investigating digital marketing scheme of work

UNIT 1: INVESTIGATING DIGITAL MARKETING

Pearson BTEC International Level 3 Specialist Award in Investigating Digital Marketing – Scheme of Work Issue 1 – August 2021 © Pearson Education Limited 2021

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Lesson Topic Lesson

type Suggested activities

Classroom resources

1 Introduction IS Tutor presentation: introduce learners to the unit and discuss the learning outcomes, and the mode of assessment.

Class discussion: ask learners to discuss the concept of digital marketing. Tutor to use Q&A in order to ascertain learner’s current knowledge on the basic notion of digital marketing practice.

● Tutor presentation and notes

● PC or laptops with internet connection

Learning aim A: Explore the evolving nature of marketing activities over time

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A1 Principles of digital marketing

o Integration with traditional marketing

o Contribution to organisation goals

o 7Ps: product, price, place, promotion,

IS Paired activity: Discuss and decide upon a definition of digital marketing, then discuss definitions as a whole group and come to a group conclusion. Tutor will then consolidate learning using academic examples.

Individual activity: give learners a list of digital and traditional marketing methods. Ask learners to identify which are digital marketing methods and which are traditional, in preparation for a tutor led discussion on the integration of traditional and digital marketing.


● PC or laptops with internet connection for research

Unit title Investigating Digital Marketing Key to learning opportunities

Guided learning hours 60

AW Assignment writing

RS Revision session

Number of lessons 30 GS Guest speaker V Visit

Duration of lessons 2 hours

IS Independent study

WE Work experience



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Lesson Topic Lesson type

Suggested activities Classroom resources

people, physical evidence and processes.

Paired activity: learners to discuss the contribution digital marketing may have towards organisational goals. Tutor will then lead a discussion to consolidate learning. Discussion points to include:

o online visibility

o opportunities

o improving customer acquisition costs

o increased revenue

Q&A: on the seven ‘Ps’ of the marketing mix (see unit specification). Tutor should provide opportunities for question-and-answer discussion to check learners’ knowledge and understanding.

Tutor led presentation: tutor to provide an overview of the 7ps of the marketing mix. Tutor should instruct learners to take notes of the different elements of the marketing mix in preparation for a group presentation.

Group activity: learners to explore the marketing mix for a selected multinational business and create a presentation that identifies the main 7p elements of the marketing mix. Tutor should brief the learners on the requirements of the presentation and that this activity will span over several sessions. Moreover, the tutor should make learners aware that each group will eventually present their findings in a summary activity.

Group activity: learners to explore the ‘Product’ element of the marketing mix. learners should investigate a multinational business and create a presentation that identifies the main product elements of the marketing mix. learners could conduct research into a single product such as the ‘Mc Donald’s Happy Meal’ or they could explore a



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product range such as ‘Walkers crisps’. Learners should be encouraged to explore the following:

o Design

o Technology

o Usefulness

o Convenience

o Value

o Quality

o Packaging

o Branding

o Accessories

o Warranties

Tutor Led Presentation: tutor to introduce learners to the different pricing strategies businesses use. Tutor should provide examples of pricing strategies to consolidate learning. The tutor should as a minimum explain the following pricing strategies:

o Cost plus pricing

o Competitive pricing

o Penetration

o Skimming

o Premium

o Economy pricing

Group activity: learners will continue to work on their group presentations by exploring the ‘price’ element of the marketing mix.



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Instruct learners to identify the correct pricing strategies used by their selected business.

Class discussion: tutor to present learners with a range of questions related to the ‘place’ element of the marketing mix. learners should discuss how these questions influence the businesses decisions surrounding ‘place’. Possible discussion questions include:

o Where does a organisations target market look for products or services?

o Does the organisation primarily sell online?

o Does the organisation have retail stores?

o How does the type of product affect the transportation and delivery e.g., perishable products vs non-perishable?

o Does the organisation need to use a sales team? Or attend trade fairs?

Group activity: learners will continue to work on their group presentations by exploring the ‘place’ element of the marketing mix. Instruct learners to identify how and where the organisations product is sold. Learners can use the questions from the previous class discussion and apply them to their selected organisation.

6-9 A1 Principles of digital marketing

o 7Ps: product, price, place, promotion, people, physical

IS Tutor Led Presentation: tutor to explain the promotional mix to learners. Tutor should cover the following elements:

o Advertising

o Public relations

o Sponsorship

o Sales promotion





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evidence and processes.

o Personal selling

o Direct mail

o Digital content including social media

Tutor led discussion: tutor to lead a discussion on how digital marketing influences the elements of the promotional mix. learners should discuss how digital marketing tools and channels have enhanced traditional promotional methods. For example, how video conferencing software such as Zoom has evolved the traditional methods of personal selling. Moreover, how social media advertising is broadening advertising opportunities for organisations.

