training program for neet - learning2gether
TRANSCRIPT
Training Program for NEET
Introduction and Methodology
INTRODUCTION
Learning2gether is a distinctive programme which attempts to bring together young learners
who will offer some teaching to adult learners of an older generation. It is hoped that in this
process of teaching and learning that participants, both teacher and learner, will have useful
experiences.
In order to support the implementation of this programme, we have provided some
background reading on the theories of teaching relevant to the programme. This information
is provided for facilitators but is also relevant for any budding tutors or mentors/ mentees
with an interest in teaching and learning.
In the frame of intellectual output 2 “Training program for NEET”, the partnership of the
Learning2gether project has developed a collection of modules which content is based on the
needs analysis on target groups, SME elder employees and NEETs, in order to enhance
employability by providing practical skills in order to act as trainers in digital marketing.
Module 1 is focused on personal brand, elaboration of a curriculum, how to work the
approach and development of an interview and, finally, elaboration of a presentation
letter.
One of the basic objectives of this module is to facilitate self-awareness of our
weaknesses and strengths in the creation and personal brand development. Bearing in
mind the profile of our beneficiaries, the content not only offers theoretical content also,
it is accompanied by a series of activities that will facilitate the acquisition and
application of the acquired knowledge.
Module 2 is focused on social media as a set of online tools that enable people to
communicate via the internet, sharing information and resources. Although social media
started as a medium for friends and family to share information, marketers soon realized
how the platforms could be used in marketing.
Module 3 is focused on e-marketing, as online marketing through other online services
such as how to increase the visibility of websites, email marketing or Google AdWords.
In a world in which the internet has become the number one place to launch marketing
campaigns, E-marketing is without doubt an area in which a basic knowledge has
become essential.
Module 4 is focused on design tools for websites. Nowadays websites are all around us
and we are surfing them daily on different devices - connecting, educating, and
entertaining ourselves. We are checking our Facebook walls on our mobile phones
multiple times a day, searching for recipes, reading or watching the news and so much
more. But who is creating all that content? And why is that content being created?.
Module 5 covers the area related to Data Protection policies, new General Data
Protection Regulation (GDPR), one of the most trending and important issues in
European organizations and business since last May 2018. This is, without doubt, a
technical skills that current European projects needs to be proficiency at.
The aim of this module is to provide an easy and friendly approach to the new GDPR,
by clarifying key concepts such as what do we mean by a personal data, what is data
processing and why is important to have a data protection policy. It also does a brief
review by the history in order to users to understand how we arrive to May 2018 and
which are the main aspects and structure of the GDPR.
Finally, module 6 is about structuring and delivering a simple skills teaching session-
young people teaching older learners.
METHODOLOGY
The modules are a guideline for facilitators who will run face-to-face sessions in a testing
pilot to provide amendments to the modules in order to develop a training program that will
be uploaded onto an online eLearning platform that will be developed under IO4.
The modules provide not only theoretical content for facilitators, but also a lesson plan,
resources, power point presentation to display in the classroom, an assessment sheet and
reliable bibliography sources.
Facilitator must always explain the purpose of the session before starting the implementation of
the activities: how important is learning about “this topic” in current labour market? After this,
facilitator should present the agenda of the current session as well as the methodology that is
going to be implemented.
Questions must be allowed at any time, but proposed schedule for the implementation of the
session must be respected.
The modules have been designed in order to be run in two and a half hours, but can be longer
depending on the size of the group, participations and needs of participants, etc.
After the sessions, facilitator must provide an Evidence Report in order to get some conclusions
that help to improve this material.
Training Programme for NEET
Module 1 – Personal Branding (Personal
marketing through social media and other
online services)
Developed by PRODIVERSA - Progreso y Diversidad
1. Introduction ................................................................................................................................................. 1
1.1 WHAT IS PERSONAL BRANDING? ............................................................................................................... 2
1.2 WHY YOU NEED A PERSONAL BRAND? ...................................................................................................... 3
1.3 BUILDING A PERSONAL BRAND ................................................................................................................ 4
2. Your CV ................................................................................................................................................... 11
2.1 FIVE BASIC PRINCIPLES FOR A GOOD CV ................................................................................................. 11
3. What is an interview ? ............................................................................................................................... 13
3.1 INTRODUCTION ........................................................................................................................................ 13
3.2 CONCEPT OF INTERVIEW ......................................................................................................................... 13
4. Cover letter................................................................................................................................................ 16
4.1 INTRODUCTION ........................................................................................................................................ 16
4.2 COVER LETTER ........................................................................................................................................ 16
5. Storytelling to strengthen your brand ........................................................................................................ 20
5.1 I’M NOT A WRITTER! ................................................................................................................................ 20
6 Resources ................................................................................................................................................... 23
7. Lesson outcomes ....................................................................................................................................... 24
8. PPT Presentation ....................................................................................................................................... 25
9. Lesson plan and Online resources ............................................................................................................. 29
Conclusions ................................................................................................................................................... 32
Bibliography ................................................................................................................................................. 34
1. Introduction
Personal branding is the process by which individuals market themselves and their products or
services to the public. A personal brand is a reflection of the individual’s skills, abilities and
lifestyle. Taking control of the processes that influence one’s personal brand is vital to
establishing and maintaining one’s personal brand. To develop a personal brand, individuals
need to develop a personal brand statement in which they communicate what makes them and
their products unique. As a result personal branding, is the process of managing and optimizing
the way that you and your business are presented to others. And social media is one of the
keys, if not the biggest key, to managing your personal brand online.
Purpose
The objective of this training module is to get to know the concept of personal brand so that
through self-knowledge of our social skills and personal competences we can create our
personal brand. Once our personal brand is established, we will be able to use different social
networks, digital platforms, etc. All this focused on the empowerment of our personal brand.
Keywords
Personal Branding
Importance of Personal Branding
Building a Personal Brand
CV
Building a CV
Interview
Match your interview with your personal brand
Cover letter
Personal brand in your cover letter
Social Media
1.1 WHAT IS PERSONAL BRANDING?
Personal branding is the process of managing, optimizing and developing a strategy and actions
to guide your brand.
A brand is anything – a symbol, design, name, sound, reputation, emotion, employees, tone,
and much more – that separates one thing from another. A “personal brand” is in many ways
synonymous with your reputation and is all about who you are and what you want to be known
for. It refers to the way other people see you as a business owner or representative of an idea,
organization, or activity.
A powerful personal brand has to be authentic, based on your talents, your values and the way
you serve other people. This will help people to be clear about who you are, both in person and
online and through the opinions of people whom they trust.
Quote about personal
brand by Jeff Bezos,
Founder of Amazon:
1.2 WHY YOU NEED A PERSONAL BRAND?
If you develop your brand at the same time as you develop that of a company, you will manage
to be a symbiosis, that is to say, one will be synonymous with the other.
The benefits you will get from this merger are great, on the one hand by exploiting your
personal brand you will be able to stand out as a net leader in the field in which your company
develops, which will imminently create a showcase in which the business will be the main
attention, thus improving the reputation of both. If you use a CRM (Customer Relationship
Management) style in your brand, you will surely reinforce the confidence that customers place
in both.
PATIENCE: The Key to Success
Once you have decided to project your personal brand, you must always bear in mind that
success does not come overnight, but is achieved by working morning and night.
The process of consolidating your brand will be slow, you only have to be patient, persevering
and never lower your arms: don't give up, triumph always comes to those who fight to achieve
it.
You have to understand that this creative process has very little to do with logic or reason,
because no matter what services you offer, it can be an e-commerce store or a blog with your
recipes, consumers will be much more comfortable if they perceive you as a human being, as
someone real, who speaks to them from their soul and gives them what they require with
passion, with the heart. This is one of the best loyalty programs you can imagine.
AUTOANAL
YAUAUAU
1.3 BUILDING A PERSONAL BRAND
Stages in the creation of your personal brand
AUTOANALYSIS COMMUNICATION PERSONAL BRAND
Not known by the
other
EXERCISE 1 - JOHARI'S WINDOW
To sell ourselves we must know ourselves. For it, we propose you this practical exercise called
"The window of Johari". To be able to do it, you will have to count on your friends and family.
JoHari's window is a useful model for analyzing the dynamics of interpersonal relationships.
JoHari is nothing more than a word invented by the authors of this theory that corresponds to
the first letters of their names. These researchers were Joseph Luft and Harry Ingham.
The model takes the form of a double-entry matrix in which the columns represent the "I" and
the rows represent the others. The first column represents what "I know about myself"; the
second column represents what I do not know about myself"; likewise, the upper row contains
what "others know about me" and the lower one "what others do not know about me". The
analysis of the model is made on the individual, I (oneself) and its relationship with others. But
by changing the word I (oneself) to "team" or "group", the model also allows an approach to
the dynamics of groups or teams and their environment. Johari's window generates four areas:
Known by others
Known by myself
I Open Area
Not known by myself
II Blind Area
II Hidden Area IV Unknown area
DESCRIPTION OF THE FOUR AREAS
I- Open area
It includes everything we know about ourselves and what others know about us:
The things that are evident: sex, race, external qualities, ways of carrying out daily activities,
etc.
Everything that we communicate without difficulty to others: feelings, ideas, public opinions,
tastes, etc.
The Open Area is the only clear and free area. In it are the experiences and data known by the
person himself and those around him. It is characterized by the free and open exchange of
information between the self and others.
In it, behavior is public and accessible to all.
For example: our way of working in any activity we carry out, our habitual way of behaving,
etc. The Open area increases or evolves in size as the level of trust between participants or
between the participant and his or her group grows; and also as more information is shared,
especially if it is important information of a personal nature.
II- Hidden area
It includes everything I know about myself, but others ignore:
Feelings, experiences, intimate experiences, etc.
All that presents us with difficulty of communicating: private opinions, tastes not known by
others, etc.
The occult area encompasses the world of everything that I consciously do not communicate
to others. The contents of this zone can pass more or less easily to the Open area, but it is the
interpersonal relationship that tends to reduce them.
It is in this area that we find much of what we know about ourselves and what we hide from
others. It is probable that we are afraid that if the group came to know our feelings,
perceptions and opinions regarding the group itself, its members or ourselves, perhaps the
group could reject us, attack us or take some kind of action against us. Consequently, we do
not disclose such information.
Many times one of the possible reasons why we keep it secret is because we don't find support
in the group. We assume that if we reveal our feelings, thoughts, and reactions, the members
of the group may judge us negatively. However, unless we reveal something about ourselves
and verify whether our assumption is true, we will have no chance of knowing how the group
members will actually react. That is, if we do not take certain risks, we will never know
anything about the reality or unreality of our assumptions.
On the other hand, we also try to maintain secrecy when we are motivated by the desire to
control or manipulate others.
III- Blind area
It includes everything that others see in us and we do not see:
- Feelings of inferiority, superiority, frustrations, fears, etc.
- Everything that forms the impression that we cause to others and that we communicate in our
way of being, of behaving, in gestures and expressions, etc.
The Blind area is where all our limitations that we are not aware of, but that others can observe
and experience in the process of interaction, are represented.
The interpersonal relationship can make us aware of the contents of the Blind area, even though
we often refuse to admit that we are like this or have such and such a defect or limitation. In
this zone our defense mechanisms act with great force, but this area can be reduced in favor of
the Open area to the extent that we accept feedback from others in the process of interaction
by developing an attitude of receptivity such that it incites group members to give us that
feedback or what is commonly known as "feedback.
IV- Unknown area
It includes all that we ignore and others ignore as well: Experiences, instincts, contents of
consciousness, repressed or forgotten experiences, etc.
Everything that makes up the world of the unconscious. The Unknown area represents those
factors of our personality of which we are not aware and which are consequently unknown to
the people who relate to us. It is the area of our unconscious motivations; an area that represents
our "unknown" or "unexplored" aspect that some psychologists call "the potential" or all those
latent potentialities and resources yet to be discovered.
EXERCISE 2 - THE WHEEL OF LIFE
It is a technique that is widely used and is very visual and you can keep it forever wherever
you go, so you can have a record of how you were each year that passes.
The Wheel of Life is a wheel (as its name suggests), a circle, which has several axes. It
usually has eight. These eight axles can be any aspect of our life, any area of our life. They
are usually these:
Personal Development - personal growth.
Family - the home, your children or your parents...
Work, career development - it doesn't have to be that you're employed, it could be
that you're unemployed. This aspect refers to "what we do for a living".
Money - that economic factor that sometimes gives us headaches.
Love - relationship or more emotional development
Friends - social relationships, friendships, companions...
Health or energy (both physical and mental)
Hobbies - how you use your free time (and if you have one)
And how is this wheel of life made?
Well, you have to name a number from 0 to 10 depending on how satisfied you feel with that
area of your life.
For example, if we take personal development, ask yourself: How satisfied do I feel from 0 to
10 in that area, in personal development.
Once each area of your life has been scored on its corresponding line according to the score
given, it joins the points. The result will be a kind of figure that as you make this dynamic with
the passage of time your figure will change shape.
Assessment of personal brand
This part of the topic will help you assess the personal brand knowledge you have acquired in
this unit. If you can't answer any of the 8 questions, don't think you haven't learned enough,
breathe and review the content. Remember, PATIENCE IS ONE OF THE KEYS
1. What would you like to contribute with your work?
2. What are your passions?
3. What are your medium- and long-term goals?
4. How does your environment perceive you?
5. What sets you apart from others in your sectors of interest?
6. What are your weaknesses and how can you overcome them?
7. What you want to offer is necessary?
8. What is the message you want to convey with your brand?
EXERCISE 3
To better visualize the ideas you must have clear as a basis for creating a personal brand you
can take a look at this fun video
https://youtu.be/2b3xG_YjgvI
2. Your CV
When applying for positions in the employ market, you will be required to submit a curriculum
vitae. A curriculum vitae, includes details of your education and academic achievements,
research, publications, awards, affiliations, and more.
The elements that you include will depend on what you are applying for, so be sure to
incorporate the most relevant information to support your candidacy in your CV. Personal
details and contact information Education and qualifications. Be sure to include the names of
institutions and dates attended in reverse order: Ph.D., Masters, Undergraduate.
Work experience/employment history. The most widely accepted style of employment record
is the chronological curriculum vitae. Your career history is presented in reverse date order
starting with the most recent appointment. More emphasis/information should be placed on
your most recent jobs.
2.1 FIVE BASIC PRINCIPLES FOR A GOOD CV
1. Focus on the essentials:
− An employer generally spends less than one minute examining a CV before deciding
on a first selection whether to reject it.
− If you are responding to a job offer, rigorously follow the requirements of the
application process.
− Be brief: generally two pages in A4 are more than enough, regardless of your
background or experience.
− Do you have little professional experience? First describe the education and training
received; highlight possible volunteer activities and workplace placements.
2. Be clear and concise:
− Use short sentences.
− Focus on the relevant aspects of your education and professional experience.
− Give concrete examples. Quantify your results.
− Update your CV as you gain experience.
3. Always adapt your CV to suit the position you are applying for:
− Highlight your strengths in relation to the employer's needs and focus on the
competencies that are appropriate for the position applied for.
− Justify any interruptions in your studies or career, and include examples of any skills
you may have acquired during those periods.
− Before sending your CV to an employer, relay it to check that it fits the requested
profile.
− Do not artificially inflate your CV; you run the risk of being exposed in an interview.
4. Take care of the presentation of your CV:
− Present your competencies and skills in a clear and logical way, so that they highlight
your strengths.
− Put the most relevant information first.
− Watch your spelling and punctuation.
− Respect the proposed font and format.
5. Review your CV once it has been completed:
− Don't forget to attach a letter of motivation to your CV.
− Correct any spelling or punctuation mistakes, and make sure the structure is clear and
logical.
− Give your CV to a third person to read, so that they are sure that the content is clear and
understandable.
Are you ready to start your CV Europass? Link and start:
https://europass.cedefop.europa.eu/editors/es/cv/compose
After that, you need to know some important points about to apply into employment market.
Match your CV with the job that you want to get it, is one of the abilities that you have to learn
to develop if you want to be success.
3. What is an interview ?
3.1 INTRODUCTION
Some employers are seeking people who are confident, reliable, enthusiastic, motivated,
hardworking, committed and loyal. By understanding what an interview panel are looking for
in a successful candidate you will be increasing your chances of success dramatically. Before
I go into any interview, I always try to put myself in the shoes of the interviewer, of this way
you will understand better what topic could be more interesting for employers.
What are they looking for in an employee, what are the key qualities required to perform the
role, and what does the job description say? Once I have the answer to these questions, then I
can start to prepare effectively for the interview.
3.2 CONCEPT OF INTERVIEW
The interview will normally be the first time that the employer has the opportunity to meet you.
They will want to assess whether or not you have the qualities to perform the role competently,
the experience that you have so far in a similar role, and also whether they like you as a person
and whether you are likely to fit into the team environment.
A job interview is your opportunity to shine. It is your chance to show the employer that you
are the person for the job and that you will do all that you can to perform above and beyond
expectations if successful.
Just by being at the interview you should naturally be enthusiastic about the prospect of
working for the company. Why be there, if your heart is not in it? The psychological element
of an interview is very important.
Matching the job description with the person specification
Before you start preparing for the interview you must get a copy of the job description and
person specification for the job you are applying for and start to matching your personal brand
with job.
− Learn as much as you can about the company (mission statement, goals, values, key
products/services).
− Ensure you can provide real-life examples of where you match the job
description (skills, responsibilities, qualifications, experience, projects, achievements)
− Think about why you apply to this job.
− Turn your weakness into asset, for example: (difficulty to delegate tasks) into an asset
(take into account colleagues’ opinion).
− Show that you can adapt to differents work environments. Illustrate this, for example:
"In a difficult period, I managed to motivate the team, and we exceeded the objectives
set."
− Explain why you would have to get the job avoiding to say that you are the best
candidate for the job. Instead, showcase your suitability for the role, for example that
you are a team player who has the experiences and skills to match the job description.
EXERCISE 4
Now let's see a practical example of what we learned in this section. Watch the video and answer the
questions posed.
https://www.youtube.com/watch?v=tpypWicjGRo
1. What errors do you detect in the different candidates in the interview?
2. If you based on your answer to the previous question, how would you have reacted to those
situations?
3. What strategy do candidates use to stand out from the rest of the job seekers?
4. Why do you think the chosen person has obtained the job?
4. Cover letter
4.1 INTRODUCTION
The Personal Brand statement is a key component in differentiating yourself from the
competition and should be consistently portrayed in all your resume documents.
The cover letter is a tool to help introduce yourself in a personal way during a job application.
A well-crafted cover letter goes over information on your resume and expands this information
for the reader, taking them on a guided journey of some of your greatest career, life
achievements and personal qualities for to working.
When starting to write any cover letter, it is always best to plan the content of your letter based
on the requirements of the job you’re applying for.
This guide will cover: the essential elements of a successful cover letter, how to write a unique
cover letter, what to include in cover letters, what not to include and how you should submit
your cover letter.
4.2 COVER LETTER
What is a Cover Letter?
Your resume is intended to lay out the facts, but your cover letter is meant to convey more
personality. The cover letter is your first introduction to the person who may hire you, and its
goal should be to make you as memorable as possible, in a good way.
That means writing a unique cover letter for every job you apply to. No templates. No pre-
written nonsense. The format of your cover letter should also match the company and the
industry you’re applying to. There is no “official format” for your cover letter or the
information you include in it, but your cover letter should be visually organized, and orderly
in its presentation of information.
What to Include in Your Cover Letter?
You shouldn’t try to fit your whole career and life into the space of a cover letter. Your cover
letter should be a carefully curated selection of stories from your career that gives the reader a
clear idea of who you are and how you can add value to their company.
The Society for Human Resources surveyed organizations on resumes, cover letters, and
interviews and found the top three things that must be included in a cover letter are:
− How a candidate’s work experience meets job requirements.
− How a candidate’s skills meet job requirements.
− Why a candidate wants to work at the organization.
Your cover letter needs to provide this information and leave the reader convinced that you are
the right person for the job. To accomplish this, you should be using the requirements of the
job to dictate the content of your cover letter and following these best practices.
Show how you can solve specific problems. Don’t tell them about your amazing problem-
solving skills. Explain the details of a particular problem you were key in solving and how
exactly you employed your skills to solve it. Better yet, if you know the company has a
particular problem you could help solve, outline how you can help solve it.
Pick an appropriate voice and tone. You should write like yourself, but you should also pick
the appropriate voice and tone for the company you’re applying to. Researching the company
will help dictate the tone you want to use, which may differ greatly, depending on where you
apply. For example, the tone of your letter for a restaurant will likely differ from a tech startup.
Researching the company will help dictate the tone you want to use, which may differ greatly,
depending on where you apply. For example, the tone of your letter for a legal consulting firm
will likely differ from a tech startup.
HONESTY IS THE ONLY POLICY. Dishonesty on your cover letter isn’t in your best interest.
Implying or stating that you have a skill that you don’t actually have will come back "to show
real your" upon being asked to use that skill in the interview or on the job.
How to Make Your Cover Letter Unique?
When thinking about how to make your cover letter unique, keep the following statements in
mind: You should make your cover letter unique and show the reader who you are as an
individual. You should include experience and skills that relate directly to the job posting.
These might sound like opposing statements, but they’re equally important for writing a
successful cover letter.
Now it’s fine to just use “Dear Sir/Madam” or “To Whom It May Concern” when addressing
the recruiter. In fact, I can tell you from experience that most people use precisely these words.
However, I can also tell you that most people don’t get the job. If you want to make a strong
impression, then take the time to find out who you’re addressing.
You may have to make a few phone calls or try several searches before you find the right name,
but, the harder they are to find, the less likely other applicants are to do it and the more
impressed they will be with you.
DON’T SOUND LIKE EVERYONE ELSE
“Hi, I’m ___. I’m a detail-oriented, multi-tasking, natural-born leader and I am perfect for your
company.”
Hiring managers are going to read the same basic cover letter repeatedly, and you don’t want
to be the last template email the hiring manager discounts before lunch. Adding a little word
variation helps you stand out against other applicants. Instead of describing yourself as creative,
try imaginative. You’re inventive, not innovative. You’re not determined, you’re tenacious.
These word variations at least show that you can think beyond what the average applicant is
willing to do.
END WITH A CALL TO ACTION. End your letter with a reason for them to contact you.
Let the call to action be polite and open ended, suggesting that you are excited to offer more
information and that you’re looking forward to talking with them.
Proof your cover letter. Always proofread your cover letter for errors and have friends and
family read through the cover letter.
What to Leave Off a Cover Letter?
Recruiters and hiring managers read thousands of cover letters and resumes, so make sure that
you avoid these cover letter errors:
Here are some more phrases that make recruiters and hiring managers groan:
- “To Whom It May Concern”
- “Dynamic”
- “Please feel free”
- “Significant”
- “Self-Starter,”
- “Detail-Oriented,”
- “Really, truly, deeply”
Never include irrelevant information in your cover letter. Irrelevant information can confuse
or bore the reader, causing them to miss important points in your candidature.
NOT FORGET TO MENTION YOUR ONLINE BRAND. While discussing your passion for
your career and the possibility of working for the company, you could mention that you manage
a not-for-profit blog that allows you to delve deeper into the field—or that you volunteer with
an organization in order to provide your expertise. (That’s if you really do, of course.) The
point is to let the employer know that you spend time focusing on your profession outside of
your required work hours—something that is not just impressive but admirable as well.
5. Storytelling to strengthen your brand
Storytelling is an ancient art which is tackled in so many domains, from the study of ancient
cultures to movie making, fiction writing and branding. Yet, it has never been more important
than today, especially to strengthen your brand. It is also often misunderstood because is not
just a technique in the creation of written and visual content. When crafting your brand story,
you must illustrate what your voice is, what you stand for and why it matters to the lives of the
audience that has its own stories. Storytelling illustrates events through words, images, and
sounds and can help you build your personal brand and a way to express yourself. A story has
a basic structure: a beginning, middle, and end. The best stories pull you in from the beginning,
keep your interest in the middle, and leave you with a satisfying ending, wanting for more.
5.1 I’M NOT A WRITTER!
We know that, we are not a writer neither ! For build your story is not necesary to be a writer,
there are a lot of techniques. It is important to know that good storytelling is not even directly
about you, your brands and your solutions or products. It is about emotions, experiences, needs
and the written and unwritten images associated with these emotions and needs.
