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Marketing In Digital World Quiz Answer | 100% Correct Quiz And Assignments Free

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Marketing In Digital World Quiz Answer

Exercise quiz: ideas.lego.com.

1.Which of the following statement about Lego and Lego Ideas is CORRECT?

  • Lego Ideas platform allows fans to support product ideas.
  • Lego was established in 1948.
  • Lego was founded in Belgium.
  • Lego Ideas platform was launched in 2013.

2.How many supporters does it take for Lego experts to officially review a product idea?

  • 5,000 supporters
  • 100 supporters
  • 1,000 supporters
  • 10,000 supporters

3.What categories of feedback can you leave private feedback to the creator on a Lego product idea page? (Select all that apply)

  • Design aspiration
  • Building techniques
  • Originality

4.According to ideas.lego.com, how many supporters does a product idea need to reach before the idea can be reviewed by expert?

5. On which section of the Lego Ideas website can you explore various Lego ideas?

  • Product ideas
  • Staff picks
  • Most supported

6. In what ways do you think Lego Ideas website helps Lego as a company for its product?

What do you think?

Module 1 Review Quiz

1.What are the two key steps in the co-creation process?

  • Financial reward and social recognition
  • Contribution and social recognition
  • Contribution and selection
  • Stimulation and financial reward

2. Which of the following are key concepts for the Product portion of the marketing mix?

  • Product quality
  • Managing a firm’s product line
  • Product service support
  • All of the above

3. In my research on the topic of customer co-creation, my colleague Matt O’Hern and I identified four different types of customer co-creations as illustrated by a 2×2 matrix.

Which of the following types of co-creation are NOT included in this matrix:

  • Co-designing
  • Collaborating

4. In addition to giving rides to passengers, which of the following additional offerings are provided by Uber:

  • Food delivery service
  • Transportation by motorcycle in a number of countries such as India, Indonesia, and Pakistan
  • Subsidiary that allows individuals to rent bicycles

5. The sharing economy is defined as “technology-enabled platforms that provide users with temporary access to resources that may be crowdsourced.” This definition has which of the following key components:

  • Inherently digital in nature
  • Temporary access rather than permanent ownership
  • Resources that are accessed are often (but not always) owned by external individuals.

6. The Chicago-based t-shirt manufacturer, Threadless, has no design staff. All of its t-shirts are designed and selected by its customers using a web-based platform. What approach does Threadless use for both product development and branding decisions?

  • Firm-centered approach
  • Brand managers decide themselves
  • Customer co-creation approach
  • None of the above

7. Which of the following statements is TRUE about the concept of co-creation?

  • Most successful co-creation efforts reward successful co-creators just financially.
  • To successfully employ co-creation, firms need to enhance some controls and be more secretive about their product development activities.
  • Contributions made by customers assist a firm in the design and development of a new product offering.
  • Customers usually care about your products and have incentive to spend their valuable time giving your ideas.

8.What is the meaning of prosumer?

  • Producer & consumer
  • Producer & summary
  • Program & consumer
  • Production & summary

9. What type of co-creation does Lego use in its Ideas.Lego platform?

10. In the reading, Eckhardt, G. M., & Bardhi, F. (2015, January 28). The sharing economy isn’t about sharing at all. Harvard Business Review, Sharing is described as a form of social exchange that takes place among people known to each other, without any profit.

Week- 1 All Assignment

Peer-graded assignment: case study peer-graded assignment: threadless.

Threadless was one of the central Internet-based, custom-garments of clothing associations, and it generally fights with associations that either enable client creation or pick structures by competition. Considering the possibility of co-creation, it was one of its sorts when it was started in 2000. As I would like to think, Threadless is a triumph in light of the fact that –

1. Threadless has been viably working throughout ongoing decades.

2. The association had in excess of 2 million enrolled customers on their site, got in excess of 69,211 passages, and printed structures from 289 skilled workers it has one of the greatest fashioner customer networks.

2. How does today’s digital world impact (both positively and negatively) Threadless’ co-creation strategy?

Threadless’ co-creation technique has had noteworthy positive and negative effects in the present computerized world.

– 4.57 billion are on the web which is 59% of the full scale people balance that with 5 years earlier with 3.6 billion people, more people are on the web thusly the market for threadless has extended gigantically.

– With the world moving more towards the serious time, a huge amount of free devices is available on the web for making surprising arrangements without having any particular data subsequently making it less difficult for people to contribute.

– With the rising of web based life, sharing has gotten less complex and direct, an ever-expanding number of people like to share and make new things, this could raise a positive area for the associations reliant on co-creation, for instance, threadless.

– Since the acceptance of design in threadless is low they will presented to more social investigation and negative criticism from both their locale and possibilities customers.

3. How could Threadless improve its co-creation strategy? What tactics or tools could they use to enhance their success?

Co-creation truly implies permitting the clients into the floor of advancement and creation and not similarly as end-clients.

– Instead of the fixed installment for the picked plan, the particular level of the deals ought to go to the buyer who planned the T-shirt. This will empower the craftsmen also to set up their own fan base and market.

– The inspiration for individuals to upvote any plan is fundamentally not there. In the event that it has a particular impetus for the individuals to participate in these stages, it will support them too.

– Customer thoughts ought not be straightforwardly excused yet ought to be acknowledged in any case the client could stay away for the indefinite future to the brand until kingdom come. Speaking with the clients is truly significant and should misbehave or possibly recognize the objections of the clients.

Exercise Quiz: Wikipedia.org

  • Wikipedia.org was launched in 2000.
  • Wikipedia.org has about 100 million readers per month.
  • Wikipedia.org has cumulated over 35 million entries across over 300 different languages.
  • Entries on Wikipedia.org can only be made by experts and scientists.
  • Contact page
  • About Wikipedia
  • Community portal
  • By clicking Publish changes
  • By clicking  Show review
  • Edits will be published automatically after a certain amount of time.
  • By clicking  Show changes

Week-2 Module 2 Review Quiz

  • Promotion entails which of the following activities?
  • Personal selling
  • Sales promotion
  • Word of mouth

2. Which of the following is NOT mentioned in the videos as a company that utilizes User Generated Content (or UGC)?

  • Warby Parker
  • Little big planet

3. Of all of the different types of User Generated Content (or UGC), product reviews appear to have the strongest impact on consumer purchasing decisions.

4. GoPro strategically uses User Generated Content (or UGC) by holding contests that ask their customers to submit:

  • Photos or videos that they have taken with their cameras
  • Articles and papers
  • Actually items

5. Which of the following is NOT a benefit of User-Generated Content (or UGC)?

  • Helps keep a firm’s content fresh
  • Enhanced technological performance
  • Positively related to product sales

6. The practical recommendations of Doppleganger Brand Image include which of the following?

  • Monitor digital cues
  • Identify and track brand avoiders
  • Develop and test a new story

7. What is the meaning of a Doppelganger?

  • Double person
  • Double trouble
  • Double walker
  • None of the above.

8. As discussed in the Doppelganger Brand Image lecture video, which of the following is NOT an example of a brand that has been the target of a Doppelganger Brand Image?

  • New Pepsi Logo
  • FUH2 Champaign
  • United Airline

9. Approximately how many different languages is Wikipedia available in?

10. As discussed in the reading Holt, D. (2016). Branding in the age of social media. Harvard Business Review, in 2011 Coca Cola announced a new marketing strategy called:

  • Solid & Linked
  • Liquid & Linked
  • Liquid & Solid
  • Chain & Linked

Week-2 All Assignment

Peer-graded assignment: case study peer-graded assignment: gopro.

1. What are the secrets behind the success of GoPro’s UGC strategy?

GoPro is one of those organizations that have effectively executed the UGC procedure for advancing itself as of late. Coming up next are the explanations behind its prosperity:

1. It gives motivating forces to the clients who have contributed a ton to GoPro’s USG technique.

2. It likewise organizes various challenges to inspire the clients for sharing their recordings.

3. The clients can without much of a stretch add to the organization’s system since they don’t need to make new recordings for these challenges.