Group activity: learners will continue to work on their group presentations by exploring the ‘promotion’ element of the marketing mix. Instruct learners to identify the different promotional methods that the organisation uses to promote their products. A clear focus should be on the digital marketing methods used by the organisation.

Tutor led discussion: on the importance of physical evidence. Learners should be made aware that physical evidence refers to everything your customer sees when interacting with your business. Tutor should provide a list of topics that leaners can use as a starting point for a group discussion. Topics could include:

o The physical environment where the product or service is offered

o Layout and design of store/website etc

o Product packaging

o Branding

● Sky’s way of working:: http://s3-eu-west-1.amazonaws.com/skygroup-sky-static/documents/about-sky/policies/skys-ways-of-working.pdf

http://s3-eu-west-1.amazonaws.com/skygroup-sky-static/documents/about-sky/policies/skys-ways-of-working.pdf











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o Promotional material e.g., leaflets, brochures, videos etc

Tutor led discussion: tutor to lead a discussion on how business processes influence customer experience. Tutor should discuss:

o How organisations create a smooth customer journey

o Processing time of customer enquiries

o Order processing time

o How technology can be used to make processes more efficient

o How to make sure reviews are generated after a purchase

‘Sky’s Ways of Working’ document is a good example to show leaners as it goes into detail about different processes such as ‘how to raise concerns’ and their commitment to improving customer satisfaction.

Class discussion: on ‘people’ element of the marketing mix. learners should be made aware that people refer to any staff that work for the organisation including salespeople, owners, and managers. Learners should consider how ‘people’ influence the marketing mix and affect a business’s brand image.

Group activity: learners will continue to work on their group presentations by exploring the extended marketing mix elements ‘process, people and physical evidence’.

Group Presentations: learners to present their research findings on the ‘7p’ elements of the marketing mix. Tutor should also ask learners questions after the presentation to check learning.

Peer assessment: each group will have the opportunity to peer assess each other’s group presentation. Learners should consider



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constructive feedback for their peers. The following questions can be given to learners to help them formulate constructive feedback:

o What Went Well (WWW)

Learners can identify what they thought went well in other learners’ presentations.

o Even Better If (EBI)

Learners can identify what other learners could do better to improve their presentation in the future.

10 A1 Principles of digital marketing

o Agile delivery

o Factors driving customer behaviour

IS Tutor led discussion: tutor to lead a discussion on the importance of agile delivery in digital marketing. The tutor will provide examples of how organisations change to meet customers’ needs and expectations. This could include exploring how organisations such as Netflix (who started out as a home DVD rental service) evolved into the streaming juggernaut we know today. Also, how Starbucks venture into social media and mobile apps helped them increase sales and profits.

Tutor led discussion: tutor to explore how organisations personalise messages to target customers at the right place and time. A good example to demonstrate this is how ASOS use social networking prompts to engage customers. More information on this can be found:

Group activity: learners to discuss and mind map ideas on the factors that influence customer behaviour. Learners should consider how

• Tutor presentation and notes

• A3 paper for mind mapping activity

• Coloured pens for mind mapping activity

• PC or laptops with internet connection for research

• Examples of agile delivery: https://blog.glia.com/5-companies-



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improved technology, greater access to the internet and the cost to access.

evolved-embracing-new-tech/ -

• Netflix: https://www.apptunix.com/blog/netflix-business-model/

• Starbucks: https://swagsoft.com.sg/blog/a-look-at-how-starbucks-used-a-mobile-app-to-increase-sales-and-loyalty/

• How ASOS use social networking prompts: https://smbp.uwaterloo.ca/2018/06/asseenonasos-how-asos-engages-customers-via-social-media/ -



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11-12 A1 Principles of digital marketing

o Legal and ethical issues in digital marketing

IS Group activity: learners to discuss and mind map Legal and ethical issues in digital marketing. Learners should be encouraged to discuss the following issues:

o data protection legislation o safeguarding data o electronic communications regulations o deceptive marketing practices o accessibility

Learners will then feedback discussion points to the whole class.

Individual activity: learners to explore data protection regulation in preparation for a class discussion.