To tell a good story, you need to have a good story. Here are questions from Bernadette Martin,
author of Storytelling about Your Brand: Online & Offline (Happy About), to get your story
started. If you are a natural storyteller, these questions will give you more material to work
with. Most people need suggestions, and the following questions are a good start:
What is the funniest experience you have ever had?
Have you developed, created, designed, or invented something?
What was your bravest or most courageous moment?
Have you ever received an award or special recognition?
What is the most impulsive thing you have ever done?
What is a story you never tired of hearing from your mom or dad?
How have you increased sales (if that has ever been part of your job)?
When have you identified problems others did not see?
Have you ever developed or implemented a new system or procedure?
When have you effectively handled a crisis situation (professional or personal)?
Who is the most influential person you have ever met?
Have you ever had an experience where you accomplished the seemingly impossible?
When have you done something where you really had to laugh at yourself?
Have you ever had an experience in a foreign country that was a revelation of cultural
differences?
What was the one moment or highlight in school you will never forget?
In which competitions have you excelled?
When have you juggled many projects simultaneously under deadline pressure?
What was the one event in your childhood that had the greatest effect on your life?
What is the one lesson you have learned that you still live by today?
How to put order into our story?
Start a document, and create two columns:
COLUMN A
COLUMN B
With your answers, select those that allowed you to
write down demonstrable accomplishments and
experiences others pursuing similar career goals
would likely be able to list as well. Degrees and
credentials earned. Skills mastered. Roles previously
held. Projects built. And so forth.
With your answers, select those that allowed you to
write down demonstrable accomplishments and
experiences that are more likely to be unique to you,
but that still relate—at least tangentially—to your
career goals. For example: Places you’ve traveled.
People you’ve worked with. Articles you’ve written.
Awards you’ve received. Internships you’ve held.
Talents you possess. Obstacles you’ve overcome.
Now, forget about Column A completely. Your job is to write Column B. And remember, this
is for your eyes only. It is not the movie. It is just the script. Do not worry too much about
grammar, tone, etc. Just keep it simple.
EXERCISE 5
Let’s start writing a brief storytelling:
1
Start with an introduction that
summarizes what is to come
2
One brief paragraph for each
accomplishment/experience
that you listed (no more than
4-5)
3
Write a conclusion that
summarizes why what you
have listed is relevant to your
career goals.
6 Resources
If you want to develop a Personal Brand, you should have a look to these social media resources
which will provide you some basics steps to start:
https://www.emprender-facil.com/es/marca-personal-herramientas-5/
https://www.thinkific.com/blog/personal-branding-guide/
https://www.agolpedeefecto.com/marketing/MARCA%20PERSONAL%20I%20FAS
E%20ANALISIS%20baja.pdf
https://www.youtube.com/watch?v=0F3staKzKOA
https://www.youtube.com/watch?v=3OWaPdJb9qU
https://europass.cedefop.europa.eu/editors/en/cv/compose
https://www.greatresumesfast.com/blog/tips-for-branding-a-cover-letter/
https://www.youtube.com/watch?v=xrUp4ZOv_TM
7. Lesson outcomes
At the end of the session participants will be able to:
Personal Branding. Understand what the personal brand is, how to identify it for
later construction.
Importance of Personal Branding. Identify the importance of your own personal
brand as a starting point for knowing how to build your own or someone else's brand
Building a Personal Brand. Develop the technique of self-knowledge about our
personal competencies and social skills as a starting point for building a personal
brand.
CV. Understand what is a cv, parts that form it and different models depending on
the job to which we are applying.
Building a CV. Create a cv for each professional profile we want to develop and
opens the field of job options to apply.
Interview. Know what a job interview is, how we can deal with it, tips to keep in
mind.
Match your interview with your personal brand. At this point, students will learn
how to apply the sale of their personal brand in a job interview.
Cover letter. Know the concept and important elements to include in a cover letter.
Personal brand in your cover letter. Use as an introductory tool of your personal
brand and sell it through your cover letter.
Social Media. Develop through social networks the sale or demonstration of your
personal brand through different techniques such as storytelling, one of the many
ways to make your personal brand stronger and more visible.
8. PPT Presentation
PRESENTATION
1. Before beginning any activity, each
participant, including the trainer, will have a
large paper, folded forward with their name on it,
and a drawing about something that helps them
know something about the person.
Each person will introduce themselves by saying
their name and the drawing they have made and
why. Estimated total completion time 10
minutes.
2. Before starting with the first slide we will use
as an ice-breaking technique a brainstorm on
what senses, thoughts, ideas, etc. Come to mind
when we think of Coca-Cola.
Next, we will ask the same question and
technique but focused on the similar product but
of the brand PEPSI.Co.
Encouraging, on the part of the trainer from the
beginning of the session their direct participation
and inclusion as one more in the group. For
example: when I think of Coca-Cola...I think of
a bar, I remember my friends, free time...
Estimated total completion time 10 minutes.
Slide 2. Once we know how to identify a
personal brand, we move on to the real concept
of personal brand and what elements compose it
to begin to understand that self-knowledge of
ourselves (our personal skills, social skills, etc.)
are the basis of our construction. Once the
concept is understood, the group can provide the
rest of the group with ideas about similar
products and their respective personal brands (
Burguer king& MCDONALD, NYX &
Spherora, etc)
Estimated total completion time 20 minutes.
Slide 3. In order to awaken the need of students
to want to identify the elements that make up
their personal brand, it is necessary to talk about
technical skills and personal competences.
Helping people to identify each one of them and
learn that it is the personal competences, at a
given moment, which can turn us into a different
candidate at a personal level and not at a
technical level. For example: two people apply to
the same job, at CV level, both are exactly the
same. What makes one person different from the
other?
And there, we develop the key ideas of this slide
number 2. In this part of the content explanation
we can use the previous examples cited by the
attendees to try to identify the elements of each
personal brand of the products or services used
as examples in the previous sentence.
Estimated time 20 minutes.
Slide 4. To begin creating our personal maraca,
the facilitator will make it clear from the
beginning of this part of the job that each
personal competence and/or social skill focused
on our professional profile can be defined by
each participant in a different way. From this
idea we will work with the perspective of
contributions of the group towards the individual
in an indirect way.
Here it is very important to clarify each of the 4
fields of Johari`s Window, the trainer will fill in
his own Johari`s Window on the blackboard to
help the understanding of the assistants in
carrying out and identifying this exercise. It
should be noted that this exercise can be
completed at home with the help of family and
friends so as to have a greater knowledge of what
we project towards others, whether our actions
really define us or not. And the end of the
exercise, each person like volunteer could share
your exercise, including the participation of the
person facilitor.
Estimated time: 40 minutos
Slide 5. In the wheel of life, the most important
thing to point out at the beginning of the exercise
is that this "Wheel of Life" is a living, changing
activity that will never remain in the same form
with the passage of time.
So that we can see our evolution or process of
personal growth through this exercise if every so
often we do it by analyzing which points of our
wheel have gone down in score and others,
instead, have gone up. Remember, they have to
name a number from 0 to 10 depending on how
satisfied you feel with that area of your life and
at the end, match each point and see the image
what is inside the circle.
Estimated time: 20 minutes
slide 6 and 7, we will work at a more general
level, always reminding young people that
patience is the key to getting to know each other.
That with these questions we intend to reflect
more but not get an answer to all the questions
posed. If one of them remains unanswered, it is
not a bad thing, it is part of the process of
building our personal brand.
In order to help to better understand the approach
of the questions and the direction to which their
answers should be focused, we propose the
visualization of this video for its later sharing
about errors and successes of the people who
perform the exercise.
https://youtu.be/2b3xG_YjgvI
Estimated time: 20 minutes
Slide 8.
Now, it is important that the facilitator presents
the structure of a Europass cv as an international
model. Differentiating each section and helping
each assistant to make a draft on it. We will use
the online resource provided in the manual
developed as support.
https://europass.cedefop.europa.eu/editors/es/cv
/compose
Remember to work the five essential steps of the
cv.
1. Focus on the essentials
2. Be clear and concise
3. Always adapt your CV to suit the position you
are applying for.
4. Take care of the presentation of your CV
5. Review your CV once it has been completed
Estimated time: 30 minutes.
Slide 9. We know how to start selling a business
/ company idea. But at this point, we also want to
provide young beneficiaries of this training who
can use their personal brand when applying for a
job.
https://www.youtube.com/watch?v=tpypWicjG
Ro
To work on this point of the topic, use the video
provided as a support and provide a space for
reflection and sharing on it. And these questions
1. What errors do you detect in the different
candidates in the interview?
2. If you based on your answer to the previous
question, how would you have reacted to those
situations?
3. What strategy do candidates use to stand out
from the rest of the job seekers?
4. Why do you think the chosen person has
obtained the job?
Estimated time: 20 minutes
Slide 10.
Remember in this job search tool, consider these
lines of work at all times.
1. How a candidate’s work experience
meets job requirements.
2. How a candidate’s skills meet job
requirements.
3. Why a candidate wants to work at the
organization.
We have to work these points: How to Make
Your Cover Letter Unique?
DON’T SOUND LIKE EVERYONE ELSE.
END WITH A CALL TO ACTION
NOT FORGET TO MENTION YOUR ONLINE
BRAND
Each presentation of your personal brand must be
unique to the recipient of the message. Attendees
must know how to design a letter of presentation
according to the company to which they want to
apply.
To practice, let's put two examples of real
companies and in pairs, each one of them can
share with the rest of the group their presentation
letter proposals applying the knowledge they are
acquiring.
Examples of companies to apply: IKEA and a 4*
Hotel
Time estimated: 45 minutes.
Slide 11. To present a product, we must choose
the right canal. When we look for employment
we have already analyzed the different tools and
means we have but is everything done?
Of course not, there is a tool to offer our
professional services and also, sell and show
from the first moment, our personal brand.
Let's start this slide with a brief introduction of
what a story telling is. How it is done and then
we will use these online resources to provide a
real example of it.
https://www.youtube.com/watch?v=jwqhb8QG
y6Y
Let's see a real example published in 2018 by
Ikea, below. Let's identify the elements of the
story and try to group them into corresponding
columns. That way, we'll make it easier to get the
concepts we're acquiring up and running.
Then, let's start by following the use of the
columns and each point, a design of our
storytelling.
Estimated time: 25 minutes.
9. Lesson plan and Online resources
Time
allocation Activity Notes Materials
10 minutes Introducction and presentation
paper, colour
markers
10 minutes
Introducction to concept and Ice
breaking (use funny examples likes
the examples ok Coca-Cola, etc)
power point, board,
markers board
20 minutes
Learning concept Personal Brand:
concept, elements, how you can
identify. Comparative between two
similar products all participants in
common.
whiteboard, markers
board.Slide 2
20 minutes
Talk about our social skills, our
personal competences and the
difference between a technical
competence and a personal one.
Awaken the need for attendees to
create a personal brand. Try to
identify the elements of each personal
whiteboard, markers
board.Slide 3
brand of the products or services used
as examples in the previous sentence.
40 minutes Johari`s Window
whiteboard, markers
board. Sheets of
paper, pens. Slide 4.
20 minutes Wheel of life.
whiteboard, markers
board. Photocopies
with the model to
fill in on the wheel
of life, pens. Slide 5.
20
Answer 8 questions to facilitate self-
knowledge and facilitate a period of
reflection. Visualization of elevator
pitch and sharing
whiteboard, markers
board. Slide 6 and 7.
Projector and
computer with
internet access.
30 minutes Desing a Europass cv. Planning our
cv through different steps.
whiteboard, markers
board. Slide 8.
Sheets of paper,
pens Projector and
computer with
internet access.
20 minutes Interview. The candidate
whiteboard, markers
board. Projector and
computer with
internet access.
Slide 9.
15 minutes Break
40 minutes Cover letter. Desing two cover letter
for ikea and hotel 4*
whiteboard, markers
board. Projector and
computer with
internet access.
Slide 10.
25 minutes StoryTelling Video and do exercise
about it.
Wrapping up the
session Evaluation
RESOURCES
A classroom
A computer
Wifi internet connection
A projector
Paper, pens
Colour markers and markers
Whiteboard
Boardmarkers
Asigment templates
Photocopies
Tutoring and Consultancy Skills Evaluation form post training
Evaluation of my learning and this
tutoring training.
1
I can adapt the training guide to the
profiles of people attending the training
2
I feel able to work in a transversal way
personal competences of the beneficiaries.
3
I have the capacity to detect training
needs.
4
I consider myself prepared to serve as a
guide and support during the formation
process.
5 I can design a personal brand.
6
I know different ways to know if the
students are acquiring the required
knowledge.
7 I can design europass cv and cover letter.
8 The content of the session has helped me
to acquire new ways of teaching.
9 I have acquired theoretical knowledge that
I didn't know, thus improving my skills.
10 I consider the knowledge provided to be
useful.
Conclusions
Nowadays it is very important to know who you are and what you want. Often, young people
work in their day to day acquisition of knowledge of academic content leaving in a second
plane their personal development as an essential and complementary part in this process of
growth and mature development.
Therefore, this module aims to awaken young people's awareness of the importance of self-
knowledge as part of the design and development of their professional future.
A personal brand is a reflection of the individual’s skills, abilities and lifestyle. Taking control
of the processes that influence one’s personal brand is vital to establishing and maintaining
one’s personal brand. To develop a personal brand, students need to develop a personal brand
statement in which they communicate what makes them unique.
An individual needs to develop their personal brand positioning. This includes identify a target
market for one’s message and highlighting personal skills and knowledge that clearly give an
individual a point of difference in the marketplace. If the goal for an individual in personal
branding is to build one’s professional reputation, then providing evidence of professional
qualifications and good communication skills is important.
In addition to identifying their own personal brand, our beneficiaries of the training will learn
to apply the exposure and sample of their personal brand to others in different situations of
their lives such as during a selection process for the performance of a job, which consists of
certain steps and / or elements to know: curriculum, cover letter and interview.
These elements are part of the way in which we show our personal brand to our professional
environment.
In the digital world, blogs, podcasts, Facebook, LinkedIn, Twitter and YouTube have been
used. Maintaining consistency in the messages and images used across the platforms enhances
one’s personal brand. New media platforms such as Pinterest provide individuals with a visual
form of communication to convey their image. Whether we use Youtube or other digital
platforms, our personal brand is shown through each element that composes or forms part of
the global image of our chosen platform. Therefore, during the following modules, once
identified and learned the way of communication of our personal brand, we will learn to make
the same something unique and different.
Students can monitor their personal brand through tools such as Google Alert (which allows
them to know who has searched for them), Klout (which is a score on influence on Twitter) or
Social Mention to determine if your brand is being discussed in social media. But these working
points will be dealt with in later topics.
Bibliography
https://www.microtech.es/blog/crea-una-marca-personal-para-vender-m%C3%A1s-
en-una-pyme
https://www.agolpedeefecto.com/marketing/MARCA%20PERSONAL%20I%20FAS
E%20ANALISIS%20baja.pdf
https://www.researchgate.net/publication/281974827_Personal_branding_in_social_m
edia_Marketing_Management_Association_Conference_Proceedings
https://www.theseus.fi/bitstream/handle/10024/138917/Vilander_Jenni.pdf?sequence
=1&isAllowed=y
https://europass.cedefop.europa.eu/editors/en/cv/compose
https://www.how2become.com/resources/interview-skills/
https://www.glassdoor.com/blog/guide/how-to-write-a-cover-letter/
https://www.greatresumesfast.com/blog/tips-for-branding-a-cover-letter/
https://www.thebalancecareers.com/cv-samples-and-writing-tips-2060349
https://www.dummies.com/careers/find-a-job/personal-branding/how-to-use-
storytelling-to-illustrate-your-life-and-build-your-personal-brand/
https://blog.udacity.com/2017/02/storytelling-personal-brand-dream-job.html
https://www.soyunamarca.com/6-tipos-de-relatos-de-storytelling-en-personal-
branding/
https://www.i-scoop.eu/using-storytelling-strengthen-brand/
Training Programme for NEET
Module 2 - Social Media
Developed by Bifröst University
1. Introduction 3
2. Lesson Outcomes 8
3. PPT Presentation 9
4. Lesson Plan and online resources 16
5. Resources 20
6. Assessment templates 21
8. Conclusions 24
9. Bibliography 25
1. Introduction
Social media is a broad term used to describe all online tools that enable people to
communicate via the internet, sharing information and resources. The methods used include
blogs, sharing links, photos, video and audio clips, profiles on social networking sites where
people post status and get feedback.
Although social media started as a medium for friends and family to share information,
marketers soon realized how the platforms could be used in marketing.
Social networks have become the norm of how people access the internet and Social media
marketing is an important technique for companies to use and can be very effective.
It has many applications, but most agree it is most effective when used to strengthen the
relationship with existing customers and encourage brand advocacy and create brand
awareness and favourability. Companies do not only target customers to be brand
ambassadors but also influencers, partners and employees. Some say it is a must for
companies to have a presence on social networks and be a part of the conversation because
if they are not, they become absent from the connected customer.
Companies use social media in various ways, but to help assist marketers some frameworks
have been adopted and one is the following 5M´s framework to understand social CRM by
Chaffey (2019).
1. Marketing. Monitoring, analysis and response of customer conversation through
social listening tools.
2. Sales. Understand where prospects are discussing selection of products and services
offered by you and competitors and determining the best way to get involved in the
conversation to influence sales and generate leads.
3. Service and support. Customer self-help through forums provided by you and neutral
sites.
4. Innovation. Using conversation to foster new product development or enhance online
offerings is one of the most exciting forms of social CRM.
5. Collaboration. This e-business collaboration within an organization through an
intranet and other software tools to encourage all forms of collaboration that support
the business process.
6. Customer experience. This reference the use of social CRM to enhance the customer
experience and add value to a brand, which is implied by many of the other aspects
above.
Source: Chaffey, 2019
Social media is not only the most known platforms such as Facebook, LinkedIn and Twitter.
Smart Insights have created a social media marketing radar that summarizes all options that
marketers have to choose from.
https://www.smartinsights.com/social-media-marketing/social-media-strategy/social-
media-marketing-radar/
1. Social networks – the core social platforms in most countries where people interact
through social networks are Facebook for consumer audiences, LinkedIn for
business audiences, Google Plus and Twitter for both.
2. Social publishing and news – nearly all newspapers and magazines, whether broad
or niche, have an online presence with the option to participate through comments
on articles, blogs or communities.
3. Social commenting in blogs – a company blog can form the hub of your social media
strategy and you can look at tapping into others’ blogs, whether company or
personal, or through blog outreach.
4. Social niche communities - these are communities and forums independent of the
main networks, although these do support sub-groups. You can create your own
community this way.
5. Social customer service - sites like GetSatisfaction, as well as companies’ own
customer support forums, are increasingly important for responding to customer
complaints.
6. Social knowledge – these are reference social networks, like Yahoo! Answers,
Quora and similar plus Wikipedia. These sites show how any business can engage
its audience by solving their problems and subtly showing how products have helped
others.
7. Social bookmarking – bookmarking sites, like Delicious (www.delicious.com), are
relatively unimportant in the UK unless you are engaging technical audiences.
8. Social streaming - rich and streaming media sites including photos (Pinterest), video
and podcasting.
9. Social search - search engines are becoming more social with the ability to tag,
comment on results and, most recently, vote for them through Google +1.
10. Social commerce - we’ve left this one until last because it’s mainly relevant for the
retail sector. It involves reviews and ratings on products and sharing of coupons on
deals.
Many marketers think that by just being on the main social media sites it serves the purpose
of being relevant to its customer base. However, the internet and social media have so many
possibilities and “the radar helps focuses attention and resources on the sites appearing
towards its centre, as these sites are generally agreed on as the most important within a
business.”
It is important to manage social media, but social media management has many roles which
can be summarized below.
1. Listen and manage reputation
2. Transform the brand through social media
3. Acquire new customers
4. Increase sales to existing customers
5. Deliver customer service
These activities should be continuous and must be supported with relevant content and a
sound communication strategy, as suggested by Chaffey (2019).
2. Lesson Outcomes
The lesson relates to 2 to 3 hours session that can be run to train young instructor interested
in training older adults in digital technologies.
Copies of slides are provided with explanations and teaching tips in the chapter PPT
Presentation and disclaimer
At the end of the session participants will have the basic knowledge to structure and deliver
a simple training session taking into account the learner’s needs and delivering training in a
skill.
Learning outcomes:
At the end of the session participants will be able to:
• Understand what social media is and its role in the marketing
• Describe and use a simple framework to plan social media marketing.
• Create a simple social media strategy
• Develop a simple plan to reach the audience on social media platforms
• Be able to develop social media content and campaigns that engage consumers
• Measure the impact of a social media campaign in terms of specific marketing
objective
• Draw a knowledge about word of mouth marketing to develop effective approaches
for propagating ideas, messages, products, and behaviours across networks
3. PPT Presentation
Icebreaker – the purpose is to give the
participants an inside on how others see
him/her
1. Ask participants to work in pairs.
Facing each other only looking at the
face (they are not allowed to look at the
paper when drawing), they draw a
portrait of each other. On the bottom of
the paper they write a question or a
positive statement about the person they
made the portrait of.
2. When they are done, they move to the
next person. Repeat till they have made
a portrait of all participants.
Give 1 minute for each portrait
3. Participants select one portrait to
present to the group. They will tell why
they selected the portrait and either
answer the question or read out loud the
statement
Learning outcomes
The purpose of the session and what they
will learn during the session
Introduction to social media
Social media is not only the most known
platforms such as Facebook, LinkedIn
and Twitter. Smart Insights have created
a social media marketing radar that
summarizes all options that marketers
have to choose from.
There are many social media platforms
that a small business can use:
● Social Bookmarking
● Business Social pages
● Collaborative Tools
● Blogging
● User Reviews
● Video Sharing
● Micro Blogging
● Photo Sharing
● Social Networking
Discuss key Social Media Trends
Benefits of social media
From a marketing perspective, social
media tactics can help you:
● Extend your marketing reach
affordably.
● Increase brand awareness.
● Drive traffic to your website.
● Personalize customer service.
● Create excitement for events.
● Promote product/service
launches.
● Build a community of customers
who, by virtue of membership,
endorse your products/services.
● Test market ideas.
● Open up new markets.
● Complement other marketing
efforts such as paid marketing
campaigns.
● Integrate a social element in your
business by personalizing your
company.
On Dreamgrow they list 15 most popular
social networking platforms
https://www.dreamgrow.com/top-15-
most-popular-social-networking-sites/
Before you start planning using social
media for your business you need to
answer these questions:
Who do you want to reach?
- Does your target audience use social
media and, if so, do you know where
your prospects congregate online?
What do you want them to know?
- What are you going to share and when
are you going to share it?
What do you want them to do?
- Note, having followers does not mean
you have customers
When planning and deciding what social
media to use, have in mind that the
content should serve one or some of
these objectives:
Step 1. Without goals you have no way
to measure success.
Start with establishing your objectives
and goals.
Metrics can be: followers, shares,
comments, likes, website clicks,
testimonials etc.
You can have different goals for
different channel
Step 2. Knowing who your
audience/customer is and what they
want to see is a key to creating content
that they will like and share.
Assignment – You have a customer Mr.
Marshall who wants to promote his hotel
making use of social media
Define his audience using the Defining
your audience template
Working in pairs might be helpful
Step 3 - The competitors are most likely
using social media. What are they doing
and how are they using social media?
Step 4 - If you are already using social
media ask yourself the following
questions:
○ What’s working, and what’s not?
○ Who is connecting with you on
social?
○ Which networks does your target
audience use?
○ How does your social media
presence compare to that of your
competitors?
Once you have all the information you
can start planning how to improve.
Step 5 – Decide which social media
platforms to use and define a strategy for
each platform.
Step 6 – You need to be unique but you
can find inspiration everywhere.
What do you like? What does your
customers like? Ask them!
Step 7 – Using social media calendar
you can plan when to share your content.
Step 8 – You might not get it right in the
beginning. Therefore, it is important to
test, evaluate and adjust your strategy.
Most platforms allow you to track your
data. Keep a log on your data to be able
to see which social posts drive the most
traffic to your social media.
Assignment - Using steps 3-5, create
social media strategy for our customer
Mr Michael Marshall
Start with using competitive analysis
template.
Next use the Social Media Audit
template
Working in pairs might be helpful
Why stories? Stories are momentary but
feeds are permanent.
People like stories, stories make people
feel like they are with you in the
moment.
Extra Assignment
Use step 1-8 to manage your social
media.