4. The organization is additionally supporting the fledglings through posting rules on its site.

2. What lessons can other firms learn from GoPro’s UGC strategy?

Different firms should remember the effective activity of GoPro and case of many other UGC receiving firms. These organizations have moved from the conventional techniques for advancement to the more computerized ones and some are as yet receiving a blend of both special strategies to cover an a lot more extensive crowd. Thusly, different firms who are as yet depending upon the business TV promotions ought to understand that it is not, at this point a compelling method of persuading the expected clients. Thus they likewise need to search for updates in their limited time procedures by receiving more advanced ones, for example, UGC-as potential

clients are more pulled in towrsds such promoting techniques.

3. How could GoPro improve its UGC strategy?

I think GoPro can be better ready to impact the clients on the off chance that it remunerates all the UGC benefactors whether they are applauding the organization or are recommending a few enhancements to GoPro. Doing this will cause clients to understand that these UGCs are not bais and will be more propelled to make buys by observing a greater part of positive audits. Besides, the GoPro can embrace a great deal of late examinations and scientists that have recommended a few different ways to improve UGC as a method of doing advancement. Likewise, they could lease some new cameras to the regular purchasers consequently of surveys as it will propel the

clients to do visit buys and furthermore to evaluate new cameras that regularly need audits in light of less surveys.

Week-3 Module 3 Review Quiz

Week-4 module 4 review quiz, the above questions are related to “ marketing in digital world quiz answer “. if you find the update in question or answers, do comment on this page and let us know. we will update the answers as soon as possible., you can check other courses answers in the following:.

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GOPRO INC 2017: Failing With Initial Strategy or Just Poor Execution? An Illustrative Case Study with Analyses

Profile image of Herbert Sherman

2019, American Based Research Journal

This paper is an instructional secondary research case study of Go Pro Incorporated. It has been developed for a business policy/strategic management course as well as a course in entrepreneurship and/or technology management in order to illustrate how a student would conduct a strategic analysis of a firm. The case includes a discussion of the firm’s mission/vision, strategic approach to the market, industry and SWOT analyses, value chain analysis, financial analyses and recommendations. The case also includes brief explanations of the theories and techniques in question so that students can review content material they have covered in class. It is recommended that this case is employed toward the end of the semester so that students understand the tools and processes associated with implementing a firm’s strategic vision but before an assignment of a comprehensive case (secondary and/or primary) so that they have a model in which to base their analyses upon. GoPro, Inc. was a pioneer in the action camera market. The company, GoPro Inc. was founded by Nick Woodman in 2003 and went public in December 2012 at $24 per share (https//gopro.com/about-us). The company developed action cameras that were easily mountable and wearable and enable users to capture image and videos of their personal events easily. GoPro first moved into the market by creating distinct key features that differentiated their camera- and, i.e., action camera with mountable and wearables. However, with its innovative characteristics, GoPro not only differentiated their products but also targeted customers segments such as sports enthusiasts, bikers, adventurers, etc. GoPro excelled as a differentiator given its high brand equity and a strong reputation for its quality of the footage. Some competitors started to target the same segment with better quality products or with similar quality products at a lower price. The impact of this competition and loss of momentum was evident in the firm’s eroding financial performance. GoPro’s stock price on October 23, 2018, was $6.82 per share with a P/E ratio of -3.17 (https://www.marketwatch.com/investing/stock/gpro). The question students need to address is how GoPro can recover.Measures discussed include corrective strategies such as turnaround, retrenchment, diversification, conglomerate diversification, and liquidation. Instructors may want to delete the alternatives that are discussed so that their students can develop their own recommendations rather than agree or disagree with the recommendations of the authors.

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Jinnie's

University blogs, the million dollar challenge: a case study of how gopro creatively leverages user-generated content marketing.

GoPro promo

My previous blog post introduces you to the concept of Electronic Word of Mouth (eWOM) and its different strategies. Among those strategies was user-generated content marketing. In this blog, you will learn from an inspiring story of how GoPro promote their new cameras by integrating user-generated content marketing seamlessly with their branded content marketing.

About GoPro

GoPro is a leading American technology manufacturer and seller of action cameras, camera accessories, and its software. Action cameras are wearable and mountable cameras which you might already have seen or used one before.

What was the campaign?

October last year, GoPro launched its new cameras, HERO8 Black and Max. Traditionally, to promote a new product, technology companies would produce product-focused videos internally. GoPro, on the other hand, put the task in the hand of its community through the Million Dollar Challenge.

How did they do it?

Setting objectives.

As technology advances within the consumer electronics industry, a daunting challenge facing technology companies is to communicate various technical features in an engaging manner. The challenge for GoPro was to promote awareness and boost demand for the newest cameras that have so many new features.

Katie Marylander, GroPro’s global social marketing manager, mentioned that the objective was to deploy a social media marketing campaign that will generate conversation while simultaneously educating (technical) and inspiring (the UGC campaign) their consumers.

The three-stage strategy

Stage 1: creating social buzz.

Two-and-a-half weeks prior to the launch day, the company released three teaser videos hint at the new cameras and its key features. Thanks to GoPro’s extensive digital marketing channels, the videos were able to create excitement, anticipation and buzz among GoPro community members and the press which perfectly set the stage for the next strategy. 

View this post on Instagram 10.01.19 #ThisIsAction A post shared by GoPro (@gopro) on Sep 30, 2019 at 6:05am PDT

Stage 2: The Feature Thrillers

The “Feature Thrillers” refers to a series of video GoPro released on the launching event and consequently on their channels. The series includes two videos, one for each product that is educational and product-focused but with energetic and thrilling characteristics. This type of video is traditionally released for every new GoPro flagship product which pleases the longtime GoPro fans.

View this post on Instagram 📷 Meet #GoProHERO8 Black, the most versatile + unshakable HERO camera ever. ✔ Streamlined design ✔ Modular Accessories ✔ HyperSmooth 2.0️ ✔ TimeWarp 2.0 ✔ Digital Lenses ✔ Capture Presets ✔ On-Screen Shortcuts ✔ LiveBurst + more. • Get your hands on a #GoProHERO8 Black. Tag a friend 👇 for the opportunity to snag VIP bundles. • Pre-order now. Tap the product tag in post or link in our bio. #ThisIsAction #GoPro #HyperSmooth #TimeWarp #SuperPhoto #LiveBurst A post shared by GoPro (@gopro) on Oct 1, 2019 at 6:00am PDT

Stage 3: The Million Dollar Challenge

Days after letting the community enjoy and engage with the educational thrillers, the finale came. The Million Dollar Challenge is a user-generated content initiative inviting HERO8 users to submit their videos for a chance of splitting $1,000,000 using the new GoPro cameras. Moreover, the winners’ clip will also be featured on the next promoting video which will be seen by people from around the world. 

Result Analysis

Over 4 months, 42,000 clips were submitted and by creators from 170 countries. The 45 winners were awarded last month. For a multi-billion dollar company like GoPro, this UGC was extremely successful as it benefited the company in many folds.

Firstly, it directly boosts the sale as participants were required to buy the new camera to shoot the video. 

Secondly, the winning clips were put together to create a product promotion video that won a Shorty Award for Best User-Generated Content. The video has been translated into more than 10 languages reaching people worldwide and exceeded three million views in over a month. 

Thirdly, the press covered both the launch and the innovative UGC campaign for free. Ironically, the fact that a university student from Thailand writing a blog post about it is another proof of its success.

