CMN 6015: Introduction to the Digital Era: The Power of Social Media Winter 2018, Second Half Session, CRN 20341

Course Dates: 02/20/2018 – 03/31/2018

Contact Information:

Instructor Name: R. Kay Green, PhD E-mail: r.green@neu.edu, drkaygreen@gmail.comPhone Number: (912) 224 – 5814 EST.Office Hours: Virtual. Tues./Thurs. 6pm – 7pm ESTWebsite: www.drkaygreen.com

LinkedIn: https://www.linkedin.com/in/drkaygreen

Students with any questions or concerns should contact the instructor immediately. If the concern is not addressed by the instructor, please contact Carl Zangerl, Academic Director, College of Professional Studies, c.zangerl@neu.edu

You can access the course at http://nuonline.neu.edu/ by clicking on the course link under the "My Courses" tab. For computer access, the NEU library can be used 7 days a week: http://www.lib.neu.edu/

Required Textbook (Material):

Qualman, Erik. (2013). Socialnomics: how social media transforms the way we live and do business (2nd

ed.). Hoboken, NJ: John, Wiley & Sons. ISBN-13: 9781118232651– Available at University bookstore

Supplemental material will be posted within the Blackboard course.

Software

This course contains audio material and in some instances. A headset (headphones plus microphone) will allow you to hear audio. Microsoft Word, Microsoft Excel, Adobe PDF and Microsoft Power Point are used throughout. Students are expected to already be proficient in the use of these programs.

Course Description:

This course provides an introduction to social media concepts, including the historical, economic, and

social foundations of Digital Era realities. Students will explore the potential applications of new 2.0

technologies for both internal and external purposes, across a range of organizations and industries. The

course provides an introduction to social media leadership by addressing strategic responsibilities,

issues, and challenges. It also addresses Digital Era career management responsibilities, including the

need to establish a strong digital presence, stay current with changing technologies, and consider new

and evolving positions and career trajectories. Students will apply concepts by establishing and/or

strengthening their own digital presence and professional brand, in addition to assessing the digital

presence of relevant individuals and organizations.

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Course Learning Outcomes:

At the end of this course, students will be able to:

• Explain a range of social media concepts and the potential applications of digital technologies in

organizations for both internal and external purposes.

• Describe the historical, economic and social contexts within which Digital Era realities operate.

• Recognize the unique leadership responsibilities for Digital Era success.

• Identify Digital Era issues and challenges.

• Assess the strengths and weaknesses in the approaches to digital engagement employed by

relevant individuals and organizations.

• Assess the career management implications of new digital technologies.

• Establish/strengthen a digital presence that reflects their professional brand and

individual/organizational objectives.

• Leverage digital technologies to promote their professional brand and advance their career.

Course Methodology: In achieving these learning outcomes, this course will give students the opportunity to learn about a range of social media concepts while identifying social media issues and challenges. Through the assignments, case study, readings and videos students will have the opportunity to become fully engaged in the digital era to better understand how these new social media tools can be used as a leader and professional in the working world. Each week, students are expected to:

• Review the week’s learning objectives

• Complete all assigned readings and lecture materials

• Participate in the discussion boards

• Complete and submit all assignments by due dates

Class Outline: In the Course Materials section, there are folders for each week. Each week begins on Monday and ends on Sunday. You are responsible for completing all of the activities for the respective week beginning with weekly readings and lectures. All final discussion posts will be due at the end of the week on Sunday at 11:59 pm, except the last week of class. All assignments should be submitted through Turnitin system before 11:59 pm EST at the due day.

Grading/Evaluation Standards: The course grade will be determined on the following basis:

Evaluation

Measures

Blackboard Discussions

(2 DQs) per week

25%

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Social Media Audit and

Critique

20.00%

Social Media Blog (4 Blog

Posts)

20.00%

Social Media Quiz (2) 10.00%

Final: Social Media Tools

– Presentation and

Written Report

25.00%

Total 100%

Grading Scale:

Grade What It Means

A (95-100)

Outstanding, insightful work. Goes beyond requirements of the task to

develop a response, which is thoughtful, reflective, considers alternative

views and makes connections among ideas and information from

different sources or from different aspects of the course. Well

researched and documented (if research is part of assignment).

