This is a recording of my recent webinar “Flipping the Online Classroom” hosted by McGraw-Hill. For more resources, see my recent blog posts “Flipping the Online Classroom — Resources for Online Active Learning” and “Flipping the Online Classroom — Post Webinar Q&A and Comments” [where you can also find copies of the slides and my Flip Your Marketing Class ebook.]
On May 22, I gave a presentation, Flipping the Online Classroom (this links to my previous post about the presentation). My presentation was one of a dozen for a McGraw-Hill webinar, “Our New Normal in a COVID-19 World.” During my presentation, we asked for questions, comments, and ideas from the participants. I was unable to answer all those questions during the webinar, so this post is designed to answer those questions and share participants’ comments and ideas.
Today (May 22, 2020) I have the pleasure of being a presenter for a McGraw-Hill webinar, “Our New Normal in a COVID-19 World.” My presentation (one of 12) is titled, “Flipping the Online Classroom.” The presentation will be recorded and I will post a link to it after McGraw-Hill posts it. The slide deck was kind of heavy, with lots of images, so I created a lite version for download in PowerPoint 6-up handout format. After the webinar, I will write another blog post “Flipping the Online Classroom – Post Webinar Q&A and Comments” and answer to questions from the webinar and post participant comments and ideas.
During the presentation I mention some resources I have found helpful in thinking about how to put more active learning into my online teaching. Here are links or downloads you may find useful as well:
- Flip Your Marketing Class (an ebook download). I wrote this book a couple years ago. The book was not written for online flipping — as I note in my presentation, flipping an online class may not make sense at first blush anyway. But as I went back to that book, I realized that much of the theory laid out in there (I reference a lot of education theory as you see in the presentation) was also relevant online. It was mainly figuring out how to apply it in the online context.
- “Suddenly Teaching Online? Free Resources to Help Faculty Affected by Coronavirus.” LinkedIn Learning offered this resource to faculty soon after the pandemic forced many of us into online teaching. A nice compilation and demonstration of one way to teach online. I only took a few classes — not a lot of active learning but a good initiation to online teaching for newbies.
- “Moving Your Classroom Online.” Harvard Business School Publishing also put on a number of webinars and wrote articles specifically about teaching online. I have found this to be a very useful resource with some great tips about case teaching, managing class discussions, and using simulations. Some emphasis on synchronous teaching (I think that is how Harvard Business School responded) but lots of great insights, including some thoughts on how to connect COVID-19 to your coursework.
- I am proud of how quickly The Institute for Learning and Teaching (TILT) at my home institution Colorado State University stepped up with great resources for our faculty (Keep Teaching) and students (Keep Learning). Most of these resources are open access.
- “Active Learning in an Online Course” from The Ohio State University. I liked how this page categorized different active learning experiences. The page is brief with links to more details.
- “Optimizing Student Engagement with Connect Marketing” – a McGraw-Hill presentation on Connect from Allison Smith and Nicole Young. The focus is on McGraw-Hill’s Connect. This was put together right after the pandemic broke.
- PlayPosit is a great resource for adding questions to videos. A way to make your lectures more active and interactive.
- McGraw-Hill has partnered with online proctoring service Proctorio which is built into Connect. The arrangement offers you a bargain for online proctoring — which can be helpful in online teaching and learning.
The new edition features a new emphasis on marketing for a better world, further refinement of our flexible marketing analytics package (use as much as your students need), and updates to our active learning package. And of course is updated for currency. If you want more information, click through to the book’s information page, check out our emag, contact your McGraw-Hill sales rep or drop Joe Cannon an email.
Many companies are seeking ways to lower their carbon footprint. Some, just because they want to do the right thing. Others because they want to build a better reputation with millennials. Some for both reasons. Here are a couple of short articles from Fast Company, that provide some good examples you might use in your class.
The title of the first one gives the top level overview, “Coke’s newest bottle is made from paper“. Consumer throw away millions of plastic Coke bottles every year. Is this a practical and environmentally friendly solution?
As you probably know, eating a more plant based diet might not be healthier just for you — but also for the planet. So a company like Sweetgreen (a restaurant chain focused on salads) is already ahead of the game. It is leaning into that with other efforts to lower its emissions. Read more in “How Sweetgreen plans to cut its carbon footprint in half in the next 6 years.”
Over the last year, many of us have had conversations with our students about how the pandemic might permanently change consumer behavior. While the short-run changes (greater sales of Peloton bikes, more home projects – go Home Depot, and lower sales at restaurants and movie theaters, and of course no indoor concerts) are interesting, I think the fun stuff is thinking about which changes will stick. I like to use this topic as a way to get my students thinking. So I ask them, “Which pandemic changes in consumer behavior are likely to stick?” I often use this as a small group activity so they can chat with classmates.
After soliciting their ideas – and of course asking them “why?” I like to share with them what some of the so-called experts think. This article at McKinsey.com “The great consumer shift: Ten charts that show how US shopping behavior is changing” has lots of good stuff to share with your students — and here is another article. You can cut and paste some of the charts (data is good) into your PowerPoints and either confirm or supplement they ideas they come up with.
As regular readers of this blog know, the recently published 17th edition of Essentials of Marketing includes several examples each chapter of companies, brands, or practices that demonstrate “Marketing for a Better World” (#M4BW). Marketing managers are not always looking to do the right thing for society — but many are finding ways to increase profits and make for a better world. This article “Supply Chains as a Game-Changer in the Fight Against Climate Change” (BCG, January 26, 2021) includes lots of practical advice you might share with your students.
A lot of digital advertising is based on the idea that firms like Google and Facebook have data that allows them to microtarget advertising. These two companies now dominate advertising media. But do they really work? On the one hand, you might expect that advertisers can (and should) be tracking the success of their online advertising. Unlike John Wanamaker, a retailing pioneer who is supposed to have said “Half the money I spend on advertising is wasted; the trouble is I don’t know which half,” today’s marketing managers are supposed to know what works and what doesn’t. They can see which ads bring click-throughs that result in sales. They can track those new customers over time and see if they continue to buy and how profitable they are. In theory.
In a new book, Subprime Attention Crisis, former Google employee Tim Hwang argues that theory is overblown. I have not yet read the book — it is on my Amazon wish list. That said, I did read a pretty good review of the book in Wired, “Ad Tech Could Be the Next Tech Bubble” (October 5, 2020). There I read, that Hwang’s book makes the case that “Microtargeting is far less accurate, and far less persuasive, than it is made out to be…” Most ads are never seen because of ad blockers or poor placement. Many are only clicked on by ad fraud.
I do need to read the book. As noted above, advertisers should be tracking this stuff themselves. But it does give me reason to pause.