face-to-face and online work so they complement each other. The document also advocates for a "backward design" approach where learning objectives are set first and activities are planned to provide evidence students have met the objectives.
This document provides guidance for a written response examining the music industry and its audiences. Candidates should choose a case study to illustrate patterns of production, distribution, marketing and promotion, exchange and consumption in the music industry. The response should discuss topics like cross-media convergence and synergy, marketing strategies of music companies, and how technologies have impacted institutions and audiences. Candidates will be assessed on their understanding of the question, knowledge of the music industry, use of facts and examples from their case study, and ability to make clear arguments using relevant terminology.
Low Cost and No Cost Marketing to International Graduate StudentsJulie Vorholt
The document discusses low-cost and no-cost marketing strategies to recruit international graduate students. It outlines Julie Vorholt-Alcorn's experience as an enrollment manager tasked with increasing international enrollment with a decreasing budget. She focused her limited marketing dollars on the internet, emails, websites, and publications. Personalized emails from alumni and current students in applicants' home countries worked well. Hearing directly from international graduate students provided insights into what matters most to them at each stage of the application process such as program accreditation, financial considerations, and safety. Learning from experience and teamwork were also emphasized.
This document provides an overview of the Merchandise Management course for the Fall Quarter 2009 including the instructor's contact information, course description and competencies, required materials, technology needs, instructional methods, estimated homework hours, and evaluation criteria. The course will explore retail store categorizations, private label and brand name businesses, developing customer profiles, and merchandise accounting. Students will complete midterm and final projects involving research, presentations, and peer evaluations.
The student magazine challenges some conventions of real magazines. While it includes codes like the date line and barcode, it lacks a selling line or unified color scheme. This targets a niche audience. The magazine represents students aged 12-21 through images of students working. It could be distributed by an educational institution like a college to promote opportunities to potential students, since it includes a barcode indicating it would be sold. The target audience is students, particularly teenagers and postgraduates.
The document outlines a plan to increase student and staff awareness of the UNF active shooter response plan. The plan includes:
1) Mandatory orientation sessions and Q&As led by the UPD to educate incoming students and parents.
2) Distributing bookmarkers and pamphlets about emergency response procedures through the campus bookstore.
3) Using social media like Twitter, Facebook, and a Blackboard tab to provide easy access to safety information and protocols.
The goal is to ensure all students understand emergency response procedures by December 2012 through orientations, bookstore materials, and social media outreach. Progress will be evaluated through surveys, focus groups, and analyzing exposure.
Students will work in pairs or groups to create a spreadsheet comparing aspects of mobile phone plans and design a persuasive poster about their chosen plan. Most students will be able to analyze the strengths and weaknesses of their plan and create an effective poster. Some high achieving students will create an in-depth spreadsheet and poster analyzing benefits to customers and the company, and will be able to critically review their work.
The document outlines a digital marketing plan for Gap to target college students ages 20-25. It identifies the marketing problem as high brand awareness but low awareness of ads. The marketing goal is to create brand loyalty by showing Gap offers clothes for all aspects of life. The major selling idea is to create a positive branding message through different media tactics like social media, email, mobile and content to increase the brand image. The tone of ads needs to be iconic, refined, and modern yet casual to promote Gap as a brand connected to fashionable college students.
The document outlines the requirements for the evaluation portion of a Media Studies foundation portfolio. Students must analyze their own media product in terms of conventions, representation, audience, and use of technology. The evaluation must be presented digitally and answer 7 questions that assess the student's understanding of these key concepts as demonstrated through their media product. Questions address how the product uses or challenges conventions; represents social groups; would be distributed; attracts its intended audience; and how the student's skills and knowledge have progressed over the course of the project.
This document provides guidance for a written response examining the music industry and its audiences. Candidates should choose a case study to illustrate patterns of production, distribution, marketing and promotion, exchange and consumption in the music industry. The response should discuss topics like cross-media convergence and synergy, marketing strategies of music companies, and how technologies have impacted institutions and audiences. Candidates will be assessed on their understanding of the question, knowledge of the music industry, use of facts and examples from their case study, and ability to make clear arguments using relevant terminology.
Low Cost and No Cost Marketing to International Graduate StudentsJulie Vorholt
The document discusses low-cost and no-cost marketing strategies to recruit international graduate students. It outlines Julie Vorholt-Alcorn's experience as an enrollment manager tasked with increasing international enrollment with a decreasing budget. She focused her limited marketing dollars on the internet, emails, websites, and publications. Personalized emails from alumni and current students in applicants' home countries worked well. Hearing directly from international graduate students provided insights into what matters most to them at each stage of the application process such as program accreditation, financial considerations, and safety. Learning from experience and teamwork were also emphasized.
This document provides an overview of the Merchandise Management course for the Fall Quarter 2009 including the instructor's contact information, course description and competencies, required materials, technology needs, instructional methods, estimated homework hours, and evaluation criteria. The course will explore retail store categorizations, private label and brand name businesses, developing customer profiles, and merchandise accounting. Students will complete midterm and final projects involving research, presentations, and peer evaluations.
The student magazine challenges some conventions of real magazines. While it includes codes like the date line and barcode, it lacks a selling line or unified color scheme. This targets a niche audience. The magazine represents students aged 12-21 through images of students working. It could be distributed by an educational institution like a college to promote opportunities to potential students, since it includes a barcode indicating it would be sold. The target audience is students, particularly teenagers and postgraduates.