4. Lesson Plan and online resources
Time
allocation Activity Notes Materials
15 minutes
Introduction of the facilitator
Icebreaker – draw a portrait
Paper, markers
and top watch
10 minutes
Learning outcome and
introduction
Introduce the purpose of the
session
Present learning outcomes
Pre-session assessment form
Could start with this
funny one:
Introducing the
Smartphone™ -
Relationships
https://vimeo.com/2448
68080
Powerpoint
Paper and pens
for learners
throughout the
session
10 minutes
Key Social Media Platforms
Discussion – Key Social Media
Trends
Powerpoint
Slides 3-5
10 minutes Planning for the business
Powerpoint
Slides 6-9
10 minutes Assignment -
Define the audience
Powerpoint
Slides 10
Defining your
audience
template, pen
20 minutes Planning for the business –
cont.
Powerpoint
Slide 11-16
Flipchart and
pens
10 minutes Break
30 minutes
Assignment
- Competitive analysis
- Social Media Audit
Powerpoint
Slide 17
5 minutes Stories on Social media
Powerpoint
Slide 18-19
5 minutes 10 common social media
marketing mistakes
Powerpoint
Slide 20
10 minutes Wrapping up the session
Evaluation
Social Media Marketing Campaigns - Creation – video. (CEV Multimedia, 2019)
https://new.icevonline.com/newsletters/business-marketing-finance-it-media/2017/05/new-
social-media-marketing-lessons/social-media-marketing-campaigns-creation
Social Media Marketing Campaigns - Implementation
https://new.icevonline.com/newsletters/business-marketing-finance-it-media/2017/05/new-
social-media-marketing-lessons/social-media-marketing-campaigns-implementation
10 common social media marketing mistakes. (Smart Insights, n.d.)
https://www.smartinsights.com/advice/10-common-social-media-marketing-mistakes/
Instagram:
In-depth resource: How To Use Instagram for Business
Article: How to Establish an Instagram Aesthetic
Article: How to Write Good Instagram Copy
Article: The Anatomy of a Perfect Instagram Profile
Article: How to Get More Followers on Instagram
Global social media research summary 2019, Smart Insights. (Chaffey, 2019)
https://www.smartinsights.com/social-media-marketing/social-media-strategy/new-global-
social-media-research/
Interesting side-line
Art at Arm’s Length: A History of the Selfie. (Saltz, 2014)
https://www.vulture.com/2014/01/history-of-the-selfie.html
23 Pinterest Statistics That Matter to Marketers in 2019. (Cooper, 2019)
https://blog.hootsuite.com/pinterest-statistics-for-business/
A funny one
Introducing the Smartphone™ - Relationships
https://vimeo.com/244868080
12 social media marketing trends to follow in 2019 (Litsa, 2018)
https://medium.com/swlh/12-social-media-marketing-trends-to-follow-in-2019-
af2749d8019e
Should Brands Use Social Media Stories? (Allton, 2018)
https://www.thesocialmediahat.com/blog/should-brands-use-social-media-stories/
Why “Stories” Will Dominate Social Media in 2019. (Tyler, n.d.)
https://www.jacobtyler.com/why-stories-will-dominate-social-media-in-2019/
YouTube is rolling out its Instagram-like Stories feature to more creators
https://www.theverge.com/2018/11/29/18117670/youtube-stories-creators-subscribers-
instagram-philip-defranco
(Alexander, 2018)
Facebook shifts focus from feed to Stories – and wants advertisers to follow suit
(Deighton, 2018)
https://www.thedrum.com/news/2018/10/30/facebook-shifts-focus-feed-stories-and-wants-
advertisers-follow-suit
Instagram made a Snapchat knockoff. Can they even do that? (Wagner, 2017)
https://www.marketplace.org/2017/05/24/tech/instagram-snapchat-knockoff-can-they-even-
do/
5. Resources
● A classroom
● WiFi internet connection
● A computer or smartphone
● Projector
● Paper, pens and markers
● Handouts
● Assignment templates
6. Assessment templates
Defining your audience [Persona name and
age] [Persona name and age] [Persona name and age]
Example job title(s)
[What sort of job titles would
this persona have? List them
here?]
Needs(s)
[What would they be looking to
do with, or get out of your
product/service/business?]
Pain Point(s)
[What is their number one
challenge (that you can solve
for them?]
Preferred social network(s)
[What social media platform
does this person use most
often?]
Unique Characteristic
Budget (for your
product/service)
[Other characteristic, e.g. age,
sex, location, etc.]
Conducting a
competitive
analysis
Networks active Number of
followers Strengths Weaknesses
Content that
resonates
[Competitor # 1]
[Competitor # 3]
[Competitor # 3]
7. Social Media Audit
Social media platform
What it’s best for:
Target audience:
Types of content we will share:
Key performance indicators
Social media platform
What it’s best for:
Target audience:
Types of content we will share:
Key performance indicators
8. Conclusions
The session will give participants an insight on key Social Media platforms, how to decide
on which one to use and plan for social media marketing. The participants will learn how
important it is to create a simple strategy for social media. The strategy consists of how to
conduct audience, research the competition and finally choosing the social media platform.
At the end of the session the participants will be able to create a simple social media strategy
for a small business and develop a plan to reach the audience and gather data to be able to
see which social posts drive the most traffic to each social media platform. The participant
will also be able to draw a knowledge about word of mouth marketing to develop effective
approaches for propagating ideas, messages, products, and behaviours across networks
9. Bibliography
− Alexander, J. (2018, November 29). YouTube is rolling out its Instagram-like Stories
feature to more creators. Retrieved from The Verge:
https://www.theverge.com/2018/11/29/18117670/youtube-stories-creators-
subscribers-instagram-philip-defranco
− Allton, M. (2018, February 1). Should Brands Use Social Media Stories? Retrieved
from TheSocialMediaHat: https://www.thesocialmediahat.com/blog/should-brands-
use-social-media-stories/
− Anderson, M. (2018, May 31). Teens, Social Media & Technology 2018. Retrieved
from Pew Research Center: https://www.pewresearch.org/internet/2018/05/31/teens-
social-media-technology-2018/
− Carter, J. (2019, October 11). Social media marketing trends 2020. Retrieved from
Smart Insights: https://www.smartinsights.com/social-media-marketing/social-
media-strategy/social-media-marketing-trends-2020/
− CEV Multimedia. (2019). Social Media Marketing Campaigns - Creation. Retrieved
from CEV Multimedia: https://new.icevonline.com/newsletters/business-marketing-
finance-it-media/2017/05/new-social-media-marketing-lessons/social-media-
marketing-campaigns-creation
− Chaffey, D. (2019, February 12). Global social media research summary 2019.
Retrieved from Smart Insights: https://www.smartinsights.com/social-media-
marketing/social-media-strategy/new-global-social-media-research/
− Cooper, P. (2019, February 27). 23 Pinterest Statistics That Matter to Marketers in
2019. Retrieved from Hootsuite: https://blog.hootsuite.com/pinterest-statistics-for-
business/
− Deighton, K. (2018, October 30). Facebook shifts focus from feed to Stories – and
wants advertisers to follow suit. Retrieved from The Drum:
https://www.thedrum.com/news/2018/10/30/facebook-shifts-focus-feed-stories-and-
wants-advertisers-follow-suit
− Hall, D. (2018, February 27). Are consumers burning out on social media? Retrieved
from Marketing Land: https://marketingland.com/consumers-burning-social-media-
234767
− How to Teach Social Media. (n.d.). Retrieved November 14, 2019, from Hubspot
Academy: https://academy.hubspot.com/education-partner-program/how-to-teach-
social-media
− Kemp, S. (2019, October 23). The Global State Of Digital In October 2019. Retrieved
November 14, 2019, from we are social: https://wearesocial.com/blog/2019/10/the-
global-state-of-digital-in-october-2019
− Lakha, R. (2018, August 8). Understanding the 5D’s of Digital Marketing and
technology! Retrieved from Digitalworlds: https://digitalworlds.co/understanding-
the-5ds-of-digital-marketing-and-technology/
− Litsa, T. (2018, December 31). 12 social media marketing trends to follow in 2019.
Retrieved from https://medium.com/: https://medium.com/swlh/12-social-media-
marketing-trends-to-follow-in-2019-af2749d8019e
− Richard, K. (2018, June 28). How to Teach Digital Marketing to High School
Students. Retrieved October 20, 2019, from Applied Educational Systems:
https://www.aeseducation.com/blog/2014/01/can-teach-digital-marketing-high-
school-students
− Richardson, I. (n.d.). 17 Tips for Teaching Social Media Marketing. Retrieved
October 20, 2019, from Stukent.com: https://www.stukent.com/17-tips-teaching-
social-media-marketing/
− Saltz, J. (2014, January 26). Art at Arm’s Length: A History of the Selfie. Retrieved
from Vulture: https://www.vulture.com/2014/01/history-of-the-selfie.html
− Search Engine Land. (n.d.). What Is Social Media Marketing? Retrieved October 12,
2019, from Search Engine Land: https://searchengineland.com/guide/what-is-social-
media-marketing
− Smart Insights. (n.d.). 10 common social media marketing mistakes. Retrieved from
Smart Insights: https://www.smartinsights.com/advice/10-common-social-media-
marketing-mistakes/
− Tyler, J. (n.d.). Why “Stories” Will Dominate Social Media in 2019. Retrieved
October 14, 2019, from jacobtyler: https://www.jacobtyler.com/why-stories-will-
dominate-social-media-in-2019/
− Wagner, T. (2017, May 26). Instagram made a Snapchat knockoff. Can they even do
that? Retrieved from Marketplace.org:
https://www.marketplace.org/2017/05/24/tech/instagram-snapchat-knockoff-can-
they-even-do/
Training Programme for NEET Module 3 - E-marketing
Developed by BeCode
1. Introduction 3
1.1 MARKETING 3
1.2 MARKETING MIX 4
1.3 DIGITAL MARKETING 5
1.4 DIGITAL MARKETING VS. TRADITIONAL MARKETING 8
2. Marketing on the internet 9
2.1 PLATFORMS FOR ONLINE MARKETING 9
2.2 CREATING A MARKETING PLAN 12
3. Creating a Facebook Ads Campaign 15
4. Creating an Email Marketing Campaign 20
5. Create a campaign with Google Adwords 23
5. Lesson plan 28
6. Lesson outcome 28
7. Lesson structure 28
8. Resources 30
9. Reflection and call to action 30
10. PPT presentation 31
11. Lesson plan, resources and bibliography 35
12. Assessment of the topic 37
Conclusions 37
Bibliography 38
1. Introduction
1.1 MARKETING
E-marketing, also called online marketing or digital marketing, is a concept that emerged these
past 20 years with the digital revolution.
To be able to properly define E-marketing, it’s essential to first set aside the digital aspect of it
and first develop what marketing consists of.
As any concept that includes several profiles of part-takers, marketing can be defined in many
different ways. Here are a couple of examples:
According to Merriam Webster, Marketing is “the act or process of selling or purchasing in a
market; the process or technique of promoting, selling, and distributing a product or service.”
According to Philip Kolter, Marketing is “the human activity directed at satisfying needs and
wants through an exchange process” and “A social and managerial process by which
individuals and groups obtain what they want and need through creating, offering and
exchanging products of value with others.”
According to American Marketing Association (1985) in Dictionary of Marketing Terms,
Marketing is ““the process of planning and executing the conception, pricing, promotion and
distribution of ideas, goods and services to create exchanges that satisfy individual and
organisational goals.”
While definitions can focus on an aspect of marketing or another, a general and simple
approach to the definition of marketing would be:
“All actions that can be set up to facilitate the match between supply and demand.”
1.2 MARKETING MIX
The definition built in the previous section answers the question: “What is marketing?”. Now,
let’s see how marketing actually works.
The way marketing is done can be easily explained with theories such as the one about the “4
P’s Model of Marketing”: the four pillars of marketing.
Supply Demand
Product
Promotion
Place
Price
Market
Marketing
The very first component of marketing a product is, namely, the Product. A Product can be a
physical good, like a piece of furniture or a food item, or an intangible service/experience like
a meal in a restaurant or training. To market your goods or service, it is necessary to have it
defined and to have a clear vision of what it consists of.
When your product is defined, the next step for you is to set the Price of it. Several factors
come into consideration in this step, including the production price of your product, margins
you want to have and the audience for which the product is created for.
Once your product has been defined and its price determined, it is now time for you to Promote
it in order for your audience to be aware of its existence. To promote your product, many
strategies can be used: social media marketing, traditional media marketing (television, radio),
public relations, email marketing etc. It is necessary for you to carefully choose the promotion
channel you will use, depending on your audience.
Your product has to be made available in the Place where it will answer a need. While the
internet is the place where a big portion of marketing takes place, it is in many cases a channel
through which you promote it. For example, ordering clothes on a retail website takes place
online, but the product needs to be deliverable to your location.
The 4 P’s of Marketing are the basic aspects that need to be considered at the very creation of
any product.
1.3 DIGITAL MARKETING
As explained earlier, marketing can take place in the physical world, but also in the digital
world. In fact, E-marketing (digital marketing) is now on a scale that had never been seen in
the past due to the number of people who are connected to the internet. If you still need proof
to be convinced of it, you can find the number of internet users here.
Based on the definition created in the first part of this chapter, Digital Marketing can be easily
defined as:
“All actions that can be set up to facilitate the match between supply and demand, using
digital tools such as:
- Computers
- Smartphones
- Tablets
- Smart-TVs”
Due to the diversity of interfaces that can be used for E-marketing campaigns, the strategies
and channels can also materially differ. Here is an overview of some of the possibilities that
you have when marketing a product online:
- The product’s website
- Social media pages for your website
- Ads on websites
- Ads on social networks
- Ads on search engines
- Email Marketing
- Organic referencing
- Paid referencing
- Etc.
All channels and strategies mentioned earlier will be defined in the next chapter of this module.
Once again, it is essential to define the channels and tools used for a campaign, taking into
account both the specificities of the product and the profile you will be targeting when
marketing the product.
The social media marketing radar is a valuable tool that can help assess the platform on which
a campaign should be launched.
1.4 DIGITAL MARKETING VS. TRADITIONAL MARKETING
While both marketing strategies are relevant and massively used, E-marketing offers
possibilities that traditional marketing cannot offer.
- E-marketing allows you to target your audience with more precision than traditional
marketing. Example: when promoting a piece of furniture (e.g.: a table), the traditional
marketing methods would be print ads in newspapers, outdoor advertising, brochures.
While these channels offer the advantage of allowing a massive number of people to
see your product, the costs of such campaigns will also be massive and you will not be
able to make sure that the right potential customer will be at the right place, at the right
time, to see your ad. This is called undifferentiated marketing. On the other hand, if
your ad appears in search engines when people are browsing furniture stores’ websites,
and if you are able to send a reminder of the existence of your product to an internet
user who visited your product’s webpage, the costs will be smaller and the potential of
reaching the right customer, higher.
- E-marketing allows you to have a better view of the results of your campaigns.
Example: when promoting a perfume in a television ad, you will receive from the
promotion platform the number of people who were in front of their television when
the ad aired, but you will not know if they actually saw your ad. On the contrary, if you
are using E-marketing tools, you will be able to access data such as the number of
people the ad appeared to and the number of people who clicked on the ad, the time
they spent on your website, etc.
- E-marketing allows you to assess the effectiveness of your campaign very quickly,
which means that your actions are reversible. Example: when promoting a training,
you can display an ad in a print newspaper. You will only be able to calculate the
effectiveness of your campaigns after it has ended. If you choose to market your training
on social networks, you can use real-time tools that will help you find out if your ad is
reaching the right audience or not, in which case you can better adapt the targeting
settings that you opted for.
- E-marketing strategies allow you to reach your potential customers in non-invasive
ways. Example: when promoting an insurance service on TV, the TV spot interrupts
the program the
viewers are watching, which can leave the viewer with a bad impression about the
product. On the other hand, if your ad appears on the side of web browser searches,
your audience will decide whether they agree to read your ad and click on it or not.
2. Marketing on the internet
As explained in the introduction to this module, E-marketing can be conducted in many
different forms and through many different channels, depending on a brand’s status (and
popularity), on the targeted audience, on the means and the very definition of the
product/service to be marketed.
Digital marketing could be divided into 5 ways of marketing online, the 5 D’s of Marketing:
- Digital devices, (smart-phones, laptops, TV, gaming devices, etc.)
- Digital platforms, (Facebook, Twitter, LinkedIn, Apple, Google, Microsoft, etc)
- Digital media, (various communication channels to reach and engage)
- Digital data, (all data companies can collect about their audiences)
- Digital technology, (all technology companies can use to interact with their audience)
In this module, we will focus on the Digital platforms that can be used for online marketing.
2.1 PLATFORMS FOR ONLINE MARKETING
In this section, you will find an overview of the channels and tools that can be used for E-
marketing. There are countless platforms that allow marketers to create E-marketing campaigns
and this list is not exhaustive but will focus on the methods that are most accessible to beginners
in the field of E-marketing.
1. Social media.
Social media allows users to share ideas, content (pictures, videos, music, etc.) with an
interconnected online community. Communities vary depending on the type of social media
and the type of intracommunity a user decides to be part of.
For a marketer, social media is an ideal place to launch campaigns because they can easily
target the relevant audience to their products based on the choices and information made
available by users. They are also an interesting platform for them to communicate about their
products and services and create general awareness, share news about their activities and obtain
results reports on their actions.
List of some social media commonly used in the E.U. sorted by the number of users)
- Facebook: General.
- Twitter: General.
- YouTube: general, video content.
- Reddit: Social news aggregator.
- Instagram: General, focused on visual content.
- Tumblr: General, blogging.
- LinkedIn: professional.
- Flickr: General, focused on visual content.
- Myspace: General
- Last.fm: General, focused on music.
2. Email Marketing
E-marketing can also be done via email to promote a product or service, but also to build a
relationship with customers. The use of Email Marketing implies the fact that the marketer
needs a sending list, which can either be bought to specialized services in the domain or can be
built over time by asking your customers their email contacts. Email Marketing can be
compared to the traditional sending of paper ads, with the difference that the targeting can be
more effective.
When doing Email Marketing, it is essential to use the right tools and to target your audience
in order not to create “spams”, which can be annoying for the audience and give a bad
impression about the marketed product.
Several platforms can be used to create Email Marketing content. The most famous are
MailChimp, Constant Contact, SendInBlue, GetResponse, ConvertKit, Drip, AWeber, Keap,
MailerLite, ActiveCampaign, etc.
3. Display Retargeting/Remarketing
Display retargeting or remarketing is the action of targeting an audience that has already visited
the product’s website. The approach is different than the one used in other marketing methods
since, in this case, the audience is already aware of the existence of the product. Several tools
allow marketers to conduct display retargeting/remarketing campaigns, such as AdRoll,
ReTargeter, Criteo, etc.
4. Website analytics
Website analytics tools allow you to calculate and measure several aspects of internet users’
behaviour on a website. It is possible to obtain precise information about the time spent on the
website, the rate of bounces, the sources of the traffic, the geographic area of the user, etc.
The information collected by such tools can be extremely useful for a marketer in order to
know their audience and their behaviour better and to create a website and campaigns that fit
this behaviour.
Tools like Google Analytics, Adobe Analytics or Kissmetrics can be helpful to a marketer.
5. Google Adwords
Google Ads (also known as Google Ads) is Google's online advertising program. Through
Google Ads, it is possible to create online ads to reach people exactly when they're interested
in the products and services offered.
Google Ads is a product that can be used to promote a business, help sell products or services,
raise awareness, and increase traffic to a website.
Google Ads accounts are managed online which allows users to create and change campaigns
at any time.
2.2 CREATING A MARKETING PLAN
Once the “4P’s of Marketing” technique has been applied to the product you are willing to
market, it is necessary to build a Marketing plan.
According to James Chen, a marketing plan is “an operational document that outlines an
advertising strategy that an organization will implement to generate leads and reach its target
market. A marketing plan details the outreach and PR campaigns to be undertaken over a
period, including how the company will measure the effect of these initiatives.”
A marketing plan should include:
- A definition of your objectives: Why are you creating this marketing plan?
- Market research in order to have a better view of your market and make sure you can
reach your objectives.
- A marketing strategy in order to define the ways you will reach your audience and sell
your product.
- Metrics that will allow you to measure the effectiveness of your campaigns.
Defining your objectives
A common way of defining objectives in the Marketing world is using SMART objectives.
Conducting a market research
An effective market research should answer these questions:
- What is the size of the market?
- What are the trends in the market?
- How does the market grow?
- How will the product be distributed?
- What profit can potentially be made from the commercialization of the product?
- How is the demand for the product?
Defining a marketing strategy
To define a marketing strategy, it is necessary to reflect on the nature of the product you are
marketing and the audience who will potentially be willing to acquire it.
Based on the conclusions, several actions should be put in place in order to spread the word
about the product you are marketing. In the creative process, it is important to imagine actions
that can be set up in several channels or at least in several ways in order to be able to compare
the results of each action and make choices accordingly. Also, a time frame for the testing
phase should be defined and followed in order to successfully measure the effectiveness of the
campaigns.
Measuring the effectiveness of a campaign
E-Marketing allows marketers to easily measure the results of their actions with tools such as
Google Analytics and/or reports from the marketing services used for the campaign.
Example of a Marketing Plan (synthesis):
Objective: selling 2000 units of the product in Germany, France and Italy within a year.
Market research: a survey of 24.000 participants has shown that 78% would be highly
interested in the product, but that they wouldn’t be willing to spend more than €30 to acquire
it. The population with a higher interest rate was located in cities of more than 75.000
inhabitants. Four other companies already offer a similar product, distributed in retail stores,
but our product differs from those because […]. The need in such existing products has grown
by 21% over the last 2 years, which could represent a net profit of €XXXX by the end of the
year.
Marketing strategy:
- Creation of pages on Facebook, Twitter and Instagram.
- Sharing 2 content-based posts on each platform each week.
- A monthly boost on a post each month for maximum of €250 per country
- A budget of €1500 per country per month for Google Ads.
Success rate: the effectiveness of the campaigns will be measured with Google Analytics tools.
3. Creating a Facebook Ads Campaign
How to create a marketing campaign on Facebook Ads Manager.
1. Creating a Facebook Page
To create a marketing campaign using Facebook Ads, you first need to have a Facebook Page
for your product.
1. At the top of your Facebook home page, select Create and choose Page.
2. Give your Page a name. Businesses typically use their company name.
3. Add a category to describe your Page. This is a way for people to find you on Facebook
when they search for a type of business.
4. Enter your business information, such as your address and contact information. Once
you've finished, select Continue.
5. Add a profile photo for your Page. If you'd like to do this later, you can skip this step.
However, we recommend that you add a profile photo so people recognise your
business. When you've finished, select Next or Skip.
6. You can also add a cover photo for your Page. If you'd like to do this later, you can skip
this step. However, we recommend that you add a cover photo as Pages with a cover
photo tend to get more likes. When you've finished, select Continue to go to your new
Page.
7. Customise your page and create content.
Your page can be customised easily thanks to the intuitive layout of Facebook Pages.
8. Create your first ad
● Define your objective
Facebook simplifies ad creation and delivery by selling ads based on ad objectives at the
campaign level. Selecting an objective sets the business goal you want the ads within this
campaign to accomplish. This helps Facebook determine the best ad placements, formats, and
calls to action — and deliver your messages to the right people.
To get started, access Ads Manager by visiting https://www.facebook.com/ads/manager, and
look for the +Create button.
Facebook Ads Manager offers 11 different objectives, distinguished into 3 categories.
Awareness
● Select Brand awareness to display your ad to people most likely to be interested in your
product or service.
● The Reach objective shows your ad to the maximum number of people.
Consideration
● The Traffic objective drives people to a website, app or Messenger.
● Engagement ads are intended to increase post engagement, Page likes, or event
responses.
● If you’d like people to install your mobile or desktop app, try the App installs objective.
● The Video views objective shows your content to people who are most likely to watch
it.
● Lead generation ads encourage people to share their contact details via a mobile-
friendly form.
● The Messages objectives encourage people to have conversations with your business in
Messenger to complete purchases, answer questions, or offer support.
Conversion
● Ads using the Conversions objective ask people to do something in a website or app.
Install the Facebook pixel to a website or SDK to an app to track actions people take,
and to create audiences and optimise ad delivery based on those actions.
● The Catalog sales objective is ideal for ecommerce, travel, auto, and real estate
companies: you can link to images of every item you sell, and Facebook will display
different items to different people, based on broad targeting criteria or how they've
engaged with ads in the past.
● The Store visits objective encourages people to visit your brick-and-mortar locations.
