This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research (NWO), that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
Twitter timelines are increasingly populated with brand tweets that are linked to public events, a practice that is also known as real-time marketing (RTM). In two studies, we examine whether RTM is an effective strategy to boost sharing behavior, and if so, what event- and content-related characteristics are likely to contribute to its effectiveness. A content analysis of brand tweets from Nielsen’s top-100 advertisers (n=1500) shows that not all events are equally effective. RTM is only a more effective strategy (vs. no real-time marketing), when brand messages are linked with unpredictable events but not when brand messages are linked with predictable events. In a follow-up study, we examined what content characteristics improve the shareability of predictable RTM messages. A content analysis of RTM messages (n=143) from the Forbes top-100 brands showed that predictable events yield more retweets when the event is visually integrated in the brand tweet (vs. not visually integrated). The presence of event-driven hashtags did not lead to more retweets. Implications for theory and practice are discussed.
All social media should have a sticker saying 'Don't Jump for the Tool!' While it is tempting 'to use Twitter', the choice of a medium like Twitter cannot be seen in isolation of strategic goals, instruments and expected results, i.e. a communication strategy. We designed a board game, called the Media Strategy Game, which makes professionals aware of the choices and opportunities involved in developing a communication strategy. By playing the game, assumptions about objectives and results are made explicit and awareness is created for the activities needed to achieve objectives. The game therefore serves to stimulate discussions, provides insights for the development of an efficient media policy, and helps to create consensus. While designed for professionals who need to communicate a message inside or outside of an organization, it has also proved very valuable in trainings and in higher education. Recently a workbook has been added to the board game that helps professionals to formulate their communication strategy by providing 16 hands-on models for business strategy, business modelling, leveraging tools and formulating indicators to measure impact.