Displays creativity and originality.

A- (90-94) Very good work. Purposefully and logically developed. Thoroughly

addresses all aspects of the task. Synthesis of details and concepts

from various sources or topics shows evidence of sound understanding

and thoughtful examination. Research information appropriately cited (if

research is part of assignment).

B+ (87-89) Good work. Generally clear, accurate and relevant. Adequately

addresses all requirements of the task. Demonstrates understanding of

course concepts, with evidence of some thoughtful examination and

reflection. Development is generally logical, facts generally correct.

Tends to focus on one interpretation.

B (84-86) Satisfactory work. Shows basic understanding of concepts with minimal

evidence of reflection or thoughtful analysis. Complies with the basic

requirements, relies on limited sources of information, little integration of

concepts.

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B- (80-83) Minimally satisfactory work. Shows some understanding of concepts

with little reflection or analysis. Barely meets basic requirements of

assignment.

C+ (77-79)

C (74-76)

C- (70-73)

Unsatisfactory work. Fails to address the topic in a meaningful way. May

be extremely brief, inaccurate, illogical or undeveloped.

Discussion Board – 25% of total grade: The weekly discussion board provides a forum for examining concepts that are covered in each week’s course material. Discussion questions can be found in each week’s discussion folder. Student participation is required in all aspects of the course. Students are expected to critically interpret the weekly assigned reading materials and lectures and be prepared to discuss them in every class session. Students should pay careful attention to the weekly discussion prompts and instructions as well as the grading rubric in this syllabus. Students should carefully balance well thought out posts and active engagement without dominating the discussion board.

Participation/Discussion Board Each week there is an assigned discussion topic. Students are expected to research the topic and to contribute comments in the discussion forums throughout the week. Initial discussion contribution must be posted by Wednesday (Day 3) of that week. Students must also post at least two peer responses by Sunday (Day 7) to meet the minimum discussion requirements. In drafting your responses, please keep the following guidelines in mind:

• Be timely in responses.

• Be brief and to the point.

• Make sure the answer adds substantially to the discussion.

• Be collaborative, not combative.

• Be positive in approaching the subject matter. Avoid the following responses:

• Simple “I agree” or “Good point” statements alone.

• Off-topic postings. Use the “Water Cooler” forum for non-course-related discussion postings or additional postings.

• Overly long threads; keep in mind everyone is busy!

• Anything that could be interpreted as offensive by a fellow classmate.

• Avoid off-color humor and language; at all times maintain courtesy and respect towards the other members of the class.

Written Assignments: Each student will be expected to conduct research in the completion of these assignments. Individual written assignments are due on the Sunday of the week due at 11:59 PM Eastern Time unless otherwise specified. Final project is due on Wednesday (Day 3) at 11:59 PM Eastern Time of the last week of the class. Communication/Submission of Assignments:

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In the Assignments folder, click on the View/Complete Assignment link to view and each assignment. Attach your completed assignments here and click Submit to turn them in to me. Once your assignment has been graded, you will be able to view the grade and feedback I have provided by clicking on My Grades in the Tools module from the Northeastern University Online Campus tab. A description of each assignment is also outlined below:

Social Media Audit/Critique (20%)

Working individually, students are required to research and analyze a company or brand’s use of social media. In 5-7 double-spaced pages (12 point times new roman font, 1 inch margins including references) students will craft a polished report that demonstrates their ability to understand a business’ use of social media for the following purposes:

1. Raise awareness

2. Influence desire

3. Encourage trial

4. Facilitate purchase

5. Create loyalty

Select one of the assigned one of the following companies or brands: Jet Blue, Samuel Adams, Sephora Tiffany’s, Target; Carl’s Junior, McDonalds, Prada, American Express, Absolut, Dove, Jell-O, Southwest Airlines, Chipotle, Whole Foods, Audi, The NFL, Lakers, Dodgers, Fiat, Domino’s Pizza, Urban Outfitters, Red Bull, Jawbone, Disney, Coca-Cola, Skittles, Converse, LegalZoom, Burberry, MAC Cosmetics, Dunkin Donuts, Ikea, Chobani, Starbucks. Barnes & Noble, Budweiser, Nike, Wendy's, Oreo, Old Spice, Michael Kors, Skype

