Social Media and Mobile Marketing

Week	Module	Activities and Assessments
1	How to Learn Online Overview of Social Media Marketing 2 subtopics Value of Social Media Marketing Current Status: Channels, platforms, tools, trends	COURSE ORIENTATION SESSION Saigon campus Wed 16/10/2019 12:00-15:00 [All Groups] RUVN-SGS B002-01-004 Theatre Auditorium Hanoi campus Thu 17/10/2019 13:00-14:00 [All Groups] RUVN-HN B001-01-007 Theatre AV Slide presentation, reading, and media items for each subtopic. Assessment Preparation A3 Discussion Board Practice SANDBOX
2	Social Media Research 2 subtopics Social Listening Customer Co-creation	Reminder deadline to request Alternative Assessments Slide presentation, reading, and media items for each subtopic. Assessment A3 Discussion 1 (own post)
3	Social Media Marketing Strategies 2 subtopics Assessing the Opportunity Creating and Enacting Strategy	Slide presentation, reading, and media items for each subtopic. Assessment A3 Discussion 2 (own post)
4	Social Media Metrics and Analytics 2 subtopics Techniques to Measure Performance How Social Media and SEO Work Together	Early Feedback, Discussion 2 Slide presentation, reading, and media items for each subtopic. Assessment A3 Discussion 2 (comment, reply to peers)
5	Social Media Marketing Module Review Overview of Social Media Marketing Social Media Research Social Media Marketing Strategies Social Media Metrics and Analytics	Assignment 1 - Individual Social Media Blog Trend
6	Overview of Mobile Marketing 2 subtopics Value of Mobile Marketing Current Status: Channels, platforms, tools, trends	Reminder email lecturer A2 team list and brand selection Slide presentation, reading, and media items for each subtopic. Assessment A3 Discussion 3 (own post)
7	Mobile Consumer Behavior 2 subtopics The mobile customer journey The mobile customer experience	Slide presentation, reading, and media items for each subtopic. PERSONAL EDGE - PRESENTATION SKILLS WORKSHOP Assessment: A3 Discussion 3 (comment, reply to peers)
8	Mobile Strategies and Campaigns 2 subtopics Developing a Mobile Strategy Planning Mobile Campaigns	Reminder deadline to report A2 team problems Slide presentation, reading, and media items for each subtopic. Assessment A3 Discussion 4 (own post)
9	Marketing via Mobile Apps 2 subtopics App basics & trends App discovery, engagement & retention	ASSIGNMENT 2 FACE-TO-FACE CONSULTATION 1 [Drop-In] Saigon campus Wed 11/12/2019 12:00-15:00 [All Groups] RUVN-SGS B002-01-004 Theatre Auditorium Hanoi campus Thu 12/12/2019 13:00-14:00 [All Groups] RUVN-HN B001-01-007 Theatre AV Slide presentation, reading, and media items for each subtopic. Assessment A3 Discussion 4 (comment, reply to peers)
10	Mobile Marketing Performance 2 subtopics Metrics that matter Effectivity & profitability	ASSIGNMENT 2 FACE-TO-FACE CONSULTATION 2 [Drop-In] Saigon campus Wed 18/12/2019 12:00-15:00 [All Groups] RUVN-SGS B002-01-004 Theatre Auditorium Hanoi campus Thu 19/12/2019 13:00-14:00 [All Groups] RUVN-HN B001-01-007 Theatre AV Slide presentation, reading, and media items for each subtopic. Assessment A3 Discussion 5 (own post)
11	Mobile Marketing Module Review Overview of Mobile Marketing Mobile Consumer Behavior Mobile Strategies and Campaigns Marketing via Mobile Apps Mobile Marketing Performance	Assignment 2 - Group Mobile Marketing Campaign Proposal
12	Responsible Social Media and Mobile Marketing 2 subtopics Privacy and transparency Policies and practice	Slide presentation, reading, and media items for each subtopic. Assessment A3  Discussion 5 (comment, reply to peers)

Course Summary:

 