Individual research activity: direct learners to government websites and ask them to read the data protection legislation. Learners will then create a fact sheet that outlines the different principles to support them with their assignment. Learners should consider how data protection legislation impacts digital marketing activities.

Tutor led discussion: tutor will then consolidate learning by explaining the principles of the data protection legislation.

Paired activity: Instruct learners to explore safeguarding and electronic communications regulations. Learners will then produce a poster that outlines these regulations. Learners should also consider how this impacts businesses digital marketing activity.


● A3 paper for mind mapping activity

● Coloured pens for mind mapping activity

● ‘18 false advertising scandals’: 18 False Advertising Scandals (businessinsider.com)



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Tutor led presentation: tutor to explain the ethics behind deceptive marketing practices. Tutor to illustrate the notion of deception using examples and case studies. The article titled ‘18 false advertising scandals’ showcases some good examples of deceptive practice that you could share with your learners.

Tutor led discussion: tutor to lead a discussion on the types of deceptive practice that occur within marketing. The tutor should encourage learners to discuss the following:

o Deceptive pricing

o Deceptive promotion

o Deceptive packaging

Individual research activity: learners to conduct research into a specific businesses deceptive marketing practice. Learners should produce a poster illustrating how the business was deceiving customers, in preparation for a class presentation.

13 A2 Evolution of digital techniques

o Digital advances ad changes in marketing activities

IS Paired activity: Learners to research how digital technology has developed over a period of years. Different pairs can be given different elements of the unit content. All of the following should be covered by the research activity:

• computers • mobile phones

• The ‘Burger King Whopper Detour’ Campaign case study : https://www.



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o Evolution of digital marketing

• tablets • wearable computing • apps • WiFi • Instant data • Internet of Things • Automation • Analytics • Changes in organisation practice

Paired activity: Learners to draw together a timeline of when these advances became prevalent and this should then be further researched on the impact of selected technologies on marketing. Learners should be encouraged to consider relevant businesses products or marketing campaigns that have used some of these technologies to best effect.

Tutor led presentation: tutor to lead presentation on the different digital marketing technology available to organisations. Tutor to use contextualised examples to support learning. The ‘Burger King Whopper Detour’ Campaign illustrates how they can use app technology to drive sales. Moreover, Strutt and Parker (property agency) demonstrate how virtual viewing is the new way for prospects to view houses.

marketingdive.com/news/burger-kings-whopper-detour-generated-15m-app-downloads/548203/ -

• Strutt and Parker (property agency) case study: https://www.struttandparker.com/virtual-viewings -



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Paired activity: ask learners to list different types of digital marketing technology, in preparation for a class discussion.

Tutor led discussion: introduce ‘the evolution of digital marketing’ to learners. Provide examples of the following:

• Growth of social media marketing • search engine optimisation (SEO)

Tutor to discuss the growth of these and how businesses use Social Media marketing, such as online communities, instant messaging, stories and live videos to increase brand awareness and sales. Learners to share experiences/ examples of when they have been affected by these.

Discussion can also be developed further into how business use SEO including organic search results, keyword analysis, search marketing, Pay per click, online advertising, affiliate marketing, referrals and digital display advertising.

14 A2 Evolution of digital techniques

o Evolution of digital marketing

IS Group research activity: ask learners to research a range of recognised social media platforms. Learners should discuss the benefits and drawbacks of using the different platforms for organisations and where possible, provide examples to support their research findings.


● PC or laptops with internet connection



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A3 Social media engagement with different customers

o Customer’s motivation for using different social media platforms

o Advantages and disadvantages of using social media platforms

o Use of social media platforms to communicate with customers

Individual activity: learners to identify and list different social media platforms in preparation for a group discussion.

Tutor led discussion: tutor to discuss the most popular social media platforms and the reasons why businesses use social media for marketing purposes and to communicate, including different customers’ motivation for using the different platforms.

Paired activity: learners to conduct research into the following social media:

o Facebook

o Snapchat

o Instagram

o Twitter

o TikTok

o YouTube

Ask learners to create a table that identifies the purpose and features of each social media platform.

Individual research activity: learners to explore the social media marketing used by a selected business. Learners should select a multinational business and investigate the how they have used social



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media marketing in their marketing campaign. learners should produce a presentation with print screens to demonstrate the organisations use of social media.

