The document describes a digital marketing module consisting of two semesters. In semester 1, students learn practical digital marketing skills through computer lab sessions, guest speakers, and weekly exercises. They build a private portfolio on Blackboard. In semester 2, students complete a project and optional weekly meetups, while their portfolio becomes public. The course includes students of mixed abilities, ages, and IT skills who improve their skills over time. The goal is for students to reflect on their learning and plan career development through curating an online portfolio of their work to share with employers.

1. Sandboxes
and
Springboards
crea%veanddigitalmarke%ng.net
springboardcourses.ie

2. Two
“digital”
modules
of
six
• “Introduc%on
to
digital
marke%ng
prac%ce”
(how
to
do
stuff)
• “Personal
development
competences”
(what
you
can
do)
– Computer
lab
teaching,
expert
external
speakers
and
workshops
in
semester
1
– Project
work
in
semester
2
with
op%onal
weekly
meet-­‐up
– Facebook
group
for
links,
references,
social
contact
– 60%
“building
block”
marks
for
weekly
exercises
during
semester
1
plus
par%cipa%on
marks
(in-­‐class
and
facebook,
for
ac%vi%es
like
website
design,
video
of
speakers,
peer
teaching)
– 40%
marks
for
porMolio
and
project
presenta%on
in
semester
2

3. Mixed
ability,
age,
IT
skills…
• Age
range
early
20s
to
late
50s
• IT
skills
on
entry
ranging
from
experience
in
content-­‐managing
websites
down
to
barely
able
to
cut
and
paste
but…
improved!
• General
literacy/wri%ng
skills
varied
from
professional
to
difficulty
in
composing
a
basic
business
leVer
• Jobs
market:
almost
all
posts
adver%sed
from
September
2011
to
May
2012
requested
1-­‐3
years
experience
–
and
Google
Adwords
–
and
many
wanted
a
2nd
language
too…
• Approach:
eporMolio
evidence
of
skills
star%ng
with
Blackboard
as
a
private
“sandbox”,
moving
to
a
curated,
public
eporMolio
–
from
development
to
“showcase”
– Videos,
Google
Ads
text,
LinkedIn
Profiles,
blog
pos%ng,
Google
analy%cs
reports,
Slideshare
presenta%ons,
facebook
business
pages

4. Video:
Margaret
Smith
• In
a
fast-­‐moving
subject
like
digital
marke%ng
you
have
to
use
expert
prac%%oners…
• Margaret
Smith
runs
the
Umnumnum
Cookery
school
and
came
in
to
talk
about
using
TwiVer
for
community
management
– For
each
speaker
I
encouraged
a
different
student
to
video
their
talk
so
they
would
learn
basic
filming,
edi%ng,
YouTube
upload,
tagging
etc.
and
these
type
of
ac%vi%es
formed
the
basis
for
the
porMolios.
hVp://www.youtube.com/
watch?v=g4Ur_X3-­‐tzs

5. What
we
wanted
students
to
do…
• Reflect
upon
their
own
learning,
performance
and
achievement
• Plan
for
their
personal,
educa%onal
and
career
development,
including
extra-­‐curricular
ac%vi%es.
• Collect
purposefully
the
story
of
their
efforts,
progress
or
achievement.
• Make
sense
of
the
work
and
culminate
in
a
curated
or
edited
“story”
that
is
publicly
available
to
employers
or
clients,
reflec%ng
real
tasks
accomplished.
• The
level
of
guidance
and
support
decreases
during
the
PDP
process
as
personal
capabili%es
develop,
with
the
inten%on
of
the
process
becoming
self-­‐sustaining.
• I
do
not
think
we
achieved
the
last
point
–
but
is
it
realisEc?

6. Enterprise
model
of
PDP
October
bank
holiday:
stressing
trying
to
create
a
relevant
rubric
to
explain
to
the
students,
I
found
Norman
Jackson’s
wiki:
hVp://personaldevelopmentplanning.pbworks.com/w/page/
2110913/FrontPage
Hidden
away
here
and
never
officially
published…
says
Norman…
It
%ed
in
really
well
with
work
my
former
colleague
Dr
Catherine
O’Mahony
carried
out
for
NAIRTL
in
2009
surveying
what
employers,
academics
and
students
want
as
graduate
competences.

7. • Pitching
ideas
and
persuading
others
of
their
value
• Communica%ng
clearly
and
appropriately,
demonstra%ng
a
sense
of
audience
• Producing
content
that
is
literate,
numerate
and
coherent
in
an
appropriate
medium.
• Engaging
in
research
or
produc%ve
enquiry
to
find
things
out
in
order
to
do
what
is
necessary
• Managing
informa%on
effec%vely
in
a
range
of
media
• Building
partnerships
and
collabora%ons
and
networking
• Being
resourceful
with
exis%ng
resources
or
crea%ng
new
assets
• Brokering
by
bringing
people,
ideas
and
resources
together
and
inspiring
them
with
a
vision
• Working
with
others
to
achieve
specific
objec%ves
• Designing,
making
and
producing
crea%ve
and
digital
media
content
• Selling,
or
performing
another
specialist
ac%vity
closely
related
to
crea%ve
and
digital
marke%ng.
• Demonstra%ng
customer
focus
and
service
orienta%on
• Ac%ng
in
an
ethical
manner
demonstra%ng
poli%cal,
social
and
cultural
awareness

8. Problems
• Students
found
Blackboard
Campus
eporMolio
pack
hard,
especially
sharing
journals
with
the
tutor
–
next
year
we
will
use
the
main
journal
feature
but
set
to
private.
Too
many
clicks,
too
confusing
to
get
to
(“add
new
entry”
buVon).
Facebook’s
changed
the
game!
• Excellent
proprietary
systems
(eg
Kent,
Dundee)
have
the
difficulty
that
they
are
not
likely
to
be
maintained
ater
the
student
leaves
–
so
effort
is
wasted.
• Timing:
other
modules
overran,
porMolios
got
squeezed
by
exam
deadlines