Define your Facebook Audience
Facebook allows advertisers to target different audience types.
New audiences you create manually within an ad set are called Core Audiences. Their targeting
options include location, gender, age, language, interests, and behaviours. Use them to target
ads using Facebook data.
Custom Audiences let you securely input your customer data — or leverage Facebook
engagement data — to reach people you already have a relationship with, such as people who've
visited your website, provided their contact details, or liked your Facebook Page.
Lookalike Audiences find people with similar characteristics to people who've engaged with
your ads or Page by combining Custom Audiences or Saved Audiences with Facebook data.
● Choose your ad type
Your ads can appear on multiple platforms across the Facebook family of apps and services.
The placements available to you may vary depending on which ad objective you selected, but
will include at least one of the following:
Facebook ads can appear in News Feeds, Instant Articles, In-stream Video, Stories, Suggested
Videos, Marketplace, and in the Right Column on desktop.
Instagram ads can appear in Feeds and Stories. (Note that if you select “Instagram Stories” as
a placement, that ad won’t run anywhere else.)
Audience Network extends your ads to other app and website publishers, in a range of
placement types including native, banner, interstitial, in-stream video, and rewarded video.
Messenger ads can drive re-engagement and scaled communication. They may appear in the
Messenger home screen or may be sponsored messages.
● Define your budget and schedule
Set a daily or lifetime ad budget, and set start/end dates for the ad set. Ads Manager will tell
you how many people are likely to see your ad (estimated reach) based on the budget you
select.
Note that optimisation options and when you get charged may vary based on the campaign
objective and placements you've selected.
● Get creative
At the ad level, select the ad format and connect the ad to a Facebook Page or Instagram account
that you manage. Give the ad an intuitive name to easily find and evaluate it within Ads
Manager and in reporting.
Formats
Your ad objective and placement can impact which formats are available. Generally, they are:
Carousel: a scrollable sequence of 2-10 images or videos
Image: a single photo or graphic
Video: an ad anchored by a single video
Slideshow: a looping video ad composed of up to 10 images and/or frames extracted from a
video to which you can add transitions and music
Collection: a visual and immersive way to promote your business or products
Formats and info about all types of ads are to be checked on this page:
https://www.facebook.com/business/ads-guide
● Run your ad!
4. Creating an Email Marketing Campaign
https://mailchimp.com/fr/help/create-a-regular-email-campaign/
To create an Email campaign, it is essential for you to first gather email addresses to send your
campaigns to. To do so, you can either buy one via a service specialised in the area or create
your own database, which is recommended.
To create an email database, you will need to gather email addresses from your customers or
people who showed interest in your product/service. This means this process can take time
before you are able to send email campaigns to a consistent database.
When collecting email addresses, you will need to receive a green light from the users, by
making sure they are aware that, when they enter their email address, they will be contacted by
your services as to respect the GDPR legislation.
1. Create a Mailchimp account on https://www.mailchimp.com
2. Go to the Campaigns page and click “Create Campaign”
3. Choose your type of campaign. In this case: Email. And hit “Begin”.
You will then arrive on the Campaign Builder Page, where you will be able to create a
campaign from scratch.
4. Choose your recipients (i.e. the people who will receive your email). Here, you can
choose between different types of profiles (all subscribers, group or new segment that
you must create, or one of the available saved or pre-built options) Click “Save.”
5. Choose your sender (i.e. the person/email address who will send the email). You will
receive a confirmation email.
6. Click “Save.”
7. Add a Subject line to your email by going to the subject section of the Campaign Builder
and click “Add Subject.” Enter a subject line for your email and preview it as to make
sure it will be visible and attractive to your recipients (i.e. to make sure they will want
to open the email), then click “Save.”
8. Design your email. Click “Design Email” and choose a template. Not all templates are
available for free plans but it is possible to create campaigns without subscribing to a
paying plan. There are 5 categories of available templates Layouts, Themes, Saved,
Campaigns, and Code your own, depending on your preferences and intentions.
9. Get creative and design your campaign. The Campaign Builder tool is intuitive and it
is possible to choose blocks to add to your email.
The campaign editor works with a system of “drag and drop content blocks” that you can add
and customise. You can upload images, add links to files, etc.
In the editor toolbar, you can create your textual content and customise it. The format is very
similar to text editors.
10. Once the content has been created, it is important to preview the email before sending
it by clicking “Enter preview mode.”
11. Tracking your email: you can then edit the settings as far as tracking is concerned.
These settings will enable you to find out if recipients have opened the email you have
sent.
12. Send your campaign. You can either send it directly or schedule the sending to a date
and time of your choice.
5. Create a campaign with Google Adwords
https://support.google.com/google-ads/answer/6324971?hl=en
Creating an Adwords campaign is one of the most effective ways of reaching your potential
customers as Google is by far the most used search engine in the world, with over 5 billion
searches per day. The targeting possibilities are massive and can enable you to reach the perfect
potential customers. Google Adwords also gives you full and real-time control on your
campaigns, which allows you to change the settings as to make sure the add is as effective as
possible. Google Ads also offers a wide range of types of Ads:
- Search Network campaign (The add appears in users’ Google searches as text ads, shopping
ads or image/video ads).
- Display Network campaign (The ad appears when users are watching a video, using Gmail or
other Google services)
- Shopping campaign (the ad appears on Google Shopping, Google search, next to search
results, separate from text ads, Google Search Partner websites and the Google Display
Network)
- Video campaign (the ad appears on Youtube)
- App campaign (the ad appears in Google Search, Google Play, Youtube, AdMob, Google
Display Network and Google search partners)
1. Create a Google Ads account and sign in to it.
2. Click “Campaigns”.
3. Hit the “+” button and select “New Campaign.”
4. Select one or more goals for your campaign, or if none of the goals fit what you’re
looking for, select Create a campaign without a goal’s guidance.
5. Select a campaign type and click “Continue.”
6. Select your campaign settings
7. Select your audience by location, language, interests, education level, etc.
8. Choose your average budget per day.
9. Select your bidding (conversion, clicks or conversion value)
10. Create the content for your ad, using the Ad Building tool. You can visualise it in Desktop
and mobile modes.
11. Set up keywords. Keywords are words or phrases that are used to match your ads with the
terms that people are searching for. To get your ads to appear when people search for your
product or service, the keywords that you choose need to match the words or phrases that
people search for.
5. Lesson plan
This module has been designed for a 2-3 hours training session. The idea is to give concrete
keys to participants in order for them to be able to start practicing digital marketing skills. So
the focus of this module is an introduction to E-marketing.
6. Lesson outcome
(Key Knowledge and Skills participants should achieve in the lesson/training session)
At the end of lesson/training session the participants will:
● Understand the concept of Marketing
● Understand the concept of E-marketing
● Understand the benefits of E-marketing over conventional marketing
● Understand the important steps that arise before the launch of a marketing campaign
● Have an overview of the different channels and platforms for E-marketing
● Understand the concept of SMART objectives and apply it.
● Launch and create a Facebook Ad
● Launch and create an email marketing campaign via Mailchimp
● Launch and create a Google Adwords campaign
7. Lesson structure
Introduction/Activity 1: Defining E-marketing and Marketing Together: a brainstorm session
Each participant is given a Post-it paper and is asked to think about the concept of Marketing.
Each participant writes a keyword on their Post-it note.
Each participant is asked to stick their piece of paper on a wall and tell other participants the
keyword they chose, and to explain their choice in a couple of words.
All together with the participants, notes are separated between thematic categories.
Based on the words written by participants, the coach builds a definition of E-marketing. The
definition should include what E-marketing is not.
Main part/Activity 2: Creating a Marketing Plan
Based on the theoretical content, participants will create a marketing plan.
The group is split in smaller groups of 2-3 participants.
Each group defines a product they would like to launch, using the “4 P’s of Marketing”
technique.
Each group then creates a marketing plan including :
- A definition of the objectives, using SMART objectives
- A small market research based on 1 or 2 pieces of information found online and created
data.
- A marketing strategy
- Metrics to measure the effectiveness of the campaign.
At the end of the activity, each group presents their marketing plan in 3 minutes.
Main part/Activity 3: Creating an email campaign using Mailchimp
The groups created earlier ae put together again.
Each group creates a Mailchimp account for their project.
Each group follows the steps explained in the theoretical part to create a draft of an email
campaign.
Each group then sends its campaign to the group.
Closure/Activity 4: Kahoot: https://create.kahoot.it/share/e-marketing-session/99cbc04a-
bd7a-445e-88b5-443e0c1c4fb3
8. Resources
(Include equipment required for participants and/or for trainer preparation)
- A computer per participant
- Access to an internet connection
- Each participant must have an email address they can access during the workshop
- Post-it notes
9. Reflection and call to action
(How will trainer ensure an awareness and reflection of the participants on their learning
process and competences developed in lesson/training session – concrete ways)&(invitations
of participants to do something practical related by the topic after the lesson)
Participants will be invited to browse through Facebook Blueprint websites and to give special
attention to campaigns they see as Social Media users.
10. PPT presentation
(Short presentation with the content of the topic lesson, please use for that the PPT template
provided by BeCode)
ICEBREAKER: BRAINSTORMING
Participants are invited to brainstorm and
share what the concept of marketing means
to them.
DEFINITION OF MARKETING
Based on the brainstorming activity, we build
a definition of Marketing together.
“All actions that can be set up to facilitate the
match between supply and demand.”
4 P’S OF MARKETING
A more in-depth explanation of “how to do
marketing”, using the “4 P’s of Marketing :
Product
Price
Promote
Place
DEFINITION OF E-MARKETING
“All actions that can be set up to facilitate the
match between supply and demand, using
digital tools such as:
Computers
Smartphones
Tablets
Smart-TVs”
DIFFERENCES BETWEEN E-MARKETING AND
TRADITIONAL MARKETING
Target
Analytics
Reversibility of actions
Invasiveness
SOCIAL MEDIA MARKETING PLATFORMS
- YouTube
- Tumblr
- Flickr
- Myspace
- Last.fm
E-MAIL MARKETING PLATFORMS
- MailChimp
- Constant Contact
- SendInBlue
- GetResponse
- ConvertKit
- Drip
- AWeber
- Keap
- MailerLite
- ActiveCampaign
DISPLAY RETARGETING PLATFORMS
- AdRoll
- ReTargeter
- Criteo
ANALYTICS & ADWORDS
- Google Analytics
- Adobe Analytics
- Kissmetrics
- Google Ads
CREATING A MARKETING PLAN
- Define your objectives
- Conduct a market research
- Define a marketing strategy
- Define metrics to measure your
campaigns
CREATING A FACEBOOK ADS CAMPAIGN
- Create a Facebook page using
Business Facebook
- Define your objective (Awareness,
Conversion, Consideration)
- Define your audience (Age,
demographics, interests, etc.)
- Choose your Ad type.
- Define your budget and schedule
- Get creative
- Run your ad
CREATING AN EMAIL CAMPAIGN WITH
MAILCHIMP
- Create a Google Ads account and go
to the Campaign section
- Select one (or more) goals for your
campaign
- Select your settings (name, type,
networks, devices, location,
languages, budget, ad extensions,...)
- Select your audience by location,
language, interests, education level,
etc.
- Create your content
- Run your Ad
LET’S PLAY!
Visit :
https://create.kahoot.it/share/e-marketing-
session/99cbc04a-bd7
a-445e-88b5-443e0c1c4fb3
11. Lesson plan, resources and bibliography
Time Activity Notes Materials
5 minutes Introduction of the L2G
project
10 minutes Icebreaker: brainstorming
activity
Slide 1
Post-it notes
Pens
10 minutes Definition of Marketing Slide 2
10 minutes 4 P’s of Marketing Slide 3
5 minutes Definition of E-Marketing Slide 4
10 minutes
Differences between E-
Marketing and traditional
marketing
Slide 5
5 minutes Social media marketing
platforms Slide 6
5 minutes Email marketing platforms Slide 7
5 minutes Display retargeting
platforms Slide 8
5 minutes Analytics & Adwords Slide 9
15 minutes Break
5 minutes Creating a Marketing plan Slide 10
30 minutes Assignment: Create a
marketing plan Slide 10
5 minutes Creating a Facebook Ads
campaign Slide 11
30 minutes Assignment: Create a
Facebook Ads campaign Slide 11
5 minutes Creating an Email campaign
with Mailchimp Slide 12
30 minutes
Assignment: Create an E-
mail campaign with
Mailchimp
Slide 12
10 minutes Kahoot Slide 13
12. Assessment of the topic
(Short description of how participants will be assessed/evaluated - concrete ways)
For each activity, they will be guided by the coach and will receive feedback from peers and
from the coach.
At the end of the session, a Kahoot activity will be proposed and participants will answer
questions about topics learned during the session. They will also receive a satisfaction poll at
the very end of the session.
Conclusions
At the end of this session, participants will have a general insight on the importance of
marketing, as well as the different ways to do it. They will have the keys to start experimenting
with the construction of campaigns by themselves with professional tools.
Bibliography
Merriam Webster Online Dictionary. (2019). Merriam Webster [online]. Available at:
https://www.merriam-webster.com/dictionary/marketing [Accessed 5 September
2019]
University of York: Introduction to Marketing. (2002). The University of York.
[online]. Available at: http://www-
users.york.ac.uk/~aew6/Courses/CE%20Module/PDF%20Files/market.pdf [Accessed
5 September 2019]
Purely Branded. (2019). Purely Branded: The Four Ps of Marketing [online]. Available
at: https://www.purelybranded.com/insights/the-four-ps-of-marketing/ [Accessed 5
September 2019]
Investopedia (2019) Investopedia : Business Essentials: Marketing Plan. (Reviewed by
James Chen) [online]. Available at: https://www.investopedia.com/terms/m/marketing-
plan.asp [Accessed 8 September 2019]
V Comply (2018) V Comply : SMART goals are at the heart of a successful
organisation (VComply Editorial) [online]. Available at: https://blog.v-
comply.com/smart-goals-for-business/ [Accessed 8 September 2019]
Sproutsocial (2019). Sproutsocial: 41 Must-Have Digital Marketing Tools to Help You
Grow (by Brent Barnhart) [online]. Available at:
https://sproutsocial.com/insights/digital-marketing-tools/#seo [Accessed on 14
September 2019]
Facebook Blueprint. (2019) Facebook Blueprint: Create a Facebook Page in a few easy
steps []. (online) Available at: https://www.facebook.com/business/learn/lessons/tips-
to-creating-a-facebook-
page?course_id=1254846341356301&curriculum_id=434503597101154# [Accessed
on September 21 2019]
Facebook Blueprint. (2019) Facebook Blueprint: Facebook Ads []. (online) Available
at:
https://www.facebookblueprint.com/uploads/resource_courses/targets/364752/original
/index.html#/page/5ab5288efc7aef7d6e544eeb [Accessed on September 21 2019]
Mailchimp (2019). Mailchimp : Create a Regular Email Campaign [online] Available
at : https://eepurl.com/dyilc1 [Accessed 22 September 2019]
Mailchimp (2019). Mailchimp : Design an Email Campaign in Mailchimp [online]
Available at : https://eepurl.com/dyiltj [Accessed 22 September 2019]
Instapage (2019). Instapage: Why Use Google AdWords? Here’s 10 Reasons Why
[online]. Available at: https://instapage.com/blog/why-use-google-adwords [Accessed
26 September 2019]
Google Ads Help (2019). Google Ads Help: Create a Campaign [online]. Available at:
https://support.google.com/google-ads/answer/6324971?hl=en [Accessed 26
September 2019]
Google Ads Help (2019). Google Ads Help: About Google Ads campaign types
[online]. Available at: https://support.google.com/google-ads/answer/2567043
[Accessed 26 September 2019]
Training Programme for NEETs Module 4 - Design tools for websites
Developed by BICC
Introduction 4
Digital content creation 4
1: Introduction 4
2: Content Planning and Strategy 5
3: Content Creation Process 8
4: Analysing Your Content 10
5: Content Creation Tools 10
Tools for website creation 11
1: Types of websites 11
1.1 Brochure website 11
1.2 eCommerce 11
What is eCommerce? 12
What is an eCommerce website? 12
What is mCommerce? 12
1.3 Blogs, news, forums and wikis 13
1.4 Organisational websites 14
Website building platforms 15
1. What are Domain and Hosting? 15
1.1 Domain name 15
1.2 Hosting 16
2. Comparison of different platforms. How to choose the right building tool. 16
2.1 CMS - what is a Content management system? 16
2.2 Website builder or Self-hosted CMS 17
2.3 Comparison of the most popular self-hosted Content Management Systems (CMS) 19
3. Platforms for easy building and deploying a complete website. 23
2.1 Wix (Business website) 23
2.2 Shopify (eCommerce website) 23
2.3 Site123 23
2.4 Wordpress websites: Blogging (but not only) - a short setup guide 23
Build your own website 26
1: Choose the correct website type 26
2: Choose a platform to create your website 26
3: Create the design: Practical exercise 26
4: Fill the website with digital content: Practical exercise 26
Lesson Outcomes 27
Lesson Plan 28
PPT Presentation and disclaimer 30
Resources 42
Assessment of the topic 43
Conclusions 43
Bibliography 44
Introduction
Websites, and as I like to call them in the most recent years: Web apps because of the rich
experience and interaction they offer, are not what they used to be 10-15 years ago in the dawn
of the worldwide connectivity. Nowadays websites are all around us and we are surfing them
daily on different devices - connecting, educating, and entertaining ourselves. We are checking
our Facebook walls on our mobile phones multiple times a day, searching for recipes, reading
or watching the news and so much more.
But who is creating all that content? And why is that content being created?
We will find out during the course of the following module. And what is more, we will learn
how to use digital tools to create and maintain websites.
Always keep in mind that the website and all digital efforts have to align with the organization’s
goals and objectives.
1. Digital content creation 1
1.1 Introduction
You have a burning question or you need an expert opinion, so what do you do?
My guess is you go to Google (or a different search engine).
Google alone answers over four billion search queries every day.
When you enter a question into the search bar, those links that appear in your search results are
content. Whether you know it or not, you consume content on a daily basis.
● Those articles that diagnose your symptoms when you search a health-related issue ...
content.
● The video tutorial on how to create Victoria Secret-level hair volume ... content.
● News stories, Instagram feeds, facebook walls, blog posts, cat videos, GIFs, memes ...
all content.
1 Credits HubSpot: https://blog.hubspot.com/marketing/content-creation
Content is a large part of your everyday life. It’s hard to avoid, but why would you want to
avoid it anyway? Content keeps us informed, answers our questions, entertains us, makes us
smile, guides our decisions, and more.
Content helps you attract, engage, and delight prospects and customers, bring new visitors to
your site, and ultimately, generate revenue for your company.
What is content creation?
Content creation is the process of generating topic ideas that appeal to your visitors, creating
written or visual content around those ideas, and making that information accessible to your
audience as a blog, video, infographic, or other formats.
1.2. Content Planning and Strategy
You wouldn’t start building a house without a blueprint, a sculpture without a sketch, or a
company without a mission statement. So, there should be no content creation without a plan.
Otherwise, you risk getting derailed from your objective.
First, you have to set your Content Goals.
Similar to a traditional marketing campaign, your content strategy should be centred around
your marketing goals (which should follow your company goals).
Your goals could range from attracting more visitors to your site to generate more leads to
anything in between — as long as they’re SMART goals (Specific, Measurable, Achievable,
Realistic, and Timely).
An example of this kind of goal would be to increase organic traffic to the blog by 25% in the
next quarter.
Once you determine that, each piece of content you create should be aligned with your goal
and contribute to your desired outcome.
So start with your goals and then create your content.
- Create a profile of your visitor - a Buyer Persona
You first need to know who you’re speaking to, how you want to speak to them, and where to
find them.
The key to creating successful content is to make each reader feel like you’re speaking directly
to them.
Tools like MakeMyPersona will walk you through the process of creating your buyer persona.
You can generate a document to always reference in the future when you create content.
You can create more than one persona if you think that you can speak to different audiences.
- There are three stages of the buyer’s journey Awareness > Consideration > Decision and
you have to create content for each one of them:
Awareness: Checklist, Blog Post, Whitepaper, Infographic, Ebook, Tip Sheet, Game, Quiz
Consideration: Podcast, Webinar, Worksheet, Comparison Matrix, Template
Decision: Demo, Free Trial, Product Guide, Consultation, Coupon
- Perform a Content Audit
Whether you’ve been creating content for a while without any clear direction or you’ve been
following a strategy all along, every marketing department can benefit from a content audit.
Even if you didn’t start out with a clearly defined strategy the content you already have may fit
into one.
A content audit is simply taking inventory of the work you’ve already done, then organizing it
to fit under your new content plan.
The process might involve some re-writing, or it could reveal gaps that need to be filled with
content that appeals to your persona and their journey stage.
Here’s how you’d perform your content audit:
1. Gather all of your content in a spreadsheet.
2. Create columns for target keywords, buyer persona, buyer’s journey stage, format, and
the main topic, then fill these in for each content piece.
3. Add columns for your key metrics, like page views, shares, engagement, etc.
4. Finally, categorize each post (using highlights or another column) by those that are
doing well, need improvement, should be rewritten or can be merged with another post.
While a content audit may seem tedious, all the manual labour will be worth the increased
traffic and leads. Plus, you’ll have a verified plan moving forward.
- Choose the Right Format
Remember that buyer persona you created? You’re creating content for them. That means you
should be crafting content in a format that is most easily and enjoyably consumed by your
prospects.
The format you choose might be a blog post, video, slideshare, graphic, ebook, whitepaper,
podcast, or whatever your creative mind can conceive. As long as it serves your persona, you’ll
be in good shape.
Of course, you can later use content repurposing by changing it from one format to another and
find out what works better with your audience.
- Content Promotion
What good is it to create all this great content if no one sees it? In a perfect world, herds of
people would flock to your site every time you publish a new post. In reality — especially
when you’re just starting out — you’ll need to entice people to consume your content and even
shepherd them into your online space.
Hence why content promotion is just as important to your strategy as whatever content you
create.
Your promotion plan should be guided by your persona. Where do they spend their time
online? What time of day do they use a particular platform? How often do they want to see
content from you? How do they like to consume content? What email subject lines get them to
click?
● Social media
● Email marketing
● Paid promotion
● Syndication
1.3. Content Creation Process
SEO Research
SEO research — a.k.a. keyword research — will show you the search volume of a specific
keyword phrase and whether it’s worth the investment of creating a piece of content around it.
Don’t concentrate too much on this aspect of the process - SEO rules often change, search
engines change their algorithms all the time and if is wrong to optimize on today's rues
expecting future results.
Instead, focus on your audience and always deliver value for them. Keyword research is
important because it is part of the actual search that your audience will use to get to your content
so do the research to use these keywords and phrases while creating your content.
Ideation
If you’re stumped for ideas, you might want to consider looking for inspiration from books
you’ve read, industry studies, your competitor’s sites, or related searches.
Organize your content in Topic clusters 1:39 min video:
https://www.youtube.com/watch?v=xOGxyw9DSa8
Once you have all of your ideas down, you can develop your editorial calendar and start
creating.
Writing
● Write to your persona. Use their voice, their euphemisms, even their humour to
construct a piece that resonates.
● Use titles, meta descriptions, and other teasers to compel your audience to read your
content. Put the benefit of your content right in the title to let them know why they
should read it.
● Create something unique. Infuse a unique style or cite new research to emphasize your
points.
● Stick to one idea and use your content to reinforce it.
● Stay true to your voice, make all of your content sound similar.
● Be short and clear.
Editing
There are a few things that should definitely look out for as you refine your content, like active
voice, clear language, short sentences, correct grammar and punctuation and plenty of
whitespaces. Consider having a colleague or a friend review your work, too.
Some tools that will help you cut down on your editing time are Grammarly and Hemingway
Editor.
Uploading
Upload the content on your website through your selected platform.
It is very useful to upload videos on YouTube and then just embed them into your website.
This gives you the opportunity to link your website from the YouTube platform, save space
and bandwidth on your server (YouTube hosts and streams your videos for free) and gives you
a separate medium for video content consumption from your existing or prospect audience.
Publishing
Publishing content is as simple as clicking a button. So, why include a section on it? Well,
because it’s not always that simple. Yes, you can publish your content immediately after
uploading, or you can maximize its impact by waiting for an optimal time.
If you’re just starting out, then clicking publish right away probably won’t impact your
audience too much. But if you have committed to a regular publishing schedule, like delivering
a new post every Wednesday, your audience will expect to see posts published on Wednesdays.
