For years, marketing relied on stereotypes but they did not accurately represent customers. A game changer is marketing automation which uses all available data about individuals, such as demographics, interests, behaviors, and motivations to create personalized profiles and send relevant content and experiences. This leads to more conversions by meeting users' needs across devices through improved design and a continuous improvement process that closes the feedback loop.
SOCIAL CRM - How to stop playing and link Social Media to ROIFlorent Diverchy
The document discusses how to link social media to ROI through social CRM. It provides a brief history of direct marketing and CRM from the 1990s to present. The CEO's primary budget is allocated to the core business, with winners getting funding. Social media must justify its budget and ROI. Measuring social ROI involves tracking social costs and revenues. Opportunities for social CRM include persona segmentation, reactive/predictive trigger campaigns using customer data. Integrating social data into a single customer view allows for better campaigns and ROI measurement. The future involves mobile and SOLOMO CRM. Social CRM is important to start leveraging these opportunities.
For years, marketing relied on stereotypes but they did not accurately represent customers. A game changer is marketing automation which uses all available data about individuals, such as demographics, interests, behaviors, and motivations to create personalized profiles and send relevant content and experiences. This leads to more conversions by meeting users' needs across devices through improved design and a continuous improvement process that closes the feedback loop.
SOCIAL CRM - How to stop playing and link Social Media to ROIFlorent Diverchy
The document discusses how to link social media to ROI through social CRM. It provides a brief history of direct marketing and CRM from the 1990s to present. The CEO's primary budget is allocated to the core business, with winners getting funding. Social media must justify its budget and ROI. Measuring social ROI involves tracking social costs and revenues. Opportunities for social CRM include persona segmentation, reactive/predictive trigger campaigns using customer data. Integrating social data into a single customer view allows for better campaigns and ROI measurement. The future involves mobile and SOLOMO CRM. Social CRM is important to start leveraging these opportunities.
Online Storytelling - Vétérinaire Sans Frontières Case (Final Results)Florent Diverchy
The document describes an online storytelling campaign used to engage people, increase awareness, and convert new donors. It outlines the process of brainstorming a story about sending rabbits to Rwanda, slicing the story into chapters, and transforming the chapters into a campaign calendar. Each chapter was sent out in newsletters to gather opt-ins, clicks, and views. The final results showed a doubling of the opt-in database, high engagement rates, and an increase in donations, gifts, and new donors for the client that exceeded their yearly targets and was done at a lower cost than typical marketing campaigns. The key takeaways are that online storytelling can have a positive ROI, impact on recruitment, help identify interests, and provide
ONLINE STORYTELLING and measuring marketing effectsFlorent Diverchy
The document discusses how an online storytelling campaign was used to increase engagement and fundraising for an organization helping people in Rwanda. It describes how they 1) brainstormed a story about sending rabbits to Rwanda to help with food security, 2) divided the story into chapters that would be released over time, and 3) transformed the story into a campaign calendar to guide social media outreach and fundraising. Testing showed the storytelling approach significantly increased engagement over traditional methods. The conclusion notes that the full impact on fundraising returns will be evaluated at the end of the yearlong campaign.
This document provides 12 frequently asked questions about email marketing in Belgium in 2014. It summarizes typical email marketing metrics like average open (15%) and click through (15%) rates. It finds that content has the biggest impact on rates (+/- 200%), followed by profiles (+/- 50%) and creative materials (+/- 20%). Trigger emails typically double metrics. Storytelling emails saw open rates increase from 14% to 92% over 5 emails. The key is to choose metrics like opens, clicks, or conversions that match your objectives and calculate return on investment based on lead costs and customer value.
Email marketing Forum 11/13 - How to validate your online survey campaign?Florent Diverchy
This is the presentation I gave on the Email Marketing Forum in Brussels on the 30/11/13.
I covers three usage of data in your email campaigns, and shows an easy and free solution to validate that the people that replied to your email are a representative panel of the belgian population.
Subjectline Optimization: The Motivational Segmentation WayFlorent Diverchy
This document discusses using sociological principles to improve email subject lines. It proposes creating 4 types of subject lines targeting different choice triggers: value, social plus, social minus, and change. These subject lines should be A/B tested to see which performs best. A knowledge base would track what works for different advertisers, campaigns, sectors, events and audiences. Personalized subject lines could then be selected based on an individual's history and similar profiles. Real-time optimization involves measuring best triggers for populations and adapting segments accordingly. The methodology aims to categorize, learn from, and optimize subject lines long-term through increased understanding of audiences.
This document provides an overview of the SCORM 2004 3rd Edition Sequencing and Navigation specification, which defines how content is sequenced and navigated within a learning management system. The document covers key concepts like activity trees, sequencing control modes, and status tracking. It is intended to help instructional designers and developers understand and apply the SCORM SN model.
This document describes the SCORM 2004 3rd Edition Run-Time Environment (RTE) Version 1.0. It provides an overview of the SCORM RTE and covers managing the runtime environment, the application programming interface (API), and the SCORM RTE data model. The API allows communication between content and an LMS during runtime. The data model defines elements for storing learner progress and results.
This document provides an overview of the SCORM Content Aggregation Model (CAM) and describes its components and relationships. The CAM defines how content is organized, packaged and described using metadata. It includes the SCORM content model which defines components like assets, SCOs and activities. It also describes content packaging which involves organizing content into packages with a manifest file. The manifest describes the content using metadata based on the LOM standard. The CAM allows content to be shared and used across different LMSs using interoperable specifications.