9. Assessment
Rubric
• Combined
elements
from
a
number
of
the
referenced
publica%ons
and
websites
• Presented
to
students
and
discussed
middle
of
term
1
• Added
“bonus
points”
for
evidence
of
use
of
mul%media
• Based
around
a
“signpost
document”
for
each
student
linked
to
all
the
pieces
of
evidence
• PlaMorm
independent
–
students
could
choose
where
to
do
their
“showcase”
as
long
as
it
was
easily
accessible
for
prospec%ve
employers
or
clients.
But
most
used
the
course
microsites
• I
can
send
the
rubric
to
anyone
interested…

10. Developments
for
next
year
• Wordpress
mul%user
student
“microsites”
under
course
website
umbrella
(idea
from
hVp://edc.educa%on.ed.ac.uk/
)
• A
useful
skill
they
could
see
employers
valued
(content
management
with
Wordpress)
while
crea%ng
their
external
porMolio
• Microsites
will
be
in
place
from
the
start
next
year
for
those
brave
enough
to
move
on
from
the
Blackboard
sandbox
• More
DePTA
/
peer
porMolio
assessment
and
peer
teaching
• More
bonus
points
for
using
mul%media

11. What
did
I
learn?
• Most
only
did
what
the
assessment
demanded
• Those
with
poor
IT
and
wri%ng
skills
found
it
harder:
course
entry
requirements
require
revision.
• They
nearly
got
more
out
of
crea%ng
good
about.me
pages
that
linked
their
social
media
presences
than
the
eporMolio
• Rewri%ng
and
peer-­‐reviewing
their
cvs,
crea%ng
LinkedIn
profiles
and
visualise.me
graphic
resumes,
all
worked
well.
• Without
the
first-­‐week
Skype
talk
from
industry
recruiter
Roseanne
Smith,
the
eporMolio
exercise
would
have
been
irrelevant
to
the
students.
• The
course
“worked”
overall
–
8
in
jobs
(one
emigrants),
2
star%ng
businesses,
3
interning
out
of
a
cohort
of
17
(4
dropouts)
• EporMolio
marking
is
%me-­‐consuming
–
have
a
clear
rubric.

12. Denis
O’Mahoney
example
If
Denis
doesn’t
get
a
good
job
out
of
this
course
in
the
end,
I’ll
eat
my
hat…
Applica%ons
for
this,
(and
5
other
digital
marke%ng
courses
from
other
ins%tu%ons),
now
being
taken
on
the
Springboard
website…

13. References
Arter
JA,
Spandel
V,
1992.
NCME
Instruc%onal
Module:
Using
PorMolios
of
Student
Work
in
Instruc%on
and
Assessment.
Available
from:
www.ncme.org/pubs/items/18.pdf
Eraut
M.
(2009).
Learning
to
be
Professional
through
Higher
Educa%on.
Available
at:
hVp://
learningtobeprofessional.pbworks.com/w/page/15914947/FrontPage
Gordon
J,
“Assessing
students’
personal
and
professional
development
using
porMolios
and
interviews”,
2003.
Medical
Educa%on
volume
37,
pp335-­‐340
Blackwell
Publishing
Ltd.
Jackson
N,
Ward
R.
“A
fresh
perspec%ve
on
progress
files—a
way
of
represen%ng
complex
learning
and
achievement
in
higher
educa%on”
in
Assessment
and
Evalua%on
in
Higher
Educa%on,
Volume
29,
No.
4
August
2004.
Available
from:
hVp://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/
id361_fresh_perspec%ve_on_progress_files.pdf
O’Mahony
C,
2009.
Inves%ga%ng
graduate
competences,
NAIRTL.
Available
at
hVp://www.nairtl.ie
Personal
development
planning:
guidance
for
ins%tu%onal
policy
and
prac%ce
in
higher
educa%on,
2009,
The
Quality
Assurance
Agency
for
Higher
Educa%on,
Scotland.
Available
at
hVp://www.qaa.ac.uk
Qualifica%ons
and
Curriculum
Authority,
2007.
E-­‐Assessment
Guide
to
Effec%ve
Prac%ce.
Available
from:
hVp://
www.sqa.org.uk/files_ccc/guide_to_best_prac%ce.pdf
Strivens
J.
et
al,
2009.
The
Role
of
e-­‐PorMolios
in
Forma%ve
and
Summa%ve
Assessment:
Report
of
the
JISC-­‐funded
Study.
Centre
for
Recording
Achievement.
Available
from:
hVp://www.jisc.ac.uk/whatwedo/programmes/
elearningcapital/studyontheroleofeporMolios.aspx#downloads
University
of
Plymouth
Study
Guide
Number
11
“Reflec%on”.
Available
from
hVp://www.plymouth.ac.uk/learn.
Zimmerman
B.
J.
(2000).
AVaining
self-­‐regula%on:
A
social
cogni%ve
perspec%ve.
In
M.Boekaerts,
P.
R.
Pintrich,
&
M.
Zeidner
(Eds.),
Handbook
of
self-­‐regula%on
(pp.
13-­‐39).San
Diego:
Academic
Press.
Websites
hVp://www.recordingachievement.org/higher-­‐educa%on/depta-­‐project.html
hVp://www.jiscinfonet.ac.uk/infokits/e-­‐porMolios/emerging-­‐lessons
hVp://donaldclarkplanb.blogspot.com/2011/03/e-­‐porMolios-­‐7-­‐reasons-­‐why-­‐i-­‐dont-­‐want.html

14. ?