Something else to keep in mind is to publish according to trends or time-sensitive events. For
example, if you create content about national holidays or current events, then you’ll want to
publish those at specific times.
1.4. Analysing Your Content
Remember that initial goal we talked about? - Whatever you want to accomplish with your
content will help you choose your metrics.
What you analyse is completely up to you, but here are some ideas for metrics to track:
● Page Views: the number of users that visit your content.
● Organic Traffic: the amount of traffic that comes from search engines.
● Bounce Rate: the percentage of visitors who leave your site after visiting only one page.
● Conversion Rates: the percent of visitors that engage with a CTA.
● Engagement Rates: the number of people that interact with your content through likes,
shares, comments, or in other ways.
● Audience Growth: the new subscribers or leads that are generated from a piece of
content.
1.5. Content Creation Tools
Canva will help you create beautiful designs for any platform, from social ads to Facebook
cover photos to infographics. The software features aesthetically pleasing templates that you
can customize with colours, images, and text ... for free (almost).
Giphy The GIF has replaced emojis as a completely normal form of communication, and,
therefore, an acceptable way to present content. Giphy allows you to search millions of pre-
created GIFs or even create your own.
Vidyard is a video hosting platform. The software allows you to customize your video by
adding overlays, text, or call-to-action buttons, split test, transcribe, and has SEO features.
SurveyMonkey is a leading survey creation platform. Why might you need such a thing?
Everyone knows that customer feedback is critical to an effective campaign.
Anchor is the podcasting tool for beginners. It’s free, allows you to record and store unlimited
episodes, and you can easily upload to any third-party platform.
More interesting content creation tools can be found here.
2. Tools for website creation
2.1. Types of websites
In general, the types of websites can be boiled down to Brochure, eCommerce
(mCommerce), Blog and news, Organizational portal and Wiki.
Brochure website
A brochure website is the simplest type of website in terms of functionality. Brochure websites
typically only have a few pages and are used by small businesses that need a simple online
presence. For example, a small plumbing company would only need a brochure website with a
homepage displaying contact information, an ‘about us’ page and perhaps a few photos of their
work. Their website is like an online business card for potential customers.
eCommerce
An eCommerce website is a website through which users are able to pay for a product or service
online. This will normally involve one company selling to multiple users, but can also take the
form of a multi-vendor eCommerce website, commonly known as ‘marketplace’ websites.
Marketplace websites allow multiple vendors to sell to customers through the same site.
What is eCommerce? 2
e-Commerce, also known as e-Business, or electronic business, is simply the sale and purchase
of services and goods over an electronic medium, like the Internet. It also involves
electronically transferring data and funds between two or more parties. Simply put, it is online
shopping as we commonly know it.
e-Commerce started way back in the 1960s when organizations began to use Electronic Data
Interchange (EDI) to transfer documents of their business back and forth. The 1990s saw the
emergence of online shopping businesses, which is quite a phenomenon today.
It has become so convenient and easy, that anyone can shop for anything right from a living
room, with just a few clicks. This has evolved with the emergence of smartphones, where now
you can shop from anywhere and anytime, with a wireless device connected to the Internet.
Now you can search for almost any product or service online, without having to go anywhere
physically.
What is an eCommerce website?
eCommerce websites are online portals that facilitate online transactions of goods and services
through means of the transfer of information and funds over the Internet. In the early days, e-
Commerce was done partially through emails and phone calls. Now, with a single website,
anything and everything that a transaction needs, can be executed online.
There are different eCommerce websites for every field. The most common type is retail
selling, but there are many others too, like auction websites, business-to-business services,
music portals, consultancy websites, finance management websites, and the like.
What is mCommerce? 3
Definition: mCommerce stands for mobile commerce and is effectively eCommerce (electronic
commerce) that is facilitated specifically through wireless technology on mobile devices such
as smartphones, smartwatches, tablets and laptops.
2 According to https://cyberchimps.com/e-commerce-websites/ 3 According to https://www.search-digital.com/what-is-mcommerce
As the next evolution of eCommerce, mCommerce is the buying and selling of goods and
services anytime and anywhere where there is an internet connection.
One of the main characteristics of mCommerce websites is that they are well optimized to
display and function on mobile devices connected to the internet.
mCommerce websites take advantage of the mobile devices technology like enhanced security,
mobile payments, user personalization and so on.
Buying on mobile devices is being further driven by younger, mobile-savvy consumers. A
growing proportion of millennials say that speed and easy navigation are key factors in their
likelihood of shopping with mobile devices.
Blogs, news, forums and wikis
We have grouped Blogs, News and Wiki websites together for the purpose of this training but
bear in mind that there are many subcategories of these website models.
What is a Blog website?
A website that gets publications very often and usually presents the writer’s views on different
subjects. Blogs are arranged by publication dates. A variation of the blog website is the Vlog,
which is a blog in video format. Blog websites allow visitors to leave comments under each
blog which in many cases turns into online discussions.
What is a news website?
News website consists of articles/publications with information about current events. The news
website is very much like a newspaper but in digital format. A news website can contain digital
text, images and even videos.
What is a forum website?
A forum website is a website that allows visitors to communicate with each other by posting
messages. The idea of the forum website is to provoke discussions on different topics.
What is a wiki?
A website developed collaboratively by a community of users, allowing any approved user to
add and edit content.
The websites that contain Blogs or News are quite similar in appearance and functionality.
Wikis may be a bit different in appearance because they tend to have clean black and white
design for easy readability.
All three types of websites need to have a clear structure that is easy to navigate by topic and
date. Usually, the information in the Blogs and News is arranged from newest to oldest because
the latest information is most interesting to the visitors both new and returning.
This doesn’t matter too much for Wikis because the articles that they contain are not necessarily
tied to chronological events.
A specific feature for all these websites is the Search bar. It can be used by visitors to look for
specific content that they are interested in. The search bar has to be visible and easy to use and
the search results have to be well presented with the name of the article/publication and a
snippet of the text content inside the article/publication.
Another important navigation element is the clickable breadcrumbs which allow the visitors to
go back to a specific topic and read more articles/publications about it.
Navigation of blog and news websites is in the centre of the building process because of the
vast amount of information that these websites contain. Wiki websites as a minimum need to
have excellent search functionality.
Organisational websites
The organisational website is usually a mixture of the previous website types. Different
organisations have different needs that their websites have to fulfil. Some organisations are
fine with a brochure type website which contains a bit of information about the organisation
and contact information, others need to be in constant contact with their current and potential
clients, to provide them with new, updated and relevant information, yet other organisations
need to sell and have financial transactions straight from their website.
The most important question that you have to answer before you start building a website is:
What is the goal that this website will achieve for my organisation?
The answer to that question will determine which type of website you will have to build and
what elements that website will have to contain.
Conclusion:
Naturally, your website should have a neat, clutter-free, and user-friendly interface. Users
should be able to find whatever they are looking for easily, be it pricing, images, carts, copy,
contact information etc.
Additionally, your website loading time should be as little as possible. Many performance
issues, such as slow speed and frequent downtime act as a deterrent for your visitors. The
“patience” time for a user is less than 3 seconds so if you can’t satisfy their request to receive
the information they are looking for they will move on to your competitor’s site.
Most of the browsing online nowadays is done on mobile devices so it is imperative to make
sure that your website is responsive and well presented on all mobile displays, regardless of
size and resolution. 52.2% (over half) of all website traffic worldwide was generated through
mobile phones in 2018 (Source: Statista). This trend is only climbing and some predict that
website traffic on mobile devices can reach 80% in 2019.
3. Website building platforms
3.1.What are Domain and Hosting?
Domain name
Simply put the domain name is your website name. But actually, it is the address where Internet
users can access your website. The domain name is used for finding and identifying computers
on the Internet. Computers use an IP address, which is a series of numbers separated by dots
(eg. 128.154.26.11 IP of nasa.gov). However, it is difficult for humans to remember strings of
numbers and domain names were developed instead of IP addresses (eg. nasa.gov instead of
128.154.26.11).
To have your own website on the internet you need to get a domain name. Domain names are
obtained by buying them from an online registrar. You pay for the domain name usually on an
annual basis. The price varies from a couple of euros (.com, .net) to a couple of hundred euros
for newer domain extensions like .bank, .game, .insurance
The domain name consists of two parts the actual name which is a word or a combination of
words and numbers with just one special character allowed which is the hyphen (-) and a
domain extension which starts with a dot (.) and some letters like .com, .net, .bank etc.
Once a domain name is bought by someone a duplicate can not be owned by someone else.
The domain name is unique. However, the same word/phrase can be registered with different
domain extensions eg. hotels.com, hotels.net, hotels.org and hotels.bank are different domain
names and can belong to different websites.
Hosting
The domain name is not enough to own and operate a website - you need hosting as well. A
domain name is the address of the website just like a street address but hosting is the physical
location where a website resides - it's hard disk space on a computer server physically located
somewhere. In addition to hard disk space, the hosting provides other computing resources like
bandwidth (traffic to and from the hosting space from multiple locations on the Internet), CPU
(processing of the information), backup and security etc.
Hosting plans vary and can be from a couple of euros per month to a few thousand per month.
The most common and cheapest hosting option is shared hosting which means multiple
websites are hosted on the same server. More expensive are the Virtual IP, Dedicated IP and
Cloud hosting plans. Hosting plans vary from hosting company to hosting company and can
include many additional features like quick CMS quick installation packs, SEO, speed boosters
etc.
3.2.Comparison of different platforms. How to choose the right building tool.
- CMS - what is a Content management system?
A content management system (CMS) 4 is a software application that is used to manage the
creation, modification and publication of digital content.
4 Further reading about CMS - https://en.wikipedia.org/wiki/Content_management_system
A content management system (CMS) typically has two major components: a back-end user
interface that allows a user, even with limited expertise, to add, modify, and remove content
from a website without the intervention of a webmaster; and a content delivery application
(CDA), that compiles the content and updates the website or simply put displays the published
digital information to the website visitors.
All modern websites rely on one or another CMS. The content management system is very
useful because it helps creating and publishing dynamic digital content, frequent updates of the
content, fairly easy extensibility for different operations without the need of programming.
- Website builder or Self-hosted CMS 5
Time: The most important factor
When website builders were just starting out, their websites were heavier and less flashy than
websites with hosted CMS. Today, the result in terms of speed and design have been matched
and the differences are minimal.
We will talk about the technological bases in further details below, but right now we have to
figure out the recipe for success for any company website, blog or online store: Content and
promotion.
Creating good and unique content in a correct format and easy to read takes time. Promoting
your website through search engine optimization (SEO) or pay per click (PPC) campaigns is
also time-consuming. As the time to devote to your website is limited, especially if you are
running a business, website builders allow you to spend your time on these most important
factors instead of things that are “unseen.”
How much freedom do you need?
99% of the websites of small and medium companies have the same elements, the same
happens with blogs and online stores. Having 100% freedom to do what you want is not always
good as it leads to design and usability errors as well as time management challenges.
5 Resource - https://www.webnode.com/blog/2018/12/website-builder-vs-self-hosted-cms/
If your website doesn’t need a unique and specific functionality, using a website builder allows
you to benefit from designs created by professional designers so that your website will follow
current design principles. Moreover, having all the technological elements in the same platform
protects you from compatibility problems. Also, you will benefit from the platform technicians
who are always looking for and solving any usability problems that may exist.
Content ownership and vendor dependency
Regardless of whether you choose to use a website builder or a hosted CMS, original content
that you put on your website will always be your own personal property.
If you decide to use a website builder, you will depend on a single provider. With a hosted
CMS, you may depend on several providers. Although it is not difficult to move your website
from one provider to another, it is important to make sure that each of your providers will stay
in business.
For these reasons, it is advisable to choose suppliers among the market leaders as well as know
what each provider specializes in. Recently, many hosting providers offer website builders.
However, this is not their main product meaning they can stop offering it at any time. If you
want to use a website builder, it is better to choose between companies specializing in this.
Conclusions
As you can see, there are several factors to take into account when choosing between a website
builder and a hosted CMS. The most important things to think about are:
● Does your website require any type of specific functionality?
● How much time do you have available? Do you want to dedicate it to solving technical
issues or to work with your content?
● How much it costs to have one or the other?
In 90% of cases, a website builder is the best option because it allows you to focus on what is
most important for success while being more economical. However, if you need unique features
or enjoy the process of learning the technical details behind websites, a hosted CMS would be
a better option.
- Comparison of the most popular self-hosted Content Management Systems (CMS) 6
Content management systems have given everyday users the ability to create and manage high-
quality websites without being web designers or developers. They have helped start countless
new businesses, careers, projects and information outlets.
From many options out there, WordPress, Joomla and Drupal have emerged as the most
popular. Together they cover about 71 per cent of the CMS market. When starting a new
website, you will most likely choose one of them.
There are many factors to take into consideration when choosing your website building tool
and as Abraham Lincoln once said: “Give me six hours to chop down a tree and I will spend
the first four sharpening the axe.” it is best that you spend some time to carefully educate
yourself and choose the right platform for you and your business. It might be much harder to
change it down the road if you have already invested a lot of time and resources.
Here are the most important factors you need to compare. We will introduce them through a
comparison of the three most popular CMS but you can apply them to any platform that you
might consider.
● Cost and Expenses
For all self-hosted CMS, the hosting is a fixed cost that you can’t avoid. Here is worth to note
that some hosting companies specialize in hosting specific CMS so look around for the best
one for the CMS you chose.
WordPress - The most likely additional expenses for WordPress are premium plugins, themes
and extensions. Professional extensions like payment gateways, specific features and
professional themes may range from $19 to $299 (or more) but there are plenty of free plugins
on the official plugin directory https://wordpress.org/plugins/.
6 Detailed information - https://websitesetup.org/cms-comparison-wordpress-vs-joomla-drupal/
The platform tends to be a little more resource hungry than the other two candidates. For that
reason, this might increase your hosting cost as your site grows.
Joomla - The expenses of running a Joomla site are similar to WordPress. The software itself
is free but you will likely have to spring for premium templates and/or extensions. Prices on
the official directory have about the same range as for WordPress.
Because Joomla is a little more complex than WordPress, the likelihood that you will need
professional help is higher.
Drupal - Drupal was made for fast performance. Consequently, it is less hardware hungry than
its competitors which is good news for server costs. You might need some premium themes
that also cost about the same as for the other two platforms.
But unless you are a developer yourself, building a website with Drupal pretty much guarantees
that you will have to pay somebody.
● Ease of Use and Beginner Friendliness
WordPress - Ease of use is one of the biggest strengths of WordPress and one of the main
reasons for its success. Setup is quick and easy and is called the 5-minute install for a reason.
Content creation is super easy as well. If you can use a normal word processor, you can create
posts and pages with WordPress.
Joomla - Joomla is somewhere between WordPress and Drupal. If you are a moderately
technical person, you should be able to get into it quite quickly.
The CMS also provides a graphic interface to add and manage articles, media, menus,
extensions, templates and change settings.
Drupal - Drupal’s admin area offers a lot of customization options from the get-go. In the past,
it meant that the Drupal interface was the most complicated but in recent times there have been
efforts to simplify it.
Aside from that, Drupal is the most technically advanced solution of this CMS comparison.
That means it requires a working knowledge of PHP, HTML and other programming languages
to make any meaningful changes. This includes updating your site, which often requires you
to make code adjustments to make existing components compatible with the new version.
● Site Customisability
The ability to customise websites built with a CMS is paramount for users. In addition to a
solid core product, the CMS has to offer ways to be modified and extended.
WordPress - Customisability is another advantage of the WordPress platform. There’s almost
nothing that you can not change. Even the built-in options allow you to make sweeping design
and functionality changes. From the admin panel’s colour scheme and site design to custom
menus, widgets, background images and header images.
Additionally, there are around 55,000 plugins and several thousand themes only waiting to
extend your site.
In short, WordPress can be moulded into any type of website you want.
Joomla - Joomla also has a theme and plugin ecosystem in place to add new features to your
site. They also have many more different types of extensions: templates - how the website
looks; components - they can be seen as mini-applications and an easy analogy would be that
Joomla! is the operating system and the components are desktop applications; modules - they
add specific content in the website like forms, bread crumbs, image sliders; plugins - miniature
code snippets that execute specific operations like setting cookies; languages - different
language packs for the admin area or the front end website.
Drupal - Drupal is all about building custom websites. For that reason, it comes with a lot of
built-in customization options. You are also able to edit files directly and customize almost
anything you want.
Additionally, like the other CMS, Drupal is also part of a healthy ecosystem. It offers 40,000+
modules and more than 2,600 themes to add functionality and design options to your site.
● Translation and Localisation
Companies and websites are operating in an increasingly international market. For that reason,
they need to appeal to visitors from different areas of the world. The ability to localise and
translate your content is a crucial feature in any CMS comparison.
WordPress - The platform is now available in dozens of languages. Each user can also choose
the language of their back-end — perfect for multilingual teams.
Aside from that, WordPress has built-in functions to help developers make their themes and
plugins translatable. There are also a number of excellent plugins to translate website content
visible to your international visitors.
Joomla - Localisation and translation are something where Joomla shines. It has translation
packs available for many languages.
Joomla comes with built-in language management and admins can translate both the back end
and front end areas of the website with ease.
Starting and maintaining multilingual websites with Joomla is a breeze.
Drupal - Drupal has been translated into many languages with different levels of completion.
Like Joomla, the ability to translate content is part of Drupal core. There is no need to install
extensions to do so.
● Types of Websites You Can Build
WordPress is now a fully-featured content management system capable of powering any kind
of website, but its roots are in blogging. For that reason, it does this part extremely well.
E-commerce is another strength of WordPress. Not only is WooCommerce the most popular
WordPress e-commerce extension, but it also runs almost half of the online shops on the web.
Joomla is the CMS most capable of creating social networks. It has a lot of built-in
functionality for membership sites, forums and other ways to enable user-generated content.
Through its extensions, Joomla can be turned into any type of website from a Facebook-type
social network to a hotel and taxi booking engine.
Drupal is the most scalable CMS of the three. For that reason, it's best to build large, custom,
enterprise-level websites. It can also power community platforms with multiple users, online
stores, social networks and publishing sites.
3.3.Platforms for easy building and deploying a complete website.
Wix (Business website)
https://wix.com > Get started > create an account > follow the setup wizard > let Wix ADI
create your website > Start now button > follow the setup wizard > Chose elements to include
on your website > Click on Next > Import info and images from existing website, Facebook
page or Google Places > Upload your logo > Let Wix create your colour palette based on your
logo colours> Pick one of three suggested layouts > Edit your website further through Wix’s
Dashboard > Publish your website on Wix domain or your own > View your creation online.
(15 steps)
PDF manual
Shopify (eCommerce website)
10 Steps to create your website using Shopify
https://www.shopify.com/ > Start free trial button > fill in your email, password and store
name > A little information about the shop: Are you already selling? What is your current
revenue? > Add an address so you can get paid > Add product button > Fill in the form and
Save > Go to Orders > You will need to select a paid plan to start selling > Click on Select
plan. Plans start from $29 per month.
Link PDF manual
Site123
https://site123.com/ > Start here > Select the website type that you want to build > Type in
your website/business name and click on Go to final step button > fill in Name, Email and
Password and click on Start my website button > You will see your website in the built-in
Editor.
PDF manual
Wordpress websites7: Blogging (but not only) - a short setup guide
In general (as with all CMS) you can start your WordPress website in 2 ways:
7 Wordpress’ official website: https://wordpress.org/download/
You can use your hosting’s Quick installation process (most shared hosting providers - or at
least the decent ones offer Quick installation packages) or you can download and install the
CMS package yourself.
After the installation, you will need to take several steps to make your website work 8. In
general, logging into your website’s back-office area is through adding /wp-admin to the end
of your domain name eg. yourdomain.com/wp-admin. After you log in you have to take a few
steps to finish off your new website:
1. Choose a Theme and Layout You Like
To install a new theme, go to your website’s dashboard, then go to Appearance > Themes, then
click the Add New button located at the top.
You can use the Search function to narrow down Themes in your specific topic. In the search
results you can test out each theme to see how you like it by clicking on “Live Preview”.
Once you find the perfect theme for your new blog, you can activate it from either the Live
Preview (just click “Activate the Theme”) or from the main search area by clicking the
“Activate” button. As soon as the theme is activated, it will be installed on your site.
2. Manage Your Blog’s Content (Blog Posts & Pages)
To add your first post navigate to Dashboard > Posts > Add New.
Here, you can add the title and start writing content for your new blog.
Next, you’ll want to add a featured image for some visual flair for your website visitors. To do
this, simply click the “Featured Image” box on the right hand side of your screen, upload your
image, and click “Save”.
Once you’re satisfied with the quality and layout of your post, hit the publish button.
If you want to add a welcome page on the homepage of your site instead of a list of recent blog
posts, all you need to do is go to Pages > Add New and then add the title and content.
Repeat this process to create another page for your blog list. Choose an appropriate title (like
“blog” for example), and then hit publish.
8 Further detailed reading: https://websitesetup.org/how-to-start-a-blog-guide/
With both pages created, go to Dashboard > Settings > Reading, then in the “Your Homepage
Displays” option, check “A static page”, select your welcome page in the “Homepage” setting
and your blog page in the “Posts page” setting, then hit save.
Your welcome page will now be published.
3. Create a Menu
One of the most important aspects of good user experience on any new blog is the navigation
or the ease with which your viewers can find the content they are looking for.
To create a Menu go to Dashboard > Appearance > Menu.
Here, create and add a new title for your main menu and then, in the left pane of the menu
editor, check the pages you want to appear on your new menu. Click “Add Menu”.
The checked pages should appear in the right pane of the editor and you can now rearrange
their order by dragging the labels up and down.
Once you’re happy with your menu’s structure, you can display it on your website’s main
header by checking the “Primary” location checkbox (the name depends on the theme you
previously selected) in the menu settings and hit save.
4. Install Plugins (many of them are Free)
There are thousands of plugins available to extend WordPress functionality. All of them can
be found at https://wordpress.org/plugins/
There are 2 ways to install WordPress plugins.
1. Download the plugin you found at https://wordpress.org/plugins/ and then upload it by
going to Plugins > Add new button at the top > Upload plugin > Chose the archive file
you have previously downloaded and click on Install now button (this method is
mandatory for paid plugins).
2. Search for the plugins you want to install at your back end > Dashboard > Plugins >
Search functionality and click on Install Now button next to the plugin you want.
4. Build your own website
1: Choose the correct website type
Online quiz: http://www.quiz-maker.com/QQG1FJM
2: Choose a platform to create your website
Discussion with participants
3: Create the design: Practical exercise
Choose a platform: Shopify9, Site12310, Wix11 or WordPress and work on it to create the base
of your first website (20 minutes) - facilitators help if there are any questions.
4: Fill the website with digital content: Practical exercise
Create digital content by choosing one of the following formats that you can publish on your
website:
● A text blog post (with at least one image)
● An infographic around a chosen topic
● A slide share as a PPT or using an online tool like https://www.slideshare.net/
● A video/video vlog that you can upload on YouTube and then publish on your website
● An image gallery around a chosen topic
9 Annex 2: Shopify quick setup guide 10 Annex 3: Site123 quick setup guide 11 Annex 4: Wix quick setup guide
Lesson Outcomes
At the end of the session, participants will have the basic knowledge to create a website using
digital design tools. They will be able to design their own website and fill it with content.
Learning outcomes:
At the end of the session participants will be able to answer the following:
● What is digital content and how to create and use it effectively?
● How to differentiate between the types of websites and what they are suitable for
● What platforms and tools can be used to create an effective website?
The participants will be also confident to:
● Create a plan for their future website
● Apply SMART goal setting techniques to a website creation process
● Chose a website type that will fit their needs
● Research and test different website building platforms
● Purchase a domain name and hosting
● Differentiate between a CMS (content management system) and an online website
builder
● Start building a website
● Create different formats of digital content
● Publish created content on the website
● Maintain the website
Lesson Plan
An assumption made for a two hour session.
Time
allocation Activity Notes Materials
10 minutes
Introduction facilitator introduction
Introduce project
Introduce the purpose of the session
Present learning outcomes
Check if learners have interest in
drafting emails - task (optional if there
is time towards the end of the session).
Powerpoint
Paper and pens for
learners throughout the
session
Computer and/or
smartphone
5-10 minutes
Warm-up task
What do you know about building a
website?
