Develop a digital marketing plan for a company of your choice, as a group
DIGITAL MARKETING ASSESSMENT
The assessment in the module is of a portfolio approach, in which you submit various elements of your work through the course of the module, to help you provide a complete picture of your development and achievement.
PORTFOLIO CONTENT
A – FORMATIVE ASSESSMENT (does not contribute to final result)
Formative assessment provides an opportunity for you to receive feedback on work as part of your learning for the module. Formative work does not have marks awarded that contribute to the final module mark.
Specifically, the formative assessment will consist of an individual submission of about 500 words in the Class Forum (initially visible only to you and the tutor); this is not graded and can be amended subsequently if necessary to form part of your final assessment.
After you have submitted your formative assessment, you will be able to see other students’ submissions, and you are expected to make general critical comments (of both a positive and negative nature) to the postings of others. The tutor will also give general feedback on these postings, and by participating in the asynchronous class forums you can gather continuous feedback that can be directly applied to your summative assessment.
Write a report (500 words), in Word format, on the following:
Your key learnings from the programme to date, andReflections on working together with your team members on working in the group
These will be submitted individually, and in your groups to allow review of other’s assignments ion your group.
Once submitted, then other group members should pass comments and their views on each other’s entries.
B – SUMMATIVE ASSESSMENT (100%)
B1 – Group Presentation (70%)
In groups of 3-5 (allocated by Tutor), develop a digital marketing plan for a company of your choice, as a group. The output will be a 10 min presentation, to be uploaded on “YouTube”, with all members contributing to the work and presentation, with presentation slides submitted (no more than 12 slides).
Content in the presentation will be assessed based on the following:
Attention to purpose i.e. recommendations to practice and/or theory (30%)
– Purpose/aims/ objectives of the assignment are clearly stated and met
– Level of analysis, with appropriate tools from the course, adopted
– Creativity in the approach, and solutions, adopted by the group of students
– Clarity of Implementation Plan
Quality of Presentation (20%)
– Presentation is logically structured and has a good flow from analysis to solution to plan
– Imaginative and engaging ideas are presented
– Audibility and pace of presentation to the audience is clear, and used with good effect to enhance the presentation
– Slides are combined, enhanced, with the narrative
– Presentation and solutions are creative
Addressing the questions (20%)
– Addresses the purpose of question(s) comprehensively, and with creativity.
VERY IMPORTANT
“Please do not click private and share the link. No one will be able to see the video. You need to click “Unlisted” and then generate a “shareable link” once the video is posted.
Use the step-by-step guidance, in the link underneath, if you have any issues to un-list a video and then creating shareable video link.
https://www.wikihow.com/Get-Links-for-Unlisted-YouTube-Videos“
B2. Individual Peer Review (10%)
All delegates will complete a peer review form assessing the contribution levels from other team members.
Any issues with lack of contribution from team members will be taken into account in the final assessment (approx.. 500 words).
Content in the presentation will be assessed based on the following:
Individual Peer review (10%)
– Critical review of contributions of individual group members.
B3. Individual Reflective Assignment (20%)
Write an individual reflective commentary of your learning experience through the programme (approx. 1,000 words)
Content in the presentation will be assessed based on the following:
– Evaluation of actions and situations
– Discussion of awareness of own strengths and weaknesses which are clearly articulated, used and acted on.
– Analysis of received opinion, prejudices and value sets from the Peer Reviews of other group members
– Future learnings identified
– Opportunities to enhance personal performance identified
ADDITIONAL NOTES ON REFLECTIVE WRITING – The core elements of academic reflective writing
Academic reflective writing is a genre and just like an essay has characteristics, so does academic reflective writing.
Academic reflective writing requires critical and analytic thought, a clear line of argument, and the use of evidence through examples of personal experiences and thoughts.
You should aim for a balance between personal experience, tone, and academic practice and rigour.
Academic reflective writing should:
– develop a link between your experience and existing knowledge (theoretical or personal).
– show understanding and appreciation of different perspectives to your own.
– show recognition that your own understanding is likely incomplete, and situations are rarely clear-cut and simplistic.
– show learning resulting from the reflection (either by discovering something new or confirming existing knowledge) and how you plan to use it.
– be written in an appropriate style with language relevant to your academic discipline.
People can have misconceptions about academic reflective writing – some of the common ones are described below:
Structure of academic reflections
Academic reflections or reflective writing completed for assessment often require a clear structure. Both the language and the structure are important for academic reflective writing.
For the structure you want to mirror an academic essay closely. You want an introduction, a main body, and a conclusion.
Academic reflection will require you to both describe the context, analyse it, and make conclusions. That being said, as learning tends to happen when analysing and synthesising rather than describing, a good rule of thumb is to describe just enough such that the reader understands your context.
Example structure for academic reflections
Introduction
Identifies and introduces your experience or learning.
• This can be a critical incident.
• A particular learning you have gained.
When structuring your academic reflections, it might make sense to start with what you have learned and then use the main body to evidence that learning, using specific experiences and events. Alternatively, start with the event and build up your argument. This is a question of personal preference.
Provides highlights of why it was important
• This can be suggesting why this event was important for the learning you gained.
• This can be why the learning you gained will benefit you or why you appreciate it in your context.
You might find that it is not natural to highlight the importance of an event before you have developed your argument for what you gained from it. It can be okay not to explicitly state the importance in the introduction, but leave it to develop throughout your reflection.
Main Body:
It can be helpful to explore one theme/learning per paragraph.
Explore experiences
You should highlight and explore the experience you introduced in the introduction As reflection is centred around an individual’s personal experience, it is very important to make experiences a main component of reflection. This does not mean that the majority of the reflective piece should be on describing an event – in fact you should only describe enough such that the reader can follow your analysis.
Analyse and synthesise
You should analyse each of your experiences and from them synthesise new learning
Conclusion
Restate or state your learning
• Make a conclusion based on your analysis and synthesis.
• If you have many themes in your reflection, it can be helpful to restate them here.
Plan for the future
• Highlight and discuss how your new-found learnings will influence your future practice
SUMMATIVE ASSESSMENT MARKING CRITERIA
The following is marketing criteria for the summative assignment, based on
– Group Presentation, submitted on “YouTube”, duration 10 mins, and no more than 12 slides (70%)
– Individual Peer review report (approx. 500 words) (10%)
– Individual Reflective Report (approx. 1,000 words) (20%)
