Career Development and Lifestyle Planning



Digital Marketing & Social Media2 CreditsBU.460.700.XX[NOTE: Each section must have a separate syllabus.][Day & Time / ex: Monday, 6pm-9pm][Start & End Date / ex: 3/24/15-5/12/15][Semester / ex: Fall 2016][Location / ex: Washington, DC]Instructor[Full Name]Contact Information[Phone Number, (###) ###-####][Email Address]Office Hours[Day(s)/Times]Required Texts & Learning MaterialsTextbookInternet Marketing, 3rd EditionMary Lou Roberts; Debra Zahay2013 Edition South-Western, Cengage LearningISBN-13#: 978-1-133-62590-2Implementing Responsive DesignTim Kadlec2013 Edition - New RidersISBN#: 978-0321821683** For discounted price, go to and enter the code IRDHOPKINS for a 35% discount. Students can elect for the electronic, downloadable version. If one has a problem with ordering, please contact Professor Harris.CasesGoogle Inc. (Featured - Week 1)Benjamin Edelman; Thomas R. EisenmanPublication Date: Apr 11, 2011Source: HBS Premier Case CollectionProduct Number: 910036-PDF-ENGLength: 21pFacebook (Featured - Weeks 2 & 3)Mikolaj Jan Piskorski; Thomas R. Easenman; David Chen; Brian Feinstein; Aaron SmithPublication Date: Mar 14, 2013Source: HBS Premier Case CollectionProduct Number: 808128-PDF-ENGLength: 41pYouTube, Google and the Rise of Internet Video (Support - Week 2)Karel Cool; Matt Seitz; Jason Mestrits; Sona Bajaria; Uday YadatiPublication Date: Mar 11, 2010Source: Kellogg School of ManagementProduct Number: KEL403-PDF-ENGLength: 25pTwitter (Support - Week 3)Mikolaj Jan Piskorski; David Chen; Bill HeilPublication Date: Feb 14, 2013Source: Harvard Business SchoolProduct Number: 710455-PDF-ENGLength: 28pStar Digital: Assessing the Effectiveness of Display Advertising (Featured - Week 4)Sridhar Narayanan; Taylan YildizPublication Date: Mar 6, 2013Source: Stanford Graduate School of BusinessProduct Number: M347-PDF-ENGLength: 5pMajor League Baseball Advanced Media: America’s Pastime Goes Digital (Featured - Week 5)Anita Elberse; Brett LaffelPublication Date: Feb 28, 2011Source: Harvard Business SchoolProduct Number: 510092-PDF-ENGLength: 24pHubSpot: Inbound Marketing and Web 2.0 (Featured - Weeks 6 & 7)Thomas Steenburgh; Jill Avery; Naseem DahodPublication Date: Jan 24, 2011Source: HBS Premier Case CollectionProduct Number: 509049-PDF-ENGLength: 21pRecommended WebsitesCourse DescriptionDigital Marketing & Social Media is a course designed to give the student an understanding of the digital marketing environment and how it functions. This course is intended to prepare students for the complexities and nuances of the digital world and provide them with foundational skill-sets that will translate into business value. The course will cover a wide spectrum of topics, including the history of the Internet, new and emerging digital trends, website design and development best practices, digital marketing campaign design, digital analytics, channel decision making, e-marketing research, digital positioning and branding, social network management, and digital messaging/creative best practices. Lectures, readings, case discussions and project assignments will offer both a digital agency management and an end-user perspective. Timely case studies, relevant text materials, digital marketing tools and group projects are used to augment the lectures and gain hands-on experience in the digital space.Prerequisite(s)BU.410.620 OR BU.911.610Course OverviewThis class is broken into the following three sections: (1) Digital Marketing & Social Media Foundation; (2) Digital Marketing & Social Media Synergy; (3) Digital Marketing & Social Media Process. Students will learn through a combination of readings, case studies, inclass and online course discussions, individual and group exercises and an examination. This is a rigorous course that requires each student to keep pace with the weekly assignments as they build upon each other. Students are expected to perform on an individual level and as an active and productive member of a group to enhance the learning experience for each student and the class as a whole. Students are expected to adopt new ways of thinking and technology while having a firm understanding of marketing best practices and concepts.The course begins by reviewing the history of digital marketing and the digital ecosystem. We establish a foundation by reviewing the history of the Internet, Google and Facebook. We examine where we have been, where we are now and where we are going in the future. Next, we explore the factors that a digital marketer must be aware of in order to execute and manage a successful digital marketing campaign. These factors must work in synergy with one another. They are creative, digital channel selection, messaging/content, operations