Pre-session assessment form
40 minutes PPT presentation about building a
website with some activities Screen and projector
10 Assessment of the learned content +
discussion led by the facilitator
Online quiz:
http://www.quiz-
maker.com/QY5KPP1
5 minutes
Choose the correct website type:
Exercise (5 - 10 multiple choice
questions based on the contents)
Online quiz
http://www.quiz-
maker.com/QQG1FJM
10 minutes Choose a platform to create your
website
Based on the presented
platforms talk with the
group and allow
everyone to choose their
favorite platform
20 minutes
Create the design: Practical - chose a
platform and try building your first
website
The facilitator goes around the class
and helps with any difficulties with
the chosen platform - the platforms
are very easy to use, have their own
onboarding and will not take up much
time.
Printed Website
platform guides
The tutor is helping
everyone individually
20 minutes
Fill the website with digital content:
Practical (create and publish different
types of digital content)
Computer with word
processor, image editing
facility or smartphone
with video camera (for
creating a video/vlog
post).
END
PPT Presentation and disclaimer
Please see the PPT presentation as Annex 1
TRAINING PROGRAMME OUTLINE
Session slides.
Ask the group these questions.
Talk about the evelvement of
websites since the early days of the
Internet
Explain why building a website is
important and crucial for any
organization.
Explain that the digital content of the
website is actually the most
important part of it.
Set the scene of a story. Describe the
setting and the main character in
detail. It’s important to make the
group imagine the set and immerse in
the story.
Continue with the struggles of the
main character.
Talk about setting Goals and
Objectives and creating a Marketing
plan. Breaking a Goal into smaller
achievable goals.
Explain the S.M.A.R.T. goal setting
technique
image credit fitsmallbusiness.com
A few words about the importance of
a Plan and Strategy.
1. Activity: Create a Buyer Persona
2. Awareness > Consideration >
Decision create appealing content for
each stage of this journey
3. Make an audit of all old content
and organizes it to fit under her new
content plan
4. When building in one format (blog,
video, image, slide presentation) later
convert the content piece in a
different format for different
audience types
5. social media, paid advertising,
email marketing, syndication and so
on.
Talk about a variety of tools that help
creating digital content.
Pick at least one tool to demonstrate
how it works.
Re-enforce the benefits of using a
tool.
Talk about the difference of the
websites based on the needs of the
organization/individual.
A few words about brochure type
websites.
A few words about ecommerce and
mcommerce type websites.
Emphasise on the growing
importance of mobile device use for
any internet activity.
A few words about blog type
websites.
A few words about news type
websites.
A few words about forum type
websites.
A few words about wiki type
websites.
A few words about organizational
portal type websites.
Ask the group what kind of website
they might need: personal or as a part
of organisation
Talk about common characteristics
that any good website must have.
Read the text on the slide.
Explain how domain name and
hosting are essential parts of the
content accessible on the Internet.
More details about what a domain
name actually is.
More details about what web hosting
actually is.
Read the text on the slide.
Mention how quickly the
accessibility to digital content has
spread and now available to anyone
with a browser capable device and
internet connection.
Introduce the concept of Content
Management System to the group.
Explain what Content Management
is and why is it needed for easy
website management.
Talk about the 3 most popular CMS:
WordPress, Joomla and Drupal
Give a definition of CMS and
technical overview of installation and
setup.
Talk about different available online
website builders and their pricing.
Explain what online builder is and
what it does.
Talk a bit more about WordPress -
why is it the most popular platform,
the easiest to learn and extend.
Who and how supports it?
Talk about WordPress plugins. Give
some examples of good plugins.
Online quiz http://www.quiz-maker.com/QY5KPP1
Resources
● A room with classroom arranged sitting
● WiFi internet connection
● Paper and pens
● A computer or smartphone
● Projector to project PowerPoint presentation
● Handouts - SESSION PLAN (email to participants: PPT, PDF tutorials)
Assessment of the topic
The participants will be assessed throughout the topic by the facilitator. They will be helped
when in doubt so they can leave the session with a new skill.
There are a couple of assessment exercises throughout the session. The last exercise will assess
the participants by giving them a knowledge score.
Many of the activities and part of the theoretical content in the lesson plan calls to debate and
interaction.
Conclusions
Participants will have a great overview of what a website is and what it is useful for. They will
know how to differentiate between the types of websites and will know more about website
building platforms and content management systems. The participants will also know about the
different types of digital content that can be created and how and where it can be used.
At the end of the session, participants will have the basic knowledge to create a website using
digital design tools. They will be able to design their own website and fill it with content.
Bibliography
"Content Management System." Wikipedia. October 23, 2019.
https://en.wikipedia.org/wiki/Content_management_system.
Perricone, Christina. "The Ultimate Guide to Content Creation." HubSpot Blog.
https://blog.hubspot.com/marketing/content-creation.
Schäferhoff, Nick. "CMS Comparison: WordPress vs Joomla vs Drupal - WebsiteSetup."
WebsiteSetup.org. November 04, 2019. https://websitesetup.org/cms-comparison-
wordpress-vs-joomla-drupal/.
Schäferhoff, Nick. "How to Start a Blog? Guide to Creating a Blog in 2019: WebsiteSetup."
WebsiteSetup.org. November 04, 2019. https://websitesetup.org/how-to-start-a-blog-guide/.
Topic Clusters: The Next Evolution of Content Strategy, HubSpot. YouTube.
5 Jul 2017
https://www.youtube.com/watch?v=xOGxyw9DSa8.
"What Is E-Commerce? What Are E-Commerce Websites?" CyberChimps. October 20,
2019. https://cyberchimps.com/e-commerce-websites/.
"What Is Mcommerce? Definition of Mobile Commerce." SearchDigital.
https://www.search-digital.com/what-is-mcommerce.
Training Program for NEET
Module 5 – Data Protection Policies
Developed by Cesur
Introduction ................................................................................................................................ 5
1.1. WHAT IS A PERSONAL DATA? ........................................................................................ 5
1.2. WHAT CONSTITUTES DATA PROCESSING? ..................................................................... 6
2. History of GDPR : Legal framework .............................................................................. 9
Legislative Proposals ........................................................................................................ 10
3. About GDPR .................................................................................................................... 11
3.1. WHAT ARE DATA PROTECTION AUTHORITIES (DPAS)? ................................................... 11
3.2. WHAT ARE THE MAIN ASPECTS OF THE GENERAL DATA PROTECTION REGULATION
(GDPR) THAT A PUBLIC ADMINISTRATION SHOULD BE AWARE OF? ........................................ 11
3.3. WHO DOES THE DATA PROTECTION LAW APPLY TO AND WHEN DOES THE REGULATION
APPLY? SCOPE OF APPLICATION ................................................................................................................... 12
3.4.1. Companies established in the EU ........................................................................... 12
3.4.2. Companies that are not headquartered in the EU but still has dealings with EU
citizens .............................................................................................................................. 12
4. Analysis of the GDPR ................................................................................................... 12
5. GDPR for marketing actions…………………………………………………………..13
Lesson Plan .......................................................................................................................... 14
PPT presentation ...................................................................................................................... 19
LESSON PLAN Resources AND BIBLIOGRAPHY ............................................................. 20
Assessment of the topic ........................................................................................................... 20
Conclusions .............................................................................................................................. 21
Bibliography ............................................................................................................................ 21
1. Introduction
1.1. WHAT IS A PERSONAL DATA?
According to the European Commission, a personal data is « any information that relates to an
identified or identifiable living individual. Different pieces of information, which collected
together can lead to the identification of a particular person, also constitute personal data. »
That means that personal data is also any information that can be used to re-identify a person,
even if there is a data that has been de-identified, encrypted or pseudonymised so, as long as it
remains personal data, it falls within the scope of the GDPR. If a data renders anonymous in
such a way that cannot be longer identified, then it will not be considered a personal data any
more.
What is considered a personal data and what is not?
Examples of personal data Examples of data not considered personal
data
a name and surname;
a home address;
an email address such as
an identification card number;
location data (e.g. the location data
function on a mobile phone)*;
an Internet Protocol (IP) address;
a cookie ID;
the advertising identifier of your
phone;
data held by a hospital or doctor,
which could be a symbol that uniquely
identifies a person.
a company registration number;
an email address such as [email protected];
anonymized data.
1.2. WHAT CONSTITUTES DATA PROCESSING?
Processing is understood by the European Commission as what covers a wide range of
operations performed on personal data, including both manually or automatically. That means
that any “collection, recording, organization, structuring, storage, adaptation or alteration,
retrieval, consultation, use, disclosure by transmission, dissemination or otherwise making
available, alignment or combination, restriction, erasure or destruction of personal data »
applies to the processing of personal data wholly or partly by automated as well as to non-
automated processings (in case it is part of a structured filing system).
Some examples of processing can include the following ones:
− staff management and payroll administration;
− access to/consultation of a contacts database containing personal data;
− sending promotional emails*;
− shredding documents containing personal data;
− posting/putting a photo of a person on a website;
− storing IP addresses or MAC addresses;
− video recording (CCTV).
1.3. WHAT IS A DATA PROTECTION POLICY?
Irwin (2019), a writer for IT Governance Blog, defines a data protection policy as “an internal
document that serves as the core of an organization’s GDPR compliance practices. It explains
the GDPR‟s requirements to employees and states the organization’s commitment to
compliance. » According to this author, the data protection policy needs to outline how the
GDPR relates to the organization, so it does not mean to provide specific details on how the
organization will meet the Regulation’s requirements, as these will be covered in the
organization’s procedures. Data protection policies have three main aims:
1. Providing the groundwork from which an organization can achieve GDPR compliance.
2. Making the GDPR understable for staff members.
3. Proving that organizations are committed to GDPR compliance.
Article 24 of the GDPR states that organizations have to create a policy in order to
“demonstrate that data processing is performed in accordance with this Regulation.”
The minimum information that policies should cover are the following items:
− Purpose of the policy
As an introduction explaining the importance of compliance of the policy and why this is
necessary in relation to the GDPR.
− Definition of key terms
The GDPR is full of data protection terminology that needs to be explained. The policy
should include a relation of suitable terms to be clarified.
− Scope
The GDPR‟s requirements apply to EU residents‟ personal data and anyone in your
organisation who processes that information.
− Principles
What is under the GDPR? According to Article 5 of the GDPR, there are seven key principles
which lie at the heart of the general data protection regime (failure to comply with the
principles may leave you open to substantial fines):
Principle (a) – lawfulness, fairness and transparency
Principle (b) – purpose limitation
Principle (c) –data minimization
Principle (d) – accuracy
Principle (e) – storage limitation
Principle (f) – integrity and confidentiality
Accountability principle
− Data subject rights
The GDPR endows individuals with eight data subject right. It is important to define them
and ensure that they are met.
1. Right to be informed
You have right to information about the processing of your personal data.
2. Right of access
You have right to obtain access to the personal data held about you.
3. Right to rectification
You have right to ask for incorrect, inaccurate or incomplete personal data to be corrected.
4. Right to erasure
You have right to request that personal data be erased when it‟s no longer needed or if
processing it is unlawful.
5. Right to restrict processing
You have right to request that decisions based on automated processing concerning you or
significantly affecting.
6. Right to data portability
You have right to receive your personal data in a machine-readable format and send it to
another controller („data portability‟).
7. Right to object
You have right to object to the processing of your personal data for marketing purposes or on
grounds relating to your particular situation.
8. Rights related to automated decision making including profiling
The GDPR has provisions on automated individual decision-making (making a decision
solely by automated means without any human involvement); and profiling (automated
processing of personal data to evaluate certain things about an individual). Profiling can be
part of an automated decision-making process.
Failure to do so is a violation of the GDPR and could lead to disciplinary action.
In order to exercise your rights mentioned above, the company or organisation processing
your personal data should be contacted. You should be responded to your request without
undue delay and at the lasts within a month.
These rights apply across the EU, regardless of where the data is processed and where the
company is established. These rights also apply when you buy goods and services from non-
EU companies operating in the EU.
− Data protection officer (DPO)
It is recommended to designate a person within your organization who acts as a data
protection officer; the policy must include the name and contact details of this person.
However, not all organisations are required to have this, if there is not a DPO designated, a
senior member of staff responsible for data protection should “play this role”, so their contact
details should be included in the policy. Some of the main activities that this person has to
carry out are the following:
- Informing the person in charge of processing data about their obligations regarding this.
- Supervising and controlling that rules regarding protection data are met
- Coordination and collaboration with control authorities
Following a two year post-adoption grace period, the GDPR was fully enforced throughout
the European Union in May 2018. In the table below, you can find a short timeline of how the
regulation reached the point that is today.
2. History of GDPR: Legal framework
Before the GDPR came up, the Organisation for Economic Co-operation and Development
(OECD) published its Guidelines on the Protection of Privacy and Transborder Flows of
Personal Data. It was a set of recommendations originally adopted on 23 September 1980 and
endorsed by both the EU and the US that set out to protect personal data and the fundamental
human right of privacy. These guidelines were the basis of many national laws regarding data
privacy, however, they were non-binding and the levels of data protection varied greatly even
amongst different EU member states.
After this, the Data Protection Directive 95/46/EC of 24 October 1995 was the European
Unions answer to the division of privacy regulations across the EU. This directive stayed true to
the original recommendation of the OECD and the core concepts of privacy as a fundamental
human right.
Although Directive 95/46/EC was meant to bring together the laws of different member
states, it was still a directive, which left some room for interpretation during the transposition
into individual national law. This fact, along with today rapidly changing data landscape, has
led to the necessity for another update to the regulatory environment of the EU.
This way, the GDPR was designed to fit today technology while remaining general to protect
the fundamental rights of individuals throughout future waves of innovation.
October 24th,
1995
Previous
Legislation
Data Protection Directive 95/46/EC was
created to regulate the processing of personal
data
January 25th,
2012
Legislative Proposals
The European Commission initiated a proposal
in order to update data protection regulation
March 12th,
2014
The European Parliament approved its own
version of the regulation
June 15th, 2015
The Council of the European Union approved
its version in its first reading, allowing the
regulation to pass into the final stage of
legislation known as the “Trilogue”
From June 2015
to December 2015 Trilogue
After several meetings to cover an agreement
on the overall roadmap for Trilogue
negotiations, he Parliament and Council have
come to an agreement, and the text will be
final as of the Official signing to take place in
early January of 2016
April 2018
Approval and Adoption
Regulating was adopted by the Council of the
EU and the European Parliament.
May 2018 Regulation will enter into force 20 days after it is published in the EU Official Journal.
3. About GDPR
3.1. WHAT ARE DATA PROTECTION AUTHORITIES (DPAS)?
Data Protection Authorities are, according to the European Commission website,
“independent public authorities that supervise, through investigative and corrective powers,
the application of the data protection law”. These authorities provide expert advice on data
protection issues and handle complaints lodged against violations of the General Data
Protection Regulation and the relevant national laws. There is one DPA in each EU Member
State. The DPA in the EU Member State were your company or organization is based will be
usually the main contact point for questions on data protection.
3.2. WHAT ARE THE MAIN ASPECTS OF THE GENERAL DATA PROTECTION REGULATION
(GDPR) THAT A PUBLIC ADMINISTRATION SHOULD BE AWARE OF?
Public administrations are subject to the rules of the GDPR when processing personal data
relating to individuals. National administrations are responsible to support regional and local
ones while preparing for the application of the GDPR. When processing personal data a
public administration must respect some key principles such as fair and lawful processing;
purpose limitation or data minimization and data retention. Prior to processing, individuals
must be informed about it.
Not only the designation of a Data Protection Officer is required in public administrations,
but also, it must to be ensured that appropriate technical and organizational measures have
been implemented to secure personal data.
In cases where personal data held is disclosed accidentally or unlawfully to unauthorized
recipients or is temporarily unavailable or altered, the breach must be notified to the Data
Protection Authority (DPA) without undue delay and at the latest within 72 hours after
having become aware of the breach. The public administration may also need to inform
individuals about the breach.
3.3. WHO DOES THE DATA PROTECTION LAW APPLY TO AND WHEN DOES THE REGULATION
APPLY? SCOPE OF APPLICATION
3.4.1. Companies established in the EU
The GDPR applies to companies and entities that processes personal data as part of the
activities of one of its branches established in the EU, regardless of where the data is
processed.
3.4.2. Companies that are not headquartered in the EU but still has dealings with EU
citizens
The GDPR applies to companies established outside the EU and is offering goods/services
(paid or for free) or is monitoring the behaviour of individuals in the EU.
A small and medium-sized enterprise that processes personal data as a main activity have to
comply with the GDPR, however, if processing personal data is not a core part of the
business and its activity doesn't create risks for individuals, then some obligations of the
GDPR may not apply.
4. Analysis of the GDPR
In this section, we provide a summary of the regulation, which is divided in 11 chapters and
99 articles:
Chapter 1 - General provisions
This chapter discusses the aim of the Regulation, the scope of the Regulation (where it
applies and who it applies to), and essential definitions.
Chapter 2 – Principles
This chapter outlines the rules for processing and protecting personal data.
Chapter 3 - Rights of the data subject
This chapter discusses the rights of the data subject, including the right to be forgotten, right
to rectification, and right to restriction of processing.
Chapter 4 - Controller and processor
This chapter covers the general obligations and necessary security measures of data
controllers and processors, as well as data protection impact assessments, the role of the data
protection officer, codes of conduct, and certifications.
Chapter 5 - Transfers of personal data to third countries or international organizations
This chapter provides the rules for transferring personal data that is undergoing or will
undergo processing outside of the Union.
Chapter 6 - Independent supervisory authorities
This chapter requires that each Member State have a competent supervisory authority with
certain tasks and powers.
Chapter 7 - Cooperation and consistency
This chapter outlines how supervisory authorities will cooperate with each other and ways
they can remain consistent when applying this Regulation and defines the European Data
Protection Board and its purpose.
Chapter 8 - Remedies, liability and penalties
This chapter covers the rights of data subjects to judicial remedies and the penalties for
controllers and processors.
Chapter 9 - Provisions relating to specific processing situations
This chapter covers some exceptions to the Regulation and enables Member States to create
their own specific rules.
Chapter 10 - Delegated acts and implementing acts
This chapter cover articles regarding the exercise of the delegation and the committee
procedure.
Chapter 11 - Final provisions
This chapter explains the relationship with this Regulation to past Directives and Agreements
on the same subject matter, requires the Commission to submit a report every four years, and
enables the commission to submit legislative proposals.
5. GDPR for marketing actions
Once we have got to know briefly what GDPR and data protection policies are, it is also important
to know how GDPR affects to our marketing campaigns.
According to the blog by SuperOffice.com, there are only three key areas that marketers need to
worry about. We will try to explain key concepts about those three areas:
1. Data permission
You can not assume that costumer’s permission, but users need to physically confirm that they
want to be contacted.
2. Data access
That means that the user can choose when to be “forgotten” of your data base. Users have the
right con have control on how their data are collected and used. Marketing professionals have to
make sure that user can easily access to their data and remove consent of its use.
3. Data focus
Marketers need to really focus on crucial information and not having more data from someone
than actually needed. It is important trying to avoid collecting any unnecessary data and stick with
the basics.
Superoffice.com offer a great checklist including nine practical tips aiming to help the compliance
of the new GDPR:
1. Audit your mailing list
2. Review the way you’re collecting personal data
3. Invest in a content marketing strategy
4. Launch a pop up on your website
5. Educate your sales team about new sales techniques
6. Start centralizing your personal data collection into a CRM system
7. Understand the data you’re collecting in more detail
8. Try using push notifications
9. Update your privacy statement
It needs to be taken into consideration that GDPR aims to increase data quality in order to delve
deeper into the needs of their prospects and customers. Its compliance is very simple: just don’t
contact anyone unless they specifically ask to be contacted!
Introduction/Activity 1:
Icebreaking activity - open questions to the audience in order to create debate:
Have you ever heard about the new GDPR?
Do you know what personal data is?
How much do you know about how business process your personal data?
Do you think this is important in current labour market?
Main part/Activity 2:
Explanation of the theoretical part using the PPT as a support tool.
LESSON PLAN
Topic: Data Protection Policies – New GDPR
Time estimation/duration of training session: 2.5 hours
Lesson Outcome
At the end of this lesson/training session the participants will know about:
− Concept of personal data
− Concept of data processing
− Concept of data protection policy
− Key principles of the GDPR
− Citizens‟ rights related to the GDPR
− Timeline of the history of GDPR
− Concept about Data Protection Authorities
− Main aspects of GDPR in public administration bodies
− Structure of the GDPR
Lesson Structure
After explain what is and is not a personal data, display the list above and, in pairs, let
participants guess if these can be considered or not personal data:
a name and surname;
a home address;
a company registration number;
an email address such as [email protected];
an identification card number;
anonymised data
location data (for example the location data function on a mobile phone)*;
an Internet Protocol (IP) address;
a cookie ID;
an email address such as [email protected];
the advertising identifier of your phone;
data held by a hospital or doctor, which could be a symbol that uniquely identifies a
person.
Main part/Activity 3:
Exercise 1: Print the table below and make cards in order to match right citizens with its
definition. The aim of the cards is to play with them as the Memory Game! Rules of the
game:
− Mix up the cards.
− Lay them in rows, face down.
− Turn over any two cards.
− If the two cards match (citizen right and its definition), keep them.
− If they don't match, turn them back over.
− Remember what was on each card and where it was.
− Watch and remember during the other player's turn.
− The game is over when all the cards have been matched.
Right to be informed You have right to object to the processing of your
personal data for marketing purposes or on grounds
relating to your particular situation.
Rights related to automated decision
making including profiling
You have right to ask for incorrect, inaccurate or
incomplete personal data to be corrected.
Right of access You have right to request that decisions based
on automated processing concerning you or
significantly affecting.
Right to data portability You have right to information about the processing of
your personal data.
Right to restrict processing You have right to request that personal data be
erased when it‟s no longer needed or if processing it
is unlawful.
Right to object You have right to receive your personal data in a
machine-readable format and send it to another
controller („data portability‟).
Right to rectification The GDPR has provisions on automated individual
decision-making (making a decision solely by
automated means without any human involvement);
and profiling (automated processing of personal data
to evaluate certain things about an individual).
Profiling can be part of an automated decision-
making process.
Right to erasure You have right to obtain access to the personal data
held about you.
Exercise 2: In pairs or group of three people, match each date with the historical fact:
March 12th,
2014
After serveral meetings to cover an
agreement on the overall roadmap for
Trilogue negotations, he Parliament and
Council have come to an agreement, and
the text will be final as of the Official
signing to take place in early January of
2016
April 2018 Regulating was adopted by the Council of
the EU and the European Parliament
October 24th,
1995
The European Parliament approved its own
version of the regulation
May 2018 Regulation will enter into force 20 days
after it is published in the EU Official
Journal
From June 2015
to December
2015
The Council of the European Union
approved its version in its first reading,
allowing the regulation to pass into the
final stage of legislation known as the
“Trilogue”
June 15th, 2015 Data Protection Directive 95/46/EC was
created to regulate the processing of
personal data
January 25th,
2012
The European Comission initiated a
proposal in order to update data protection
regulation
Closure/Activity 4:
Funny Quiz!! Using the app Kahoot! to review a little bit the content. There are games that
are already designed or create your own one based on your participants needs!
https://create.kahoot.it/details/gdpr/9195108f-4ad7-4a53-b4ab-06c9dcaa1d21
- A room with chairs and tables. Ideally, participants are sit in a way they can see each
other, in order to debate, and work in groups.
- Pen or pencils and notebooks
- Computer with a projector
- Internet connection
- Printed material for both activity 3
Participation will be taken into account in the evaluation
Encouraging the participants to interact between them and to share their opinion about the
activities will be one of the main purposes of the trainers
Facilitator needs to make participants understand how important is to know, respect and put
into practice the GDPR in their daily working lives.
At the end of this lesson, participants should not only know their obligations as employees
regarding the GDPR, but also their rights as European citizens.
Resources
Reflection and call to action
PPT PRESENTATION
(Please, see the Module 5 PPT presentation attached)
LESSON PLAN RESOURCES AND BIBLIOGRAPHY
Theorical part section of the module 5
Create.kahoot.it. (2019). Kahoot!. [online] Available at: https://create.kahoot.it/ [Accessed
29 Aug. 2019].
Eduplace.com. (2019). Rules for Memory. [online] Available at:
https://www.eduplace.com/ss/act/rules.html [Accessed 29 Aug. 2019].
ASSESMENT OF THE TOPIC
Participants will be assessed regarding participations and resolution of the proposed
activities.