The document outlines a plan to increase student and staff awareness of the UNF active shooter response plan. The plan includes:
1) Mandatory orientation sessions and Q&As led by the UPD to educate incoming students and parents.
2) Distributing bookmarkers and pamphlets about emergency response procedures through the campus bookstore.
3) Using social media like Twitter, Facebook, and a Blackboard tab to provide easy access to safety information and protocols.
The goal is to ensure all students understand emergency response procedures by December 2012 through orientations, bookstore materials, and social media outreach. Progress will be evaluated through surveys, focus groups, and analyzing exposure.
Students will work in pairs or groups to create a spreadsheet comparing aspects of mobile phone plans and design a persuasive poster about their chosen plan. Most students will be able to analyze the strengths and weaknesses of their plan and create an effective poster. Some high achieving students will create an in-depth spreadsheet and poster analyzing benefits to customers and the company, and will be able to critically review their work.
The document outlines a digital marketing plan for Gap to target college students ages 20-25. It identifies the marketing problem as high brand awareness but low awareness of ads. The marketing goal is to create brand loyalty by showing Gap offers clothes for all aspects of life. The major selling idea is to create a positive branding message through different media tactics like social media, email, mobile and content to increase the brand image. The tone of ads needs to be iconic, refined, and modern yet casual to promote Gap as a brand connected to fashionable college students.
The document outlines the requirements for the evaluation portion of a Media Studies foundation portfolio. Students must analyze their own media product in terms of conventions, representation, audience, and use of technology. The evaluation must be presented digitally and answer 7 questions that assess the student's understanding of these key concepts as demonstrated through their media product. Questions address how the product uses or challenges conventions; represents social groups; would be distributed; attracts its intended audience; and how the student's skills and knowledge have progressed over the course of the project.
This lesson plan aims to teach 8th grade students about different types of propaganda techniques. It will begin with assessing students' prior knowledge of advertisements and propaganda. Students will then watch video examples that demonstrate techniques like bandwagon, testimonial, plain folks, repetition, emotional words, and loaded words. They will analyze the videos to identify each technique. As an activity, students will work in groups to create their own advertisement using the techniques. At the end, students will complete an individual assessment to test their understanding of what propaganda is and how to identify the different techniques. The lesson will be delivered through a PowerPoint presentation, video examples, and interactive group activities.
This document provides information about the UGBA 198 Marketing & Networking course offered at UC Berkeley's Haas School of Business in Spring 2016. The course will cover topics like social media marketing, networking, and internships. Evaluation will be based on assignments like journals, speaker series, a final project, and participation. The instructor is Tai Tran and course assistants include Lexa Gundelach, Julian Gamboa, Heather Romero, and Arash Virk. Students must complete all required work to receive a passing grade and no late assignments will be accepted.
The document provides information about media and film-related university courses and careers. It discusses both general media studies degrees and more specialized options like journalism, television and film production, photography, and animation. It also notes the strong job prospects and skills shortages in various media fields. The document gives recommendations for top UK universities for media and advice on gaining relevant experience through extracurricular activities, internships, and developing a portfolio.
1) The document discusses how to sell YGEP, an internship program, to various audiences including students, universities, NGOs, coaching institutes, and other organizations.
2) When selling to students, the document recommends matching internship opportunities to their fields of study by focusing on issues related to cultural understanding, rights, health, environment, and economic growth.
3) When selling to universities and NGOs, the key is to demonstrate how YGEP aligns with and supports their visions and causes. The document provides tips on establishing partnerships with these organizations.
Social Media Marketing - The Horizon (Potential, Strategy, Objectives)Tai Tran
LinkedIn Article: https://www.linkedin.com/pulse/3-opportunities-objectives-social-media-marketing-tai-tran.
What is marketing? What role does social media play in marketing? What potential does social media marketing hold? What are the key objectives of social media marketing?
How to ace your next marketing internship: cultural fit, leadership aptitude, and marketing knowledge. From acing the interview to negotiating your offer.
Content Strategy is the Heart of Social MediaTai Tran
The document discusses content strategy and its importance for social media marketing. It emphasizes the need for alignment between corporate branding, business objectives, and marketing objectives. It also discusses using frameworks like the 5C's to develop a content strategy and managing content over time and across different platforms. Finally, it provides a case study example of UC Berkeley's content strategy of showcasing campus diversity, quirkiness, and pride through social media.
Intead's 2nd webinar on how to market universities to the world in light of the U.S. presidential election results (a bit more perspective than we had even 2 weeks ago).
This document provides an overview and introduction to digital and social media. It discusses how customers now get information through social platforms like Facebook, LinkedIn, YouTube and blogs. It emphasizes that relevant content is important to engage customers and drive traffic to owned media like websites. The document outlines key social media platforms and tools and provides a course overview that will cover setting up accounts, creating content and promoting across different channels. It also discusses different marketing strategies and the importance of owned, paid and earned media to build relationships with customers.
This document outlines an integrated marketing communications plan for the New England Center for Technical Education to increase enrollment. It includes an overview, research conducted through interviews, a situation analysis, key issues, objectives to increase awareness and enrollment, primary and targeted audiences in allied health and trades, and a communication strategy focusing on career advancement. The document also details the marketing communication media strategy of website, social media, print materials, and events. It concludes with recommendations, and methods to evaluate the objectives and marketing plan through metrics like website traffic, social media followers, inquiries and responses.
The document discusses key performance indicators (KPIs) of an MBA degree. It notes that an MBA builds practical business skills through real work experience. Over 100 UK business schools offer MBA programs for international students, providing a variety of options. The KPIs to look for in an MBA program include accreditation, faculty with international reputations, strategic orientation, and the same quality and degree as full-time programs.