Lastly, many participants, some are the top influencer in their field, upload youtube vlogs and social media posts about their journey of creating the video with the GoPro camera. As a result, GoPro was able to directly reach filmmakers, photographers and extreme sports athletes and adventure-seekers which are all target customer for the product. “How I won the GoPro Million Dollar Challenge” is one of the videos which itself alone reaches more than 2 million views. (See below)

Looking from the metrics-based result, this was the most successful product launch for GoPro. The social response was positive:

  • The whole campaign reaches more than 857 million people evoked 70 million engagements. The engagement rate is 8.1 per cent making it the highest record.
  • The UGC video has been shared more than 57,000 times.
  • A user journey analysis shows that the social media campaign has made more sales conversions than any previous one. (did not specify how much)
  • With a total of 42,000 videos submitted, it shows that the campaign successfully called for GoPro community engagement.

The key takeaways

One thing that appears consistently in every good eWOM marketing case is planning. In this case, the evidence of planning was obvious right from the objective setting. Even if it was not written explicitly, the complex three-stage strategy of this campaign could be an even better proof of a plan. Another key takeaway is the importance of performance tracking. The metric-based results show that the whole marketing campaign was monitored in meaningful ways. Tracking the results also helps diagnose of negative eWOM early, hence a better chance of limiting its effects. (Kirby, Marsden 2006)

Click here to learn how to plan for digital marketing campaigns using SOSTAC. (Chaffey and Smith, 2013)

case study peer graded assignment gopro

(Hennig-Thurau et al., 2004) 

Stage 1 and 2, despite being a typical branded content marketing campaign, were included in this UGC blog post because they demonstrate that in real life, eWOM campaigns can be implemented with other marketing strategies. Firstly, stage 1 helped build up anticipation and also allow GoPro to test the waters. Stage 1 gives enough time for the product news to reach people. Without it, this campaign risks not getting enough attention.

Secondly, stage 2 ensures the success of the final UGC campaign. The obvious is that it educates people about the new features which are important for any buyers not only the ones that will participate in the UGC campaign. The less obvious is that the tradition is when GoPro launches new products, it always releases a top-notch promoting video which the long-time fans are expecting. Without the videos from stage 2, the fans might feel neglected which will generate negative social sentiment setting off stage 3 on a bad note. See “ Work From Hawaii ” case where an advertisement helped kick-started a successful UGC campaign. 

Looking at the case from a macro point of view, GoPro certainly understands the risks of eWOM very well. For example, lie behind the exciting surface of a challenge invitation a tight term and conditions mitigating legal risks occurred in the case of Chang v. Virgin Mobile. (2009).

Finally, GoPro seems to recognize the fundamental of eWOM that, at the end of the day, the best strategy to generate positive and limit negative WOM derive from the product, the company practice and the customer experience. If you provide something that exceeds customers’ expectations and share-worthy, you will naturally generate WOM. On the contrary, if your customers feel like they just got ripped off, no marketing campaigns would help. They are only going to make the matter worse.

You can learn more about other risks from the following studies:

  • Restricted control over the negative WOM (Lomax, Stokes 2002)
  • Fast spreading and highly influential ability of negative WOM (De Pelsmacker et al. 2007; Kirby, Marsden 2006)
  • Fake online identities and WOM (Litvin, Goldsmith and Pan, 2008) (Dellarocas 2003) (Cavazza and Guidetti, 2014)

Cavazza, N. and Guidetti, M. (2014). Fake online reviews: A study on eWOM influence when suspicions arise. PSICOLOGIA SOCIAL, 9(1), pp.71-82.

Chaffey, D. and PR Smith (2013). Emarketing Excellence: Planning and Optimizing your Digital Marketing. [ebook] Taylor & Francis Group. Available at: http://ebookcentral.proquest.com/lib/ubrighton/detail.action?docID=114376 [Accessed 5 Feb. 2020].

Chang v. VIRGIN MOBILE USA, LLC, Civil Action No. 3: 07-CV-1767-D (N.D. Tex. Jan. 16, 2009).

Dellarocas, C. (2003). The Digitization of Word-of-Mouth: Promise and Challenges of Online Feedback Mechanisms. SSRN Electronic Journal.

De Pelsmacker, P., Geuens, M. and Van den Bergh, J., 2007. Marketing communications: A European perspective. Pearson education.

Hennig-Thurau, T., Gwinner, K., Walsh, G. and Gremler, D. (2004). Electronic word-of-mouth via consumer-opinion platforms: What motivates consumers to articulate themselves on the Internet?. Journal of Interactive Marketing, 18(1), pp.38-52.

Kirby, J. and Marsden, P. eds., 2006. Connected marketing: the viral, buzz and word of mouth revolution. Elsevier.

Litvin, S.W., Goldsmith, R.E. and Pan, B., 2008. Electronic word-of-mouth in hospitality and tourism management. Tourism management, 29(3), pp.458-468.

Stokes, D. and Lomax, W. (2002). Taking control of word of mouth marketing: the case of an entrepreneurial hotelier. Journal of Small Business and Enterprise Development, 9(4), pp.349-357.

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Marketing In Digital World Coursera Quiz Answer | [💯Correct Answer]

Marketing In Digital World Coursera Quiz Answer | [💯Correct Answer]

Hello Peers, Today we are going to share all week assessment and quizzes answers of Marketing In Digital World course launched by Coursera for totally free of cost✅✅✅. This is a certification course for every interested students.

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Coursera , a India’s biggest learning platform which launched millions of free courses for students daily. These courses are from various recognized university, where industry experts and professors teaches in a very well manner and in a more understandable way.

Here, you will find Marketing In Digital World Exam Answers in Bold Color which are given below.

These answers are updated recently and are 100% correct ✅ answers of all week, assessment and final exam answers of Marketing In Digital World from Coursera Free Certification Course.

Apply Link – Marketing In Digital World

Marketing In Digital World Coursera Quiz Answer

1.Which of the following statement about Lego and Lego Ideas is CORRECT?

  • Lego Ideas platform allows fans to support product ideas.
  • Lego was established in 1948.
  • Lego was founded in Belgium.
  • Lego Ideas platform was launched in 2013.

2.How many supporters does it take for Lego experts to officially review a product idea?

  • 5,000 supporters
  • 100 supporters
  • 1,000 supporters
  • 10,000 supporters

3.What categories of feedback can you leave private feedback to the creator on a Lego product idea page? (Select all that apply)

  • Design aspiration
  • Building techniques
  • Originality

4.According to ideas.lego.com, how many supporters does a product idea need to reach before the idea can be reviewed by expert?

5. On which section of the Lego Ideas website can you explore various Lego ideas?

  • Product ideas
  • Staff picks
  • Most supported

6. In what ways do you think Lego Ideas website helps Lego as a company for its product?

What do you think?

1.What are the two key steps in the co-creation process?

  • Financial reward and social recognition
  • Contribution and social recognition
  • Contribution and selection
  • Stimulation and financial reward

2. Which of the following are key concepts for the Product portion of the marketing mix?

  • Product quality
  • Managing a firm’s product line
  • Product service support
  • All of the above

3. In my research on the topic of customer co-creation, my colleague Matt O’Hern and I identified four different types of customer co-creations as illustrated by a 2×2 matrix.

Which of the following types of co-creation are NOT included in this matrix:

  • Co-designing
  • Collaborating

4. In addition to giving rides to passengers, which of the following additional offerings are provided by Uber:

  • Food delivery service
  • Transportation by motorcycle in a number of countries such as India, Indonesia, and Pakistan
  • Subsidiary that allows individuals to rent bicycles

5. The sharing economy is defined as “technology-enabled platforms that provide users with temporary access to resources that may be crowdsourced.” This definition has which of the following key components:

  • Inherently digital in nature
  • Temporary access rather than permanent ownership
  • Resources that are accessed are often (but not always) owned by external individuals.

6. The Chicago-based t-shirt manufacturer, Threadless, has no design staff. All of its t-shirts are designed and selected by its customers using a web-based platform. What approach does Threadless use for both product development and branding decisions?

