Saturday, June 13, 2015

10 Mobile Marketing Campaigns That Went Viral and Made Millions

10 Mobile Marketing Campaigns That Went Viral and Made Millions

How do the best companies and agencies create effective mobile marketing campaigns that have high ROI and awareness? What are the best tools out there for you to use when trying to reach your target audience on mobile? Mobile marketing is becoming an indispensable solution to create awareness, drive sales, and entice users to act. But where do you start? How do you measure success? I'll cover how the best are doing it and reveal their secrets to you for the first time.
Published in: Mobile

The Happiness of Workers

The Happiness of Workers

http://management30.com/ Worker happiness is one of the best-known ways to increase employee motivation. When we are happier, we are usually more productive, right? And we are certainly more innovative and more collaborative teammates. But it’s just not always clear how to make our employees happier.

This Management 3.0 module draws on the experiences of Daniel Gilbert’s Stumbling on Happiness, Zappos’ Delivering Happiness, Shawn Achor’s The Happiness Advantage and the stories of day-to-day businesses to offer you concrete ways to increase worker happiness — and perhaps increase your own happiness as well!

Transcript

  • 1. The Happiness of Workers © Happy Melly  version 1.00  management30.com
  • 2. How do we get workers to be more productive? How can we help people be happier in their jobs?
  • 3. Engaged and happy workers can make things happen I’ve been working here for 25 years. Until now, I didn’t know work could be that much fun. source: Happy Melly, “I’ve Been Working Here for 25 Years…” http://bit.ly/1hZIEh4
  • 4. Sadly, employee engagement levels are low worldwide source: Gallup, “Worldwide, 13% of Employees Are Engaged at Work” http://bit.ly/1PBuaDn actively engaged actively disengaged
  • 5. But… employee satisfaction levels are quite good worldwide source: Lifehack, “Fascinating Facts about Job Satisfaction and Motivation All Over the World” http://bit.ly/1FNj09k very satisfied very unsatisfied
  • 6. Want to work with your peers to solve problems facing today's change management? Learn to increase employee engagement at a Management 3.0 workshop! https://management30.com/events/
  • 7. Engagement probably correlates with satisfaction and happiness. But how? source: Forbes, “The Difference Between Happiness and Engagement at Work” http://onforb.es/1yiSEvS source: DecisionWise, “Job Satisfaction vs. Employee Engagement” http://bit.ly/1FBcsYP Does engagement lead to happiness? Or does happiness lead to engagement?
  • 8. Cultivate happiness (focus on individuals) Cultivate engagement (focus on interactions) Doesn’t matter. We should do both…

3 Storytelling Tips - From Acclaimed Writer Burt Helm

3 Storytelling Tips - From Acclaimed Writer Burt Helm

Learn how to tell stories that will captivate even the most challenging audiences by reading the blog post that gives the complete behind-the-scenes story about this presentation: http://buff.ly/1B8ehRa

If you need help creating professional presentations, email us at: info@ethos3.com

Ethos3 is a presentation design agency with premier PowerPoint and presentation designers. We can create the perfect presentation for you: www.ethos3.com

Why working with creatives isn't working

Why working with creatives isn't working

I've presented this deck as part of the Holistic Young Planners Education for APG Belgium on April 21 2015, at mortierbrigade Brussel.

It's meant to help young planners improve cooperation with the creative department.

Transcript

  • 1. WHY WORKING WITH CREATIVES ISN’T WORKING HYPE SESSION APRIL 21 Vincent d’halluin – SD mortierbrigade
  • 2. HELLO! I AM VINCENT @vincentdh
  • 3. WHY WORKING WITH CREATIVES ISN’T WORKING
  • 4. WHY WORKING WITH CREATIVES ISN’T WORKING
  • 5. Bernoulli’s  Equa/on:    
  • 6. Feynman Technique  •  Step 1. Choose the concept you want to understand. •  Step 2. Pretend you’re teaching the idea to someone else.  •  Step 3. If you get stuck, go back to the book. •  Step 4. Simplify your language.
  • 7. Good planners make complicated things simple. Bad planners make simple things complicated
  • 8. “A problem well-put is a problem half-solved.” John Dewey
  • 9. YOUR JOB SIMPLIFY
  • 10. Most briefs SELL MORE
  • 11. SALES ARE NEVER THE REAL PROBLEM
  • 12. Exercise: WHY? Define a daily life problem and keep asking why.
  • 13. SOLVE THE PROBLEM don’t answer to the brief
  • 14. WHY WORKING WITH CREATIVES ISN’T WORKING
  • 15. UNDERSTAND • The business • The problem • Your client • Your colleagues
  • 16. UNDERSTAND • The business • The problem • Your client • THE CUSTOMER • Your colleagues