1) Marketing departments in universities have lost focus on key aspects of marketing like product, price and placement, and instead focus only on promotions.
2) To be effective, marketing departments need to influence all areas of the marketing mix and drive program development by providing data and expertise on industry trends.
3) Developing compelling business cases for new programs that consider student needs and market opportunities can help marketing departments gain influence over academic decisions and boost enrollment.
Y12 Media Studies Student Learning Schedule Naamah Hill
The document outlines a learning schedule for an OCR AS Level Media Studies course. It is divided into three sections: 1) covers foundation portfolio work including thriller conventions, audience research, and developing ideas; 2) focuses on audiences and institutions, addressing topics like media ownership, cross-media convergence, and new technologies; 3) examines TV drama through lenses like camerawork, editing, representation of gender, age, sexuality, ability, social class, region, and ethnicity. Students will complete tasks like blogging, editing videos, and case studies to build understanding before preparing for exams.
A2 media g324 adanved portfolio in media - ledson 30-32 evaluation questionskbrunt
The document provides guidance for evaluating a media production coursework unit. It outlines how the unit will be marked out of 100 total marks, with different aspects allocated different point values. It also provides guidance on how students will evaluate their own creative process and media products electronically. Suggested questions for students to consider in their evaluations address how their products used or challenged real media conventions; the effectiveness of combining the main product with supplemental texts; what was learned from audience feedback; and how media technologies were used in different stages of production.
The digital marketing plan aims to sell 500 units of a new education course over one month. It will target both individual consumers and corporate consumers using segmentation. The plan seeks to introduce the course, create awareness of its content and benefits, and push sales. It will use social media and digital media to spread awareness and drive sales, maintaining continuity throughout the month. Key tactics include developing engaging content and calls to action to build course awareness, interest, and sales while increasing followers and positive buzz around the course online. The goals are to boost course awareness, recall, and advocacy while acquiring new customers and re-engaging existing customers.
Team Falcon created a marketing plan for Colby-Sawyer College's new online Environmental Science program. Their mission was to design a webpage highlighting the program's benefits and competitive advantages to raise awareness and attract potential students. Goals included maximizing awareness through an informative webpage consistent with CSC's branding. Meetings and constant communication helped ensure progress despite members' varied schedules. An analysis found online degrees increasingly popular though CSC's awareness and diversity lagged competitors. The plan targeted local adults seeking environmental careers through geographic, demographic and psychographic targeting. It recommended social media promotion utilizing the consistent webpage design across platforms to spread information cost-effectively. Teamwork and consensus-driven decisions contributed to their anticipated success.
John B. Brown is an experienced leader and manager seeking a long-term managerial role. He has over 20 years of experience as a Manager at Roundy's Corp, where he directed a diverse workforce, implemented company directives to increase sales and customer satisfaction, and oversaw safety programs. He also teaches economics courses as a Lecturer at Cardinal Stritch University and has trading experience in stocks, futures, and options.
This document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It includes:
- General information for learners on assignment guidelines and support.
- A scenario where learners will produce an online educational resource on media analysis focusing on Disney and the film The Force Awakens.
- Five tasks involving researching Disney Studios, analyzing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided required evidence.
This document discusses using social media, specifically Twitter, for blended learning communities. It provides examples of how Twitter can be used like summarizing articles into tweets or collaborative writing. It also discusses how to build a Twitter community by finding people and topics to follow as well as sharing links and resources. Finally, it outlines other social media tools that can be used for communication, collaboration, and building online communities to support learning.
Blended courses are courses where a significant portion of learning has been moved online, reducing face-to-face class time. Blended courses are partially online and partially face-to-face, with students spending more time working individually and collaboratively on assignments online while faculty spend less time lecturing and more guiding students. Blended courses replace some classroom time with online time, involve extensive redesign, and provide benefits like more student learning and interaction, as well as being more student-centered.
The document discusses using discussion forums in blended courses. It notes benefits of online communication like status leveling, accountability, and opportunities for reflection. It also distinguishes between synchronous tools like chats and asynchronous tools like forums and blogs. Forums are presented as more stable and organized than email for class discussions. An example course structure is provided that uses forums for online integration and discussion of course texts. Guidelines are offered for writing discussion prompts and assessing student participation through rubrics. [/SUMMARY]
The document discusses redesigning a traditional face-to-face biology course into a blended course to maximize content coverage and learning. It recommends using backwards design principles to state learning objectives first before designing exercises and assessments. Learning objectives should be specific, measurable, and support essential learning outcomes. The redesigned blended course incorporates more active learning during face-to-face time by reducing lectures and integrating online and face-to-face activities to reinforce each other. Preliminary analysis found students in the blended course had similar exam scores but higher final grades, suggesting deeper learning occurred.
This lesson plan aims to teach 8th grade students about different types of propaganda techniques. It will begin with assessing students' prior knowledge of advertisements and propaganda. Students will then watch video examples that demonstrate techniques like bandwagon, testimonial, plain folks, repetition, emotional words, and loaded words. They will analyze the videos to identify each technique. As an activity, students will work in groups to create their own advertisement using the techniques. At the end, students will complete an individual assessment to test their understanding of what propaganda is and how to identify the different techniques. The lesson will be delivered through a PowerPoint presentation, video examples, and interactive group activities.