Date	Details
Sun Nov 10, 2019	Assignment Discussion 2: Identifying organisational goals through social listening due by 23:59
Fri Nov 15, 2019	Assignment Assignment 1 - Individual Social Media Trend Blog Article due by 18:00
Sun Dec 1, 2019	Assignment Discussion 3: Strategy for local niche social platforms due by 23:59
Sun Dec 22, 2019	Assignment Discussion 4: Review best mobile-marketing campaigns due by 23:59
Mon Dec 23, 2019	Assignment Assignment 2 - Group Mobile Marketing Campaign Proposal due by 18:00
Wed Jan 8, 2020	Assignment Discussion 5: My favourite App due by 23:59
	Assignment Assignment 3 - Individual Discussion Board Participation   Assignment Discussion 1: Introduce yourself

Our job as educators is to provide new and better opportunities for our students.
Change is an opportunity to do something amazing
Technologies effort us opportunities we did not have before

Innovative Mindset:Empower learning Process

- Learning and Innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow

- To be used a number of times...

- There is no substitute for a teacher who design authentic, participatory, and relevant learning experiences for her unique population of students. The role of the teachers is to inspire learning and develop skills and mindsets of learners. A teacher as designer and facilitator, should continually evolve with resources, experiences, and the support of a community. It is becoming increasingly clear that we do not necessary need to transform the role of teachers, rather create a culture that inspires and empowers teachers to innovate in the pursuit of providing optimal learning experiences for their students
- Innovative teaching is constant evolution to make things better for student learning
- It is not teachers who are at the center of the classroom, but students- not as a whole, but as individuals.
- Thinking about how, what and why we teach a lesson or skills helps ensure that we provide rich learning opportunities for our students
- When we think differently about the things that we are used to seeing daily, we can create innovative learning opportunities.
- We need to move beyond the idea that an education is something that is provided for us toward the idea that an education is something we create for ourself (Stephen Downes (2010))
- Be aware. Your degree is not a proxy for your ability to do any job. The world only cares about what you can do with what you know ( and it does not care how you learned it.)
- Success for our students - and for ourselves -is not about how much we know, how efficient our systems are, or even the score our students earn. It is as Friedman wrote, about " what you an do with what you know". Information is abundant; it's common. What's uncommon, and desparately needed in today's education system, is the innovator's mindset.
Questions for discussions
1. What are some examples of innovation that you have seen within constraints, both inside and outside of schools?
2. What questions do you think are vital to understanding those who we serve in education?
3. If you were to start a school from scratch, what would it look like?
4. How do we take what we currently have to create a better education system for our entire community.

- For years, school have posed questions or problems to students, often in a linear model that forces them to follow certain steps to find the answer. The world is not step-by-step or linear; it's complex and often requires a messy solution. Sometimes it takes several attempts and iterations to solve real-life problems, and sometimes, there are several correct answers. But solving a problem is only one part of learning. Educational thought leader Ewan McIntosh notes that finding the problem is an essential part of learning - one that students miss out on when we pose the problem to them first.
- Currently the world's educational systems are crazy about problem-based learning, but they're obsessed with the wrong bit of it. While everyone looks at how we could help young people become better problem-solvers, we're not thinking how we could create a generation of problem finders,
-  Learning is creation, not consumption, Knowledge is not something a learner absorbs, but something a learner creates. Learning happens when a learner integrates new knowledge and skill into his or her existing structure of self. Learning is literally a matter of creating new meanings, new neural networks, and new patterns of electro/ chemical interactions within one total's brain/ body system
- Resilience is necessary trait for innovators, but it's also a skill that all humans need to develop. Life is full of ups and downs. How you recover from failure and move forward is important to how you learn and how you live. As you push the edges of the norm with your innovative ideas, hold on to your conviction and passion.
SCHOOL VS LEARNING
- School promotes staring by looking for answers. Learning promotes starting with questions ( can be changed into School promotes developing your own questions and finding answers)
- School is about consuming. Learning is about creating.
- School is about finding information on something prescribed for you. Learning is about challenging perceived norms
- School is scheduled at certain times. Learning can happen any time, all of the time.
- School often isolates. Learning is often social.
- School is standardized. Learning is personal.
- School teaches us to obtain information from certain people. Learning promotes that everyone is a teacher, and everyone is a learner.
- School is about giving you information. Learning is about making your own connections.
- School is sequential. Learning is random and non-linear.
- School promotes surface-level thinking. Learning is about deep exploration.

