Purpose: This course provides the basic foundations for prospective and existing Marketing Education teachers so that they are prepared either to teach the new Virginia State course Marketing 8125, e-Commerce, or to integrate the Internet marketing philosophy into other Marketing Education courses.  While OTS 596 is geared towards teachers, others in industry have also found the course helpful, and special attention is paid to individualizing instruction for those who fall into this category.

OTS 596 is broken into 3 sections.  The first five lessons examine the Internet as a marketing tool for businesses and other organizations.  It places the Internet as one of many tools and mediums that an organization has to work with today, and helps to identify its role as such.  If this were an economics course, lessons 1-5 would be macroeconomics.

The second portion of the course is a physical workshop.  On July 1 and 2, students will attend two days of hands on instruction, learning how to conceptualize, plan, construct, and post a Web site on the World Wide Web.  Attendance at this workshop is mandatory, and it is imperative to understand that your success in this course may depend heavily on your attendance.  More information can be obtained by clicking on the "Workshops" button to your left.

Critical Workshop Notice

The third portion of OTS 596--lessons 6-10--will help you to understand more about what individual Web pages and Web sites do that make them "work."  Having a Web site is not enough.  Having one that works is critical to an organization's success.  Again, if this were an economics course, the portion would be microeconomics.  Upon completion of the entire course, you should have comprehensive understanding of Marketing on the Internet, and what you will need to bring to your classroom in order to teach Marketing 8125, e-Commerce.
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Course Competencies:  As a result of this course and its activities, the student should be able to:

 

A	Explain the purpose of the course.
B	Explain the organization of the course.
C	Explain the requirements of the course.
D	Explain how the basic marketing functions apply in the world of electronic commerce.
E	Analyze how e-Commerce firms implement the fundamentals of marketing on their Web sites.
F	Compare Internet marketing with traditional marketing.
G	Explain how electronic commerce can be integrated into a marketing strategy.
H	Describe the Internet tools and methods used to market goods and services.
I	Describe criteria for identifying a good product or service to market on the Internet.
J	Describe methods for for promoting a Web site.
K	Describe the framework of Marketing 8125, e-Commerce.
L	Identify the essential competencies that are included in Marketing 8125, e-Commerce.
M	Develop a teaching plan a 36-week (or the equivalent thereof) Marketing 8125, e-Commerce course.
N	Describe ways to use customer services for improving site performance.
O	Identify types or research used to gather information on customers and potential customers.
P	Describe the collection and payment options for Web sites.
Q	Explain the importance of Web design in Internet marketing.
R	Identify the characteristics of good Web design.
S	Analyze how marketing and Web design are integrated.
T	Explain why Web content must add value to an organization.
U	Identify the characteristics of good Web content.
V	Analyze strategies companies are currently using to create valuable Web content.
W	Analyze the five steps in creating a Web site.
X	Identify goals/objectives for a working Web site.
Y	Construct a story board for a working Web site.
Z	Examine the functions of Web-based organizations.
AA	Identify the 6 stages of organizational Internet development.
BB	Utilize traditional marketing strategies in promoting a Web site.
CC	Identify strategies for providing meaningful work for advanced students.
DD	Formulate a plan on how to implement technical strategies for advanced students.

Course Requirements: Complete all readings, lessons, assignments, activities, and examinations.

Texts:

• Strauss, J., & Frost, R., (2001) E-Marketing, Second Edition.  Upper Saddle River, New Jersey, Prentiss Hall.

• Flander, V., & Willis, M. (1998) Web Pages That Suck: Learning Good Design by Looking at Bad Design.  Alameda, SYBEX, Inc. 

About the texts:  Both texts can be purchased through the University Bookstore, or can also be found online at most of the various e-tailers.