This document provides information about the UGBA 198 Marketing & Networking course offered at UC Berkeley's Haas School of Business in Spring 2016. The course will cover topics like social media marketing, networking, and internships. Evaluation will be based on assignments like journals, speaker series, a final project, and participation. The instructor is Tai Tran and course assistants include Lexa Gundelach, Julian Gamboa, Heather Romero, and Arash Virk. Students must complete all required work to receive a passing grade and no late assignments will be accepted.
The document provides information about media and film-related university courses and careers. It discusses both general media studies degrees and more specialized options like journalism, television and film production, photography, and animation. It also notes the strong job prospects and skills shortages in various media fields. The document gives recommendations for top UK universities for media and advice on gaining relevant experience through extracurricular activities, internships, and developing a portfolio.
1) The document discusses how to sell YGEP, an internship program, to various audiences including students, universities, NGOs, coaching institutes, and other organizations.
2) When selling to students, the document recommends matching internship opportunities to their fields of study by focusing on issues related to cultural understanding, rights, health, environment, and economic growth.
3) When selling to universities and NGOs, the key is to demonstrate how YGEP aligns with and supports their visions and causes. The document provides tips on establishing partnerships with these organizations.
Social Media Marketing - The Horizon (Potential, Strategy, Objectives)Tai Tran
LinkedIn Article: https://www.linkedin.com/pulse/3-opportunities-objectives-social-media-marketing-tai-tran.
What is marketing? What role does social media play in marketing? What potential does social media marketing hold? What are the key objectives of social media marketing?
How to ace your next marketing internship: cultural fit, leadership aptitude, and marketing knowledge. From acing the interview to negotiating your offer.
Content Strategy is the Heart of Social MediaTai Tran
The document discusses content strategy and its importance for social media marketing. It emphasizes the need for alignment between corporate branding, business objectives, and marketing objectives. It also discusses using frameworks like the 5C's to develop a content strategy and managing content over time and across different platforms. Finally, it provides a case study example of UC Berkeley's content strategy of showcasing campus diversity, quirkiness, and pride through social media.
Intead's 2nd webinar on how to market universities to the world in light of the U.S. presidential election results (a bit more perspective than we had even 2 weeks ago).
This document provides an overview and introduction to digital and social media. It discusses how customers now get information through social platforms like Facebook, LinkedIn, YouTube and blogs. It emphasizes that relevant content is important to engage customers and drive traffic to owned media like websites. The document outlines key social media platforms and tools and provides a course overview that will cover setting up accounts, creating content and promoting across different channels. It also discusses different marketing strategies and the importance of owned, paid and earned media to build relationships with customers.
This document outlines an integrated marketing communications plan for the New England Center for Technical Education to increase enrollment. It includes an overview, research conducted through interviews, a situation analysis, key issues, objectives to increase awareness and enrollment, primary and targeted audiences in allied health and trades, and a communication strategy focusing on career advancement. The document also details the marketing communication media strategy of website, social media, print materials, and events. It concludes with recommendations, and methods to evaluate the objectives and marketing plan through metrics like website traffic, social media followers, inquiries and responses.
The document discusses key performance indicators (KPIs) of an MBA degree. It notes that an MBA builds practical business skills through real work experience. Over 100 UK business schools offer MBA programs for international students, providing a variety of options. The KPIs to look for in an MBA program include accreditation, faculty with international reputations, strategic orientation, and the same quality and degree as full-time programs.
1) Marketing departments in universities have lost focus on key aspects of marketing like product, price and placement, and instead focus only on promotions.
2) To be effective, marketing departments need to influence all areas of the marketing mix and drive program development by providing data and expertise on industry trends.
3) Developing compelling business cases for new programs that consider student needs and market opportunities can help marketing departments gain influence over academic decisions and boost enrollment.
Y12 Media Studies Student Learning Schedule Naamah Hill
The document outlines a learning schedule for an OCR AS Level Media Studies course. It is divided into three sections: 1) covers foundation portfolio work including thriller conventions, audience research, and developing ideas; 2) focuses on audiences and institutions, addressing topics like media ownership, cross-media convergence, and new technologies; 3) examines TV drama through lenses like camerawork, editing, representation of gender, age, sexuality, ability, social class, region, and ethnicity. Students will complete tasks like blogging, editing videos, and case studies to build understanding before preparing for exams.
A2 media g324 adanved portfolio in media - ledson 30-32 evaluation questionskbrunt
The document provides guidance for evaluating a media production coursework unit. It outlines how the unit will be marked out of 100 total marks, with different aspects allocated different point values. It also provides guidance on how students will evaluate their own creative process and media products electronically. Suggested questions for students to consider in their evaluations address how their products used or challenged real media conventions; the effectiveness of combining the main product with supplemental texts; what was learned from audience feedback; and how media technologies were used in different stages of production.
The digital marketing plan aims to sell 500 units of a new education course over one month. It will target both individual consumers and corporate consumers using segmentation. The plan seeks to introduce the course, create awareness of its content and benefits, and push sales. It will use social media and digital media to spread awareness and drive sales, maintaining continuity throughout the month. Key tactics include developing engaging content and calls to action to build course awareness, interest, and sales while increasing followers and positive buzz around the course online. The goals are to boost course awareness, recall, and advocacy while acquiring new customers and re-engaging existing customers.
Team Falcon created a marketing plan for Colby-Sawyer College's new online Environmental Science program. Their mission was to design a webpage highlighting the program's benefits and competitive advantages to raise awareness and attract potential students. Goals included maximizing awareness through an informative webpage consistent with CSC's branding. Meetings and constant communication helped ensure progress despite members' varied schedules. An analysis found online degrees increasingly popular though CSC's awareness and diversity lagged competitors. The plan targeted local adults seeking environmental careers through geographic, demographic and psychographic targeting. It recommended social media promotion utilizing the consistent webpage design across platforms to spread information cost-effectively. Teamwork and consensus-driven decisions contributed to their anticipated success.
