COM 319L Digital Marketing Communication
Instructor: Adam Ritter
Office: LT 112
Phone: ext. 6123
E-mail: Adam.Ritter@marist.edu
Office Hours: By appointment
Instructor: Adam Ritter
Office: LT 112
Phone: ext. 6123
E-mail: Adam.Ritter@marist.edu
Office Hours: By appointment
It unbelievable how much money is still spent on forms of advertising that are not benefiting the consumer, nor where the consumer’s attention is. Billboards. Traditional Television. Banner ads. Commercial breaks on streaming sites. These are the "impressions" marketers continue to focus on, but why?
We need to understand where consumer attention is going and follow it. We must meet them there (don't make the consumer come to you—chances are they won't.) We need to create compelling content that will engage and excite our consumers. That is the game.
This course focuses on creating a balance between the qualitative aspects of developing a brand and the more quantitative aspects of marketing, such as marketing experimentation and analytics. By the end of the course you’ll be able to:
- Target and grow the right audience for your brand
- Optimize a multi-channel marketing campaign using web analytics
- Create engaging and high-impact digital marketing content
REQUIRED TEXT AND MATERIALS:
- Gmail account
LEARNING MODEL:
When you take a math class you know what to expect. You are taught formulas and then given all the inputs that you need to put through the formula to arrive at one correct answer. There is no guess work involved. It is standard formulas, complete information and one right answer. Advertising does not work this way. It is an art as well as a science. There are usually multiple ways to arrive at a solution as well as multiple good solutions (although there may be better ones). And you almost never have all the necessary information. To make things even more challenging, the advertising world is constantly changing so what you learn today could be old in two years, or even 6 months. This makes it a difficult subject to teach and to learn. The traditional classroom experience you know so well—the one where the teacher stands up and lectures, you take notes then regurgitate the same information on a test—won’t work in preparing you to succeed in this business. A different model is needed.
This new learning model should be focused on teaching you how to be a self-sufficient learner. For advertising, that means you need to know how to identify the key marketing problems, collect the pertinent information, ask the right questions and work collaboratively to develop optimal advertising and marketing solutions. To do this, the teaching model needs to be based on what we know is successful for this type of learning, which, according to current adult learning theory, is self-discovery, peer collaboration, and reflection.
Therefore, in addition to limited instructional lectures, this course will incorporate a creative combination of group and individual projects, real-world application, group discussion, and online interactions. Your active participation is essential to the success of this course. In the context of the teaching and learning, students and the professor are responsible for ensuring that they individually contribute to the creation of a learning environment that helps everyone achieve their goals. Both students and the professor are participants and therefore co-creators of the course, and together can make this a rewarding and memorable experience. We will learn a lot and have fun doing it.
ASSESSMENT OF LEARNING:
Evaluation methods in the course will include class participation, an agency presentation, a digital topic presentation, a book review, campaign projects, and a final exam.
When you take a math class you know what to expect. You are taught formulas and then given all the inputs that you need to put through the formula to arrive at one correct answer. There is no guess work involved. It is standard formulas, complete information and one right answer. Advertising does not work this way. It is an art as well as a science. There are usually multiple ways to arrive at a solution as well as multiple good solutions (although there may be better ones). And you almost never have all the necessary information. To make things even more challenging, the advertising world is constantly changing so what you learn today could be old in two years, or even 6 months. This makes it a difficult subject to teach and to learn. The traditional classroom experience you know so well—the one where the teacher stands up and lectures, you take notes then regurgitate the same information on a test—won’t work in preparing you to succeed in this business. A different model is needed.
This new learning model should be focused on teaching you how to be a self-sufficient learner. For advertising, that means you need to know how to identify the key marketing problems, collect the pertinent information, ask the right questions and work collaboratively to develop optimal advertising and marketing solutions. To do this, the teaching model needs to be based on what we know is successful for this type of learning, which, according to current adult learning theory, is self-discovery, peer collaboration, and reflection.
Therefore, in addition to limited instructional lectures, this course will incorporate a creative combination of group and individual projects, real-world application, group discussion, and online interactions. Your active participation is essential to the success of this course. In the context of the teaching and learning, students and the professor are responsible for ensuring that they individually contribute to the creation of a learning environment that helps everyone achieve their goals. Both students and the professor are participants and therefore co-creators of the course, and together can make this a rewarding and memorable experience. We will learn a lot and have fun doing it.
ASSESSMENT OF LEARNING:
Evaluation methods in the course will include class participation, an agency presentation, a digital topic presentation, a book review, campaign projects, and a final exam.
Assessment Activities Total Points Allotted Percent of Total Grade
Class Participation 400 20%
Agency Presentation 350 17.5%
Digital Topic Presentation 350 17.5%
Campaign Project 800 40%
Final Exam 100 5%
Class Participation:
Since optimal learning occurs through self-discovery and collaboration, your presence and participation in class is essential to the enhancement of both your learning experience and those of your classmates. It is for this reason that a percentage of your grade will be based on class participation. Participation not only includes attendance in class, but also active engagement in all group discussions, online and in the classroom, as well as group activities.
