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LEARNING THROUGH STUDENT-INSTRUCTED, CLIENT-BASED VIDEO PROJECTS IN A SOCIAL MEDIA MARKETING COURSE
Laura Lott Valenti
Assistant Professor of Marketing
John C. Daigle Endowed Professor
Nicholls State University
Association of Collegiate Marketing Educators (ACME)
in conjunction with the
Federation of Business Disciplines (FBD)
March 11-13, San Antonio, TX
Situation
Capturing Student Learning
Video instruction is useful as a tool for revisions and is good preparation for practice (Forbes et al., 2016; Holland et al., 2013)
Situation
Can the same type of impact be replicated in marketing courses by students that then “teach” their clients what they have learned?
Idea
Video-Based Projects to Support Learning
Get to the main point.
Show and tell your idea.
SHOW ME - TEACH ME - DO
- teaching advanced skills and increase students' satisfaction
- efficiency with visual and auditory working memory phases (Forbes et al., 2016)
- increase competency in close to real-life situations
- produce a quality project
The Client is the Audience
Community Requested or Student Chosen
Video instruction is useful as a tool for revisions and is good preparation for practice
(Forbes et al., 2016; Holland et al., 2013).
Timeline
Semester-Long Project
(SPRING TERM)
one, in-class prep day
normal exam prep
one, in-class prep day
Time
EXAM DAY
END OF APRIL
EARLY MARCH
END OF OCTOBER
EARLY OCTOBER
one, in-class prep day
(FALL TERM)
Video Content
Each YouTube video includes the following:
- Budget
- Brand Persona
- Knowledge Creation Topics (Tuesday)
- Social Media Posts (Journals) (Tuesday)
- In-Industry / Out-of-Industry Profiles (Thursday)
- Handbook (not in video)
Video Content
Gallery
Important Inclusions
Major Considerations for Student Video Projects
Software
"Unlisted" Privacy
Background
Delivery
Good Content
Sound Quality
Data to Work With
Video Projects Since Spring 2014:
20 Terms, 5 Courses, 120 Videos
Data
- Marketing / Communication Courses
- IRB Considerations
- Measuring Learning
- Measuring Marketing Application and/or Effectiveness
DO YOU YOUTUBE?
Collaborate
Let's Collaborate
Laura.Valenti@Nicholls.edu / 985.448.4187
Videos are preferred by students as learning tools (Chan, 2010) and videos improve learning outcomes when they are realistic (Forbes et al., 2016; Alfes, 2008; Hoffler and Leutner, 2007).