John B. Brown is an experienced leader and manager seeking a long-term managerial role. He has over 20 years of experience as a Manager at Roundy's Corp, where he directed a diverse workforce, implemented company directives to increase sales and customer satisfaction, and oversaw safety programs. He also teaches economics courses as a Lecturer at Cardinal Stritch University and has trading experience in stocks, futures, and options.
This document provides information and tasks for learners completing an OCR Level 3 Cambridge Technical qualification in Media. It includes:
- General information for learners on assignment guidelines and support.
- A scenario where learners will produce an online educational resource on media analysis focusing on Disney and the film The Force Awakens.
- Five tasks involving researching Disney Studios, analyzing The Force Awakens trailer, profiling the film's target audience through surveys, creating a timeline of the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided required evidence.
This document discusses using social media, specifically Twitter, for blended learning communities. It provides examples of how Twitter can be used like summarizing articles into tweets or collaborative writing. It also discusses how to build a Twitter community by finding people and topics to follow as well as sharing links and resources. Finally, it outlines other social media tools that can be used for communication, collaboration, and building online communities to support learning.
Blended courses are courses where a significant portion of learning has been moved online, reducing face-to-face class time. Blended courses are partially online and partially face-to-face, with students spending more time working individually and collaboratively on assignments online while faculty spend less time lecturing and more guiding students. Blended courses replace some classroom time with online time, involve extensive redesign, and provide benefits like more student learning and interaction, as well as being more student-centered.
The document discusses using discussion forums in blended courses. It notes benefits of online communication like status leveling, accountability, and opportunities for reflection. It also distinguishes between synchronous tools like chats and asynchronous tools like forums and blogs. Forums are presented as more stable and organized than email for class discussions. An example course structure is provided that uses forums for online integration and discussion of course texts. Guidelines are offered for writing discussion prompts and assessing student participation through rubrics. [/SUMMARY]
The document discusses redesigning a traditional face-to-face biology course into a blended course to maximize content coverage and learning. It recommends using backwards design principles to state learning objectives first before designing exercises and assessments. Learning objectives should be specific, measurable, and support essential learning outcomes. The redesigned blended course incorporates more active learning during face-to-face time by reducing lectures and integrating online and face-to-face activities to reinforce each other. Preliminary analysis found students in the blended course had similar exam scores but higher final grades, suggesting deeper learning occurred.
The document discusses facilitating small group activities and projects in blended and online courses. It provides an example of a group presentation project from a cell biology course. The project was divided into phases with discrete tasks and deadlines. Groups were assigned roles and used discussion forums and Dropbox to collaborate. The project was graded based on meeting deadlines and a rubric evaluating the final presentation. The document emphasizes dividing projects into timed segments, clearly defining roles and expectations, and providing tools to enable remote collaboration for successful group work.
This document discusses the advantages of a hybrid course redesign for a freshman seminar course on advertising and shopping in American culture. Some key advantages included frequent low-stakes assignments and rapid feedback to help students gradually increase their skills. The hybrid format also aimed to break up the class through a mixture of teaching methods like lectures, discussions, videos and group work. The face-to-face and online components were designed to complement and build upon each other.
The document discusses redesigning a traditional face-to-face biology course into a blended format to maximize content coverage and learning. It provides guidance on establishing learning objectives, integrating online and in-person activities, and assessing student achievement of learning outcomes. Preliminary data showed that students in the blended course performed as well or better on final grades compared to the traditional face-to-face course, suggesting more deep learning was taking place in the blended format.
This document discusses the importance of evaluating hybrid and online courses. It notes that evaluation is particularly important for these types of courses since they differ from traditional face-to-face courses and are still experimental in nature. The document outlines several areas that are important to evaluate, including learner support, course organization and design, instructional design and delivery, integration of online and in-person activities for hybrid courses, student assessment, and student feedback. It also provides some examples of evaluation tools and considerations for each area.
Guatemala active learn strategies 2 110111marorussell
The document discusses strategies for enhancing active learning communities through various in-class and online activities. It provides examples of short writing exercises, clicker questions, and discussion forums that engage students in collaboration and problem-solving. The goals are to develop students' analytical, writing, and quantitative skills while efficiently assessing learning outcomes. Activities can be implemented in both small and large classes to involve all students in applied learning.
The course aims to fill the gap between college and university for graphic design students without requiring them to attend university. It will offer professional experience through links with design industries and universities. Initially, branding will focus on increasing local awareness through social media and college advertising to attract students like Sarah, an 18-year-old student living nearby who is unsure of her next steps. Long term goals include expanding nationally and internationally while potentially specializing in design fields. Storytelling techniques will help communicate the course opportunities clearly.
The course aims to fill the gap between college and university for graphic design students without requiring them to attend university. It will offer professional experience and skills training through links with industry professionals and local universities. The initial branding will focus on increasing local awareness through social media and college advertising to attract students like 18-year-old Sarah from Gosport studying art and design. Long term, the course hopes to expand nationally and internationally while also potentially offering specializations within graphic design.
The course aims to fill the gap between college and university for graphic design students without requiring them to attend university. It will offer professional experience and skills training through links with industry professionals and local universities. The initial branding will focus on increasing local awareness through social media and college advertising to attract students like 18-year-old Sarah from Gosport studying art and design. Long term, the course hopes to expand nationally and internationally while also potentially offering specializations within graphic design.