Since optimal learning occurs through self-discovery and collaboration, your presence and participation in class is essential to the enhancement of both your learning experience and those of your classmates. It is for this reason that a percentage of your grade will be based on class participation. Participation not only includes attendance in class, but also active engagement in all group discussions, online and in the classroom, as well as group activities.
Digital Topic Presentation:
The advertising world is in constant flux. Some new things have taken off and been widely adopted, while others have just fizzled. Some other things that were popular a few years, or even a few months ago, are no longer capturing any attention or interest. Advertisers who can analysis the industry and correctly guess where it is going, will be the most successful. After this course you should have a solid understanding of the issues and trends and be able to create your own hypothesis, or point-of-view, as to where you think the industry is heading. Topic areas include but are not limited to the following: analytics, blogging, calls-to-action, content marketing, ecommerce, email marketing, event marketing, inbound marketing, landing pages, lead generation and management, marketing automation, marketing data/attribution, mobile marketing, podcast, PPC, SEO, Social Media, UX and A/B testing, and video.
The advertising world is in constant flux. Some new things have taken off and been widely adopted, while others have just fizzled. Some other things that were popular a few years, or even a few months ago, are no longer capturing any attention or interest. Advertisers who can analysis the industry and correctly guess where it is going, will be the most successful. After this course you should have a solid understanding of the issues and trends and be able to create your own hypothesis, or point-of-view, as to where you think the industry is heading. Topic areas include but are not limited to the following: analytics, blogging, calls-to-action, content marketing, ecommerce, email marketing, event marketing, inbound marketing, landing pages, lead generation and management, marketing automation, marketing data/attribution, mobile marketing, podcast, PPC, SEO, Social Media, UX and A/B testing, and video.
Note: Only one topic category per class. These presentations will need to be documented (in a creative way using 5 different types of digital content channels) and uploaded/posted to the class blog with the label referencing each of your names.
Agency Presentation:
In pairs students will pick an agency, research, and present their findings back to the class. Presentations should include but not be limited to the following: Know the style and culture of the agency, the kind of clients the agency attracts, and the products and services which they advertise; Have examples of work to include in your presentation. Know who works on what accounts; Pick a current and/or past campaign and analyze it for strategy and style of writing, tone etc; Figure out your own strength and how you can sell them to the agency you have chosen.
In pairs students will pick an agency, research, and present their findings back to the class. Presentations should include but not be limited to the following: Know the style and culture of the agency, the kind of clients the agency attracts, and the products and services which they advertise; Have examples of work to include in your presentation. Know who works on what accounts; Pick a current and/or past campaign and analyze it for strategy and style of writing, tone etc; Figure out your own strength and how you can sell them to the agency you have chosen.
Note: Only one agency per class. Project length is equivalent 10-15 minute presentations and should include at least two sources beside the agency’s web site and include a reference page. These presentations will need to be documented (in a creative way using 5 different types of digital content channels) and uploaded/posted to the class blog with the label referencing each of your names.
Campaign Projects:
Since one of the major goals of this class is for you to learn the skills to build successful advertising campaigns, the most effective way to learn them is to actually create one. Therefore, you will work in a team to develop two advertising campaign for a real or hypothetical Brand. To further aid in your learning process, this project will closely mirror a real-life campaign development scenario. This means that you will work in a group because almost all advertising campaigns are a group effort. It will also be done in stages because in the business world, companies do not want to expend too much time and too many resources to complete a project unless they know that the fundamental thinking and strategy is sound.
Since one of the major goals of this class is for you to learn the skills to build successful advertising campaigns, the most effective way to learn them is to actually create one. Therefore, you will work in a team to develop two advertising campaign for a real or hypothetical Brand. To further aid in your learning process, this project will closely mirror a real-life campaign development scenario. This means that you will work in a group because almost all advertising campaigns are a group effort. It will also be done in stages because in the business world, companies do not want to expend too much time and too many resources to complete a project unless they know that the fundamental thinking and strategy is sound.
The presentation must demonstrate the following: clearly defined business and brand brief; data-based strategy (KPIs); well-designed experimentation proposals; optimized site; sample social media content; paid marketing campaigns. Presentations are followed by questions, in which groups defend strategic choices and describe their analytical process and approach.
These campaigns will need to be documented and uploaded/posted to the class blog with the label referencing each of your names.
Final Exam:
Create-your-own-final. An in-class, 20 minute essay in which you’ll answer your own question on an advertising topic of your selection. On the first day of class you will be asked to submit, on a single sheet of paper, your name and a question you’d like to answer by the end of the semester. On the last day of the semester you’ll be given the opportunity to answer your own question.
Create-your-own-final. An in-class, 20 minute essay in which you’ll answer your own question on an advertising topic of your selection. On the first day of class you will be asked to submit, on a single sheet of paper, your name and a question you’d like to answer by the end of the semester. On the last day of the semester you’ll be given the opportunity to answer your own question.
