• Listen to customers.
• Set social media objectives: Set objectives that can be specifically accomplished
through social media and that are measurable.
b. The Changing World of Social Media: The rate of change in social media is
astounding. Exhibit 18.2 contains a list of some items that seem to be on the
brink of exploding on to the social media scene.
PRESENTATION VISUAL: Exhibit 18.2 Social Media Trends
Trend
Change
Fake news
The rise of intentionally misleading content
Microsoft Office 365, Google Drive
Integrated file hosting
Stories
Series of photos and videos that are only
viewable for 24 hours
Virtual reality and augmented reality
New mediums for content creation and sharing
The Internet of Things
Integration into wearables, appliances, apparel,
and more
FitFabFun, Trunk Club, and
Online and subscription-based personal
Facebook Live, Instagram Live
Live video streaming for everybody
Chatbots
Companies using artificial intelligence to
improve customer service
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Discussion Questions
You can assign these questions several ways: in a discussion forum in your LMS; as whole-
class discussions in person; or as a partner or group activity in class. A generic discussion
rubric is provided in the Appendix.
1. Discussion (LO 18-3, PPT Slides 21-22) Duration 5-10 minutes.
a. Lead students on a discussion of metrics and KPIs with the following:
• Do you think it’s important for organizations to try to measure the impact or
value of their social media marketing efforts? Why?
• What would happen if an organization engaged in social media marketing
but did not measure its value?
i. Measuring the ROI of social media marketing can be difficult because
marketers aren’t sure what to measure or how. Although students’
2. Discussion (LO 18-4, PPT Slides 26-28) Duration 5-10 minutes.
a. Lead students on a discussion about their social media behavior.
• Have you ever acted as one or more of the seven types of social media users
described in the text? Explain what role you played?
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Additional Activities and Assignments
A generic discussion and writing rubric is provided in the Appendix.
1. Activator Exercise: Social Media Campaigns (LO 18-2)
Purpose: To help students understand that campaigns needs goals and
measurement techniques to be effective.
Format: This activity can be facilitated in both a classroom and an online
Classroom Format: Small group discussion, then class discussion (Estimated Time:
20-40 minutes)
1. Divide students into small groups, then assign them one of the following
industries (let them select which company to choose from that industry):
• Luxury cars
• Apparel
2. Ask them to create a social media marketing campaign they believe would
benefit the company. In creating the campaign, they should specify:
• What platforms will be used
you want students to use visuals when presenting their ideas)
3. After discussion, have groups present their campaigns to the class.
Online Format: Discussion board with posted response from each student
(Estimated Time: 20-40 minutes)
1. Use the following prompt to facilitate this activity in a discussion board:
Choose a company in one of the following industries:
• Luxury cars
• Apparel
Create a social media marketing campaign you believe would benefit the
company. In writing a post describing your campaign, specify:
• What platforms will be used
2. Have students respond to their classmates’ posts by asking questions and
offering constructive feedback on their campaigns.
Additional questions for a classroom or discussion board: How did you choose
which platforms to use? How did you choose what the campaign should say? How
will you know if the campaign is effective? In a cluttered social media environment,
how will you stand out and be sure to get a good return on your marketing
investment?
Note: Stress that it’s tougher to get your marketing message seen for free –
Result: Students will learn they can do a fairly good job of creating a basic
2. Class activity (LO 18-1)
Format: This activity can be facilitated in both a classroom and an online
environment. Instructions for how to facilitate the activity in the classroom and
online are provided below. (Estimated time: 15-25 minutes)
Classroom Format: Divide the class into pairs or groups of three. Instruct them to
choose one of the social commerce sites from the list below or something similar,
and spend some time exploring the site. Each small group should make a brief
presentation of their findings.
• Peer-to-peer sales platforms (like eBay and Etsy)
Instructor Manual: Lamb/Hair/McDaniel, MKTG 13E, 9780357127810; Chapter 18: Social Media and Marketing
Online Format: If you’re delivering your course online, you can have students do
this on their own and have them post their answers in a discussion board. Use the
following prompt to facilitate this activity:
Choose one of the social commerce sites from the list below or something similar, and
spend some time exploring the site. Write a post describing your observations and
findings, and be sure to include a link to your site.
• Peer-to-peer sales platforms (like eBay and Etsy)
3. Class activity (LO 18-2)
Format: This activity can be facilitated in both a classroom and an online
environment. Instructions for how to facilitate the activity in the classroom and
online are provided below. (Estimated time: 15-25 minutes)
Classroom Format: Divide the class into groups of three or four. Have them choose
a very well-known, successful brand that is using social media as a significant part of
Online Format: If you’re delivering your course online, you can have students do
this on their own and have them post their answers in a discussion board. Use the
following prompt to facilitate this activity:
Choose a very well-known, successful brand that is using social media as a significant
4. Class activity (LO 18-5)
Format: This activity can be facilitated in both a classroom and an online
environment. Instructions for how to facilitate the activity in the classroom and
online are provided below. (Estimated time: 15-25 minutes)
Classroom Format: Divide the class into groups of three or four. Groups should
choose any one social media platform or site and research the demographics of the
several groups to present their findings to the rest of the class.