Students must analyze the use of the following social media tools:

• Facebook

• Twitter

• Instagram

• Pinterest

• YouTube

The best reports will be factual and analytical. There is no room for personal feelings or emotional response. Think of this report as the type of report created by a social media consultancy firm before a first meeting with a client. The goal is to assess where the client is in terms of their social media use while providing a sense of what the firm would/could do for them if they were to hire it. The report should include the following sections (TIP: Follow the sections below as an outline and write your report with the specific sections!)

Introduction: Introduce the company and what it is that they do and why social media is important to their business; HINT: Look at the industry they operate within as well as norms/standards for social media use in that industry (1/2-1 page)

Overall summary of social media use: Briefly summarize the company’s history with social media and current use of social media along with the overall strategic focus from one or several of the above purposes; Can you identify who manages social media for the business (marketing department, outside social media advertising firm etc.)? Are they using the different tools like Twitter, Instagram Pinterest etc.

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in ways that are unique or duplicative (of other companies or competitors or even of other platforms—in other words are they saying the same uninspired things over and over again across platform or are they

unique voce that adapts to the platform/medium? How are they leverage each tool for best effect/impression? (1/2-1 page)

Use of each listed tool (6): List how each tool is used; provide examples; infer the primary purpose from those listed above (1/2-3/4 page each tool; 3 pages total)

Assessment and recommendations: Assess overall social media use. Make at least three recommendations based upon your assessment and research; HINT: Consider a Social Media SWOT analysis that looks at strengths, weaknesses, opportunities and threats associated with the firm’s use of social media which might points towards recommendations. (2 pages)

References: Demonstrate that you used appropriate materials. I cannot imagine producing a report of this kind without citing at least 5-7 short trade publication or magazine articles/websites about social media marketing generally as well as the brand itself. (1/2 page)

Social Media Marketing Blog (20%)

Working alone you will create a blog using Tumblr or Blogger/BlogSpot that captures and analyzes “Hot Topics/ Current Events using social media examples. Think of it as a portfolio of social media and news about social media that highlights the benefits and risks of engaging customers in digital spaces. An example of a good student blog can be found here: emarketingmatters.blogspot.com. This assignment is worth 20 percent of the course grade.

You will be expected to start your blog immediately and add to weekly as the course progresses using examples that reflect concepts or ideas that we discuss in the discussion forum and/or that come out of your reading. Special emphasis should be placed on the ethical considerations and risks associated with social media.

Your blog can be links to relevant news stories, sites, embedded YouTube/ TedxTalk/ Vimeo videos, or simply screen captures of examples. You can find information for your blog simply by doing a Google news alert on “social media” or googling “social media” and limiting the information to the last week or so. Following some companies on Facebook, Twitter, Pinterest and/or Instagram should also provide good examples.

PLEASE NOTE: If you do this every week and add to your blog regularly and write about what you add based upon critical thought about it you will do well on this assignment. You must post weekly. If you do not add a blog entry week one and every week after your grade will suffer.

Final: Social Media Tools Presentation and Summary Report (25%)

Marketing professionals are expected to be up to date on technology and be competent in terms of assessing its use and relevance for engaging customers. They must be aware of new technologies and provide leadership and advice on how they can best be used to effectively grow the business. As a result, employees who work in marketing departments are often times consulted by management in order to demonstrate the appropriate use of new technologies and are specifically asked to provide counsel on how they can be used to reach and engage customers as well as the risks that might be involved in such use.

With the above in mind, you will work as marketing consultant (hypothetically) and provide a 10 -15 minute presentation and summary report on the use of three (submit Social Media tools topic during Week 2) of the following social media platforms for marketing purposes.

