Shall We Converge? The Embedding of New Media into Advertising Curricula

Digital advertising now surpasses all other forms of advertising in media spend. The fast-paced evolution of new forms of advertising can be challenging for academics to adapt for classroom use, assignments, and projects. It is essential that advertising students graduate with appropriate knowledge of these new forms. The article outlines five assignments for advertising creative development that are easily adapted to help students create relevant, interesting digital content and grasp key concepts in industry standard new media.

Section: Background and Literature Reviewmentioning

confidence: 99%

Even Old Dogs Can Teach New Tricks: Digital Advertising Assignments That Keep Pace With Industry Change

Lemon

Doll-Myers

2018

“…JAE has also published commentary about broader philosophical issues of advertising education. Examples include diversity in advertising education (Chambers, 2003;Cooper, 2003), integrating new media and marketing into an advertising curriculum (Gould, 2004;Lingwall, 2009), and emerging trends and challenges in advertising education (Broyles & Slater, 2014). The emphasis on more timely topics likely reflects the vision of its editors, but it also provides a more contemporary comparison point that is useful when evaluating advertising curricula.…”

Section: Advertising As a Fieldmentioning

confidence: 99%

Looking Backward, Looking Forward: A Systematic Review of 20 Years of Research and Commentary Published by Journal of Advertising Education

Wirtz

Hayes

Yan

2016

This article presents a systematic analysis of all refereed articles, research reports and invited commentaries (N = 197) published in the Journal of Advertising Education from 1996 to 2015. The analysis revealed that the most common article theme was classroom and course instruction (52.8%; n = 104). Within that theme, articles about using a tool or approach in the classroom (e.g., using a class wiki; 47.1%, n = 49) and achieving a learning outcome (e.g., developing teamwork skills; 30.8%; n = 32) were most popular. The authors performed additional analyses on articles reporting data collection and analysis (N = 122). The researchers found that only 26.2% (n = 32) of these articles identified a theory by name, and only six (4.9%) offered a theoretical implication in the discussion. However, a significant majority of these articles provided practical implications for educators (86.1%; n = 105).

“…tal media impact specific courses, the creative process, or how to incorporate digital media into the classroom. Among the works primarily emphasizing instruction and curricula include Beard and Tarpenning's (2001) early attempt to incorporate digital video into creative courses, Martin's (2002) examination of the media planning course, Gould's (2004) proposal of an online advertising writing course, Johnson and Jones's (2010) article on the creative process as executed in a variety of digital media and Robbs' (2010) study of creative executives. Works mainly focusing on the use of online and digital media to enhance advertising and PR classroom instruction include the contributions of Everett, Siegel and Marchant (2000), Frisby (2000), Grau (2007), Hachtmann (2006), Duke (2009), Wood, Wetsch, Solomon and Hudson (2009), Caravella, Ekachai, Jaeger and Zahay (2009); and Eckman (2010).…”

mentioning

confidence: 99%

Choosing and Evaluating Digital and Online Media: A Conceptual/Instructional Model

Beard

Yang

2011

As expenditures in online advertising and public relations continue to increase, students should be prepared for the opportunities and challenges presented by an increasingly interactive Web 2.0 world. Yet a review of both the pedagogical and research literatures revealed no established framework around which educators or students can readily comprehend the many existing and emerging uses of digital media and the increasingly varied and sophisticated means for evaluating their effectiveness. This article addresses this gap in the literature with a conceptual and instructional model of online and digital media selection and evaluation. The article concludes with recommendations for future conceptual work on the topic of digital media and the assessment of their effectiveness.