I realize that one of the required texts--Web Pages That Suck--was published in March, 1998.  Three and a half years in Internet time is like 30 years or more in "people" time, and as a result, this book will appear to be somewhat dated.  Please note that this was NOT an oversight on the instructor's part.  While some of the sample Web sites, software, and other information will be "dated," I assure you that the content contained within is just as powerful as the day it was written!  Just try and "look the other way" when they make a dated reference, and look for the content.  It's kind of like watching one of those old communications videos with your class, where everyone is saying "groovy," wearing bell-bottom pants, afros, and sideburns.  Focus on the content.

Professional work: As candidates for teaching careers, students enrolled in OTED 401/501 have a special responsibility for professional work. They should be examples of love of learning and school.  Please pay special attention to the "One important note on assignments," printed both on this page as well as the schedule of assignments.
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Assignments are expected to be submitted on time.  All papers not submitted by the date noted on the schedule are subject to a one letter grade reduction.  Assignments may not be turned in more than 14 days in advance.  If you complete them earlier, great!  However, information may be sent to you for each assignment that may amend the assignment, or may provide you with additional information.  Therefore, retain your completed assignments until 14 days prior to the due date in case they need to be modified.  Changes in assignments will be kept to an essential minimum.  No work completed in advance will go to waste!

Assignment Length: Good teachers--as you all are--know that it is imperative to occasionally alter the instructional medium.  However, Web-based courses significantly limit the options.  You must sit in front the of the computer!  As a result, lessons and assignments can sometimes seem to be longer than "traditional" lessons.

In order to most effectively deal with the amount of time you will spend at the computer, it is important that you put it in perspective.  A "typical" 500 level class would include:
 

3 hours per week in class, and

3+ hours per week in readings and other assignments

totalling 6+ hours per week/lesson.  This course is no different.  The amount of work required should take the average person approximately 6+ hours per week.  However, because most of your time will be spent behind a computer, the lessons may seem very looooong unless you break them up into manageable chunks.  If you get tired of sitting behind the computer, get up!  Take a break.  Do what you need to do.  One key element in allowing yourself a break is not to try and do the lesson the night before it is due.

Remember, expect 6 hours per week in classtime and assignments.

Assignment format: Place your name, lesson number, and course number in the upper left hand corner of the page (you may also place it in a header if you wish).  Copy and paste the assignment questions onto your document (Microsoft Word documents are preferred).  List the question in bold type, and your responses in plain type.  If you want to see one, visit this sample assignment.  Then send all completed assignments as an e-mail attachment to mkoslosk@odu.edu.

One important note on written assignments... Many of your assignments will ask you to read a passage/chapter/Web page/etc., then answer questions about the reading.  If you copy and paste your responses directly from the reading, I have no way of knowing whether or not you truly understand the reading.  As a result, while copy and paste, or verbatim responses may provide the correct answers, they will not be considered "A" work in OTS 596.

There are times when verbatim responses are appropriate.  For example, suppose you are asked to list the six stages of organizational Internet development.  Your response would be:
 

Advertisement

Promotion

Interaction

Transaction

Transformation

Community.

You could whip out your thesaurus or crossword puzzle dictionary and try to come up with a synonym for each word, but it would be pretty difficult to list them any other way other than the way they are currently listed (and on top of that, it would be silly to do so).  This type of verbatim answer is perfectly acceptable.  However, if you were asked to list and describe the same six stages, a student who simply copies and pastes the explanation of each will not be producing "A" work, even though the answers are correct.  Remember, I will only see you two days this entire semester.  I need to know through your responses that you understand the material, and copying and pasting will not provide me with that information.  If you need additional clarification on this, please let me know.

Class Time: "Class time" is scheduled for Monday nights at 7:00 - 8:30 p.m.  During "class time" we will occasionally "meet" on Instant Messenger as a group.  We will only "meet" a couple of times during the course of the semester, so it is imperative that you arrange your schedules so that you can attend.  Even if you are not at home, just plop yourself down for an hour or two in front of an online computer, and voila, you have joined us!  Details on the "how-to's" will be provided in an e-mail after the course begins.  You will always receive at least a three day notice before any such meeting.  Meanwhile, consider Monday nights your class time.

Office Hours: Monday, 2:00 - 4:00 PM (Tech Building, Room 127)