Back to Basics - The traditional approach to increasing University enrolments John Miles
University Marketing departments need to influence the whole marketing mix and not just communications/promotions if they want to achieve sustained long term enrolments.
This document provides information about the Marketing Public Relations course for the Fall 2015 quarter. It will be taught by Professor Clarke Caywood on Tuesdays from noon to 2:50pm at Medill School of Journalism. The course will cover strategic and tactical public relations techniques and how they can integrate with and support marketing objectives. Students will gain experience applying these skills through working with a real client. They will be evaluated based on class participation, exercises, software training, team presentations, and a final integrated marketing public relations plan for the client.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
This document summarizes information for students in the BA (Hons) Advertising and Brand Management course at Staffordshire University. It provides contact information for key staff like the Award Leader John Delacruz, as well as an overview of the course structure, aims, outcomes, modules and regulations. The handbook is intended to supplement additional materials and provide students all essential information for their chosen course of study.
This document provides an overview of public relations (PR) and the skills needed to be a PR professional in Vietnam. It discusses definitions of PR, types of PR including corporate PR and customer-centric PR, the PR situation in Vietnam in 2009 and 2010, and the growth of new media. The key skills highlighted for PR professionals are writing press releases, speaking, relationship building, strategy development, and event organization.
Content marketing strategy and implications for higher educational instituti...Md. Moulude Hossain
This document discusses content marketing strategies for higher educational institutions in Bangladesh. It recommends that institutions publish different types of content across various platforms like websites, social media, blogs, articles and videos to provide information to students, parents and other stakeholders. Content should be targeted to address common questions about courses, faculty, research etc. The strategy outlines setting objectives, defining target audiences, developing content, planning distribution across platforms like search engines, social media, email and blogs. The goal is to establish the institution as an expert and thought leader in its fields to attract students and talent.
Using case studies is an effective teaching method that involves analyzing real-world scenarios. It encourages students to develop their own analysis and solutions to problems rather than simply learning facts. Case studies promote skills like analytical thinking, reflective judgment, and team-based problem solving. When using case studies, teachers should start with a real example, design an engaging task for students to complete individually or in groups, and allow for contrasting and comparing different perspectives through activities and debriefing.
The document discusses the relationship between marketing academics and practitioners and identifies gaps between the two groups. It analyzes how different business disciplines engage academics and practitioners, ranging from exclusive engagement like accounting to more inclusive engagement like strategic management. For marketing, engagement falls in between due to limited professional body involvement. The document also outlines initiatives to bridge the divide by making academic research more accessible and relevant to practitioners through formats like executive summaries and social media. It identifies key issues to achieve togetherness, such as providing space for co-creation and overcoming language barriers between the two communities.
1. The document discusses how to run a high school library more like a business by focusing on customers, competition, and adapting to change. It provides examples from Netflix and Blockbuster and recommends using business strategies like the 3C's framework and 6P marketing model.
2. Key recommendations include understanding student needs through surveys and focus groups, benchmarking against competitors, using social media and technology more effectively, and collaborating to share best practices.
3. The presenter argues that libraries must adapt quickly to changes in technology and student interests like the private sector does in order to remain relevant and compete with other activities and distractions.
Business to business marketing course booklet 2011-20120eholmes80
This document provides course details for a Business to Business Marketing MBA course taking place from April 23-26, 2011. The course will focus on identifying and satisfying the needs of business customers. Key topics include market analysis, organizational buying behavior, customer relationship management, and supply chain management. Assessment will include team case study submissions, individual case study submissions, and participation. The course aims to provide students with knowledge of B2B marketing challenges and opportunities to analyze strategies and make managerial recommendations.
LBS Open Day Undergraduate Marketing 1920 Neil Kelley
This document summarizes the BA (Hons) Marketing Management, BA (Hons) Marketing with Advertising Management, and BA (Hons) Marketing with Retail Management degrees offered at Leeds Beckett University. It outlines the modules studied in each year, including marketing fundamentals, integrated marketing communications, sales management, and optional placement opportunities. It highlights features such as guest lectures from industry professionals, real-life briefs, and employability events. Finally, it promotes the student life and facilities available in Leeds.
This document describes an innovative approach to transforming students into passionate learners through a specialization pathway in Infocomm Sales and Marketing at Ngee Ann Polytechnic in Singapore. The approach uses three learning approaches supported by technology: learning by doing with realism, learning with increasing autonomy, and learning with others. Students are issued iPads and learn through authentic experiences, role plays, presentations to real customers and industry experts, and team projects. Evaluation shows this approach improves student engagement, develops professional skills, and leads to higher evaluation scores, demonstrating the students have become more passionate learners.
This document discusses how schools can use inbound and content marketing to boost enrollment. It recommends developing student personas to build a targeted digital content strategy. Content should be tailored to where prospects are in their journey from awareness to enrollment. Tactics include blogging, social media, email marketing, and virtual campus tours. The goal is to engage prospects at each stage and provide answers to their concerns through useful content. Calls to action should be optimized for awareness, consideration, decision, and enrollment stages. Measurement of tactics is important to continuously improve the inbound strategy.
This document is a syllabus for an English for Marketing course taught at the Universidad Técnica de Machala in Ecuador. The syllabus outlines the course justification, objectives, structure, and assessment. The course aims to teach students to communicate marketing concepts in English through activities developing reading, writing, listening and speaking skills. It is divided into two units, with the first reviewing English basics and the second focusing on marketing tools and strategies. Assessment includes group projects, class activities, and a midterm exam. The overall goal is for students to apply their English skills to discuss topics relevant to marketing.