Friday, June 12, 2015

Flipping Out: Concepts of Inverted Classrooms for Teaching and Training

Flipping Out: Concepts of Inverted Classrooms for Teaching and Training

Originally presented at the 2015 NASPA International Convention.
Published in: Education

Transcript

  • 1. Flipping Out Concepts of Inverted Classrooms for Teaching and Training with Paul Gordon Brown and Susan Marine
  • 2. Susan Marine Assistant Professor Merrimack College marines@merrimack.edu Paul Gordon Brown Adjunct Faculty Merrimack College www.paulgordonbrown.com paulgordonbrown@gmail.com @paulgordonbrown.com
  • 3. #SAflipped This session is Twitter-friendly. @paulgordonbrown
  • 4. Goals for this session. Participants will be able to: 1. Recall research that supports the need for new approaches to student learning and integration of technology into teaching and training programs. 2. Detail the benefits and concerns related to the use of classroom flipping concepts and digital technology in their teaching and training environments 3. Identify classroom flipping platforms and related digital tools that can be used in teaching and training and strategies for their deployment. 4. Articulate the time, resource, and human capital investments that must be made in order to create flipped learning environments.  
  • 5. Outline. Background Example from Teaching Example from Training Technology Q&A
  • 6. Background.
  • 7. With the traditional methods... The learning is up here!
  • 8. Lectures are common
  • 9. Structures divide the student and the teacher
  • 10. Technology and flipping helps break down these barriers
  • 11. Diverse learners and diverse learning styles are better accommodated
  • 12. learning becomes a co-constructed experience.
  • 13. What is flipping?

The Future of Higher Education is Experiential

The Future of Higher Education is Experiential

Provides historical overview and context for experiential education initiatives on college campuses going forward.
Published in: Education

Transcript

  • 1. The Future of Higher Education is EXPERIENTIAL
  • 2. First… Some questions for you…
  • 3. Do you view yourself as an educator?
  • 4. What are some of the educational goals you have for your students?
  • 5. How do you provide opportunities for them to reach these goals?
  • 6. What influences your beliefs about what your students should learn at your institution?
  • 7. Think about what you hope college means to your students… How WOULD you do that?
  • 8. Looking back in history… Understanding where we came from…
  • 9. University of Bologna
  • 10. University of Bologna • Founded in 1088 • Students lived in the surrounding community • Unruly, drunk, vagrants • University claimed no control over living environment
  • 11. Oxford and Cambridge
  • 12. Oxford and Cambridge • Experienced same issues as Bologna • Began taking control of residences in 1500s • Residential colleges were born • Faculty in part focused on student religious salvation • Elite system
  • 13. Colonial colleges
  • 14. Colonial Colleges • Borrowed from OxBridge • Same issues of community/campus housing • Elite System • Beginning development of Greek- letter organizations and literary societies
  • 15. Early 1900s
  • 16. Early 1900s • Still an elite system • Land Grant colleges firmly established • German model arrives in the US • Start of appointment secretaries and student personnel work
  • 17. Post-WWII
  • 18. Post WWII • GI Bill results in large influx of students • Move away from elite system
  • 19. 1950s/60s Baby Boomers Arrive
  • 20. 1950s/60s • Large demand for housing results in the “high rise” and many of the buildings still on campus today • “Co-ed” housing • Unrest and protest of the 60s results in residence life as a means of control
  • 21. 1980s/90s
  • 22. 1980s/90s • Programming models and the wellness wheel come into use • Beginning of increased accountability/ need to prove outcomes through data and assessment
  • 23. present
  • 24. Present • Programs increasingly developing outcomes and assessment measures • Establishment and refinement of living learning communities
  • 25. Where do you look?
  • 26. Think big!
  • 27. The Future of Higher Education is EXPERIENTIAL
  • 28. @paulgordonbrown www.paulgordonbrown.com paulgordonbrown@gmail.com Paul Gordon Brown

Designing the Good Life: The Ethics of User Experience Design

Designing the Good Life: The Ethics of User Experience Design

“You cannot not communicate,” psychologist and philosopher Paul Watzlawick once famously said. Similarly, whatever we create as user experience designers influences others - even if we don’t intend it. And as software is eating the world, the domain of our responsibility is rapidly becoming all-encompassing. Layer by layer, question by question, this talk invites you to reflect on the moral dimensions of your work. Talk presented May 29 at UX London 2014.
Published in: Design