15-16 A2 Evolution of digital techniques

o Purpose and functions of online marketing platforms

o Website marketing

IS

Individual activity: learners to conduct research into search engine marketing in preparation for a class discussion. Tutor to provide a list of search engine marketing terms (SEM) as a starting point for learner’s research. This should include:

o Search engine optimisation (SEO)

o Organic search results

o Pay Per Click (PPC)

Paired activity: learners to research different ways websites use digital marketing. Tutor to provide a list of research terms as a starting point. Learners should then find examples of digital website marketing and feedback research to the whole class. Research should include:

o Ecommerce and organisation websites

o Blogs, vlogs

o Dynamic content

o Pop-ups

o Live chat

• Tutor presentation and notes

• PC or laptops with internet connection

• ‘4 companies that are killing it with crowdsourcing’: https://www.planbox.com/4-companies-that-are-killing-it-with-crowdsourcing/

https://www.planbox.com/4-companies-that-are-killing-it-with-crowdsourcing/









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Tutor lead presentation: tutor to lead a discussion on the different online marketing platforms. Tutor should explain the following:

o Auction sites

o Comparison websites

o Intermediary websites

o Crowdfunding websites

o Review platforms

o Crowdsourcing websites

Instruct learners to take notes on the different online marketing platforms in preparation for further activities.

Individual research activity: learners to research different crowdfunding websites. learners should produce a table that identifies the features and benefits of the different crowdfunding websites. Examples include:

o Indiegogo

o Mighycause

o StartEngine

o GoFundMe

o Patreon

Individual activity: ask learners to read the article titled ‘4 companies that are killing it with crowdsourcing’. Learners will then highlight the main points within the article in preparation for a class discussion.



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Tutor led discussion: tutor to lead a Q & A discussion using information from the article titled ‘4 companies that are killing it with crowdsourcing’.

Paired activity: learners to explore popular comparison websites. Learners should produce a table that identifies the features and benefits of the websites. Learners should consider how customers are influenced by comparison websites.

17 A4 Digital technology changing customer behaviour

o Acquiring new customers

o Moving into new markets

o New product development

o Launching new products

o Customer segmentation

o Brand awareness and management

o Customer Service

IS Group activity: ask learners to discuss possible digital marketing opportunities for organisations. Learners should record their discussion points in a mind map in preparation for a classroom discussion. Tutor will then consolidate learning with a tutor presentation with contextualised examples.

Individual activity: tutor will give learners a list of digital marketing opportunities (from specification). Using the list learners will conduct research into the different digital marketing opportunities available to organisation, providing examples from research gathered:

Acquiring new customers

Moving into new markets

New product development

Launching new products

Customer segmentation


● A3 paper for mind mapping activity

● Coloured pens for mind mapping activity

● Think with Google case studies: https://www.thinkwithgoogle.com/intl/en-154/insights-inspiration/case-studies/ -



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Brand awareness and management

Customer Service

Tutor led discussion: tutor will then consolidate learning on digital marketing opportunities by providing a case study for learners. Thinkwithgoogle.com offers a variety of case studies that you can use to illustrate the opportunities digital marketing brings to organisations.



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18 A4 Digital technology changing customer behaviour

Adapting to customer behaviour

IS Individual activity: ask learners to research the definition of following business terms:

o showrooming o webrooming

Tutor led discussion: on how both showrooming and webrooming complement each other and help drive sales.

Paired activity: ask learners to read the case study titled ‘can retailers win back shoppers who browse then buy online’. Tutor will then discuss how showrooming can influence online sales but at the same time jeopardise smaller retailers.

Individual activity: learners to read the blog post titled ‘Everything You Need to Know About Showrooming & Webrooming and How They Affect Modern Retailers’. Tutor will then consolidate learning with a Q&A activity.

Paired activity: ask learners to explore recognised review and feedback websites such as yelp, trivago or TripAdvisor. In pairs learners will discuss the impact positive and negative reviews have on organisations. Encourage learners to make a judgement on the increase in consumer power due to the use of such websites.



● Can retailers win back shoppers who browse then buy online: https://hbr.org/2015/06/case-study-can-retailers-win-back-shoppers-who-browse-then-buy-online‘Everything You Need to Know About Showrooming & Webrooming and How They Affect Modern Retailers’: https://endearhq.com/blog/showrooming-webrooming -

● ‘Industries impacted by online reviews’: https://onlinegeniuses.com/5-industries-impacted-by-online-reviews-infographic/

● The blog post titled ‘7 Reasons Online Reviews are Essential for Your Brand’:

https://hbr.org/2015/06/case-study-can-retailers-win-back-shoppers-who-browse-then-buy-online





https://endearhq.com/blog/showrooming-webrooming



https://onlinegeniuses.com/5-industries-impacted-by-online-reviews-infographic/





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Individual activity: ask learners to read the article titled ‘industries impacted by online reviews’. Tutor will then consolidate learning with a Q&A activity.

