This project was undertaken in pursuit of 2 primary goals: 1. To create an OER course in Marketing Communications that integrates academic theory and practical knowledge of the increasingly complex digital landscape--2. To demonstrate the combined use of contemporary pedagogical theory and educational technology to improve the accessibility of the course using multiple modes of delivery: in person, streaming and asynchronous classes i.e. a HyFlex (Hybrid Flexible) course.
We decided to approach this course by using the marketing funnel as our guide to illustrate how marketing goals and objectives change as the audience for the marketing communications changes because of their increased knowledge from marketing communications.
Each module has an editable PowerPoint Presentation, an interactive Nearpod lesson, a reading list, a resources list and sets of multiple-choice questions.
The pedagogical approach we employ emphasizes student engagement and peer-to-peer, think-pair-share learning strategies. To make this class as experiential as possible, we assigned a group project based upon a real search for professional representation by 3 brands in the consumer package goods industry. We tried to frame the concepts learned in each class into the preparation of a strategic communications plan by each group.
The Nearpod platform combines the ability to present content laden slides in class along with a wide variety of tools to engage and connect students with the material. Each module is editable. Student engagement is recorded on the platform. In my own use, I use the summary engagement mark and reward class participation. The Nearpod platform is free to students.
Students related that the typical online class was a copy of the classroom experience, but within a more isolated, lonely and sterile environment. Using the variety of engagement tools in the Nearpod platform and the term project to focus peer-to-peer group discussions, students found active learning to be a much more fruitful endeavor. All students participating in the post-class course review reported that the use of the Nearpod platform increased their learning a little (67%) or a lot (33%).
Using organized break out rooms, in person and online students could meet and discuss the application of the material in each class even when they were not physically in the same room.
By releasing the Nearpod lesson as a self-paced unit at the end of each class, we enabled students who could not attend in a synchronous format a similar, but not identical, learning experience. Our experience was that students had many reasons for being unable to attend in person. A pleasant surprise was the number of students who used the self-paced class option to retake and review the class after the fact.