Transcript

  • 1. http://www.flickr.com/photos/vpolat/4987213555 designing the good life the ethics of user experience design Sebastian Deterding (@dingstweets) UX London 2014, May 29, 2014 c b
  • 2. <1> the thieves of time So I would like to begin by telling you a story.
  • 3. A story taken from a favourite children’s book of mine, actually.
  • 4. It takes place in a quiet little town, somewhere in Italy, some time in the 20th century.
  • 5. One day, at an amphitheatre, the girl Momo appears, seemingly from nowhere, with no recollection of her past, dressed in an old long coat. The villagers soon discover that Momo has a special gift: Just by truly listening to people, she can help them get happy again, or resolve a conflict, or find a solution.
  • 6. The peace of the village is disturbed when the Men In Grey appear. They introduce themselves to the villagers as representatives of Timesavings Bank, Inc.
  • 7. To each villager, a man in grey calculates how many seconds they will still have in their live, and how many of those precious seconds they are currently wasting.
  • 8. That extended chat with the newspaper man every morning? 3.285 million wasted seconds over the time of your life. That flower you bring to that woman who’s blind and cannot even see it? 15.126 million seconds.
  • 9. Appalled, the people promise to immediately start saving time and deposit it with the Timesavings Bank.
  • 10. But a curious think happens: The more time people save, the less time they seem to have. Instead, they become ever-more hectic, stressed, rushed, cold, anaemic – as if all life and colour had been sucked out of them.
  • 11. In the conceit of the story, it turns out that the Men in Grey are not from a Timesavings Bank, but a supernatural race of parasites that feeds off of human time.
  • 12. They store the time people save in a giant underground vault as frozen hour lilies – each petal the physical manifestation of a minute of life.
  • 13. The Men in Grey then thaw the petals to roll them into cigars.
  • 14. And by smoking them, they ingest human time. Without us saving our time for them, they would perish. I won’t spoil the ending of the story for you. But the phenomenon it picks up is real enough.
  • 15. john maynard keynes »Technological unemployment ... means in the long run that mankind is solving its economic problem. Thus for the first time since his creation man will be faced with his real, his permanent problem – how to use his freedom from pressing economic cares, how to occupy the leisure, ... to live wisely and agreeably and well.« economic possibilities for our grandchildren (1930) http://www.businessweek.com/magazine/content/11_17/b4225060960537.htm Already in the 1930s, economist John Maynard Keynes projected that in our age, technical progress would have compounded to the point that we have solved the problem of scarcity. Instead, we’d be faced with the quintessential human problem how to deal with free time and nothing to do.
  • 16. http://www.flickr.com/photos/8344872@N05/5166095952 And yet, to me, – and I would guess for most of you – my work day feels more like this. But why? Why, especially for us digital workers, although we are automating away more and more work and become wealthier and wealthier, why do we feel like we are more and more short on time, overwhelmed, overworked?
  • 17. And this is not just a subjective impression. According to several studies, despite growing economic prosperity, life satisfaction has remained stagnant in industrial nations in the past decades. So why?

Would the real Mary Poppins please stand up?

Would the real Mary Poppins please stand up?

Be it playful design or gamification: It usually takes about five minutes until the Mary Poppins tune “Spoonful of Sugar” is evoked. This talk will explain why this reference is both true and false, how the movie entails two radically divergent theories of fun that match what we know in psychology and educational research, and how to translate this into designing for fun. My talk given at Gaminomics 2015, June 11, 2015 in London.
Published in: Design