  • Firm-centered approach
  • Brand managers decide themselves
  • Customer co-creation approach
  • None of the above

7. Which of the following statements is TRUE about the concept of co-creation?

  • Most successful co-creation efforts reward successful co-creators just financially.
  • To successfully employ co-creation, firms need to enhance some controls and be more secretive about their product development activities.
  • Contributions made by customers assist a firm in the design and development of a new product offering.
  • Customers usually care about your products and have incentive to spend their valuable time giving your ideas.

8.What is the meaning of prosumer?

  • Producer & consumer
  • Producer & summary
  • Program & consumer
  • Production & summary

9. What type of co-creation does Lego use in its Ideas.Lego platform?

10. In the reading, Eckhardt, G. M., & Bardhi, F. (2015, January 28). The sharing economy isn’t about sharing at all. Harvard Business Review, Sharing is described as a form of social exchange that takes place among people known to each other, without any profit.

Week- 1 All Assignment

1. Is Threadless a success or failure?

Threadless was one of the central Internet-based, custom-garments of clothing associations, and it generally fights with associations that either enable client creation or pick structures by competition. Considering the possibility of co-creation, it was one of its sorts when it was started in 2000. As I would like to think, Threadless is a triumph in light of the fact that –

1. Threadless has been viably working throughout ongoing decades.

2. The association had in excess of 2 million enrolled customers on their site, got in excess of 69,211 passages, and printed structures from 289 skilled workers it has one of the greatest fashioner customer networks.

2. How does today’s digital world impact (both positively and negatively) Threadless’ co-creation strategy?

Threadless’ co-creation technique has had noteworthy positive and negative effects in the present computerized world.

– 4.57 billion are on the web which is 59% of the full scale people balance that with 5 years earlier with 3.6 billion people, more people are on the web thusly the market for threadless has extended gigantically.

– With the world moving more towards the serious time, a huge amount of free devices is available on the web for making surprising arrangements without having any particular data subsequently making it less difficult for people to contribute.

– With the rising of web based life, sharing has gotten less complex and direct, an ever-expanding number of people like to share and make new things, this could raise a positive area for the associations reliant on co-creation, for instance, threadless.

– Since the acceptance of design in threadless is low they will presented to more social investigation and negative criticism from both their locale and possibilities customers.

3. How could Threadless improve its co-creation strategy? What tactics or tools could they use to enhance their success?

Co-creation truly implies permitting the clients into the floor of advancement and creation and not similarly as end-clients.

– Instead of the fixed installment for the picked plan, the particular level of the deals ought to go to the buyer who planned the T-shirt. This will empower the craftsmen also to set up their own fan base and market.

– The inspiration for individuals to upvote any plan is fundamentally not there. In the event that it has a particular impetus for the individuals to participate in these stages, it will support them too.

– Customer thoughts ought not be straightforwardly excused yet ought to be acknowledged in any case the client could stay away for the indefinite future to the brand until kingdom come. Speaking with the clients is truly significant and should misbehave or possibly recognize the objections of the clients.

Marketing In Digital World Quiz Answer

1. According to the wikipedia.org exercise video, which of the following statement about Wikipedia is CORRECT?

  • Wikipedia.org was launched in 2000.
  • Wikipedia.org has about 100 million readers per month.
  • Wikipedia.org has cumulated over 35 million entries across over 300 different languages.
  • Entries on Wikipedia.org can only be made by experts and scientists.

2. Where can you find information on how to edit an article on wikipedia.org?

  • Contact page
  • About Wikipedia
  • Community portal

3. You can only make edits to articles on wikipedia.org when you have an account.

4. How do you publish edits made on an existing entry on wikipedia.org?

  • By clicking Publish changes
  • By clicking  Show review
  • Edits will be published automatically after a certain amount of time.
  • By clicking  Show changes

5. What information do you need to provide in order to create a wikipedia.org account? Select all that apply.

6. How does allowing user to contribute its website help promote Wikipedia as an organization?

  • Promotion entails which of the following activities?
  • Personal selling
  • Sales promotion
  • Word of mouth

2. Which of the following is NOT mentioned in the videos as a company that utilizes User Generated Content (or UGC)?

  • Warby Parker
  • Little big planet

3. Of all of the different types of User Generated Content (or UGC), product reviews appear to have the strongest impact on consumer purchasing decisions.

4. GoPro strategically uses User Generated Content (or UGC) by holding contests that ask their customers to submit:

  • Photos or videos that they have taken with their cameras
  • Articles and papers
  • Actually items

5. Which of the following is NOT a benefit of User-Generated Content (or UGC)?

  • Helps keep a firm’s content fresh
  • Enhanced technological performance
  • Positively related to product sales

6. The practical recommendations of Doppleganger Brand Image include which of the following?

  • Monitor digital cues
  • Identify and track brand avoiders
  • Develop and test a new story

7. What is the meaning of a Doppelganger?

  • Double person
  • Double trouble
  • Double walker
  • None of the above.

8. As discussed in the Doppelganger Brand Image lecture video, which of the following is NOT an example of a brand that has been the target of a Doppelganger Brand Image?

  • New Pepsi Logo
  • FUH2 Champaign
  • United Airline

9. Approximately how many different languages is Wikipedia available in?

10. As discussed in the reading Holt, D. (2016). Branding in the age of social media. Harvard Business Review, in 2011 Coca Cola announced a new marketing strategy called:

  • Solid & Linked
  • Liquid & Linked
  • Liquid & Solid
  • Chain & Linked

Week-2 All Assignment

Peer-graded assignment: case study peer-graded assignment: gopro.

1. What are the secrets behind the success of GoPro’s UGC strategy?

GoPro is one of those organizations that have effectively executed the UGC procedure for advancing itself as of late. Coming up next are the explanations behind its prosperity:

1. It gives motivating forces to the clients who have contributed a ton to GoPro’s USG technique.

2. It likewise organizes various challenges to inspire the clients for sharing their recordings.

3. The clients can without much of a stretch add to the organization’s system since they don’t need to make new recordings for these challenges.

4. The organization is additionally supporting the fledglings through posting rules on its site.

2. What lessons can other firms learn from GoPro’s UGC strategy?

Different firms should remember the effective activity of GoPro and case of many other UGC receiving firms. These organizations have moved from the conventional techniques for advancement to the more computerized ones and some are as yet receiving a blend of both special strategies to cover an a lot more extensive crowd. Thusly, different firms who are as yet depending upon the business TV promotions ought to understand that it is not, at this point a compelling method of persuading the expected clients. Thus they likewise need to search for updates in their limited time procedures by receiving more advanced ones, for example, UGC-as potential

clients are more pulled in towrsds such promoting techniques.

3. How could GoPro improve its UGC strategy?

I think GoPro can be better ready to impact the clients on the off chance that it remunerates all the UGC benefactors whether they are applauding the organization or are recommending a few enhancements to GoPro. Doing this will cause clients to understand that these UGCs are not bais and will be more propelled to make buys by observing a greater part of positive audits. Besides, the GoPro can embrace a great deal of late examinations and scientists that have recommended a few different ways to improve UGC as a method of doing advancement. Likewise, they could lease some new cameras to the regular purchasers consequently of surveys as it will propel the

clients to do visit buys and furthermore to evaluate new cameras that regularly need audits in light of less surveys.

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  • Am J Pharm Educ
  • v.79(8); 2015 Oct 25

Assessment of a Revised Method for Evaluating Peer-graded Assignments in a Skills-based Course Sequence

Objective. To evaluate the modified peer-grading process incorporated into the SOAP (subjective, objective, assessment, plan) note sessions in a skills-based pharmacy course sequence.