OTHER THINGS YOU NEED TO KNOW ABOUT:
Assignment Submissions:
Unless otherwise instructed, all assignments must be submitted to the class blog. I will not review and you will not receive credit for any assignment unless it is on the blog. Hard-copy assignments and assignments sent via e-mail will only be used to record your grade for your reference.
Assignment Submissions:
Unless otherwise instructed, all assignments must be submitted to the class blog. I will not review and you will not receive credit for any assignment unless it is on the blog. Hard-copy assignments and assignments sent via e-mail will only be used to record your grade for your reference.
Assignment deadlines:
All assignments must be submitted on the assigned due date unless you have received approval from me for an extension. Extension request must be submitted to me via e-mail before assignment deadline.
All assignments must be submitted on the assigned due date unless you have received approval from me for an extension. Extension request must be submitted to me via e-mail before assignment deadline.
Presentations:
All presentations should have a corresponding visual that you will share while you are speaking.
All presentations should have a corresponding visual that you will share while you are speaking.
Attendance & punctuality:
Class activities and discussions constitute a major portion of the learning experience in this course. You are expected to attend all classes. Students absent from class to participate in official-sanctioned college activity or religious obligation, or with prior approval, will be permitted to make up assignments or exams.
Class activities and discussions constitute a major portion of the learning experience in this course. You are expected to attend all classes. Students absent from class to participate in official-sanctioned college activity or religious obligation, or with prior approval, will be permitted to make up assignments or exams.
Make-up and extra credit work:
You should plan to prepare and submit work on time at the beginning of the class on the date the assignment is due. Late assignments will not be accepted without substantial penalty. Extra credit opportunities may be provided at my discretion.
You should plan to prepare and submit work on time at the beginning of the class on the date the assignment is due. Late assignments will not be accepted without substantial penalty. Extra credit opportunities may be provided at my discretion.
Drop/Withdrawal:
The Drop/Withdrawal policy is stated in detail in the College course schedule.
The Drop/Withdrawal policy is stated in detail in the College course schedule.
Plagiarism:
In case you missed it in all your other classes, plagiarism is very, very bad. Presenting other’s work, either in whole or in part, as your own will result in a failing grade on the project, and quite possibly a failing grade for the course. Just don’t do it. Make sure to provide proper source information for anything that you did not write or create.
In case you missed it in all your other classes, plagiarism is very, very bad. Presenting other’s work, either in whole or in part, as your own will result in a failing grade on the project, and quite possibly a failing grade for the course. Just don’t do it. Make sure to provide proper source information for anything that you did not write or create.
THE TOP 5 THINGS I LIKE AND WILL RESULT IN A HIGHER GRADE:
Clear and concise writing:
There is an inverse relationship between how much work I have to do and how high your grade will be. More specifically, the less work I have to do to understand what you are saying, the higher your grade on the assignment. The more work I have to do to understand and provide feedback on your documents; the lower your grade will be.
Managing my expectations:
I understand that life can get in the way of due dates. I prefer reading good work to insisting that you make a deadline. However, you need to let me know if you will be missing a due date and when you will be able to have the final assignment.
I understand that life can get in the way of due dates. I prefer reading good work to insisting that you make a deadline. However, you need to let me know if you will be missing a due date and when you will be able to have the final assignment.
Commitment to excellence:
In the real world, the first draft of a document is just that--a first draft. It is assumed that there will be comments and revisions. While I will not insist that you resubmit any paper, in most cases I will be willing to accept a revised assignment for regrading provided you send me an e-mail request that you would like to revise your paper or update your post and I send you an approval.
In the real world, the first draft of a document is just that--a first draft. It is assumed that there will be comments and revisions. While I will not insist that you resubmit any paper, in most cases I will be willing to accept a revised assignment for regrading provided you send me an e-mail request that you would like to revise your paper or update your post and I send you an approval.
Respect for your group members:
Most campaigns are a group effort. You need to be able to rely on your team and they need to rely on you. Everyone has to pull their weight. This means attending group meetings, meeting group due dates and being an active member of your team. If someone on your team is not doing their work, please let me know prior to the assignment due date so we can resolve the issue.
Most campaigns are a group effort. You need to be able to rely on your team and they need to rely on you. Everyone has to pull their weight. This means attending group meetings, meeting group due dates and being an active member of your team. If someone on your team is not doing their work, please let me know prior to the assignment due date so we can resolve the issue.
Active class participation:
For this class to work best, we all need to participate. Questions, comments, ideas, and discussions are the tools that will best facilitate learning. Besides, I don’t have the stamina to lecture for an hour and fifteen minutes twice a week for 15 weeks. Therefore, the more you engage in relevant and insightful dialogue in class the higher your participation grade will be.
For this class to work best, we all need to participate. Questions, comments, ideas, and discussions are the tools that will best facilitate learning. Besides, I don’t have the stamina to lecture for an hour and fifteen minutes twice a week for 15 weeks. Therefore, the more you engage in relevant and insightful dialogue in class the higher your participation grade will be.
This syllabus is a dynamic document. The professor may make modifications to the class schedule and content throughout the course based on student learning needs.
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