and analytics. Finally, we walk in the shoes of a digital marketing practitioner and learn about a digital marketing campaign methodology. This process can be organized into five stages (discovery, strategy, tactics, production and execution). Each stage is unique and requires that the digital marketer understands how to develop digital campaign goals, how to calculate digital costs and ROI, and how to measure and track digital traffic.This class covers digital marketing concepts and best practices, and how to apply them. Students will learn through numerous techniques, including individual assignments, a test and a group project. All of the assignments are designed to expose students to some of the challenges and solutions that digital marketing practitioners experience on a daily basis. In one exercise, students will be asked to explore and practice responsive design techniques. Today’s marketing environment demands that messaging and creative be delivered across countless devises and platforms seamlessly. Students will be introduced to responsive design strategy fundamentals and how they can be applied to any respective business or organization. Another exercise will concentrate on the use of video. Clearly video plays a critical role in digital marketing. Consequently, students are asked to produce short, individual video reports on two of four separate digital topics (Podcasts/Vodcasts, Social Media, Mobile Apps and Blogging Thought Leaders). This familiarizes students with the video channel, social media management issues, content creation and tagging. This is an example of blended search, which combines video, audio and the written word to form the backbone of a digital marketer’s campaign. Our other individual assignment, the SEO PR Press Release, offers the student the opportunity to understand how to control messaging and develop effective content and creative. As a digital marketer, one should understand how to draft and embed compelling and relevant content into digital channels. In addition we need to become familiar with digital reputation management concepts. With the proliferation of the social media and mobile space, marketers have less ownership of their brands and need strategies and tactics to counter this dynamic. Students will also take a Digital Concepts Exam, which will test their knowledge and understanding of key digital marketing terms and concepts from the readings and lectures. The class concludes with the group project. The Digital Marketing & Social Media Touchpoint Audit requires students to work together as if they are members of a digital marketing consulting firm. They need to demonstrate a noteworthy understanding of digital marketing channels and how they should be leveraged by their client.Learning ObjectivesThe learning objectives for this course are: Students will gain an applicable understanding of contemporary digital marketing.Students will establish habits for keeping up to date on emerging technologies.Students will learn and apply core digital marketing concepts and tools to address current and emerging business problems.Students will quantifiably evaluate the advantages and challenges of digital marketing. Students will understand the relevance of digital marketing in a customer-centric, multichannel marketing environment. Students will develop an appreciation of the creative principles of digital marketing and how they impact the bottom-line of the business decision making process.Students will demonstrate the verbal and written digital marketing communication skills essential in today’s business settings.To view the complete list of Carey Business School’s general learning goals and objectives, visit the Teaching & Learning@Carey website. Attendance Policy Attendance and participation are part of your course grade. Participants are expected to attend all scheduled class sessions. Failure to attend class will result in an inability to achieve the objectives of the course. Excessive absence will result in loss of Class Participation, Peer Review and Individual Group points. Full attendance and active participation are required for you to succeed in this course. Missing even two classes means that you have not been present at 25% of the class sessions and learning.For an absence to be excused, you must have contacted the instructor prior to the class meeting, and you must provide a valid, legitimate, substantiated excuse at the next class session. Even if you miss classes you are (almost) never excused from turning in your assignment by EOD on the day of the missed class. Attendance is also critical for group projects. Many classes will include opportunities for teams to work together, though this will depend on time constraints.AssignmentsAll students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online.? Students who fail to complete and submit the pledge will have a registrar’s hold on their account. ??Please contact the student services office via email carey.students@jhu.edu if you have any questions.Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.Responsive Design - Individual ExerciseMarketing managers and decision makers need to possess an understanding of the fundamentals behind responsive design in digital marketing and how it impacts business decision making. Marketers need to be able to comprehend how their creative and messaging will be viewed across different devises through different digital marketing channels. The rapid change velocity in technology innovation has caused a divergence of form factors. This means that because there are countless devise and platform options available, we must develop a strategy to address different size configurations, physical characteristics and latency variables. Prior to responsive design, one would try to design for all (or as many as possible) devises and platforms. Not only is this incredibly complex and time consuming to launch, it is also almost impossible to manage. Consequently, digital marketers now are turning to responsive design to allow us to focus our efforts on one design that self-adjusts itself to match the end-user’s devise and platform. Students are asked to deliver a short (3 page maximum) report evaluating the responsive design effectiveness comparing two websites given to them at the time of the assignment. The report is due Week 3. Students are to examine (1) Devise Friendliness; (2) Content Essentials; (3) Content Hierarchy; (4) Performance; (5) Experience Consistency. Additional exercise information is available on Blackboard.Video Reports - Individual ExerciseThe purpose of this exercise is to provide hands-on practice of producing and delivering valuable and relevant digital content. We are going to explore how social media features function as well as the power of good content and linking. Each student is required to join the free, course YouTube Channel. You are then responsible for researching, producing and delivering 2 video reports. The reports will be on 2 of 4 separate digital topics delivered in Weeks 4 and 5. They are to be no longer than 2 minutes and 30 seconds and they are due 1 day prior to that week’s scheduled class time. Each student is responsible for their own work and will post on Blackboard the link and description of their report. We will form a social community on Blackboard where each student will have access to other reports and will be expected to constructively comment and share their opinions. Report topics are as follows: Week 2 = Podcasts/Vodcasts; Week 4 = Social Media; Week 6 = Mobile Applications; Week 7 = Blogging Thought Leaders. Additional exercise information is available on Blackboard.Digital Concepts ExamStudents take a 30 minute Digital Concepts Exam at the beginning of class on Week 6. Our work in this class builds on each previous week’s lesson plan. The Digital Concepts Exam will comprise of multiple choice, true/false, matching and completion questions that will test students on key terms and concepts from the course readings and lectures up to that point.SEO PR Keyword Writing Assignment – Individual ExerciseEach student is responsible to write an SEO (Search Engine Optimization) PR Press Release for a company or organization of their choice. SEO PR is an important tool that a digital marketer can leverage. It represents an opportunity to create original and relevant content that your target audience is interested in, while controlling the message and improving your search results page rankings. In this assignment, the student must be able to demonstrate an understanding of how to leverage a long-tail keyword strategy as well as external linking conventions. The assignment is due at the beginning of class on Week 7. The press release should be no more than 500 words on a PowerPoint document. One should consider the following factors when writing a SEO PR Press Release: (1) Keyword selection; (2) Page Title; (3) Meta-Description; (4) Meta-Keywords; (5) Keyword Density; (6) Anchor Text; (7) URL; (8) Alt Tags; (9) Image File Names; (10) Links. Additional exercise information is available on Blackboard.Digital Marketing & Social Media Touchpoint Audit – Group ProjectEach student is to join a project group. The project group takes on the role of a digital marketing consulting firm hired to perform a Digital Marketing & Social Media Touchpoint Audit for their client’s business or organization. The deliverable is a 15-20 minute presentation (PowerPoint, Prezi or