Transcript

  • 1. would the real mary poppins please stand up? Sebastian Deterding Northeastern University June 11, 2015 c b
  • 2. gaMification Lets learn from games how to make things fun!
  • 3. the unwitting figurehead
  • 4. two conflicting theories of fun
  • 5. <1>
  • 6. “just a spoonful of sugar helps the medicine go down.”
  • 7. “spoonful of sugar” aka fun as additive substance
  • 8. some things are inherently fun …
  • 9. … and some things aren’t.
  • 10. »School is like medicine: It must taste bitter, else it’s of no use.« in the punchbowl (1944) Professor Crey
  • 11. so: add funstuff to nonfunstuff for more fun
  • 12. aka 1990’s edutainment
  • 13. a resounding failure …
  • 14. gaMification Lets learn from games how to make things fun! … which doesn’t bode well for this
  • 15. <2>
  • 16. “in everything that can be done, there is an element of fun. Find the fun, and snap, the job’s a game.”
  • 17. “find the fun” aka fun as systemic-emergent quality
  • 18. everything can be(come) fun, interesting
  • 19. »Mowing the lawn or waiting in a dentist’s office can become enjoyable provided one restructures the activity by providing goals, rules, and the other elements of enjoyment to be reviewed below.« flow (1990: 51) Mihaly Csikszentmihalyi
  • 20. “intrinsic integration”
  • 21. http://www.loc.gov/pictures/item/oem2002006062/PP/
  • 22. Donald F. Roy »De Man cites the case of one worker who wrapped 13,000 incandescent bulbs a day; she found her outlet for creative impulse, her self-determination, her meaning in work by varying her wrapping movements a little from time to time. ... (L)ike the light bulb wrapper, I did find a ›certain scope for initiative,‹ and out of this slight freedom to vary activity, I developed a game of work.« »banana time« (1960)
  • 23. fun as systemic-emergent quality https://www.flickr.com/photos/benimoto/2084853203
  • 24. http://www.flickr.com/photos/8147452@N05/2913356030/sizes/o/
  • 25. Rainer Knizia »The life blood of game design is testing. ... Why are we playing games? Because it‘s fun. You cannot calculate this. You cannot test this out in an abstract manner. You have to play it.« shift run stop, episode 40 (2010)
  • 26. one recipe for one kind of fun 1. Identify the inherent learnable challenge 2. Restructure it optimally with clear goals, rules, feedback 3. Playtest and iterate
  • 27. j.mp/skillatoms
  • 28. summary
  • 29. to be A real mary poppins …
  • 30. don’t sugarcoat nonfunstuff ™
  • 31. find an interesting challenge …
  • 32. … structure it well …
  • 33. test it ‘til you get it right https://www.flickr.com/photos/benimoto/2084853203
  • 34. invite us to find the fun in it …
  • 35. “… and snap, the job’s a game.”
  • 36. sebastian@codingconduct.cc @dingstweets http://j.mp/skillatoms Thank you.

"Sense Me Simply" - (Bad) Design Concept for Babies

"Sense Me Simply" - (Bad) Design Concept for Babies

Final presentation for the Computer-Supported Collaborative Working course for the User-System Interaction (USI) program at the Eindhoven University of Technology (TU/e).

The assignment was to come up with some BAD designs for babies, to get our minds going about what is bad about them and to break down the concepts purposefully.

Project partners: Maartje de Vries and Wil Rijnen
Published in: Design

 Transcript

  • 1. babydesign
  • 2. baddesigns
  • 3. Crawl-a-Way
    Components:
    Diaper GPS
    Parents&apos; Wristband
    Function:
    When baby leaves preset radius, parents receive electric shock
  • 4. Smell-o-Phone
    Components:
    Diaper sensor
    Collar-mounted odor generator
    Function:
    Baby business in diaper is olfactorily recreated by remote

How Being Vulnerable Will Make You A Better Designer - Empathy in Design

How Being Vulnerable Will Make You A Better Designer - Empathy in Design

*Presented at the UX Cocktail Hour in June 2015 at Philips Headquarters, Amsterdam*

We create things for other people. When we feel what others are feeling, we understand them and connect much more deeply than with just market research or personas. Empathy allows us to forge these deep connections by understanding people on a personal level. This talk discusses why empathy is important as well as how we can feel empathy ourselves, how we can help others feel it, and how we can create things that help people empathize with each other.
Published in: Design

 Transcript

  • 1. Empathy in I Brian Pagan. Philips Design 8 June 2015
  • 2. I’m not an expert. .. I’m just on a journey and would like to share that with you.
  • 3. Deep connections make relationships real; connecting on the surface isn’t enough.
  • 4. “What people experience is often determined by tacit knowledge or latent needs and is often difficult to express in words. ” ‘ ¢ fx, /.-I - Dr. Froukje Sleeswijk Visser (an expert) l| Il= J;LaIg'A‘§l9Lil§j| iiilllllslflflalllliax iiigx-jllihx-, ‘iufi1_1j; gr, /l; iLi:1t,4gx£; 'i: C-‘IQVA
  • 5. what people: Experience happens here:
  • 6. But, we tend to block deep connections. surface ourselves others
  • 7. Empathy enables us to connect deeply. suflace know know feel feel dream dream deep ourselves others