Design. Students assessed a de-identified peer’s SOAP note in a faculty-led peer-grading session followed by an optional grade challenge opportunity. Using paired t tests, final session grades (peer-graded with challenge opportunity) were compared with the retrospective faculty-assigned grades. Additionally, students responded to a survey using 4-point Likert scale and open-answer items to assess their perceptions of the process.

Assessment. No significant difference was found between mean scores assigned by faculty members vs those made by student peers after participation in 3 SOAP note sessions, which included a SOAP note-writing workshop, a peer-grading workshop, and a grade challenge opportunity. The survey data indicated that students generally were satisfied with the process.

Conclusion. This study provides insight into the peer-grading process used to evaluate SOAP notes. The findings support the continued use of this assessment format in a skills-based course.

INTRODUCTION

The formulation and documentation of patient care plans is a skill central to the provision of patient-centered care, supported by the Center for Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes. 1 To teach and evaluate this skill, Midwestern University College of Pharmacy – Glendale (MWU-CPG) incorporated a series of active-learning experiences relevant to pharmacy practice using the “subjective, objective, assessment, plan” (SOAP) written documentation format. Supplementing each SOAP note-writing workshop, students assessed and scored an anonymous peer’s written SOAP assignment using a faculty-developed rubric in a required faculty-led workshop, followed by a self-reflection opportunity.

This assessment method was designed to meet the Accreditation Council for Pharmacy Education (ACPE) Draft Standards 2016 recommendation that schools and colleges should “utilize teaching/learning methods that facilitate achievement of learning outcomes, actively engage learners, promote self-directed learning, and foster collaborative learning”. 2 In addition, this method helps address Domain 4 of the CAPE 2013 Outcomes, which focuses on educating future pharmacists to be self-aware by providing a structured opportunity to develop the skills of peer- and self-assessment. 1

Peer assessment not only serves as a grading procedure, but a method to practice self-evaluation skills. Peer assessment is a valuable form of assessment in higher education for a variety of assignments, and students generally perceive it as beneficial. 3 Peer assessment is used in pharmacy education for student case presentations, laboratory courses, medication management assignments, patient interviews, and advanced practice experiences. 4-9

A proposed benefit of the peer assessment strategy is providing an enhanced learning environment for students in which a high order of thinking is utilized and guided by evaluation. Other benefits include self-reflection, peer interaction, and a decreased faculty workload. 4 Finally, peer assessment can help to foster higher levels of responsibility among students by requiring them to be fair and accurate with the feedback and evaluations they make of their peers. 3 Limitations identified in previous research include a lack of student understanding of the purpose of the peer-grading session, lack of student experience in grading, and lack of confidentiality. In these studies, peer grades were generally higher than faculty grades for the assignments. 4-9

A previous study comparing student and faculty scores for 3 peer-graded assignments at the college resulted in the students assigning significantly lower scores than faculty members to student peers, which was inconsistent with other research. 10 One goal of using peer grading was to replace the need for traditional faculty SOAP note grading, so several changes were made to improve the consistency of faculty and peer-assigned scores. A standardized format, titled the Comprehensive Medication Management Plan (CMMP), was adopted for guiding SOAP-note writing, which detailed the expectations for each section and served as the basis for the grading checklists used in the peer-grading sessions. This approach attempted to provide the students clear and consistent expectations among different faculty members when formulating their written SOAP note.

Additionally, a “challenge” opportunity was implemented to allow each student the chance to self-evaluate their peer-graded note prior to the final grade assignment and submit a grade challenge if appropriate. 10 Outcomes of a “challenge” strategy, including the accuracy of final grades after this opportunity, has not been formally evaluated in the literature. The intent of these changes was to improve the scoring process so the peer-assigned scores would be similar to those assigned by a faculty grader, thus validating the peer-grading process used for the SOAP notes sessions as a stand-alone assessment.

The purpose of this study was to evaluate the modified peer-grading process incorporated into the SOAP note sessions. The specific aims were to compare the final recorded student grade (given after the SOAP note session and “challenge” opportunity) with a retrospective traditional faculty-assigned grade, and to gather the student’s perceptions about the process.

Professional Skills Development (PSD) is a required 8-quarter, workshop-based course sequence in a 3-year didactic curriculum (PSD 1-8). In the second year of the sequence in 2012-2013, there are 3 SOAP note sessions. Each session consists of 3 parts: a writing workshop, a peer-grading workshop, and a challenge opportunity that build on the foundational knowledge taught in the therapeutic course sequence (PSD 5, 6, and 8). The final score received after the 3 sessions is considered a summative assessment of this knowledge.

This study involved a single cohort of students completing the second year of their PSD sequence. All students enrolled in PSD were required to participate in the 3 SOAP note sessions. The case content for each session corresponded to the material taught by the subject matter expert in the concurrent therapeutics course during each of the 3 quarters (hyperlipidemia, psychiatry, and cardiovascular). The subject matter expert also designed the case and grading checklist, led the peer-grading workshop, was present at the challenge opportunity, and graded the challenge submissions.

Organization of Sessions

For each SOAP note writing workshop, students were given a template prior to writing their SOAP note, which included a list of medical problems students were required to address for the patient case. Given the subjective and objective data, students were asked to individually write the assessment and plan for the patient. The first SOAP note-writing workshop was completed outside of class and submitted via Safe Assign, a program found in the Blackboard learning system (Blackboard Inc., Washington, DC), to check for plagiarism. The other 2 SOAP note-writing workshops were completed within a 2-hour time block in the university’s testing center. The subject matter expert was not present at the writing workshop. To aid in developing their assessment and plan, students were given a CMMP grid ( Appendix I ). Completion of the CMMP was optional during the SOAP note-writing workshops, although highly encouraged, as the grading checklists for each note were based on the same categories.

Peer-grading workshops occurred during class time within one week of completing the writing workshop. Each of the 3 peer-grading workshops were held in 2 sections (2 hours each) on the same day to accommodate one-half of the class at a time. This ensured that students who wrote the SOAP notes being evaluated were not present in that particular section of the peer-grading workshop. In an effort to hold the students accountable for attending the session, for grading the SOAP note to the best of their ability, and for providing quality feedback to their peers, students wrote their names on the cover sheet of the evaluation form. The course coordinator kept track of who graded each SOAP note, but students and the subject matter expert were blinded throughout the entire process. The grading checklist was distributed first, prior to the cases to be graded. The subject matter expert directed the students to review the grading checklist point by point. This was an opportunity for students to reflect on what they had individually written on their own note and ask questions for clarification, prior to being held responsible for grading a peer’s note. Peer notes then were distributed, and students were given approximately 20 minutes to read through their assigned note and grade based off of the supplied grading checklist. Once students had completed grading, they again reviewed the rubric. At this time, students could request whether an alternative written response not included within the grading checklist be considered for points by the subject matter expert facilitating the session. Once the grading was complete, students were instructed to provide anonymous constructive written feedback to their peers.

A 1-hour challenge opportunity was offered within 24 hours after each peer-grading workshop for students to review their peer-graded note and to challenge their peer-assigned grade. Only students who attended the challenge opportunity had the ability to submit a challenge form. If students wanted to proceed with a challenge, they completed a preprinted form specifying which point(s) they wanted to challenge and providing justification for each. The subject matter expert was present at the challenge opportunity to answer additional student questions regarding the case or their responses. After the challenge opportunity, the subject matter expert reviewed the challenge forms and addressed only the inaccuracies noted by the student. However, the subject matter expert reserved the right to regrade the assignment if necessary. Grade challenges were not accepted after this session was completed.

Evaluation of Sessions

To evaluate the scores assigned during each of the 3 SOAP note sessions, the subject matter expert retrospectively graded each assignment using the standard grading checklist used in the peer-grading workshop which modeled the traditional grading method used at the college. This traditional method did not include a peer-grading workshop or challenge opportunity and resulted only in a scored rubric with written comments. The subject matter expert was blinded to the student names and all results of the peer-grading workshop and/or challenge opportunity.