CRITICAL THINKERS
The factory model of education forces students to be compliant and basically do "as they were told". Compliance does not help children remember lessons long term, but it can create an attitude that follows them well into adulthood. One of my best friends, and my first admin partner, asked me to never allow him to go out on his own with his ideas without questioning them and sharing my thoughts. His reason? He wanted the best ideas, not just his ideas. He wanted me to ask questions and challenges ideas to ensure they were successful. It was not his ego that led him but his desire to see his staff and students flourish.
Critical thinking is also important because we live in a world where information is abundant- something that is both a benefit and detriment. Having so many ideas and facts at their fingertips is helpful for students - as long as they understand how they discern truth from fiction and know why it's important to consider the source of the information. That's why author and blogger Hogward Rheingold emphasizes the importance of "crap detection". He explains, " it's up to you to sort the accurate bits from the misinfo, disinfor, spam, scam, urban legends, and hoaxes. "Crap detection", as Hemingway called it a half century ago is more important than ever before.
We need to teach students to respectfully ask questions and empower them to challenge simply for the sake of it.

Engaging your audience with social media

Giving your audience an opportunity to give you feedback in real time is a great way to engage them in your presentation.

You can use a range of free and commercial software to do this, such as Facebook and Twitter or bespoke apps made using sites like EventMobiand Noodle Live. These platforms are a great tool for gauging reactions and gathering feedback or questions in real time and are used widely at conferences, shows and exhibitions.

Selecting a unique hashtag. Firstly, select a hashtag, such as #FLcomms16, for your presentation or event. Make sure it’s unique, short and easy to remember so that it’s possible to identify tweets relating to your presentation. Communicate your hashtag to those who have signed up for your event by posting it on agendas, invitations and presentation slides. Use it consistently across all social media platforms.

Use social media to inform the audience. Announce any schedule changes or give practical advice about the logistics around the presentation: parking, directions to the conference room, where to find good food, etc. Before your presentation use your hashtag to share news and views about the topic. This will build a relationship of trust with your audience.

Use social media for crowdsourcing. The term crowdsourcing refers to the process of gaining information and ideas about a topic by asking a large number of people. In advance of an event or a particular talk, organisers and speakers can engage attendees in conversations to generate suggestions and requests and ensure that the content and format of presentations meet their expectations. After your presentation, solicit feedback and questions from attendees. This is a good opportunity to gain insights which you can use to improve future presentations and to make new contacts.

Soliciting tweets during your presentation. At the beginning of your presentation, encourage the audience to tweet their comments and questions. While you won’t be able to follow these in real time, you could ask a colleague to monitor the tweets and pass on any questions at an agreed time. This strategy saves time, as Twitter’s character limit forces participants to keep their questions short and can encourage everyone to participate, even those watching online.

Twitter also allows attendees to engage in conversations about the information and issues raised by your presentation. These comments can be collected and archived for future use.

Poll your audience. Ask the audience to answer a question or short questionnaire where the outcomes appear immediately for everyone to see. This is a powerful device to engage the audience. If your presentation is accessed by a remote audience, they can take part too. You could create a poll on social media sites or use a specific tool, such as Poll everywhere.

Distributing your slides. Make it easy for attendees to find the presentation slides and encourage them to share them on their own social media accounts.

Collecting feedback. Applications such as Survey Monkey and Smart Survey allow you to create customised questionnaires that you can distribute to your attendees. Their answers can be collated in the form of diagrams.

Remember that it’s not always appropriate to invite your audience to engage with social media, for example, if the subject of your presentation is confidential.

Share your own experiences of engaging with social media during presentations.

Source: © The Open University

SHOULD TEENAGERS WORK PART-TIME?