SCORM is a reference model that aims to foster reusable e-learning content. It describes guidelines and specifications for computer-based and web-based learning based on the work of several standards bodies. SCORM seeks to make content sharable, accessible, durable, reusable, and interoperable across different learning management systems and platforms. It focuses on the interface between learning content and LMS environments to allow for interoperability while giving LMS vendors flexibility.
The SCORM 2004 3rd Edition includes several changes to the SCORM Run-Time Environment that may impact conformance for content packages and learning management systems. Key changes include general updates to improve consistency, updates to the Application Programming Interface to address issues, and changes to the Run-Time Environment data model. Substantive changes were made to the sequencing and navigation aspects.
This document provides a quick reference and tutorial for using Vensim PLE. It describes the main toolbar buttons, sketch tools, analysis tools, status bar buttons, and highlights some useful menu options and hints. The document contains information on creating and editing variables, equations, arrows, boxes, comments and more within the Vensim modeling environment.
Eeveloping Interactive Logbook A Personal Learning Environmentjiali zhang
The document describes the development of an Interactive Logbook (IL) which is a personal learning environment designed to address limitations of traditional virtual learning environments. The IL allows students to manage learning activities from both formal educational settings and informal settings. It provides tools for note-taking, knowledge sharing, learning management and personal development planning that can be accessed on both desktop and mobile devices. The IL was developed according to specific criteria including supporting lifelong learning, interoperability with other tools, and being owned by the student. It provides an integrated interface for accessing documents, email, web content and allows logging of learning activities.
Form Learning Over E Learning To My Learningjiali zhang
The document discusses the transition from traditional learning to e-learning and personalized learning (MyLearning). It argues that universities need to support lifelong learning by providing open and flexible learning systems that allow individual learning pathways. It describes how e-learning expanded opportunities for learning anywhere and anytime through virtual learning environments. However, e-learning is now being challenged by personal learning environments and open educational resources that give more control to individual learners. The concept of MyLearning represents a shift to learner-centered models where individuals can manage their own learning across institutions.
1) A personal learning environment (PLE) describes the tools, communities, and services that make up an individual's educational platform for directing their own learning goals. It contrasts with a learning management system in being learner-centric rather than course-centric.
2) Universities like the University of Bolton have developed platforms like PLEX to provide students tools to access networks of people and resources. Students at other universities use blogs and publishing platforms to present work and collaborate.
3) On campuses that support PLEs, instructors provide a framework and links to resources for students to add their own networks and collections to draw from external resources and get feedback to expand their learning.
The document discusses existing models for personal learning environments (PLEs) and identifies common features and patterns among various systems that could comprise a PLE. It analyzes tools for activities like email, chat, calendaring, news aggregation, blogging, and social software. The patterns are organized into categories and can be used to design PLE applications and services. Key recurring services identified include activity management, workflow, syndication/posting, rating/annotation, and personal profiles.
The MIT Course Management System is called Stellar, which was originally developed to provide online support for existing MIT classes. In 2004, MIT became a founding partner of the Sakai project and later integrated Stellar with Sakai tools. This allows MIT classes on Stellar to take advantage of the many tools developed for Sakai. The integration was achieved by creating a "LaunchPortal" that maintains the Sakai user session and forwards requests to the appropriate Sakai tools while preserving the user experience. User and group integration was implemented, though authorization remains a challenge requiring custom extensions.
Sakai is an open source learning management system that was formed in January 2008 from the merger of the Sakai and Oncourse projects. It discusses the history and development of Sakai and Oncourse. Key components of Sakai include its use of Spring for dependency injection, Tomcat as the application server, and services/components that provide core functionality through APIs. The document provides an overview of how Sakai is structured and implemented.
Sakai tools are software units that generate user interfaces, usually in HTML. They are used by Sakai's navigation systems and can also act as helpers for other tools. Tools are registered automatically when their web application starts up, allowing Sakai to invoke them behind the scenes. Tools have access to session and configuration information and follow Sakai's URL standards. Helper tools handle common interface tasks for other tools.
The MIT Course Management System is called Stellar, which was originally developed to provide online support for existing MIT classes. In 2004, MIT became a founding partner of the Sakai project and later integrated Stellar with Sakai tools. This allows MIT classes on Stellar to take advantage of the many tools developed for Sakai. A LaunchPortal was created to maintain Sakai user sessions and forward requests to the appropriate Sakai tools while preserving the look and feel of the Stellar interface. User and group integration was implemented, though authorization remains a challenge requiring custom extensions. Further work is needed to fully support all Sakai tools within Stellar.
The document discusses enterprise integration options in Sakai 2.4, including using providers or bulk loading to populate users, groups, and courses from an external system. It focuses on the new CourseManagementService, which models institutional structures and replaces the legacy CourseManagementProvider. It provides details on implementing the UserDirectoryProvider, GroupProvider, SectionFieldManager, and a CourseManagementService to integrate Sakai with an external user directory, groups, courses and sections.
The document summarizes the Sakai project, an open source collaboration between several universities to develop a collaborative learning environment (CLE). Key points:
- Sakai is a joint project between University of Michigan, Indiana University, MIT, Stanford, OKI, and uPortal to integrate their educational software into a pre-integrated collection of open source tools.
- The project aims to create a full-featured CLE to replace existing systems, with a framework for new portable tools.
- An initial release (Sakai 1.0) was made available in October 2004, with further development and adoption at the core universities through 2005.
The document discusses collaboration tools developed at the University of Michigan, including the CHEF and Sakai projects. It provides an overview of the CHEF technology, features, and implementations. It then outlines the formation of the Sakai organization, which involved several universities working together on their course management systems using a shared codebase. The goal was to develop portable tools and services through an open source and standards-based collaboration between the participating universities and projects.