The final session grades (peer-graded with challenge opportunity) were compared to the retrospective faculty-assigned grades for each session. Evaluations were made using paired t tests with a p value of ≤0.05 being considered significant. An anonymous survey was also administered to all students enrolled in the final quarter of the PSD course sequence. The survey was voluntarily completed during a course period after the last of the three SOAP note sessions. The survey assessed the students’ opinions of the SOAP note sessions utilizing 4-point Likert scale statements, multiple-choice questions, and open-ended questions. Descriptive statistics were utilized to analyze the findings of the survey. Approval for the study was obtained from the Institutional Review Board (IRB) at Midwestern University.

EVALUATION AND ASSESSMENT

Scores for 453 peer-graded assignments (151 for session 1, 152 for session 2, and 150 for session 3) were analyzed. No difference was found between the mean scores for final recorded grades and retrospective faculty assigned grades ( Table 1 ). Differences between the mean scores for each of the 3 individual sessions were 0.8, 0.9, and 1.3, respectively. A subgroup analysis was performed to compare the final recorded grades and the retrospective faculty-assigned grades based on participation in the challenge opportunity ( Table 2 ).

Final Recorded Grades Using Peer-Grading Method vs Retrospective, Traditional Faculty Grades for 3 Sessions

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Final Recorded Grades Using Peer-Grading Method vs Retrospective, Traditional Faculty Grades for 3 Sessions Based on Participation in the Challenge Opportunity

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We found that for all 3 sessions combined, 158 students (35%) challenged their peer-graded SOAP note for faculty review (93% of which resulted in a score change), 243 (54%) reviewed their peer-graded note but did not challenge for faculty review, and 52 (11%) did not review their assignment. No difference was found if the student reviewed their submission and either opted to challenge or not to challenge. However, there was a significantly lower score assigned for students who did not review their assignments in the challenge opportunity.

One hundred twenty students (80%) participated in the survey assessing their perspectives on the SOAP note sessions. ( Table 3 ) Responses from 2 surveys were not included because the respondents did not meet the criteria of having attended at least two challenge opportunities. Regarding the SOAP note-writing workshop and subsequent peer-grading workshop, the majority of students either “agreed” or “strongly agreed” that the CMMP helped them structure their SOAP notes (89%), the instructions for participating in the sessions were clear (96%), the grading checklists were easy to follow (95%), the peer grading sessions enhanced learning (70%), and faculty guidance during the peer-grading workshops allowed them to effectively grade a peer’s note (90%). Regarding the challenge opportunity, the majority of students either “agreed” or “strongly agreed” that the challenge opportunity allowed them to self-reflect on their work (73%), that the challenge sessions are necessary to receive a fair score on peer-graded assignments (89%), and that faculty members awarded points fairly after the grade challenge opportunity (77%). The lowest score was in response to whether peer-provided comments were constructive and useful in improving SOAP note skills. However, 54% of the students“agreed” or “strongly” agreed with this statement as well.

Students’ Opinions Regarding SOAP Note Sessions in the Professional Skills Development Course Sequence

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The open-ended questions asked what the students liked most and least about the SOAP note sessions and suggestions for improvement. ( Table 4 ) Students most commonly stated that their learning was enhanced by exposure to the various ways their peers approached the case. Other commonly reported responses included enhancement of disease state knowledge through immediate faculty feedback, fairness in grading, and improvement of general SOAP note-writing skills.

Student Comments Regarding Peer Grading Process in the Professional Skills Development Course Sequence

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The majority of the responses regarding what students liked least included the process taking too long or classmates asking too many questions. Other common responses included inconsistency in points awarded by peer graders, rubrics being too strict, and reviewing the rubric prior to starting taking too much time or being too repetitive. The most frequent responses for how to improve the process included structuring the sessions to take less time and/or limiting the number of questions asked by other students. Other suggestions included revising the rubrics to be less stringent, holding the graders accountable for inaccuracy in grading, and allowing the notes to be typed instead of handwritten.

The revised peer-grading process for SOAP note sessions in the PSD course sequence resulted in the same overall score when compared to traditional faculty grading. This contrasts to a previous study, which showed higher traditional faculty-assigned scores than student peer-assigned scores. 8 This result strengthens our confidence in the use of the process in place of traditional faculty grading. The most likely contributor to this result was the institution of the challenge opportunity; allowing students to self-assess their work, review peer comments, and submit a challenge form if inaccuracies were noted. In the subgroup analysis, we noted a difference in the final recorded grade vs the traditional faculty-assigned grades for those students who did not participate in the challenge session.

The use of the CMMP document was another possible contributor to the equalized scores, since it served as a structure by which all grading checklists were formatted. This may have streamlined the grading process by improving the clarity of the grading checklists used in the peer grading sessions.

Advantages and disadvantages of the peer-grading process from student and faculty perspectives were noted. Student noted that learning from their peers’ approach to the case, obtaining immediate faculty feedback that enhanced disease state knowledge, and fair grading were advantages. From the faculty perspective, an advantage to this process was the reduced faculty grading workload. Scoring student-submitted challenge forms (n=158) took a total of approximately 3 hours for the subject matter experts to complete. In contrast, scoring each submission separately (n=453) for the purposes of this research approximated 10 minutes per submission.

This process is not without disadvantages. Some students said the peer-grading workshop took too long because other students asked too many questions even though the workshop was limited to 2 hours and was conducted during normal course time. Some also indicated an inconsistency among peer graders and may have viewed the challenge as an opportunity to double-check their peers rather than an opportunity for self-reflection. Finally, some students indicated a lack of constructive feedback from peers despite receiving examples from instructors of appropriate vs inappropriate feedback. One disadvantage from a faculty perspective was the negative connotation implied by the terms “peer-grading” and “challenge opportunity.” Despite an formal orientation on the benefits of peer and self-assessment, some students perceived this process as a way for faculty members to decrease their workload and transfer the burden to students.

There are several limitations to this research. The 3 SOAP note sessions were each designed, conducted, and graded by 3 different subject matter experts and focused on a wide array of therapeutic topics. Given this, the students’ perceptions about the process could be influenced by the therapeutic topic or faculty member. Additionally, the SOAP note sessions were conducted in the fall, winter, and summer quarters, while the survey was administered at the end of the final session, possibly reflecting the students’ opinions of the most recent session. Finally, this study is reflective of a specific cohort of pharmacy students enrolled in a workshop-based course sequence that may not be applicable to other schools or other disciplines.

The SOAP note sessions in PSD have continued with subsequent student cohorts, without the use of traditional faculty grading. Several adjustments have been instituted based on the findings of this study. For example, in addition to the formal orientation, a more formal method for providing peer feedback has been instituted. After the peer-grading workshop, students are asked to state 3 things the author did well and 3 areas for improvement. Additionally, the procedure during the peer-grading workshop has been streamlined to allow students to grade peers’ submissions at the beginning of each session in pencil, eliminating the initial faculty review of the rubric with the class. Once all individual grading is complete, the subject matter expert reviews the rubric and entertains student questions and feedback. This change was based on feedback that students found it redundant to review the rubric twice and that it lengthened the overall session time. Finally, the description and name of this process has changed from “peer grading” to “peer assessment” to further convey the positive academic intent of the process. In addition, the term “challenge” opportunity was changed to “self-reflection and review workshop” to promote the individual benefits of participating in the process.

This study provides insight into the peer-grading process used in the PSD course sequence at the college. Our findings indicated no difference between grades assigned to students using the peer-grading process and traditional faculty grades for all 3 sessions. Additionally, students perceived that the process was beneficial to their learning, supporting the continued use of this assessment format in our curriculum. We feel the process has the potential to be successfully used in other professional programs as well.

Appendix 1.

Comprehensive Medication Management Plan (CMMP)

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Technology Resources

Helping faculty effectively use technology in their teaching practice.