Keynote), along with supporting research and sourcing documents. The support document should be no more than 15 pages. This presentation and the documents are due on the last scheduled class meeting time of the semester (Week 8). The purpose of this exercise is to apply what we have learned in class and simulate a real-life digital consulting project. The digital marketer must be able to identify the digital channels that are being used and then assess which channels should be used. They need to be able to score the value of the channels to the client, the effectiveness of such channels and the reach the channels offer. They also should be able to determine if the channels matches the target audience’s use of technology. In addition, it is important to be able to analyze the competitive landscape and evaluate how the client compares to the competitors. The digital marketing consultant should be able to evaluate the following factors: (1) I have access to all the information I need for lead generation. (2) I know who visits my digital Touchpoints by name. (3) I know where digital visitors came from. (4) I am certain I know who my best prospects are. (5) I am certain I know who my best prospects ought to be. (6) I can find more of the prospects I am looking for. (7) I target different segments with unique art, copy, and offers. (8) I can track who visits my Touchpoints by unique identifiers. (9) I know which segments responded to which advertisements. (10) I know the costs associated with each Touchpoint and how to control them. Additional information is available on Blackboard.Course GradingAssignmentLearning ObjectivesWeightAttendance and Participation in Class Discussion1, 615%Responsive Design – Individual Exercise1, 2, 3, 4, 5, 6, 710%Video Reports – Individual Exercise1, 2, 3, 4, 5, 6, 710%Digital Concepts Exam1, 3, 4, 5, 720%SEO PR Keyword Writing Assignment1, 2, 3, 4, 5, 6, 710%Digital Marketing & Social Media Touchpoint Audit Group Project (Presentation & Support Document)1, 2, 3, 4, 5, 6, 730%Group Peer Reviews1, 75%Total100%The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level. Please refer to the Carey Business School’s Student Handbook for grade appeal information. Late Individual Exercises Late individual exercises will result in a loss of 2 points for each day an assignment is late. Late days are counted starting from the due date and time (an assignment delivered after due date/time is one day late; an assignment 24 hours late is 2 days late, etc.). All days, including weekends and holidays count.Missed ExamsMake-up exams are not given unless the absence is due to a documented emergency. Missed exams result in 0 points. Students must take their exam in their Hopkins assigned class time/location.Presentation & Project GradesStudents will be evaluated on their end-of-class presentation and the group’s final hand-in deliverable. Students are graded as individuals, but their group’s work and final deliverables will clearly impact the individual’s final grade. Students are expected to demonstrate leadership, drive, creativity and a firm grasp of the materials, while raising the quality of the group’s work. An individual’s grade will be based in-part on how that individual’s group compares to the other presenting groups in the class. The reason is straight forward. In a professional setting, normally only one company will win the contract. As a result, it is likely that only one group will earn the highest presentation grade. This reflects the competitive nature of the market place and helps to differentiate between good and great work and further prepare students. Additional information is available on Blackboard.The presentations will have the following factors evaluated:The thesis/research question was clear.There was a clear issue and rmation is presented in logical sequence.The group leverage technology in an innovative way.The group’s creative was compelling and captivating.The presenter provided sufficient background.The group’s introduction was effective.The group’s conclusion was effective.Speaker’s position was supported by reasons.Position was supported by rmation sources were identified and credible sources were established.Presenter used effective transitions.The speaker made good use of time.Presenter made good use of A/V.Presenter was easy to follow and his/her volume and pacing were effective.Course ParticipationEach student is expected to actively and productively participate in the on-going course dialog during class and via Blackboard (online). Students are expected to have read the course materials before attending class. Students are expected to take a proactive stance with respect to class contributions. While the instructor may sometimes