Working with the Media,Key Messages and

Social Learning

Becky Koch & Bob BertschNDSU Ag Communication

Goals

• Who is your target audience?• What do you want them to do?

Flickr: mrgreen09

Media

• Mass• Social• Create key

messages to use in a variety of mass and social media

Creating Key Messages

Goal:“improving the health of our country through diet and in many cases reversing childhood obesity” – Tom Vilsack, U.S. Secretary of Agriculture

Creating Key MessagesKey Messages:• Eat healthier• Eat a little more than

25% vegetables, a little less than 25% fruits, a little more than 25% grains and a little less than 25% proteins

• Learn more about food and nutrition

Creating Key MessagesBetter Key Messages:• Make half of

everything you eat fruits and vegetables

• Use smaller plates to help you eat less

Creating Key Messages• Provide a roadmap –

what to do and how to do it

• Shrink the change – don’t give too many options

• Focus less on what you want people to know and more on what you want them to do

Key Messages

• Write out• Practice• Bridge to key

messages in interviews

The Interview

• Pause to gather your thoughts• Answer in complete sentences, bridging to

your key messages• Keep responses to 20-second sound bites• Avoid acronyms, speculation• Don’t say, “No comment”• Nothing is off the record

TV Interview Tips

• Keep eyes on interviewer• Put one foot forward• Wear solid colors, not

white• Don’t feed the mic or fill

dead air• Avoid hats• Use natural gestures

Media Contacts

• News releases– Most important information first– Who, what, where, when, why, how

• Media advisories• Fact sheets• Emails• Phone calls• Relationships

Media

• Many options to communicate and educate

• Mass and social media just a few

Online Communication &Transformational Education

Both high content transmission and a high level of process are the most effective in helping people and communities to solve problems or address issues.

 

Online Communication &Transformational EducationWe need to bring high process to our already high content to begin using online communication as a critical element of a lifelong learning network that helps people improve their lives and communities.

 

The Communications and Knowledge Landscapes have ChangedExtension's customers access information through devices and media that didn't exist 13 years ago.

201385% of adults use Internet70% have broadband at home78% watch video online91% own a cell phone72% use social networks

Fast, mobile connections onoutside servers and storage

- Pew Internet & American Life Project, http://www.pewinternet.org/

200046% of adults use Internet5% have broadband at home<20% watch video online53% own a cell phone0% use social networks

Slow, stationary connections built around my computer

% of Online AdultsUsing Social Media

DateAll

internet users

18-29 30-49 50-64 65+

2/2005 8 9 7 6 –

8/2006 16 49 8 4 1

5/2008 29 67 25 11 7

4/2009 46 76 48 24 13

5/2010 61 86 61 47 26

8/2011 64 87 68 49 29

2/2012 66 86 72 50 34

8/2012 69 92 73 57 38

12/2012 67 83 77 52 32

5/2013 72 89 78 60 43

 

“Sure there’ll be Mastadons around for a while, but the ice age is over. They can move to higher ground, or migrate towards the poles, but these are temporary moves.”

- from an Amazon book review of “11 rules for creating value in the social era.”

Active Learners• Able to build & grow an online personal learning

network• Comfortable communicating in online social spaces• Understands best practices for maintaining privacy

in online spaces• Understands and follows best practices for

maintaining security in online spaces• Understands and leverages the power of online

networks• Able to narrate work in online spaces

 

What is a learning network?

a deliberately formed network of people and resources capable of guiding our

independent learning goals and professional development needs.

Content Commentary Research ConversationExperience

Colleagues FriendsExperts

Filter FilterFilter

Filter

YOU

FilterCreationCurationSharing

Adapted from “Creating a Personal Learning Network,” http://www.slideshare.net/corinnew/creating-a-personal-learning-network-5016387

My learning networkSeek Sense Share

Feedly

Zite

Google Alerts

Twitter

Facebook

Google+

Diigo

Scoop.it

Storify

Evernote

Harold Jarche – www.jarche.com

Organizers

• Able to create and edit content in Ag CMS, NDSU CMS, and/or blog

• Able to create content that is  timely, valuable, findable and shareable

• Able to create content that functions well in a mobile environment

• Able to deliver on-demand learning• Able to create and use multimedia to attract and

engage users

 

Why Are Restroom Hand-Washing Signs By the Sinks?

http://www.flickr.com/photos/akeg/

Formal/Informal Learning

• Content is standardized

• Delivered in a specific space at a specific time

• Usually a passive setting

Formal Learning (Stocks) Informal Learning (Flows)

• Content is customized

• Available anywhere, anytime

• Encourages active learning

Formal/Informal Learning

• Books

• Publications

• Websites

Stocks = archived, organized

Flows = timely, engaging

• Blogs

• Social media

• Webconferencing

Formal education is a walk through the zoo, informal learning is a walk through the savannah. http://stephenwhart.com/quotes

http://www.flickr.com/photos/godutchbaby/4432480199/

Formal education is knowing a tomato is a fruit, informal learning is not using it in fruit salad. http://stephenwhart.com/quotes/

http://www.flickr.com/photos/elanaspantry/3554762608/

Formal education is bricks and mortar, social learning is clouds and streamshttp://stephenwhart.com/quotes/

http://www.flickr.com/photos/mnsc/2768391365/

Formal education is the playbook, social learning is the huddlehttp://stephenwhart.com/quotes/

http://www.flickr.com/photos/whetzel/55214370/

Curators

• Able to find & share engaging content• Able to add context to information• Comfortable using online curation tools• Understands the use of tags/hashtags for curation

 

• Find• Filter• Contextualize

Curation

Connectors

• Understand how networks that include external clients can support their own learning, as well as their clients’ learning.

• Able to discover, understand, and participate in self-organizing online communities of practice/place/interest

• Incorporating social-network participation into their current and long-term work plans.

• Able to get people connected with online resources

 

http://www.flickr.com/photos/lucgaloppin/5483259529

http://www.jarche.com/

Power/value of network

• Exposure to incidental information– You don’t know what you need to know

• Asking questions• Connectedness• Awareness of trends• What are others doing / talking about

“This is not the wisdom of the crowd, but the wisdom of someone in the crowd. It’s not that the network itself is smart; it’s that the individuals get smarter because they’re connected to the network.”

Engagers

• Using online networks to engage and collaborate with others

• Understands online collaboration tools• Able to start online conversations• Able to find and answer online questions

 

Reach, Influence, Impact

• NDSU Extension Employees = 390• N.D. Adult Population = 545,700• 25% of 545,700 = 136,425• Dunbar’s Number = 150• # of NDSU Extension staff needed = 910 • # of impacts needed per staff = 350

Reach, Influence, Impact

• See audiences more as members of communities.

• Become part of networks.

• Increase others’ talking about our work.

• Increase conversations with others.

More

• Forward Looking Concepts in Cooperative Extension - bit.ly/CoopExtFuture

• Working Differently in Extension – www.ag.ndsu.edu/workingdifferently

• Agriculture Communication – www.ag.ndsu.edu/agcomm

• Ag Comm Web Services on Facebook - www.facebook.com/NDSUAgCommWebServices