Every exercise proposed in the lesson plan calls to debate and interaction. The more
interaction they have after every exercise, the more knowledge the show about the topic.
CONCLUSIONS
After this lesson, we have closely approached and analysed the new GDPR. Key concepts
such as what a personal data or what is considered data processing must be clear for
participants in order to put them in practice in their working and daily lives. They should also
have got a general knowledge about the historic timeline of the GDPR until May 2018.
All this knowledge should be put in practice and assessed in a dynamic and friendly way with
the proposed exercises shown in the work plan.
BIBLIOGRAPHY
Eckerson.com. (2019). Eckerson Group. [online] Available at:
https://www.eckerson.com/articles/gdpr-reference-guide-all-99-articles-in-25-minutes
[Accessed 29 Aug. 2019].
Eugdpr.org. (2019). Timeline of Events – EUGDPR. [online] Available at:
https://eugdpr.org/the-process/timeline-of-events/ [Accessed 29 Aug. 2019].
European Commission - European Commission. (2019). What are Data Protection
Authorities (DPAs)?. [online] Available at: https://ec.europa.eu/info/law/law-topic/data-
protection/reform/what-are-data-protection-authorities-dpas_en [Accessed 29 Aug. 2019].
European Commission - European Commission. (2019). What are my rights?. [online]
Available at: https://ec.europa.eu/info/law/law-topic/data-protection/reform/rights-
citizens/my-rights/what-are-my-rights_en [Accessed 29 Aug. 2019].
European Commission - European Commission. (2019). What constitutes data processing?.
[online] Available at: https://ec.europa.eu/info/law/law-topic/data-protection/reform/what-
constitutes-data-processing_en [Accessed 29 Aug. 2019].
European Commission - European Commission. (2019). What is personal data?. [online]
Available at: https://ec.europa.eu/info/law/law-topic/data-protection/reform/what-personal-
data_en [Accessed 29 Aug. 2019].
Ico.org.uk. (2019). The principles. [online] Available at: https://ico.org.uk/for-
organisations/guide-to-data-protection/guide-to-the-general-data-protection-regulation-
gdpr/principles/ [Accessed 29 Aug. 2019].
Irwin, L. (2019). How to write a GDPR data protection policy - with template examples - IT
Governance Blog. [online] IT Governance Blog. Available at:
https://www.itgovernance.co.uk/blog/how-to-write-a-gdpr-data-protection-policy [Accessed
29 Aug. 2019].
Irwin, L. (2019). What are the data subject rights under the GDPR? - IT Governance Blog.
[online] IT Governance Blog. Available at: https://www.itgovernance.co.uk/blog/what-are-
the-data-subject-rights-under-the-gdpr [Accessed 29 Aug. 2019].
Training Programme for NEET Module 6 - To structure and deliver a simple skills teaching
session- young people teaching older learners.
Developed by Inova Consultancy
Introduction 3
Lesson Plan 23
PPT presentation 27
Lesson Plan PowerPoint Bibliography And Additional Online Resources 35
Assessment of the topic 36
Bibliography 37
INTRODUCTION
The difference between education and training
Firstly, what’s the difference between education and training? Training is more usually
required for developing skills to give an individual an ability to do something in particular. The
skills could be related to performing a job role (designing a spreadsheet, changing a wheel,
building a brick wall, writing a business report) or training to be able to perform an action such
as related to hobbies or interests (sewing a dress, painting watercolours, swimming fifty yards).
Skills are about developing abilities.
When we think of education, on the other hand, we are usually concerned with knowledge,
theory and information that informs practice. Knowledge can be complex; we can often build
skill upon a foundation of knowledge. If you are learning the skill ‘how to build a wall’, you
would need to know the theory about how to mix cement in proportion in order that it hardens
properly to make the wall stable, and also how to line up bricks before tackling the process of
how to build the wall.
‘Education’ often implies breadth; in a cultural context a wide knowledge about many subject
areas might suggest a good education. It can sometimes be the case that individuals specialise
in a subject area to become expert. In many modern professions we are concerned with praxis,
how theory and skill combine in the performance of roles and how theory is embedded in the
application of a skill. Many professions combine skill and theory in tandem such as nursing,
teaching, counselling, coaching and medicine.
In order to help apply some concepts, we have included some imaginary characters who are
involved in the programme. The teaching that takes place is likely to be quite informal; it is
helpful to have some understanding of what both the teachers and learners bring to their
situations from their context and background. You will meet these people on the powerpoint
slides during the training.
Their personal experiences of education and formal and informal learning will have influenced
their personal philosophies of education.
Let’s meet our potential young teachers:
Maisie
Maisie is 16 years old, chatty, and is one of four children in a busy home
where neither parent works. Maisie’s dad is disabled and her mum cares
for him as he can’t easily get around. Maisie is bright and quite
motivated but has had a lot of time off school because of her caring
responsibilities which she has willingly taken on in her family.
Sometimes she is behind with her studies and this has affected her
motivation recently. She is always on her phone. Maisie’s aunt has
taught her about thinking independently and assertiveness.
There’s not much spare money for computers and gadgets, however
Maisie spends a lot of time at her aunt’s house. Maisie’s aunt works in
HR and has an iPhone, iPad, computers and she enjoys spending time with Maisie. Maisie has
shown her how to do things and the latest tips and tricks to save money. Her aunt used to phone
her son abroad, but now she Skypes, and she’s saved lots of money avoiding phone calls. She’s
also taught her about WhatsApp and they message regularly.
Educators often discuss the philosophy of education in its broadest sense, discussing the
purpose and meaning of education. What is it for?
Maisie
‘I have learned more from my aunty than I learned in school. I like school, but
caring for my parents takes time from my school work. I do realise that studying hard
is probably helpful to get on in life. My auntie’s made it and she has a nice house and
car. I suppose she escaped her background. We did that in sociology, it’s called social
mobility, I think.’
So, Maisie’s philosophy is that education could be about freedom and empowerment.
Vikram
Vikram is 17 years old, dyslexic and does not enjoy school. He finds the
pace very slow, and he likes to learn from doing; his skills are best suited
to practical tasks. He struggles with comprehending texts and planning and
carrying out tasks in order, and he has a poor memory. He does not enjoy
reading and can find written instructions confusing but he is very confident,
outgoing and quick to learn new skills.
He is a bright young man and is known locally as a computer wizard. He
can write software programmes, apps and games and can troubleshoot
issues and can quickly learn his way around any games and gadgets.
Vikram has an older sister who is studying law at university. He doesn’t
imagine he’ll go to university. He wants to start a company and be his own boss. He already
has an online shop and a T shirt printing business which he runs from home.
Vikram
‘If I’m honest, I haven’t learned anything from school. It wasn’t suited to my
agenda. It made me feel thick because I don’t learn from reading books and having to
sit still and listen. I don’t think I’m stupid. I’ve been teaching myself how to code and
I’ve just developed a website for my printed T-shirt business. I’ve learned from my
mates and how they do things. There’s a group of us who are doing gaming videos on
YouTube for people who don’t know how to get up through all the levels and we are
earning a lot from this.’
So, Vikram’s philosophy is that education could be about social learning, learning from others.
Let’s meet our potential learners:
Selma
Selma is a 55 year-old self-employed counsellor with
her own business, employing part-time counsellors.
She has just set up an online counselling service
offering 24/7 counselling for 50 minute sessions
which clients can pay for via a credit card.
She has been told she needs to set up a group email
that all her counsellors can access, design digital
business cards, set up a WhatsApp messaging service and to promote her new business through
all online means possible. Recently she placed adverts in local magazines and a parish
magazine at great cost and found no new customers.
Selma is not sure where to start. When Selma is faced with new tasks she tends to approach
them with bravado and can be a bit of a know-it-all. This masks her lack of knowledge.
Selma
‘For me education was about combining theory and skill. Learning to be a
counsellor is a long process and there are things to learn about this profession that’s not
in the books. I did a placement at a women’s refuge and what I learned there really
brought on my empathic skills. I learned from a community of counsellors who were
more experienced than me.’
So, Selma’s philosophy is that education could be about learning to belong to a community of
practice and the humanistic approach, acknowledging individualism and personal choice and
motivation.
Brian
Brian is a 52 year-old middle manager with his own building
services business. His laptop has been broken for a while and
he has just bought a new one.
He has been told he needs to promote his business more
widely. Currently he employs four people and relies on word-
of-mouth advertising. He has no idea about the benefits of
social media. He has been advised that he should set up a Facebook page to add photos and
descriptions of current projects and to promote his business.
He wants to promote recent projects: adding hand-crafted wooden windows to a Victorian
vicarage, building of a new extension in a posh suburb, a loft conversion with a disability-
friendly walk in wet room, building a lodge garden office, a recent small shop refurbishment
with new interior shelving and lighting.
Brian is not very confident and tends to give up easily if faced with new tasks that challenge
his self-confidence. He would describe himself as a technophobe…in other words he is terrified
of technology!
Brian
‘For me, education is about training. I learned skills, how to make windows,
how to make doors, how to construct buildings. Later in my life I learned how to run a
company through observing my father. For me, education is very practical. I want to
learn new skills to be able to master something I can’t do at the moment.’
So, Brian’s philosophy is that education is about training.
We present theories of learning here for information and we encourage you to think about how
these theories could be applied to our current learning situations. Think about how this
information could apply to our characters presented: Maisie, Vikram, Selma and Brian.
When you see this icon in the text, we have taken theory and applied it to our learners
and teachers.
Also take time to reflect on how you can apply these theories to yourself and own
experiences of learning. If you see this icon, we are offering you questions to think
about. They could relate to your past experience of being a learner or teaching informally. We
might also ask you questions to think about how you can apply ideas in readiness for your own
teaching of adult learners.
Theories of Learning.
Schools of thought have developed over many years with regard to education, both formal and
informal, but most teaching theory is underpinned by the following categories of learning
theory taken from Merriam, Caffarella, & Baumgartner ( 2007).
● behaviourism.
● cognitive approaches.
● the humanistic orientation, social /situational learning.
Source: http://infed.org/mobi/learning-theory-models-product-and-process/
We outline and explain these theories in sections, then we will consider the environment and
learners involved in Learning2gether to apply the theory to our specific teaching and learning
situation.
Behaviourism
Behaviourist teaching methods have proven most successful in areas where there is a “correct”
response, right and wrong answers or easily memorised material. The information that follows
has been adapted from: https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-
research/behaviorism/
Background
The behaviourists wanted to quantify learning; they wished to focus on objectively observable,
quantifiable events and behaviour, arguing that scientific theories should take into account only
observable phenomena such as stimulus-response sequences. Skinner (1976) advocated a focus
on objectively observable behaviours in individuals as evidence of change as our behaviour is
visible in the world and can be tested and evaluated. Stimulus-response is a key principles of
this theory-think of the experiments where pigeons were trained to keep pecking at a button to
release a food pellet. The stimulus created their response.
View of Knowledge
Behaviourists such as Watson and Skinner view knowledge as a repertoire of behaviours.
Knowledge emerges from our responses to environmental stimuli. No mention of cognitive
processes is necessary.
If knowledge is demonstrated by a repertoire of behaviours, someone can be said to understand
something if they show the behaviour.
View of Learning
From a behaviourist view, the purpose of education is to present the student with the
appropriate repertoire of behavioural responses to specific stimuli and to reinforce those
responses through an effective reinforcement plan. This would necessitate consistent repetition
of the material; identification of small, progressive sequences of tasks; and ongoing positive
reinforcement. Without such positive reinforcement, learned responses could quickly fade
because learners will continue to adapt behaviour until they receive some positive
reinforcement.
View of Motivation
Behaviourists explain motivation in terms of schedules of positive and negative reinforcement.
In the famous bird experiments, it has been shown a bird can be encouraged to keep pecking
for pellets, conditioned by the reward of edible pellets.
In a similar manner, pleasant experiences cause human learners to make the desired
connections between specific stimuli and the appropriate responses. For example, a student
who receives verbal praise and good grades for correct answers (positive reinforcement) is
likely to learn those answers effectively; one who receives little or no positive feedback for the
same answers (negative reinforcement) is less likely to learn them as effectively. Additionally,
human learners tend to avoid responses that are associated with punishment or unpleasant
consequences such as poor grades or adverse feedback.
Implications for Teaching
Behaviourist teaching methods tend to rely on so-called “skill and drill” exercises to provide
the consistent repetition necessary for effective reinforcement of response patterns (e.g. ideal
in learning languages, formulae and facts). Other methods include question (stimulus) and
answer (response) frameworks in which questions are of gradually increasing difficulty.
Positive (verbal praise, constructive feedback, good marks, prizes) and negative enforcement
(criticism, poor grades, negative feedback) are also relied upon.
Stimulus-response theory makes us think about engagement and how to interest our students.
Does the material chime with their own lives and needs? Are we teaching in a creative way?
Are we involving learners in their own learning? Are materials stimulating? There are some
situations when behaviourist approaches might be inappropriate: teaching complex subjects
requiring comprehension, composition, and developing analytical and critical capabilities.
Cognitive Theory
Cognitivist teaching methods aim to assist students in assimilating new information
incorporating it with their existing knowledge.
The information that follows has been adapted from: https://gsi.berkeley.edu/gsi-guide-
contents/learning-theory-research/cognitive-constructivism/
Background
Cognitive learning theory has more focus on what went on “inside the learner’s head”,
attending to mental processes rather than observable behaviour. Most cognitivists suggest
knowledge consists of symbolic mental representations; knowledge is seen as something that
is actively constructed by learners based on their existing cognitive structures. Therefore,
learning is relative to their stage of cognitive development, and understanding the learner’s
existing intellectual framework is central to understanding the learning process and should be
incorporated into planning teaching.
View of Knowledge
New knowledge builds on past learning experiences. Each learner interprets experiences and
information in the light of their current knowledge, their stage of cognitive development, prior
learning experiences, their cultural and social background. New information can be
categorised, connected with existing knowledge, adapted and transformed. Knowledge is
actively constructed by the learner rather than being passively absorbed. Knowledge could
incorporate knowledge and the cultivation of certain attitudes or dispositions.
If you think about Vikram’s experience of school, what stimuli did he find it
difficult to respond to?
If you had been Vikram’s teacher, how might you have re-designed the learning
activities to suit his learning style?
View of Learning
As knowledge is actively constructed, learning is presented as a process of active discovery. It
could involve self-directed learning, fact finding, experiment and discovery. The role of the
teacher is not to drill knowledge into students through repetition, or to prod them into learning
through rewards and punishments. Rather, the role of the teacher is to facilitate discovery by
providing the necessary resources and by guiding learners.
Teachers must take into account the knowledge that the learner currently has when deciding
how to construct the curriculum and how to present, order and structure new material. We have
a natural need to make sense of new information, linked to what we already know. Ausubel
(1978) believed in meaningful learning and suggested teachers should include what he called
‘advanced organizers’ when teaching, explicit information and directing learners’ attention to
important points in the coming materials, highlighting relationships and reminding students
about relevant prior knowledge. Learners should be encouraged to process and understand the
information presented and identify relevant connections, links and relationships between
separate pieces of information. We like mental models. Imagine that you are travelling across
London, it helps if you have a rough mental map of London in your head: North, South, East,
West, perhaps some key places or underground lines you already know, some landmarks by
which you can orient yourself when you travel into new areas. You would be able to navigate
more easily with a visualised mental representation of London.
If you went to a new underground station, you would
assimilate this into your existing mental model. This
is an analogy of how cognitive learning theory
functions.
Fig 1 Tube map of London. Source: http://content.tfl.gov.uk/standard-tube-map.pdf
View of Motivation
We learned that in behaviourist learning theory, learners are thought to be motivated by
extrinsic factors such as rewards and punishment. In contrast, cognitive learning theory views
motivation as largely intrinsic, necessitating major personal investment on the part of the
learner (Perry, 1999). Learners must acknowledge the limitations of their existing knowledge
and accept the need to adapt or abandon existing beliefs. We could aspire to get a grade ‘A’
writing an assignment, but without internal drive and motivation, it would be unlikely to
happen.
Implications for Teaching
Cognitivist teaching methods aim to assist students to accommodate new information. There
may still be a role for repetitive drill exercise, but there is more emphasis on strategies that
support students to actively assimilate and accommodate new content.
Techniques could include:
● Requiring students to rephrase ideas in their words which helps check understanding.
● Offering sets of questions to aid reading and comprehension because if people can
rework knowledge it is usually a sign that they have acquired it enough to use it.
● Offering outlines and overviews in order that learners can see hierarchies of knowledge
and make connections between separate elements and perceive logical links between
separate materials/ themes.
● Designing ways in which learners can monitor their own progress- quizzes, tests, self-
marking, questions and answers as when learners are engaged in their own learning it
can enhance motivation and self-belief.
● Keeping learning journals to reflect on progress, habits, study techniques, strengths and
areas for improvement as ways to motivate ourselves intrinsically.
Cognitive theorists
There are some key theorists we should introduce. Swiss child psychologist, Jean Piaget,
suggested learners actively construct knowledge by creating and testing their own theories of
the world (1968). Piaget’s theory has two main strands: first, an account of the mechanisms by
which cognitive development takes place; and second, an account of the four main stages of
cognitive development through which children pass.
New knowledge is assimilated by existing cognitive structures and the accommodation of that
information through the formation of new cognitive structures. For example, learners who
already have the cognitive structures necessary to solve percentage problems in mathematics
will have some of the structures necessary to solve fractions and the addition of fractions.
Piaget’s Stages of Cognitive Development
Sensorimotor Birth-2yrs
● Experiencing the world
through the senses,
motor skills and actions.
● Object permanence and
separation anxiety
develop during this
stage.
Preoperational 2-6yrs
● Symbolic thinking, use
of language and
grammar to express basic
concepts.
● Conversation develops.
● Strong imagination and
intuition – egocentric
thinking.
● Complex and abstract
thought is difficult.
Concrete
Operational 7-11yrs
● Basic concepts and logic
are attached and applied
to concrete situations.
● Objective/rational
interpretations observed.
● Time, space and quantity
are understood and can
be applied but not as
independent concepts.
If you think about Brian’s experience of learning, he has learned different operations
with woodworking. As you can imagine, he learned a variety of techniques. For
example, in his first year, he learned how to make dove and tail joints on a simple
drawer. He was then able to expand his knowledge further and understand further
ways he could use this technique on larger pieces of furniture. We could also
appreciate how he might have developed a category in his mind of’ joining two
pieces of wood together’. This joint would belong to this category, and might be
considered a complex operation. There were also simple operations relating to
joining wood together. Can you think of any?
Formal
Operational
12yrs -
adulthood
● Thinking abstractly e.g.
theoretical, hypothetical,
counterfactual.
● Use logic and reasoning
when contemplating
broader issues.
● Ability to forward plan.
● Ethics, politics,
social/moral issues
explored.
● Knowledge learned in
one context can be
applied to another.
More recently theorists have challenged this idea of fixed stages suggesting they are too
limiting and static. Perry (1999) emphasises the idea that learners approach knowledge from a
variety of different standpoints. Thus, gender, race, culture, and socioeconomic class influence
our approach to learning just as much as our stage of cognitive development. We each interpret
the world from a different position and each person may occupy several positions
simultaneously with respect to different subjects and experiences. Learners make meaning of
different experiences in a variety of ways. However, the idea of adaptation through
assimilation and accommodation is still widely accepted.
This sounds complicated, but let’s apply this theory to Brian.
He has been told he needs to promote his business more widely. Currently he relies on
word-of-mouth advertising. He has no idea about the benefits of social media. He has been
advised that he should set up a Facebook page to add photos and descriptions of current projects
and to promote his business. Brian has just bought a new laptop. At first when the young teacher
explained the social media channels to Brian he was nervous, but as soon as Vikram explained
that it’s just the same as old fashioned types of marketing- posters, leaflets and advertisement
cards in shop windows he understood. Brian assimilated this new knowledge into his existing
knowledge with the result that learning how to put messages out on these channels is not so
scary. It’s the same process using a different medium!
Fig 1: Piaget’s Stages of Development
Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan
Paul.
Although stages of learning are not fixed, teachers need to break down learning
logically to identify what knowledge or skills, could be a precursor to a later stage. Vikram
started by explaining to Brian how he could access these different platforms; creating logins
with usernames and passwords and then explained the purpose of Facebook and Twitter. He
took him through that process slowly. Brian practised getting in and out and setting up his
profile. Vikram’s approach helped Brian identify what types of messages would be relevant for
which channel as he understood the limitations and constraints and likely audience interaction
of each type of communication medium.
Think about your own experience relating to when a teacher effectively signposted to
you what knowledge you were going to learn, stages of the learning and how ideas
connected and were sequenced? If you are stuck and can’t think of anything, think of
something very practical such as learning to drive.
The humanistic approach to learning
The humanist approach to learning acknowledges individualism, personal choice, freedom and
individual motivation and the human drive for self-improvement and personal development
and growth in its widest sense.
This approach also incorporates Maslow’s hierarchy of needs; learning at the highest level can
lead to self-actualisation as individuals have a great need to follow personal requirements, to
develop their talents and to achieve accomplishments, defining success according to each
particular individual.
Individuals have a great need for feelings of competence and mastery. People may define
success as they see it and transcend social norms. This could mean stepping out of a usual
academic route which traditionally leads to success in professional job roles. For example, it
could be appropriate for someone such as our young teacher Vikram to find a career through
his gaming ability and love of technical hobbies, so he could self-actualise using a non-
traditional route to careers. A critique of Maslow might suggest not everyone is driven to self-
actualise. Also, notions of education and self-development could be culturally specific or
pertinent to certain social conditions.
Carl Rogers wrote a great deal about learning in the humanistic tradition. Rogers proposed we
bring our whole person into learning: emotions, background, combining intellect and capacity
for learning and feelings.
Rogers saw the following elements as being involved in significant or experiential learning:
(source: http://infed.org/mobi/humanistic-orientations-to-learning/).
● It has a quality of personal involvement—the whole person in both feeling and cognitive
aspects being in the learning event.
● It is self-initiated. Even when the impetus or stimulus comes from the outside, the sense of
discovery and reaching out, of taking and comprehending, comes from within.
● Learning is pervasive. It makes a difference in the behaviour, the attitudes, perhaps even
the personality of the learner.
● It is evaluated by the learner. She or he knows whether it is meeting needs, whether it leads
toward what she or he wants to know, whether it is useful.
● Its purpose is meaning- the element of meaning to the learner is built into the whole
experience. (Rogers, 1983 p 20) http://infed.org/mobi/humanistic-orientations-to-
learning/)
Rogers also emphasised the attitudes and behaviours required of development work in any
humanistic field, whether for teaching, counselling or youth work. Our ability as teachers and
educators is heavily dependent on the people we are and what we bring to such teaching
situations – and the way we are experienced by others.
● Are you paying attention to your learner?
● Are you listening?
● Are you sensitive to their emotional state? Do you pick up anything from what they say
about their attitude to the learning task? Perhaps a learner says something to you that
flags up their lack of confidence which might help you understand the best way to teach-
maybe break down the task, give praise and encouragement.
Vikram is teaching digital skills informally to adult learners. Here’s what he said about
his experience at school:
‘It made me feel thick because I don’t learn from reading books and having to sit still
and listen.’
If you were to be in a situation a s Vikram’s teacher, you might think carefully about his prior
experience and how that might impact on your design of a session and the activities you might
include. There are clues we can interpret. He doesn’t like to sit still, he doesn’t like reading, he
likes to be active.
● What principles would you adopt in terms of the activities?
● How would you get Vikram interested?
● How would you help him to feel capable and confident?
Core conditions and the teacher/ facilitator
How should you behave as a teacher? The way you behave as a teacher influences the ability
of your learners to learn from you.
Carl Rogers believed that people increasingly trust others when they feel their experiences are
deeply respected and understood (Thorne, 1992 p26). Based on this he argued that there are
three ‘core conditions’ for facilitative practice – realness, acceptance and empathy. These are
called core conditions.
Let us consider these qualities that facilitate learning.
Realness in the facilitator of learning. Perhaps the most basic of these essential attitudes is
realness or genuineness. When the facilitator is a real person, being what he or she is, entering
into a relationship with the learner without presenting a front or a façade, he or she is much
more likely to be effective. It means coming into a direct personal encounter with the learner
with authenticity, being yourself, concentrating in the moment.
Acceptance. Acceptance of the learner is shown through non-possessive caring acknowledging
their situation and rights, potential and skills as a separate person. It is also a belief in the
capacity and resourcefulness of the individual and trust in them and their learning intentions.