use cold calling, students should not expect this to be sufficient for opportunities to make substantive contributions. Discussions are to be directed to the class rather than the instructor. Students are expected to be on-time and in their seats at the start of class. Students are REQUIRED to sign-in and have a name tent that is clearly visible in front of them for all classes.Students will be evaluated after each class for their in-class work and at the end of each week for their online work, based on their contributions to discussions. Contributions are defined as: observations that advance the discussion or change the direction of the class discussion, insightful commentaries that raise learning points, probing questions that challenge the extant discussion and yield new directions, and analyses that clarify and amplify case facts. Negativity is not considered a contribution and if a student is detracting from his/her fellow student’s learning experience, points will be deducted. Class attendance is a pre-requisite for class contribution; therefore, students will earn a 0 on days they do not attend class. A minimal grade is assigned for attendance without active participation. Class contribution will be graded 0-5 according to the following subjective criteria. Individual scores will be added and compared to the class as a whole and then a final score of 0-5 will be assigned to each individual for his/her entire course contribution. 5 = Able to answer or ask questions with good examples from the readings and makes several excellent points that reveals deep thought about the issue(s), and understanding of the readings. Student raises the level of discourse. This score is rare.4 = Raises a number of good points from the cases and readings, less inspired than a 5, but reveals a clear understanding of the material, with the ability to apply it.3 = Raises one or two good points, and shows a rudimentary grasp of the readings and cases. Essentially, attempts to draw some linkage with the concepts used in the class.2 = Makes one or two points but does not attempt to apply what is learned in the readings or lectures, i.e., superficial common sense-type answers to questions that required more insight.1 = Shows up for class but does not participate and/or makes a minimal effort on-line.0 = Did not attend class.Peer ReviewThe purpose of this evaluation is to give credit to those students who went the 'extra mile' or who did their fair share of the team work. Conversely, if any team member did not do their fair share (for whatever reason) then that student should not get full credit for the work. Students are expected to work well together and to be respectful. Be assured that all data on the Peer Review Form will be held in confidence and only seen by the instructor.Performance evaluation is an important part of every manager’s job. You are expected to make fair and accurate evaluations. The purpose of the Peer Review is to give the instructor an insider’s view on the team dynamics so that the instructor can better score an individual’s performance. Peer evaluations represent 5 points and are tied to the team performance of an individual student’s grade. It cannot be used to inflate the grade of every member of the team. You will find the Peer Review Form in Blackboard and it MUST be turned-in at the start of the last day of class or the individual student will have 2 points taken away from his/her own peer review grade. Tentative Course Calendar**The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.WeekContentReadingDue1FoundationIntroduction – course, instructor, and course membersThe Evolution of the InternetStrategic Drivers of the Internet EconomyDigital Value Chain Technologies – Web Services (SaaS)The Evolving Business ModelThe Internet as a Direct Response MediumThe Rise of the GoogleInternet MarketingChapters 1, 2, & 3CaseGoogle Inc. (featured)Recommended WebsitesRead assigned readings and be prepared to discuss and actively participate in-person and onlineBring personal laptop computers to class for YouTube Channel In-Class ExerciseIn-Class Discussion on Google Inc. Case2Synergy – Part 1Synergy Overview - Creative, Channel, Offer, Operations & AnalyticsCreativity and PersuasionCreative and Messaging The Anywhere, Everywhere WebResponsive Design WorkflowDigital Second Screen, Third Screen, etc.The Power of ViralAddressabilityDigital Ecosystem – Part 1Implementing Responsive DesignChapters 1, 5, 6 & 7CasesFacebook (featured)YouTube, Google and the Rise of Internet Video (support)Recommended WebsitesRead assigned readings and be prepared to discuss and actively participate in-person and onlineSelection of Project Groups In-Class Discussion on Facebook Case – Digital Ecosystem