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Platforms: Facebook, Twitter, Yelp!, 4Square, Instagram, Pinterest, Tumblr, YouTube, Google+, Groupon, Second Life, Friendster, MySpace, Vine, LinkedIn, Flickr, Reddit, Wikipedia, TripAdvisor, Path Banjo Tagged, Meetup, StumbleUpon, Orkut, MyLife, Ello.

The final presentation should be in the form of a YouTube, Vimeo, Flickr, Ustream video pitch.

Presentations should cover the following:

1. Show/Describe the tools: How do you use it? How long has it been around? How many users/subscribers are there? Who are they? Hint: You may have to use Business Source Premier to research the tool in order to better understand it as a business leader as opposed to a user!

2. User profile benefits: Who primarily uses this social media site? Demographics? Why do users/subscribers use this tool? What do they expect from it? Why did they turn to it?

3. Monetization strategy: How do the owners/developers of the tools make money? What does this do to the user experience? The use of it as a marketing tool? Hint: search BSP or Google the tool and the words monetization or monetization strategy.

4. Marketing benefits/value: How useful is this tool for marketing? Which industries are using it most? Which companies are using it most effectively? For what purpose (trial, awareness, desire, loyalty etc.) Show at least three different examples of successful/effective use of this tool and three examples of epic fails by companies using this tool for marketing purposes. Which industries might benefit the most from using this social media tool? Which ones might not find it valuable?

5. Marketing risks: What are the risks involved? Show examples of major fails by organizations. Could they have been avoided? How? What do you think we can learn from them?

The presentation should be summarized in a professional ‘leave behind’ or 2 to 3 pages (can be two-sided) summary of the tool, how to use it, who uses it, marketing applications and risks. Students are encourages to create Infographics in lieu of summary report.

Writing Quality Rubric

Organization communication is a writing-intensive discipline. The following writing standards will be

applied to both writing assignments and Discussion Boards. An excellent source of information about

grammar and sentence structure is the Purdue Online Writing Lab (http://owl.english.purdue.edu/).

Students should also take advantage of the free tutoring offered through Smarthinking and, if location

permits, the NU Writing Center on campus.

Scoring Level Grammar, Mechanics, Usage

Clarity and Coherence

Acceptable

level of

Proficiency

While there may be minor errors, the paper

follows normal conventions of spelling and

grammar throughout and has been carefully

Sentences are structured

and words are chosen to

communicate ideas

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proofread. Appropriate conventions for style and

format are used consistently throughout the

writing sample.

Demonstrates thoroughness and competence in

documenting sources; the reader would have

little difficulty referring back to cited sources.

clearly.

Sequencing of ideas

within paragraphs and

transitions between

paragraphs make the

writer’s points easy to

follow.

Moderate

Proficiency

– half grade

level

reduction

Frequent errors in spelling, grammar (such as

subject/verb agreements and tense), sentence

structure and/or other writing conventions

distract the reader. Writing does not

consistently follow appropriate style and/or

format.

Source documentation is incomplete. It may be

unclear which references are direct quotes and

which are paraphrased.

Sentence structure

and/or word choice

sometimes interfere with

clarity.

Needs to improve

sequencing of ideas

within paragraphs and

transitions between

paragraphs to make the

writing easy to follow.

Minimal

Proficiency

– full grade

level

reduction

Writing contains numerous errors in spelling,

grammar, and/or sentence structure which

interfere with comprehension. Style and/or

format are inappropriate for the assignment.

Fails to demonstrate thoroughness and

competence in documentation.

Sentence structure, word

choice, lack of transitions

and/or sequencing of

ideas make reading and

understanding difficult.

Late Submission of Work Each assignment is due on the date indicated. There will be a 10% deduction if the paper is one day late. There will be a 20% deduction if the paper is two days late and so on. Paper which is more than one week late will not receive any point. There are no make-up dates or extensions for the assignments except for documented personal emergencies or special permission granted by the instructor in writing. Special permission must be requested in writing to the instructor at least two days prior to the due date of the assignment.