Empathic understanding. The teacher needs the ability to understand how a student may be
feeling. Emphatic understanding helps establish a climate for self-initiated learning. Rogers
suggests ‘students feel deeply appreciative’ when they are understood without being evaluated
or judged and when their point of view and unique perspective is understood (Rogers, 1967
p304-311).
Facilitators have to be experienced as genuine – real people that can be related to; they have to
care about and show respect for people; and they need to develop some sense of what might be
going on for others, trust when to give feedback and be appreciative of efforts.
http://infed.org/mobi/facilitating-learning-and-change-in-groups-and-group-sessions/
In order to understand this, think about if you have ever been taught by someone who
seemed more concerned about their agenda, rather than yours as a learner. At school,
were you given any pointless, mundane copying work? This was probably an example of
teaching as a control mechanism, working to the teacher’s agenda, rather than being focused
on any active learning which students may have found useful.
Were you ever explaining your ideas and the teacher wasn’t listening?
How did this make you feel?
Do you have a positive experience to recall about how a teacher helped you feel able and
confident?
Think also about any teachers you ever had who inspired you. It is likely they had some sort of
capacity to connect with students, perhaps they had warmth and made you feel they were
interested in you as an individual.
If you have any positive experiences, identify how these people behaved and identify
what they did in relation to you that helped you learn.
The social/situational approach to learning.
This theory suggests people learn from other people by observing their behaviour. For example,
we might model ourselves on someone who is particularly good at skills or copy behaviour that
brings rewards we would like to experience. Children assimilate some skills from parents and
imitate parental behaviour. Have you ever seen a young child copy a parent or express interest
in doing the same job as parents?
Even baking a cake might be a social learning experience. You watch someone do it, note how
they measure things, what they do, how they add ingredients in order. Without guidance in the
method, without a recipe and process, it would take a long time to bake a cake alone through
experimentation with ingredients!
This highlights that we do not learn in isolation; we are socially connected and learn in social
contexts, often from people more expert than ourselves who can pass on skills. Sometimes we
incorporate feedback from our environment and from people in our environment which makes
us adapt our learning. We cannot always teach ourselves and need outside influences and
people with more skill than ourselves who can point us in the right direction, short-cut long
experimentation and highlight effective methods. (Adapted from Smith, M. K. (1999). ‘The
social/situational orientation to learning’, the encyclopaedia of informal education.
[http://infed.org/mobi/the-socialsituational-orientation-to-learning/. Retrieved: 12/09/2019)
You may have noted reading about our young teacher, Maisie, that she spends a lot of
time with her aunt. It’s possible that she copies her, noting how she approaches tasks. Maisie
has often heard her on the phone when she is being assertive and clear, expressing her needs
directly, yet politely. Maisie feels more able to be assertive herself as she has noted the effect
her aunt’s assertiveness brings.
● In what ways have you learned from other people around you?
● Have you learned knowledge and skills?
● Have you any people in your circle with expert knowledge? What have you learned
from them?
● Have you noticed how close contact has affected your attitudes to some issues?
Situational and social learning enables us to tap into structures when we are learning; we find
networks, people with skills, and communities. We look to connect with others and participate.
As novices we may be on the periphery of groups but as we become more expert, we may move
towards the centre of groups and establishments.
In professional education this concept is closely related to the fact that we need to attend to
the attitudinal and behavioural elements of how to be in certain job roles and situations e.g.
doctor-female, teacher, nurse, counsellor.
For example, when Selma first started out as a counsellor she found it very difficult
when her clients became distressed and cried; she often found that she cried and then she felt
silly as if she had slipped out of her professional role and was not able to help them. By talking
to more experienced counsellors, she learned how to express empathy and how to contain her
emotions.
Selma learned that a counsellor might not hug a client, but she might pat their forearm
reassuringly. We can see that learning has to be tailored to specific contexts; a doctor may
touch people to conduct examinations. This learning is context specific.
Think about your own experience. You have already reflected about learning from
others. Have you ever had to learn knowledge or skill to perform a role? Perhaps you
worked as a teenager on a paper round or worked in a shop or as a waiter/ waitress. Think about
the attitudes you had to learn from others more experienced than you?
Try and find three examples of attitudes and how you learned them by noticing what others
around you were doing.
What behaviours did you learn to copy in order to belong to a group or context?
Adult Learners
Learning2gether is a programme involving young people teaching older learners. We need to
think carefully about how older learners could be different from younger learners and how we
might accommodate their needs in a session. Theories that have been presented before
applying, but we also need to pay particular attention to issues that may affect adult learners
The science of studying adult learning, otherwise known as andragogy has been developed by
Knowles (1968) cited by Merriam (2017). Knowles proposed the following set of assumptions
about adult learners specifically.
● As a person matures his or her self-concept moves from that of a dependent personality
toward one of a self-directing human being. As adults we are perhaps less concerned
about what others think of us, have more confidence in our knowledge base and skills
and have strong ideas about what we want to learn and why these subjects matter to us.
● An adult accumulates a growing pool of experience, which is a rich resource to draw
upon.
● Adults may be more likely to learn when the learning relates to their social role. Brian
learned how to run an effective meeting when he was Chair of his local golf club.
● Adults are more likely to be interested in knowledge that is useful to them in the present
rather than at some future point. Selma wanted to know how to show empathy because
she needed it in her counselling role, whereas when she was younger she dreamed of
being an artist- she indulged herself in these studies because earning a living was a long
way ahead.
● Adults are mostly driven by internal motivations, rather than external motivators. Brian
is internally motivated and interested in learning how to get onto Facebook to promote
his business.
● Adults prefer to know the reason for learning something (Knowles, 1984).
(Source: adapted from Merriam, (2017)
Please note that these theories do not stereotype older learners. We know that people are
capable of learning their whole lives long, so we should not make any negative assumptions
about older people.
That’s a lot of theory to digest and you have probably understood by now that teaching is very
eclectic, drawing on lots of different theories and applying theory to different situations. We
need to make sense of this information.
We know from Perry (1999) that people have different pre-understandings and orientations
they bring to their learning situations, such as prior experience. Vikram, who is dyslexic says
he felt ‘thick’ at school. The formality of lessons and reliance on reading meant the conditions
were not optimal for him to be able to perform.
The next section gives you the slides from the Learning2gether training with explanatory
notes.
LESSON PLAN
The lesson plan relates to a 2-3 hour session that can be run to train young teachers interested
in training older adults in digital technologies. Copies of pertinent slides are provided with an
explanation of the purpose and teaching tips.
Please read making reference to the full PowerPoint presentation.
Topic: To structure and deliver a simple skills teaching session
Time estimation/duration of training session: 2-3 hours
Lesson Outcome
At the end of the session participants will have the basic knowledge to structure and deliver a
simple training session taking into account the learner’s needs and delivering training in a skill.
Learning outcomes:
At the end of the session participants will be able to:
• Describe and use a simple framework to plan a skills teaching session.
• Use a simple framework to practise delivering a skills teaching session.
• Develop effective questions to both: a) assess current skill level and b) to also ascertain
what may have been learned.
• Deconstruct a practical task to identify stages of teaching.
Lesson Structure-please read in conjunction with PowerPoint slides.
Introduction/Activity 1:
Demonstration of making origami frog
Main part/Activity 2:
Identifying stages required in teaching a skill.
Planning a session.
Main part/Activity 3:
Developing effective questions for use:
1) To identify learning needs
2) To assess learning which has taken place
Closure/Activity 4:
Review and individuals identify next steps.
Lesson Plan
AIM OF SESSION
At the end of this
session what will
the learner be able
to do?
At the end of the session participants will be able to:
• Describe and use a simple framework to plan a skills teaching
session.
• Use a simple framework to deliver a skills teaching session.
• Develop effective questions to both assess current skill level
and to also ascertain what may have been learned.
• Deconstruct a practical task to identify stages of teaching.
• Develop an initial ‘making contact e mail’ for use when
approaching a potential client/ prospective employer.
• Use feedback gained on initial ‘making contact e mail’ and
plan next steps.
TARGET
PERSON/GROUP
OF LEARNERS
Young people aged 16-24.
Not in education or training
LEARNER’S
CURRENT
KNOWLEDGE
LEVEL
LEARNER’S
CURRENT SKILL
LEVEL
Assumption: could be highly skilled with digital capability or on a
continuum from medium-highly skilled.
Assumption: little knowledge of teaching/ tutoring theory.
TEACHING TASK
STAGES
ADD FLOW CHART INCLUDING (give out plain sheet of paper for
students to design own flow charts identifying stages):
What do they need to know?
TIME
ALLOCATION
RUNNING
ORDER
What do they need to do?
ASSESSING
SKILL-testing
skill-how?
Activities embedded in programme test skill and knowledge:
● Production of diagnostic questions to assess initial
skill/knowledge of learner.
● Observation and feedback of teaching sessions.
● Production of questions to assess skill/knowledge of learner at
the end of the teaching session.
● Feedback from role players.
FEEDBACK
From teacher to
learner…
From learner to
teacher…
PLAN-NEXT
STEPS
At the end, ask learners how they could use skills? Has it made them
think about teaching as elements of a job role? Ask them to identify
their next steps.
Resources
(Include equipment required for participants and/or for trainer preparation)
Paper and pens
Paper suitable for origami task
Projector to project PowerPoint presentation
USB stick with PowerPoint presentation
Handouts-TEACHING A SIMPLE SKILL SESSION PLAN
Handout for session planning to be used by young teachers-blank handout:
TEACHING A SIMPLE SKILL SESSION PLAN
AIM OF SESSION
At the end of this
session what will
the learner be able
to do?
TARGET
PERSON/GROUP
OF LEARNERS
LEARNER’S
CURRENT
KNOWLEDGE
LEVEL
LEARNER’S
CURRENT SKILL
LEVEL
TEACHING TASK
STAGES
TIME
ALLOCATION
RUNNING ORDER
ADD FLOW CHART INCLUDING:
What do they need to know?
What do they need to do?
ASSESSING
SKILL-testing skill-
how?
FEEDBACK
From teacher to
learner…
From learner to
teacher…
PLAN-NEXT
STEPS
Reflection and call to action
(How will trainer ensure an awareness and reflection of the participants on their learning
process and competences developed in lesson/training session – concrete ways) & (invitations
of participants to do something practical related by the topic after the lesson)
Ask participants to identify ways in which they could use skills from today.
How could they teach informally? -family/ friends.
What are you going to do now?
Give out a postcard and ask them to address it and identify what they will do next. Put
stamps on and post to them next week as a reminder.
PPT PRESENTATION: FOUND AS AN ANNEX TO THIS GUIDE
TRAINING PROGRAMME OUTLINE
The examples of PowerPoints below relate to a 2-3 hour session that can be run to train young
teachers interested in training older adults in digital technologies. Copies of pertinent slides are
provided with an explanation of the purpose and teaching tips.
Please read making reference to the full PowerPoint presentation.
Learning outcomes:
At the end of the session participants will be able to:
• Describe and use a simple framework to plan a skills teaching session.
• Use a simple framework to practise delivering a skills teaching session.
• Develop effective questions to both: a) assess current skill level and b) to also ascertain
what may have been learned.
• Deconstruct a practical task to identify stages of teaching.
• Develop an initial ‘making contact email’ for use when approaching a potential client/
prospective employer.
• Use feedback gained on initial ‘making contact e mail’ and plan next steps.
Session slides.
In this first slide the purpose it to help to
understand the prior knowledge that
learners may bring. What do they know?
What are their gaps?
What do they want to know/learn?
What are their needs?
Are there positive and negative
experiences that could impact upon their
openness to learning?
The tutor is modelling finding out about
prior knowledge of learners.
Give a definition of tutoring, for those
who may only be familiar with teaching.
Then follow up with the reflective
activity to find out about prior
experience.
The slide shows a video of how to make
an origami frog. This invites learners to
undertake classic experiential learning-
learning by doing. Learners are asked to
watch a video and then they will make
the origami frog as shown.
This should highlight individual
differences. People learn at different
paces and have different dexterity.
Learners are asked to reflect on their
feelings about how this went next. As all
learners are different, the teacher has to
think about adapting activity to include
and engage as many learners as possible
if a group situation.
The questions prompt reflection on how
emotions can impact on our learning. If
a session reminds you of past learning
success, you might be able to build on
learning gains. If you are reminded of
your weaknesses or difficulties, it is
more likely that you could be more
anxious and closed to placing yourself in
a learning situation. Educators think
about scaffolding (Wood, Bruner and
Ross, 1976) when designing learning; at
first the student is accompanied closely
by the tutor and the complexity of tasks
increases. The session is designed to
develop gradual independence in order
that the student can undertake a skill on
their own by the end of a session or series
of inputs.
Learners are asked to reflect and
summarise what could help and hinder
learning a skill from their own
experience.
The environment, the speed, the
materials, the content, the teacher’s
process can help or hinder.
We want learners to identify specific
issues.
At this point, the penny should have
dropped that learning a skill is made up
of sub-stages. It is important to be able to
identify the sub-stages in order to be able
to point them out, explain underlying
theory or processes, rehearse and
practise with the learner. If a teacher
misses important stages or information
the learner’s learning could be hindered,
slowed down and be jeopardised.
This exercise explicitly asks the teachers
to identify the stages in making the
origami frog, outline aims, identify
target people/ groups, and current skill/
knowledge.
The flow chart identifies the stages.
Check for explicit detail, are the stages
correct, (in sequence and detailed
enough for the learner to understand)?
Skills are usually built by learning
individual stages and then sequencing
more stages into the operation:
Learn stage A, then learn B. Then link
operations A and B and practise.
Try stage C. master C, link to A and B.
Finally perform A+B+C to an
appropriate standard.
This slide offers explicit questioning to
help teachers understand the importance
of assessing current levels before
starting to teach.
• Find out what the person already
knows. If they are expert,
possibly you can skim over some
stages. If they are new to a topic,
you will need to cover all sub-
stages of a task.
• Do they have any experience
doing this or anything similar? In
terms of cognitive assimilation
theory, we could build on their
existing knowledge and help
them make sense of new
information. If they have no
experience, your teaching needs
to be very specific.
• Are they familiar with any steps
of the process?
• Do they have any expertise?
• What is their emotional state and
attitude to the task? Do you need
to provide extra reassurance,
guidance or praise for effort,
progress and outcomes?
• Could there be any potential
impact on their learning?
Brian is a learner who will be taught by
a young teacher.
In particular, consider Brian’s learning
orientation:
Brian is not very confident and tends to
give up easily if faced with new tasks that
challenge his self-confidence. He would
describe himself as a technophobe…in
other words he is terrified of technology!
Selma is a learner who will be taught by
a young teacher.
In particular, consider Selma’s learning
orientation:
Selma is not sure where to start. When
Selma is faced with new tasks she tends
to approach them with bravado and can
be a bit of a know-it-all. This masks her
lack of knowledge.
Here the young teachers will apply their
teaching.
Firstly, devising questions to assess
needs.
Planning a session comes next.
They need to incorporate ideas for how
to design a session for someone who is
not very resilient and lacking in
confidence (Brian) and over-confident
(Selma).
Individuals share questions and the
facilitator can comment on the
effectiveness of questions devised.
Have they helped assess needs and
requirement of learners and addressed
any particular concerns?
This activity brings together what
individuals have learned and they apply
their knowledge devising a training
session for either Brian or Selma, taking
their individualised needs into account.
Encourage use of the template to model
proper planning of any teaching session.
The teaching takes place.
De-brief after the pairs have done their
short teaching sessions.
Check how it went.
Check plans and would they make any
changes having done the activity?
The purpose here is to emphasise that a
teacher cannot take for granted that a
learner is learning because teaching is
taking place. The teacher must check for
learning and design that into the session.
Assessment can be very light touch.
With regard to making an origami frog,
observation of the learner will be key;
can they perform the operation fluently?
Ask for ways in which they could check
for learning, then show the next slide to
give more ideas.
Offer feedback and commentary on their
ideas.
Help learners understand the importance
of assessment. If they struggle with this
concept, ask them to apply it to
themselves. When learning a new
activity, how did they know they were
competent? What signs do they notice of
mastery in themselves?
Follow up with the template to reinforce
that assessment is all part of the overall
planning process and not an add-on at the
end. The teacher needs to incorporate
how learning will be evaluated from the
outset of learning design.
‘Next steps’ on the template highlights
that the teaching could form part of a
sequence. The session probably links to
other concepts. Help them remember the
concept of advanced organizers, making
connections explicit for learners in order
that knowledge can fit into an overall
framework.
Check their learning. Can they form
questions to check learning with their
older learners?
This is additional theory you can cover if
time. It highlights how some people are
more intrinsically motivated and likely
to be lifelong learners, others are more
instrumental and short-term oriented in
their learning approach.
Here we attempt to ask teachers to apply
thinking to identify how their session
could be extended or link to different
topics in the future.
Transition into end stage of session. How
would teachers make contact with a
potential client?
Offer the model of forming an email.
Ask participants to work in pairs/ small
groups depending on numbers to help
one another develop their ideas. Practise
questioning one another to generate a
first email. Each individual writes it
clearly on an A4 sheet of paper then
passes it to the left. Participants
comment on one another’s ideas and
offer constructive feedback.
Next steps- quick feedback. What are
those attending going to do next?
Evaluation and close.
Put up last slide with resources.
Finally, give out evaluation forms. This
form is also provided at the end of the
guide.
Lesson Plan PowerPoint Bibliography and Additional Online Resources
SESSION RUNNING ORDER AND HAND-OUT DEVELOPMENT NOTES
Assumption made for three hour session.
Time
allocation Activity Notes Materials
10 minutes
Introduction facilitator introduction
Introduce project
Introduce purpose of session
Present learning outcomes
Check if learners have interest in
drafting emails-task optional if time
towards the end of session.
Powerpoint
Paper and pens for
learners throughout
session
10 minutes
Warm up task
What do you know about teaching and
tutoring?
Pre-session assessment form
10 minutes Fold an origami frog activity
15cm squares of origami
paper needed
Check YouTube video
works before session
10 minutes Reflection on activity-discussion
10 minutes Re-run of folding frog activity
15cm squares of origami
paper needed
10 minutes Discussion: what helps and hinders
learning a practical skill? Flipchart and pens
15 minutes
Practical task-deconstructing making the
frog activity and identifying stages in the
process-flow diagram
Paper for notes/ pens
5 minutes Presentation of stages in teaching-
showing planning template
Handout
teaching a simple skills
session template
10 minutes
including
three
Questioning before you start teaching a
skill-practice.
questions
handout
activity
15 minutes
Choice of case study-Brian and Selma-
teaching an older person.
Questioning prior to teaching/ tutoring-
practice.
Paper and pens
15 minutes Planning a teaching session
15 minutes Delivering a teaching session-practice
10 minutes Teaching debrief
10 minutes How can you check what your learner
has learned?
Write notes how you will
assess skills of your
learner during and at the
end of the session
15 minutes First contact email activity
My next steps
This activity may be
optional, depending on
the needs of learners.
Check at the start of the
session.
5 minutes Close and evaluation forms
Post –session assessment forms
END
● https://www.brightnetwork.co.uk/career-path-guides/education-teaching/key-skills/
● http://infed.org/mobi/what-is-informal-education/
● https://www.uloop.com/news/view.php/253501/Top-5-Tutoring-Resume-Skills
● https://www.prospects.ac.uk/job-profiles
● Job profiles, searchable job descriptors
● https://www.prospects.ac.uk/job-match
● Matches your skills to possible jobs
● https://www.prospects.ac.uk/careers-advice/applying-for-jobs/what-skills-do-
employers-want
● https://www.teachingenglish.org.uk/article/teaching-one-one
● https://drsaraheaton.wordpress.com/2012/02/28/characteristics-informal-learning/
● http://www.psy.gla.ac.uk/~steve/courses/archive/CERE12-13-safari-
archive/topic9/webarchive-index.html
Skills Session Tutoring Plan Template
AIM OF
SESSION
At the end of this
session what will
the learner be able
to do?
TARGET
PERSON/GROU
P OF LEARNERS
LEARNER’S
CURRENT
KNOWLEDGE
LEVEL
LEARNER’S
CURRENT
SKILL LEVEL
TUTORING
TASK STAGES
(TIME
ALLOCATION
RUNNING
ORDER)
ADD FLOW CHART INCLUDING:
What do they need to know?
What do they need to do?
ASSESSING
SKILL-testing
skill-how?
FEEDBACK
From tutor to
learner…
From learner to
tutor…
PLAN-NEXT
STEPS
ASSESSMENT OF THE TOPIC
(Short description of how participants will be assessed/evaluated - concrete ways)
Observation by facilitator:
Look for:
Can the learner perform?
Are they stumbling, stuck over an operation or very slow?
Can they perform an operation fluently?
Do they seem confident or hesitant?
Do they need more practice?
Do they understand theory that supports action: how something works theoretically enough
to be able to undertake an action?
Have you spotted any gaps in the action?
Do they appear to understand functions e.g. of the planning phase?
Language: are participants using the language of teaching, planning, skill demonstration
which implies learning?
Formal assessment-evidencing learning.
Please also note if tutors want to provide formal evaluation they could use the evaluation form
at the end of this guide for their learners. The form could be adapted to make it simpler as
follows.
Evaluation form post training-for use with learners after practical skills tutoring.
Evaluation of my learning.
1
I can break down a task into stages
to plan separate steps in teaching a
skill.
2
I can ask questions to find out what
a learner needs.
3 I can deliver a skills tutoring
session.
4 I can support a learner when
practising a skill.
5
I know what behaviours to look for
to check if my learner learned
skills.
6
I can ask questions to find out what
a learner has learned.
We consider that these questions would provide basic evaluation for a simple skills session to
check if a learner learned appropriately. Ask the young teachers to ask their learners to
complete it and hand it back to the tutor. Responses can then be collated. This could be
conducted anonymously or names could be added at the top of each form as required. Give
learners quiet time and space to complete the forms without interference or pressure from
tutors.
Tutoring and Consultancy Skills
Session Evaluation form-post training.
Evaluation of my learning and
this tutoring training.
1
I can plan a simple tutoring session
using a template.
2
I can break down a task into stages
to identify separate steps in
teaching a skill.
3
I can ask questions to find out what
a learner needs.
4 I can deliver a skills tutoring
session.
5 I can support a learner when
practising a skill.
6
I know what behaviours to look for
to check if my learner learned
skills.
7
I can ask questions to find out what
a learner has learned.
8
The session gave me new
information on tutoring.
9
The session helped me to develop
new skills.
10
I appreciate ways in which I could
use these skills further in my life
generally.
BIBLIOGRAPHY
References
Ausubel, David (1968), Educational Psychology: A Cognitive View, New York: Holt, Rinehart
& Winston,
Ausubel, D. (1978). "In defense of advance organizers: A reply to the critics." Review of
Educational Research, 48(2), 251-257.
Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf
Publishing.
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
Marton, F. & Säljö, R. (1976). On Qualitative Differences on Learning: I – Outcome and
Process. British Journal of Educational Psychology, 46, 4-11.
Merriam, Sharan B (2017), Adult Learning Theory: Evolution and Future Directions. PAACE
Journal of Lifelong Learning, Vol. 26, 2017, 21-37
Merriam, Sharan B., Caffarella, Rosemary S. and Baumgartner, Lisa M. (2007) Learning in
Adulthood: A Comprehensive Guide, 3rd ed. (San Francisco, CA: John Wiley & Sons/Jossey-
Bass
Perry, William G. (1999). Forms of Ethical and Intellectual Development in the College Years.
San Francisco: Jossey-Bass Publishers.
Piaget, Jean (1968). Six Psychological Studies. Anita Tenzer (Trans.), New York: Vintage
Books.
Piaget, J. The Essential Piaget. Gruber, HE; Voneche, JJ. eds. New York: Basic Books; 1977.
Rogers, C. and Freiberg, H. J. (1993) Freedom to Learn (3rd edn.), New York: Merrill. . See,
also, H. Kirschenbaum and V. L. Henderson (eds.) (1990) The Carl Rogers Reader, London:
Constable.
Skinner, B. F. (1976). About Behaviorism. New York: Vintage Books.
Wenger, E. (1999) Communities of Practice. Learning, meaning and identity, Cambridge:
Cambridge University Press.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of
Child Psychology and Child Psychiatry, 17, 89−100.
https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/behaviorism/
https://cambridge-community.org.uk/professional-development/gswmeta/index.html
http://www.psy.gla.ac.uk/~steve/courses/archive/CERE12-13-safari-
archive/topic9/webarchive-index.html