This document provides the syllabus for an English B2 listening course taught by Professor Peter Cullen. The course aims to help students develop marketing plans that could be implemented in real companies. Material for the listening exam is provided through an online blog, and students are encouraged to practice exams on the blog. While attendance is not mandatory, students who attend class tend to perform better on exams. The course covers topics like marketing objectives and strategies, integrated marketing communications plans, and sales plans. It includes simulations, practice exams, and presentations of marketing plans to a client company.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Icbl blended 1b
1. What advantages should you expect from hybrid course redesign? Matt Russell, Ph.D. & Gerald Bergtrom, Ph.D. Learning Technology Consultants Learning Technology Center University of Wisconsin-Milwaukee
2.
3.
4.
5.
6.
7.
8.
9.
Editor's Notes
One of the questions that should be asked when you ’re redesigning a course for blended instruction is “why am I doing this”? This isn’t just a question about the overall worth of blended teaching (though it could be); it’s also, and more importantly, a question that leads you to think about the purposes of course redesign in such a way that you will be able to accomplish it much more effectively. I’m going to use an example of course redesign from one of my own courses to illustrate both the value that I hoped to gain from the process AND the way that I approached the redesign process itself. One of the things that’s interesting about this reflection on my own course redesign is that I actually paused after writing the initial version of this presentation and thought “Gosh, this really worked the way it was supposed to!” For someone trained in systematic skepticism about the world, that’s not always an easy conclusion to reach!
First, a little about the course itself. I really enjoy teaching and doing research on ads and shopping, because I think that cultural anthropology can make a valuable contribution to the way we understand the world around us by emphasizing something we experience daily but almost never examine, our commercial and consumer culture. I first taught this course – Ads and Shopping in American Culture – as a graduate course, so I had to perform a substantial redesign to make it suitable for first-year students. I should emphasize that the Freshman Seminar program in which I taught this course is not an honors program. Its intent is to encourage our first-year students to succeed and remain in college during the year in which they are most at risk by giving them a smaller, intimate setting in which to learn, and by introducing them to scholarly work rather than to basic textbook stuff. Finally, the timeline for this course involved two weeks of face-to-face class meetings followed by one week of online work. The first class meeting following an online assignment was used to “debrief” students from their assignment and to integrate the face-to-face with the online portion of the course for reasons that I return to below.
Before I began my course redesign, I spent some time thinking about my students, trying to see the course from their perspective. I made some assumptions about them, based on my experience with first-year courses at the university – and, as it proved, those assumptions turned out to be mostly correct. On the downside, I figured that most of my students would be from the midWest region, and that they would not have traveled extensively. I expected them to be first-generation college students from a mainly working class or rural background. I didn ’t expect them to be enthusiastic readers or to have a great deal of experience with formal critical thinking. On the upside, I expected that most of the students would be enthusiastic and knowledgeable consumers who would have a lot of experience with mass media advertising. I also anticipated that most of them at some time would have worked in the retail sector in entry-level positions. Finally, since I wanted to use several different teaching technologies in the course, I guessed that the students would be computer literate at a basic level, e.g., familiar with PowerPoint and to a limited extent with digital media. I didn ’t expect that the students would have academic computer skills – for instance, doing Google searches and systematic assessment of Web sites – and again this proved to be the case.
Again as a preliminary to my course redesign, I reviewed the basics of blended learning so that I could match up its advantages with the objectives of the course that I wanted to teach. Blended courses typically move at a pace – especially online – that is different from that of a traditional face-to-face course. In the latter, there is usually a lengthy period of content delivery followed by a brief burst of student assessment, i.e., lots of lecturing with a test at the end. But the online environment, and thereby the blended course, lends itself to a very different framework: frequent, low-stakes assignments in which students receive quick and unambiguous feedback about their performance. In other words, content delivery from the instructor to the student is replaced in the blended by an odd form of collaboration in which the instructor and students together produce the content of the course and demonstrate mastery through active learning. This is an entirely different mode of teaching and learning from completely face-to-face courses, and the instructors who have taught blended courses for the first time almost invariably report that what I ’ll call the “mood” of the classroom is transformed to one that is less restrictive or stultified and much more participatory. Another feature of the blended is that instructors are able to experiment with their students ’ learning, since they are able to observe it more closely and assess it more often than in a traditional face-to-face class. In practice, this means that as an instructor, I can fine-tune the rigor of my assignments, gradually increasing it beyond a level that the students would otherwise have attained. Fourth, a blended course tries to break up and diversify the “voices” in the course. Instead of the instructor and the authorial text as the sole voices to be heard, the students themselves find their own voice, encouraged and guided by the instructor through a range of learning activities that can include reading and lecture, but also far more discussion, small group work or individual projects, role-playing and simulations, case studies or debates, than would be available through a traditional face-to-face regimen. And finally, a blended course takes advantage of the best features of both face-to-face and online learning. If you take care to integrate the two instead of running tandem courses in parallel – one online and one face-to-face – , then each mode of instruction complements, extends, and elaborates the other. It ’s possible, and desirable, to develop peer learning communities both online and in the face-to-face classroom.