___________________________________________________________________________
Did you have a part-time job when you were in high school? If so, you are very typical, eight out of every ten American teenagers have jobs at some points during their school years. Did you work because of necessity or simply to have some spending money? Was the work itself a valuable experience?
According to a report from the National Research Council and the Institute of Medicine, teens who work more than 20 hours per week after school are less likely to finish high school and more likely to use drugs. This was true, regardless of the teen's economic background. The report also noted that young people are injured at work twice the rate of adults.
___________________________________________________________________________
     Many teenage students today hold part-time jobs. This trend conforms to the American belief of the moral benefits derived from working. However, some research challenges the value of part-time work for teenage students who do not have to help support their families. Let's look at both sides of the issue.
On the positive side, paid work is generally believed to teach young people to handle money responsibly. It helps them develop good work habits, such as promptness, reliability, and efficient management of time.
A good part-time job helps teenagers assume responsibility and work with people of different ages and backgrounds. It enables an adolescents to learn workplace skills, such as how to find a job and how to get along with employers, co-workers, and sometimes the public. By helping a young person learn more about a particular field of work, it may guide her or him in choosing a career. Furthermore, by showing adolescents how demanding and difficult the world of work is and how unprepared they are for it, part-time jobs, especially menial ones, sometimes motivate young people to continue their education. 
On the negative side, research has questioned the benefits of part-time work and has identified serious costs. Most high school students who work part-time have low level, repetitive jobs in which they do not learn skills useful later in life. Teenagers who work are no more independent in making financial decisions and are not likely to earn any more money as adults than those who do not hold jobs during high school.

Outside work seems to undermine performance in school, especially for teenagers who work more than 15 to 20 hours per week. Grades, involvement in school, and attendance decline. Students who work more than 15 hours a week are more likely to drop out of school and thus to be less prepared for careers and for life. 

There are several drawbacks to working while you are a student. Young people who work long hours are less likely to eat breakfast, exercise, get enough sleep, or have enough leisure time. They spend less time with their families and may feel less close to them . They have little contacts with adults on the job, and their job usually reinforce gender stereotypes. Some teenagers spend their earning on alcohol or drugs, developing critical attitudes toward work, and cheat or steal from their employers.

However, some of these undesirable effects may result, not from working itself, but from the factors that motivate some teenagers to take jobs. Some want to work because they want. Jobs may actually help keep such young people out of trouble by providing legal ways for them to earn money.

Three steps to better speaking

Step 1: Collect

Collect these three things:

• ideas
  • In our lives these days, there are so many things that are trying to matter to us. There are emails and phone calls and advertisements and all these things that kind of barrage (bombard/attack) us.
  • As we grow up and we get older and we all go our own ways and we start living our own lives and fulfilling our own dreams, it’s really good to come back together and reconnect. If we ever need anything, we’re always there for one another.

• expressions (to know what I mean by expression, please refer to this article)
  • get a true feel of: We talk to our family quite often by telephone. And they an say they’re fine and everything’s great. But you don’t get a true feel of how their life is going on a five-minute telephone call.

• intonation
  • As we grow up and we get older [rising intonation] and and we all go our own ways [rising intonation] and we start living our own lives [rising intonation] and fulfilling our own dreams [rising intonation], it’s really come back together and reconnect. [falling intonation].

Step 2: Personalize

Practice speaking by doing the following:

• change pronouns
  • As I grow up and I get older and I go my own way and start living my own life and fulfilling my own dreams, I think it’s really good to come back to my family and reconnect.

• change some parts to make the content more relevant to you
  • In our lives these days, there are so many things that are trying to matter to us. There are emails and social networks and advertisements…

• make a completely new example to practice intonation
  • There are many things I usually do in a park. You know, I can simply go for a walk [rising intonation], or sit on a bench and commune with nature [rising intonation], or sometimes have some nice chat with my buddies. [falling intonation]

• make examples with the expressions
  • Even though she’s sitting right beside me, I do not get a true feel of her presence.
  • The best thing about coming home is the true feel of peace and protection.