Paired activity: Learners to research one of the selected from the unit content:

o online communities

o second screening

o use of intermediaries

o online research

Learners are to develop a presentation on how these have affected customer behaviour and find examples to justify their findings. Learners to peer review and make notes of each other’s work. Tutor to consolidate with a discussion.

Individual activity: ask learners to read the blog post titled ‘7 Reasons Online Reviews are Essential for Your Brand’. Tutor will then consolidate learning with a Q&A activity.

https://mention.com/en/blog/online-reviews/ -

19-20 Formative Assessment Opportunity

AW

RS

Opportunity for tutor to implement formative assessment opportunities in preparation for the summative assignment.


● Formative assignment resources

21-22 Summative Assignment 1

AW Assignment writing: Learners work independently on their summative assignments.


● Summative assignment brief

https://mention.com/en/blog/online-reviews/

https://mention.com/en/blog/online-reviews/



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Learning Aim B: Explore the use of digital marketing tools to target key customer segments

23-24 B1 Digital Marketing Toolbox

B2 How digital marketing tools can be used with a range of different customers

IS Paired activity: learners to identify the digital marketing tool box available to digital marketers in different contexts, i.e. B2B, B2C and NfP. Learners to identify and discuss advantages and disadvantages and opportunities and threats of digital marketing. Learners should record their information in a table, in preparation for a classroom discussion, tutor will then consolidate learning using examples.

Possible advantages and disadvantages, opportunities and threats of digital marketing tools include:

o Online working and upskilling staff o Cost and time o Materials and resources o Opportunities for automation o audience reach o Response mechanisms o Legal and ethical considerations

Individual activity: learners to conduct research into the cost of a range of different digital marketing tools. Ask learners to record their findings in a table referencing any sources they have used.

Tutor Led Discussion: the advantages of digital marketing automation. Tutor should provide examples of a range of automation tools businesses can use to support digital marketing practice. This includes exploring tools such as; HubSpot, Sendinblue and Mailchimp.



● Benefits fo using HubSpot: https://www.hubspot.com/why-go-hubspot - explains the benefits of using HubSpot

● provides a review of the features of Sendinblue: https://landing.sendinblue.com/en/mailchimp

● guide explaining why you should use Mailchimp for marketing practice: https://mailchimp.com/why-mailchimp/



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Learning aim C: Review different content options for the development of digital marketing tools 25-26 C1 Different content

options for digital marketing tools

o Digital marketing content formats

IS Group activity: ask learners to list the different content options that are available to marketers in preparation for a class discussion.

Tutor led presentation: tutor to explore possible digital marketing content formats for learners to consider different content options for digital marketing. Tutor should present the following:

o text o images o animated GIFS o videos o sound

Individual research activity: instruct learners to explore how to create these different content options, including GIF’s. Learners should then practice creating these and present them back to the class.



27 C2 Producing successful digital marketing content

IS

GS

Guest demonstrator: invite a guest speaker to demonstrate image/video manipulation and editing software. This could be a colleague from the media/IT department within your centre or a guest visitor from a local employer who specialises in using software such as photoshop.

Individual activity: learners to explore using the features of photoshop in preparation for creating/editing digital marketing material.

Tutor led discussion: tutor to lead a discussion on the purpose of:

o The role of the customer in content creation


● Software: photoshop

● Poster creating website: postermywall.com



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o User-generated content

o Product reviews

o Online feedback

Tutor will provide examples of these from a variety of different topic areas to illustrate how These are used by digital marketers.

Paired activity: instruct learners to explore the popular user-generated content, product reviews and online feedback and discuss the typical content within these. Learners should take note of the way these have been formatted and the language used to appeal to the target audience.

Individual activity: give learners a topic. Learners to then produce a product review, provide online feedback and produce some user-generated content on the the topic. Example topic areas:

o food and beverages

o sport

o gaming

o mental health

o vegan products

Paired activity: ask learners to create a digital poster to support this. Encourage leaners to use poster creating websites such as ‘postermywall.com’ for a professional finish.

28 Formative Assessment Opportunity

AW

RS

Opportunity for tutor to implement formative assessment opportunities in preparation for the summative assignment.


● Formative assignment resources



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29-30 Summative assignment 2

AW Assignment writing: Learners work independently on their summative assignments.


● Summative assignment brief

● Relevant software

investigating digital marketing scheme of work

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