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Class Schedule / Topical Outline

Week Dates Topic Assignments

1

02/20/18

–

02/25/18

Marketing in the Digital Era

Introduction to Social Media

Chapter 1 – Word of Mouth Goes

World of Mouth

Chapter 2 – Social Media = Preventive

Behavior

Chapter 3 – Social Media =

Braggadocian Behavior

Chapter 12: Blogging: What Works

Review: Week (1) Multimedia Clips

Post: Course Introduction

Post: Week (1) Discussions

Create: Social Media Blog

Submit: SM Blog Post (1)

2

02/26/18

–

03/04/18

Social Media: Historical, social, and

economic contexts

Chapter 4 – What we can learn from

Politics

Chapter 5 – I care more about what

my neighbor thinks than what Google

thinks

Chapter 7 – Winner and Losers in a

140-character world

Review: Week (2) Multimedia Clips

Post: Week (2) Discussions

Submit: Social Media Tools Topic

(Social Media Tools Project Due

in Week 6)

SM Blog Post (2) Due

3

03/05/18

–

03/11/18

Social Media in Organizations

Chapter 8 – Next steps and the Glass

House Generations

Chapter 9: Social Media Rolodex and

Resources

Chapter 10 – Social ROI

Review: Week (3) Multimedia Clips

Post: Week (3) Discussions

Submit: Social Media Audit/

Critique

4

03/12/18

Social Media: Leadership and

Review: Week (4) Multimedia Clips

Post: Week (4) Discussions

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–

03/18/18

career management considerations

Chapter 15 – Social Media for

Business to Business

Chapter 17 – Social Analytics and Big

Data

Chapter 18 – Social Organizational

Structure

SM Blog Post (3) Due

SM Quiz (1)

5

03/19/18

–

03/25/18

Social Media: Going Viral and

Beyond

Chapter 13: 100+ Social Media Tools

Chapter 14: Making Viral Videos

Review: Week (5) Multimedia Clips

Post: Week (5) Discussions

SM Blog Post (4) Due

6

03/26/18

–

03/31/18

The Future of Social Media

Chapter 11: Social Success Secrets

Chapter 19: FAQs

Review: Week (6) Multimedia Clips

Post: Week (6) Discussions

Submit: Social Media Tools –

Presentation and Written Report

SM Quiz (2)

Academic Integrity Policy A commitment to the principles of academic integrity is essential to the mission of Northeastern University. The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge. Academic dishonesty violates the most fundamental values of an intellectual community and undermines the achievements of the entire University. As members of the academic community, students must become familiar with their rights and responsibilities. In each course, they are responsible for knowing the requirements and restrictions regarding research and writing, examinations of whatever kind, collaborative work, the use of study aids, the appropriateness of assistance, and other issues.

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Students are responsible for learning the conventions of documentation and acknowledgment of sources in their fields. Northeastern University expects students to complete all examinations, tests, papers, creative projects, and assignments of any kind according to the highest ethical standards, as set forth either explicitly or implicitly in this Code or by the direction of instructors. The following is a broad overview, but not an all-encompassing definition, of what constitutes a violation of academic integrity. Cheating: The University defines cheating as using or attempting to use unauthorized materials, information, or study aids in any academic exercise. When completing any academic assignment, a student shall rely on his or her own mastery of the subject. Examples include, but are not limited to:

• Unauthorized use of aids such as but not limited to notes, text, the Internet, cell phones, etc.to complete any academic assignment.

• Copying from another student’s academic work.

• Unauthorized communication during an examination.

• Handing in the same paper for more than one course without explicit permission from the instructor(s).

• Intentionally viewing a test before it is administered.

• Storing notes in a portable electronic device for use during an examination. Fabrication: The University defines fabrication as falsification, misrepresentation, or invention of any information, data, or citation in an academic exercise. Examples include, but are not limited to:

• Inventing data, facts, or sources for an academic assignment.

• Altering the results of a lab experiment or survey.

• Citing a source in a bibliography that was not used.

• Stating an opinion as a scientifically proven fact. Plagiarism: The University defines plagiarism as using as one’s own the words, ideas, data, code, or other original academic material of another without providing proper citation or attribution. Plagiarism can apply to any assignment, either final or drafted copies, and it can occur either accidentally or deliberately. Claiming that one has “forgotten” to document ideas or material taken from another source does not exempt one from plagiarizing. The following sources require citation:

• Word-for-word quotations from a source, including another student’s work.