Step 3: Habituate

Keep talking!

• Speak to yourself every day to transform knowledge into habit/reflex (phản xạ).

Do Good Well

1.4 What Affects Me Emotionally
Reflect on five occasions when you felt deeply moved by an experience, story or an situation. In the table, write down a brief description of the incident, the emotion you felt, and what scientific aspects of the scenario triggered your response. If you can think of more than five instances, by all means, add additional lines
The incident                                   The Emotion                                        The triggers
In a lecture about disparate          Anger                                   - Equality snd fairness are incredibly  
pay in the workforce, my                                                           important to me.
high school economics teacher                                                 - This new knowledge was at complete
revealed to the class that                                                            odds with my naive vision of the
women in the US routinely                                                        modern -day world. I was stunned that
receive less money than men                                                     such an unfair practice could persist.
for the same job.
1.5 10 People Admire
List 10 people you admire. They can be famous or farmiliar, living or dead, of any occupation or experience. Identify the qualities and actions that make them stand out to you.
Person              Qualities                                               Actions
My father         Supportive, strong, dependable,         Take charge in a crisis, gives great advice
                         trustworthy          
My mother     Generous, selfless, nurturing,               Think of others before herself; always lends a
                         caring                                                    helping hand

1.6 My Strengths and Weaknesses
List your10 top strengths and weaknesses. These can be qualities, skills, or past experiences (or lack thereof). If you're having trouble getting to 10, ask others for some help.
    Strengths                                                         Weaknesses
Excellent relating to people of all background     Not much business experience.
 
                                                KNOW YOUR WORLD

This section presents a simple overview of some of the major issues facing the world today. It's intended only as a jumping-off point for future self-directed research. 

Animals

Animal Homelessness

In the US alone, millions of animals are homeless, and for many reasons. In some cases, pet owners may find themselves in a position in which they're no longer able to take care for their pets. In others, pet owners may be unable to find homes for the offspring of a pet that was not sprayed or neutered, Animals that are picked up off the street or brought to shelters may be euthanized if homes for them aren't found.

Animal Cruelty

Animals of all kinds (pets, farm animals, zoo animals) are sometimes subjected to shockingly poor living conditions and abuse. They may be kept in cramped quartered with other animals, denied adequate food and water, left in cages or rooms that are never cleaned, or otherwise neglected. They may also be physically abused (e.gm kicked, whipped, or hit) by their owners or handlers.

Endangered Species

Overfishing, overhunting, and poaching threaten many species with extinction, a result that would decrease the delivery of Earth's animal kingdom and interfere with the food web, nature's delicate balance of predator-pey relationships. Even a small disturbance to the food web can be magnified many times over, turning ripples into tidal waves with the potential to affect a wide range of ecosystems. Habitat destruction and pollution secondary to industry and urban sprawl are other key components contributing to the declining numbers of many species, and not just endangered species. 

Factory Farms

Many large farms that mass produce meat, eggs, and dairy prioducts keep their animals in appallingly poor living conditions. They may also use farming and processing techniques that cause the animals significant pain and suffering.

Pollution and Animal Health

In addition to its role in the destruction of natural habitats, pollution can have direct effects in the health of animal species that consume polluted products. These animals may choke on litter, ingest products that make them sick, or suffer toxic exposures that can affect their health as well as the health of their offspring. Moreover, even if the health of the animal is unaffected by consumption of polluted products. These animals may choke on litter, ingest products that make them sick, or suffer toxic exposures that can affect their health as well as the health of their offspring. Moreover, even if the health of the animal is unaffected by consumption of polluted products, the buildup of these products within an animal's tissues ( a process known as bioaccumulation) can have health effects on the animals (and humans) that consume it. And because we humans are at the top of the food chain, this should concern all of us.

Puppy Mills

Animal abuse is widespread among "puppy mills" and other businesses that breed dogs, cats, and other pets to provide a constant supply of baby animals for pet stores, even while millions of animals are put down each year because adoptive homes cannot be found for them

Discrimination
Age Discrimination
Age discrimination refers to practices that unfairly