  • Set up peerScholar in Your Course
  • Creating a Classic Activity
  • Creating a Case Study Activity
  • Facilitating in peerScholar
  • Grading in peerScholar
  • Configuring peerScholar Grading

Creating a Case Study Activity: Steps

When completing a Case Study peer review activity, students will complete one case and they can provide feedback to peers who did the same case or a different case. The case may be an individual, organization, event, or topic that students are asked to research and study.

The design of peerScholar makes it easy to set up a Case Study activity. This resource will be an additional guide starting with the initial setup in Brightspace.

Step 1: Create a Link from Brightspace to the peerActivity in peerScholar

peerScholar is fully integrated with your Brightspace course. Creating a link to peerScholar in the course will allow instructors to create an associated activity. When instructors click the link, they will launch peerScholar and they can create, edit, or manage the associated activity. When students click the link, they will launch peerScholar and the associated activity will appear allowing them to complete the current/open phase.

Option 1 : Create link in the table of contents

  • Open the module where you want the link to appear
  • Click the Existing Activities dropdown menu and select External Learning Tools
  • Click peerScholar

case study peer graded assignment gopro

Option 2 : Create a link on a content page

  • On a give page in a module, highlight the text you want for the link
  • Click the Insert Quicklink icon in the tools menu
  • Click External Learning Tools from the Insert Quicklink dropdown menu

case study peer graded assignment gopro

Step 2: Build the activity

  • Launch the peerScholar activity by clicking the peerScholar link in Brightspace (see options 1 and 2 above)
  • Choose New Activity on the left 
  • Choose Case Study
  • Click Create Activity
  • Expand the Case Study Activity section and enter a name for your peer review assignment
  • Choose the number of cases that you need
  • Randomly divide students into cases
  • Allow the students to choose (set the maximum number of students per case)
  • Drag and drop each student’s name into a case or
  • Use a CSV file to assign students to cases
  • Add instructions that students will need to complete this phase
  • Appropriate resources may include a rubric, a sample assignment, or a demo video
  • This will also be the number of peer assessments that the students will receive
  • Within  – students may assess cases that are the same as theirs
  • Random  – students may assess any case,  including their own
  • Between  – students may assess any case,  excluding their own
  • Build the assessments that students will use as they review, assess, and provide feedback to each of their peers – add and create one or more assessments
  • Choose to use the peer assessments that you created, or add and create assessments specifically for self-assessment purposes
  • Add/edit the Assess Instructions that students will need to complete this phase
  • Turn Revise and Submit on or off as required
  • A feedback assessment is available for students to use when assessing the feedback that their peers provided (this can be edited or deleted)
  • Add and create additional feedback assessments as needed 
  • Add/edit the Reflect Instructions that students will need to complete this phase
  • Click Continue to complete this section

Step 3: Set the dates

Set the date and time for when each phase will open and close. There are two options:

  • Manually Control Due Dates – useful for short term activities such as in-class activities
  • Schedule Due Dates – recommended for longer-term activities as the phases will open and close automatically according to your settings (see the steps below)

A phase cannot open until the previous phase closes.

  • Choose Schedule Due Date (this would be the best option in most cases)
  • Set the Create Phase, Assess Phase, and Reflect Phase dates by clicking the pen icon in the associated box and selecting the dates for the phase to open and close. Click Confirm Dates . Adjust the time as required.

This image has an empty alt attribute; its file name is peerScholar-set-dates.png

Step 4: Customize the grading

Before you set up this part of the peer review assignment, you should know your grading scheme for the assignment

  • Instructors can import an assessment that they created in a different peerScholar activity.
  • Set the points for each assessment – this should reflect the number of points for instructor evaluation in your grading scheme
  • Optionally, enable anonymous instructor grading

case study peer graded assignment gopro

  • Choose how you want to calculate the grade from the peer group – select Mean, Median, Mode, or Drop
  • Set the points for each assessment – this should reflect the number of points for peer feedback in your grading scheme
  • Set the points that this can contribute to the student’s overall grade – see your grading scheme

case study peer graded assignment gopro

  • Check the box for each phase of the peer review and configure as needed, assigning points per your grading scheme

case study peer graded assignment gopro

  • The point value assigned to student participation in the Create phase will be displayed here 
  • The point value assigned to student participation in the Assess phase will be displayed here 
  • The point value assigned to peer ratings in the Assess phase will be displayed here
  • The point value assigned to student participation in the Reflect phase will be displayed here
  • This is contribution of the Instructor/Teaching Team Evaluations
  • The number of points that are achievable on this assignment will be displayed at the bottom of the Summary

Step 5: Assign grading (optional)

This image has an empty alt attribute; its file name is peerScholar-assistantSettings.png

Instructors can assign students to teaching assistants who will then be responsible for grading the work of those students. There are three ways to add students to each teaching assistant for grading purposes: Randomize , Bulk Assign or Assign Students . 

  • Randomize –  randomly  assign students to the teaching assistants
  • Assign –  manually  assign students to the teaching assistants by clicking on the + icon next to each student’s name and select the teaching assistant from the dropdown menu
  • Bulk –  assign via a CSV file  a large set of students to the teaching assistants

Click Finish  to complete and save your activity. The activity Overview page will open.

Step 6: Review

The Overview page of your peerScholar activity will have the following features for review and progress tracking purposes. You can click Edit at any time to make changes to the activity.

case study peer graded assignment gopro

Step 7: Make it visible

On the Overview page of the activity, toggle the Show Activity/Hide Activity to ensure that the “Activity is now visible to students” when needed.

case study peer graded assignment gopro

you can hide an activity while you are in the process of creating it or, if another activity is in progress, you can hide subsequent activities to avoid confusion.

Help Articles

How to edit and re-submit a peer-graded assignment, learner help center jul 31, 2023 • knowledge, article details.

If you want to make changes to a peer-graded assignment after you submit it, you can edit and resubmit your assignment. You should only resubmit a peer-graded assignment before your personalized deadline.

If you don't pass a peer-reviewed assignment:

  • You can re-submit the assignment to be graded again
  • If the deadline has passed, you might not get peer reviews
  • If you've already completed peer reviews for other people's assignments, you won't need to do them again

What happens when you resubmit a peer-graded assignment

When you resubmit a peer-graded assignment, peer reviews and grades for your first submission will be deleted.

If you resubmit after your personalized deadline, you might not get feedback from your peers, and your assignment will be marked Didn't Pass. Learn how to solve problems with peer-graded assignments

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Edit and resubmit

To edit and resubmit a peer-graded assignment:

  • Open the course you want to resubmit an assignment in.
  • Click the Grades tab.
  • Open the assignment you want to resubmit.
  • Click Edit submission at the bottom of the submission page.
  • If you have already gotten feedback, you'll need to confirm your choice to edit your project. Editing the assignment will delete any reviews you've already gotten.
  • Make your changes, then click Preview to see the changes.
  • Click Submit for review to resubmit your edited project.
  • You can confirm that your updated assignment has been resubmitted by going to the GRADES page where the assignment will be marked as Submitted.

I can’t submit my assignment

If you can’t submit your assignment, make sure that your answers are all over the minimum word limit. Make sure to submit responses in full sentences so your peers are able to review your assignment.

You may not be able to submit your assignment if your answers are too similar to another learner’s submission. Please keep in mind that plagiarism is against the Coursera Honor Code. 

If you see a notification letting you know that your assignment answers are similar to another learner’s submission, you’ll need to update your response before submitting. 

Once you’ve updated your answers with original work, the Submit for review button will appear.