• Paraphrasing (using the ideas of others in your own words).

• Unusual or controversial facts not widely recognized.

• Audio, video, digital, or live exchanges of ideas, dialogue, or information.

• Students unclear as to whether or not a source requires citation should speak with their professor.

Unauthorized Collaboration: The University defines unauthorized collaboration as instances when students submit individual academic works that are substantially similar to one another. While several students may have the same source material, any analysis, interpretation, or reporting of data required by an assignment must be each individual’s independent work unless the instructor has explicitly granted permission for group work. Examples include, but are not limited to:

• Submitting work that closely matches that of another student, even when the work is to be original to the student handing in the assignment.

• Sharing a take-home examination, case write-up, lab report, or any other assignment with a peer without express permission from the instructor.

Participation in Academically Dishonest Activities: The University defines participation in

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academically dishonest activities as any action taken by a student with the intention of gaining an unfair advantage over other students. Examples include, but are not limited to:

• Misrepresenting oneself or one’s circumstances to an instructor.

• Stealing an examination.

• Purchasing a pre-written paper.

• Selling, loaning, or otherwise distributing materials intended for the purpose of cheating, plagiarism, or other academically dishonest acts.

• Destroying, altering, stealing, or forging another student’s work, library materials, laboratory materials, academic records, course syllabi, or examination/course grades.

• Intentionally missing an examination or assignment deadline to gain an unfair advantage.

• Forging information or signatures on official University documents. Facilitating Academic Dishonesty: The University defines facilitating academic dishonesty as intentionally or knowingly helping or contributing to the violation of any provision of this policy. Examples include, but are not limited to:

• Doing academic work for another student.

• Making available previously used academic work for another individual who intends to resubmit the work for credit.

Obligation to Uphold Academic Integrity: All members of the Northeastern University community have a role in upholding the Academic Integrity Policy. Any member of the community who witnesses a violation of this policy should report it to the appropriate faculty member or the Office of Student Conduct & Conflict Resolution (OSCCR). Documentation Guidelines in MS in Corporate and Organizational Communication Courses In Northeastern’s graduate organizational communication courses, we require students to use APA guidelines for citing sources. Why is proper citation important? It signals that every student is an active and informed participant in the College’s academic community. It enables instructors to understand how sources are used to support perspectives and conclusions. And it forms the basis for ethical communication practices that are expected in a professional career in communications or any other field. For these reasons, lack of proper APA citation will NOT be tolerated. Students are responsible for learning how to use proper APA citation. To do so, students can review APA guidelines on the Purdue Online Writing Lab website, or by making an appointment with the International Tutoring Center or the Writing Center. Students should review this excellent interactive tutorial developed by the Harvard Graduate School of Education, with a focus on modules 2, 3, and 4: http://isites.harvard.edu/icb/icb.do?keyword=apa_exposed. Failure to use APA guidelines to document sources will result in grade deductions and possible referral to the Office of Student Conduct & Conflict Resolution (OSCCR) College of Professional Studies Policies and Procedures For comprehensive information please see the download the Student Handbook also available on the Student Resources page of the Northeastern University College of Professional Studies website. End-of-Course Evaluation Surveys Your feedback regarding your educational experience in this class is very important to the College of Professional Studies. Your comments will make a difference in the future planning and presentation of our curriculum.

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At the end of this course, please take the time to complete the evaluation survey at https://neu.evaluationkit.com. Your survey responses are completely anonymous and confidential. For courses 6 weeks in length or shorter, surveys will be open one week prior to the end of the courses; for courses greater than 6 weeks in length, surveys will be open for two weeks. An email will be sent to your HuskyMail account notifying you when surveys are available. Northeastern University Online Copyright Statement Northeastern University Online is a registered trademark of Northeastern University. All other brand and product names are trademarks or registered trademarks of their respective companies. This course material is copyrighted and Northeastern University Online reserves all rights. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the express prior written permission of Northeastern University Online. Copyright 2018 © by Northeastern University Online All Rights Reserved

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