Part 13Synergy – Part 2Channel ExaminationDigital Channel Definitions and UsesVideo MarketingDisplay AdvertisingEmail MarketingInternet MarketingChapters 4, 5 & 9CasesFacebook (featured)Twitter (support)Recommended WebsitesRead assigned readings and be prepared to discuss and actively participate in-person and online (the Facebook case should have been read for Week 2, but our discussion will continue in Week 3)Responsive Design - Individual Exercise (due at start of class)Digital Marketing & Social Media Touchpoint Audit Project Proposal by the start of class.In-Class Discussion on Facebook Case – Digital Ecosystem Part 24Synergy – Part 3Channel Examination continuedDigital Channel Definitions and UsesSearchSocial MediaMobile MarketingInternet MarketingChapters 6, 7 & 8CaseStar Digital: Assessing the Effectiveness of Display Advertising (featured)Recommended WebsitesRead assigned readings and be prepared to discuss and actively participate in-person and onlineVideo Report 1 - Individual Exercise (posted 1 day prior to start of class)In-Class Discussion on Star Digital: Assessing the Effectiveness of Display AdvertisingSelection of Digital Marketing & Social Media Touchpoint Audit Proposal finalized5Synergy – Part 4Digital Operations ReviewMaking Good Digital InvestmentsAnalytics & MetricsMeasuring & Evaluating Web Marketing EffectivenessMarketing MetricsUsability TestingSegmentation and Conversion MetricsSocial & Regulatory IssuesInternet MarketingChapters 14 & 15CaseMajor League Baseball Advanced Media: America’s Pastime Goes Digital (featured)Recommended WebsitesRead assigned readings and be prepared to discuss and actively participate in-person and online In-Class Discussion on Major League Baseball Advanced Media: America’s Pastime Goes DigitalVideo Report 2 - Individual Exercise (posted 1 day prior to start of class)6Process – Part 1Process Overview – Discovery, Strategy, Tactics, Production & ExecutionGoalsTimelines & BudgetsDatabase InsightPersonasCustomer MappingIntegrationPower of Viral RevisitedInbound MarketingInternet MarketingChapters 11, 12 & 13CaseHubSpot: Inbound Marketing and Web 2.0 (featured)Recommended WebsitesRead assigned readings and be prepared to discuss and actively participateDigital Concepts ExamIn-Class Discussion on HubSpot: Inbound Marketing and Web 2.0 – Part 1(Digital Planning)Bring laptops to class for HubSpot Marketing Grader Exercise – Part 1 (Generate Report)7Process – Part 2Production, Coordination, DeliveryMeasuring & Tracking ResultsCaseHubSpot: Inbound Marketing and Web 2.0 (featured)Recommended WebsitesRead assigned readings and be prepared to discuss and actively participateIn-Class Discussion on HubSpot: Inbound Marketing and Web 2.0 – Part 2 Digital Operations & Execution)Bring laptops to class for HubSpot Marketing Grader Exercise – Part 2 (Evaluation)SEO PR Keyword Writing Assignment – Individual Exercise (due at start of class)Digital Marketing & Social Media Touchpoint Audit Group Project Review8Final Digital Marketing & Social Media Touchpoint Audit Presentations Digital Marketing & Social Media Touchpoint Audit Group Project presentationDigital Marketing & Social Media Touchpoint Audit Group Project Support DocumentGroup Project Peer Reviews (Mobile and Entrepreneurial Marketing) due at start of classCarey Business School Policies and General InformationBlackboard SiteA Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at . Support for Blackboard is available at 1-866-669-6138.Course EvaluationAs a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously; we depend on your feedback to help us improve. Information on how to complete the evaluation will be provided toward the end of the course.Disability ServicesJohns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Priscilla Mint in the Disability Services Office by phone at 410-234-9243, by fax at 443-529-1552, or by email. Honor Code/Code of ConductAll students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online.?Students who fail to complete and submit the pledge will have a registrar’s hold on their account. Please contact the student services office via email if you have any questions.Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.Other Important Academic Policies and ServicesStudents are strongly encouraged to consult the Carey Business School’s Student Handbook and Academic Catalog and Student Resources for information regarding the following items:Statement of Diversity and InclusionStudent Success CenterInclement Weather PolicyCopyright StatementUnless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only.?The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Honor Code. ................
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