Online Format: If you’re delivering your course online, you can have students do
this on their own and have them post their answers in a discussion board. Use the
following prompt to facilitate this activity:
Choose any one social media platform or site and research the demographics of the
5. Class activity (LO 18-6)
Format: This activity can be facilitated in both a classroom and an online
environment. Instructions for how to facilitate the activity in the classroom and
online are provided below. (Estimated time: 10-20 minutes)
Classroom Format: Divide the class into groups of three or four. Have them
brand’s products. Invite several groups to share their plans, including the rationale
behind their specific selections.
• SMS (short message service)
Online Format: If you’re delivering your course online, you can have students do
this on their own and have them post their answers in a discussion board. Use the
following prompt to facilitate this activity:
You are the brand manager for your favorite brand of clothing, vehicle, food, or
• Mobile ads
• MMS (multimedia messaging service)
In responding to your classmates’ posts, evaluate their questions and offer constructive
feedback on their answers. Ask additional questions and discuss.
6. Class activity (LO 18-7)
Format: This activity can be facilitated in both a classroom and an online
environment. Instructions for how to facilitate the activity in the classroom and
online are provided below. (Estimated time: 20-30 minutes)
Classroom Format: Divide the class into three or four. Instruct them to start by
going to a prominent social media platform like Instagram or Facebook and
identifying a social media campaign they’d like to work with. Then they should turn
Online Format: If you’re delivering your course online, you can have students do
this on their own and have them post their answers in a discussion board. Use the
following prompt to facilitate this activity:
Starting on a prominent social media platform like Instagram or Facebook, identify a
platforms.) Along the way, answer questions such as: What are the objectives and
strategies? Who is the target audience? How do you suppose the campaign’s success is
7. Additional activity: Dealing with Negativity (LO 18-2)
Purpose: To help students understand some of the challenges of social media
marketing.
Background: Social networking sites give their members the opportunity to post
Format: This activity can be facilitated in both a classroom and an online
environment. Instructions for how to facilitate the activity in the classroom and
online are provided below.
Classroom Format: Divide your class into pairs, and ask each pair to locate a
business or product page on Facebook or some other social media platform. Ask
Online Format: Discussion board with posted response from each student
(Estimated Time: 5-10 minutes)
1. Use the following prompt to facilitate this activity in a discussion board:
Locate a business or product page on Facebook or some other social media
2. Have students respond to their classmates’ posts by asking questions and
offering constructive feedback on their analysis.
Additional Questions for Reflection:
• Do you think brands should delete or hide negative comments?
8. Online Research Activity: Emphasize the Local (LO 18-5)
Some large companies are refocusing part of their social media marketing goals and
strategies to target local communities and customers. Visit the website of one of the
following firms (or choose your own) to learn more about how the company is using
social media marketing to connect with local consumers. Summarize your findings
in one to two paragraphs.
• Walmart
9. Online Research Activity: Get Familiar with a Social Media Platform or Tool
(LO 18-5)
You are probably already a social media user—now it’s time to learn about a social
media platform or tool with which you are not yet familiar. Choose a social media
10. Online Research Activity: Visit the App Store (LO 18-6)
Using your computer or smartphone, visit an app store (Apple, Google, Amazon,
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Additional Resources
External Videos or Playlist
Appendix
Generic Rubrics
Providing students with rubrics helps them understand expectations and components of
assignments. Rubrics help students become more aware of their learning process and
progress, and they improve students’ work through timely and detailed feedback.
Customize these rubrics as you wish. The writing rubric indicates 40 points and the
discussion rubric indicates 30 points.
Standard Writing Rubric
Criteria
Meets Requirements
Needs Improvement
Incomplete
Content
The assignment clearly and
comprehensively
addresses all questions in
the assignment.
The assignment partially
addresses some or all
questions in the
assignment.
The assignment does not
address the questions in
the assignment.
0 points
Research
The assignment is based
upon appropriate and
adequate academic
literature, including peer
reviewed journals and
other scholarly work.
5 points
The assignment is based
upon adequate academic
literature but does not
include peer reviewed
journals and other
scholarly work.
3 points
The assignment is not
based upon appropriate
and adequate academic
literature and does not
include peer reviewed
journals and other
scholarly work.
Standard Discussion Rubric
Criteria
Meets Requirements
Needs Improvement
Incomplete
Participation
Submits or participates in
discussion by the posted
deadlines. Follows all
assignment. instructions
for initial post and
responses.
Does not participate or
submit discussion by the
posted deadlines. Does not
follow instructions for
initial post and responses.
3 points
Does not participate in
discussion.
0 points