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case study peer graded assignment gopro

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case study peer graded assignment gopro

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  1. Week 7 Case Study Assignment GoPro.docx

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  3. Peer-graded Assignment- Workforce Planning Application- Understanding

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  4. GoPro Challenge Submission Template

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  3. PSYCHOLOGY RESEARCH METHODS 8: PILOT STUDY. PEER REVIEW. CASE STUDIES. PSYCH IN THE ECONOMY

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COMMENTS

  1. Marketing in a Digital World

    Case Study Peer-graded Assignment: GoPro • 70 minutes Exercise Peer-graded Assignment: Wikipedia.org [Honors Assignment] • 70 minutes HOW DIGITAL TOOLS ARE CHANGING PLACEMENT

  2. Marketing In Digital World Quiz Answer

    Week-2 All Assignment Peer-graded Assignment: Case Study Peer-graded Assignment: GoPro. 1. What are the secrets behind the success of GoPro's UGC strategy? GoPro is one of those organizations that have effectively executed the UGC procedure for advancing itself as of late. Coming up next are the explanations behind its prosperity: 1.

  3. Case Study Go Pro

    Case Study Go Pro - Assignment 1 - This case study revealed ways to target attractive market - Studocu STP (segmenting, targeting and positioning) are the fundamental tools which are applied by marketers to make the decision about the target market or reasonable investment.

  4. GOPRO INC 2017: Failing With Initial Strategy or Just Poor ...

    This paper is an instructional secondary research case study of Go Pro Incorporated. It has been developed for a business policy/strategic management course as well as a course in entrepreneurship and/or technology management in order to illustrate how a student would conduct a strategic analysis of a firm.

  5. Gopro Case Study

    Complete response to Case Study assignment re:/ Go Pro exert case study introduction: the digital camera industry has experienced unprecedented increases in. Skip to document. University; ... Gopro Case Study. Course: Strategic Marketing Management (200087) 61 Documents. Students shared 61 documents in this course.

  6. (PDF) GOPRO INC 2017: Failing With Initial Strategy or Just Poor

    This paper is an instructional secondary research case study of Go Pro Incorporated. It has been developed for a business policy/strategic management course as well as a course in entrepreneurship and/or technology management in order to illustrate how a student would conduct a strategic analysis of a firm.

  7. GoPro Market Case Study On Market Segmentation

    1. GoPro launched into the market with a niche segmentation strategy. How did it position its camera within this market? 2. There are various ways in which organisations can segment their target markets. Which market characteristics has GoPro focused upon to establish a strong brand following? 3.

  8. Case Go Pro

    Case Study #13 Google - Grade: A. Case Airbnb - Grade: A. Case study Warby Parker. Case study Tom's. Case study Proactiv - Grade: A. Krispy Kreme Value Chain. Insert name here. BUS310 Entrepreneurship Professor DeVincenzi. GoPro: A Classic Entrepreneurial Tale 1-34 How do Nick Woodman's entrepreneurial actions debunk the myth that most ...

  9. The Million Dollar Challenge: A Case Study of How GoPro Creatively

    The Million Dollar Challenge: A Case Study of How GoPro Creatively Leverages User-generated Content Marketing March 6, 2020 My previous blog post introduces you to the concept of Electronic Word of Mouth (eWOM) and its different strategies. Among those strategies was user-generated content marketing.

  10. How to solve problems with peer-graded assignments

    To receive your grade on a peer-graded assignment: You must submit your assignment You must review a specified number of peers' assignments You must receive at least one peer review You'll receive a grade on your assignment within 7-10 days, as long as these requirements are met. Back to top I need more peer reviews for my assignment

  11. Marketing In Digital World Coursera Quiz Answer

    Week-2 All Assignment Peer-graded Assignment: Case Study Peer-graded Assignment: GoPro. 1. What are the secrets behind the success of GoPro's UGC strategy? GoPro is one of those organizations that have effectively executed the UGC procedure for advancing itself as of late. Coming up next are the explanations behind its prosperity: 1.

  12. Coursera

    1. People buy story not the product. GoPro website shows the experience of the people with their product which makes the product more attractive as it shows that customers are satisfied and happy with the product. 2.As the competition grew in these field, instead of increasing the money spent on advertisement, the firm started to focus more on ...

  13. Assessment of a Revised Method for Evaluating Peer-graded Assignments

    In these studies, peer grades were generally higher than faculty grades for the assignments. 4-9. A previous study comparing student and faculty scores for 3 peer-graded assignments at the ... opportunity was implemented to allow each student the chance to self-evaluate their peer-graded note prior to the final grade assignment and submit a ...

  14. Marketing in Digital World

    Case Study Peer-graded Assignment: GoPro + 0.075 * 5. Exercise Quiz: Wikipedia.org + 0.088 * 7. Case Study Peer-graded Assignment: Tesla + 0.075 * 8. Exercise Quiz: Thingiverse.com + 0.088 * 1. Case Study Peer-graded Assignment: Threadless + 0.088 * 10. Case Study Peer-graded Assignment: Panera + 0.075 * 11. Exercise Quiz: It's Full of Sparks ...

  15. Marketing in a Digital World Course (UIUC)

    Case Study Peer-graded Assignment: GoPro • 70 minutes Exercise Peer-graded Assignment: Wikipedia.org [Honors Assignment] • 70 minutes HOW DIGITAL TOOLS ARE CHANGING PLACEMENT

  16. Marketing in a Digital World, 2.11 (A) Case study peer-grade assignment

    2.11 (A) Case study peer-grade assignment gopro Marketing in a Digital World, 2.11 (A) Case study peer-grade assignment gopro The purpose of this case study is to illustrate and apply the concept of User Generated Content to an actual business. This is a required assignment in this module. The activity is peer reviewed, so after you submit your ...

  17. Marketing in a Digital World-Week 1 Case Study Peer-graded Assignment

    View Marketing in a Digital World-Week 1 Case Study Peer-graded Assignment-Threadless.pdf from MBA 541 at University of Illinois, Urbana Champaign. Marketing in a Digital World Week 1 Peer-graded. AI Homework Help ... GoPro Case study 1.docx. Solutions Available. Jaipura Institute Of Management. PGDM 401. case study Tesla.docx. Florida ...

  18. Creating a Case Study Activity

    Setup the activity in peerScholar. Choose New Activity on the left. Choose Case Study. Click Create Activity. Expand the Case Study Activity section and enter a name for your peer review assignment. Click Setup Cases. Choose the number of cases that you need. Choose how you want to assign to the groups - see the gears.

  19. Peer-graded Assignment 2: Weekly Challenge 3: Create a user ...

    If you need access to the template for the case study slide deck introduced at the beginning of Course 2, click the link below and select "Use Template." Link to template: Case study slide ...

  20. 39% of Coursera Courses Have Peer Reviews: Here Are the Best

    Url. 1. An analysis by Class Central has established that, currently, 2704 of Coursera's 6939 active courses (or 39%) include peer-reviewed assessments — that is, assessments manually scored by other learners. Online education tends to rely on automation when possible. When it comes to course assessments, this typically translates into ...

  21. How to edit and re-submit a peer-graded assignment

    Edit and resubmit. To edit and resubmit a peer-graded assignment: Open the course you want to resubmit an assignment in. Click the Grades tab. Open the assignment you want to resubmit. Click Edit submission at the bottom of the submission page. If you have already gotten feedback, you'll need to confirm your choice to edit your project.

  22. Case Study Peer-graded Assignment Panera.docx

    100% (1) Peer-graded Assignment: Module 1 Peer Assessment Do you think the addition of ZMOT by Google in the 3-step model of marketing has created new opportunities for marketers? If yes, what are some of those opportunities? If no, why not? That's correct, in my opinion, it's better to add Google's ZMOT in the 3-step marketing model.

  23. Peer-graded Assignment Case Study Creation.docx

    View Peer-graded Assignment Case Study Creation.docx from COM 12345 at State University of Surabaya. Assignment Overview Question The purpose of this assignment is to assess the depth of your ... For this assignment you will create an original case study about group communication that emphasizes several aspects of our course modules and topics.

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