The model that I use for course redesign is usually referred to as “backwards design,” developed by Wiggins & McTighe (though Barbara Walvoordt made what I consider a substantive contribution to the theory through her work on student assessment). I use this model for three reasons. First, the backwards design model is practice oriented rather than based on abstract learning theories. For an instructor, like myself, who’s been teaching for 30 or 40 years, that’s very appealing. Second, backwards design is intuitive: it just sounds persuasive that you begin by looking at specific results you want to achieve and then find a way to accomplish them. When I used to “design” a course by choosing a text and giving my students exams to make sure they were reading it, I really had no reason to believe that I was meeting my course goals, or indeed that I even had any! And then finally, I like the way that backwards design links my learning objectives to empirically verifiable outcomes in the way that I’ll shortly describe. This is satisfying for me as an instructor, since I find out whether I taught the course well enough to do what I had set out to do. I think that it’s also important when you teach in a new medium such as blended learning for you to be able to demonstrate to your colleagues that it’s actually a good way to teach, and what better form of persuasion for scholars than offering them empirical data to make my case?
The backwards design process involves three questions. First, the course objectives are determined by asking ‘what do I want my students to be able to do at the end of the course’? The emphasis on “doing” rather than simply “knowing” is deliberate, because it points to the key role of active learning in the design of the course. Second, what evidence or documentation will I accept that demonstrates my students can in fact accomplish what I have identified as the course objectives? The evidence can be of many different sorts – for instance, a score on an examination, a performance or installation, a writing portfolio – but the point is to ensure that each course objective is matched by documentation that shows to any objective third party that the course achieved its ends. And third, what learning activities will produce the evidence I require? Each learning activity, then, is intended to achieve a concrete empirical purpose. Instead of taking the learning activity as an end in itself, as might have been the case with exams and term papers in a traditional face-to-face course, the backwards design model argues that learning activities are of value only when they relate directly to the goals of the course, and when they show that indeed those goals have been met. This provides an instructor with a clear guideline for including or excluding particular learning activities, or for deciding to add new ones to the mix.
I ’ll give you a sample of some of my course goals, and how I turned them into learning activities that would produce evidence that students could accomplish them. First, I wanted students to be able to use typical forms of textual analysis to interpret advertising. “Flat” ads area very different genre from “moving” ads, so I wanted the students to become proficient in each. Second, in order to understand anthropology you must actually do anthropology, which means that my students needed to produce data by engaging in ethnography, the key practice at the core of anthropology. Ethnography involves identifying a site, observing it, interacting with its “inhabitants,” and developing field notes to document findings. In this instance, the students would be using shopping malls as the principal site for their work. And third, since I believe that commercial culture is pervasive in America, I wanted my students to apply the metaphor of the market that is defined by ads and shopping to other domains of American life that are not ostensibly commercial, such as science, religion, and education. This would, I believed, give them a new analytical vocabulary and a fresh way to see their culture that would demonstrate what they had learned in the course.
The sorts of evidence that I ’m willing to accept of students’ performance is principally qualitative, not quantitative. For instance the students must be able to use media analysis techniques such as asymmetry and substitution and must discern the distinction between preferred and resistant readings of ads. To take another example, “thick” description is an ethnographic method that requires students to unpack a given event to identify its cultural rules or components. I provided the students with several theoretical models of shopping, and chose a multidimensional model for them to use in their field study, since it would draw out more of the ethnographic detail available in the site. Finally, once the students had shown their ability to use the language of marketing, terms such as unique selling proposition or brand extension, I required that they apply these terms directly to areas other than the obviously commercial. We spent a couple of class periods, for instance, using small groups to study a complex article about the development of evangelical and charismatic Christian movements in the United States. I should add parenthetically that I used other methods than the ones described above to demonstrate that students could apply accurately the ideas in their readings. This course used both “entrance assignments” – short hardcopy essays handed in at the start of each face-to-face class – and as well, “exit assignments” – three or four sentence feedback given spontaneously in writing at the end of each class – to gauge their progress and to respond to any areas of ambiguity or uncertainty that arose. However, there were no exams in the class, since the students demonstrated their mastery of the course content in other ways that I have sketched above.
To conclude, I ’ve linked several of the assignments I used in this course so that you can see the rigor of the work I expected from the students, and the increasing mastery of the ideas I wished them to apply to real-life cultural situations. The studying up exercise was intended to test students’ use of basic media critique methods. The shopping knowledge assignment was meant to see whether they could discern the cultural rules involved in product classification that allow shoppers to transact their cultural goals. The shop until you drop assignment was the most complex of these three, since the students had to apply both visual critical methods and cultural descriptive methods at a given shopping site of their own choice. And finally, the everything is a brand assignment was an entrée into the use of the marketing metaphor and its associated analytical terminology in ostensibly noncommercial situations. Please notice that in each of these cases, I have used the backwards design model first, to determine what I wanted students to be able to do, second, to decide upon an acceptable level of documentation that would demonstrate their mastery, and third, to define a learning activity that would produce the data or documentation that I required. The process, finally, is cumulative in the sense that each successive assignment presupposes an appropriate level of achievement in its predecessors. My use of the entrance and exit assignments was intended to afford me an independent means to examine and respond to students ’ progress along each step of the way. As I pointed out earlier, the backwards design model is notable for its low-stakes, frequent assessment that entails rapid turnaround and extensive feedback. These assessments are in an important sense the “engine” that drives blended instruction as a mode of teaching independent of traditional face-to-face instruction. I see blended teaching very much as assessment-centered! I would further observe that because these assessments necessarily entail work that is both face-to-face and online (as well as off-site), they help to ensure the integration of the blended through the sequencing and accumulation of analytical and descriptive skills that the students must display.