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Lecture Slides for Persuasive Advertising
Scott Armstrong has provided the lecture slides he uses to teach the lessons in his book, Persuasive Advertising. Over the past few years, he has been developing the slides and uses them for lectures on specific topics as well as for the half-semester and full-semester advertising courses he teaches at The Wharton School. The lectures provide links to tools, relevant commercials, print ads, and other sources.
Self-learners are welcome to use them. The best procedure is to use the PPT slides in "Slide Show" mode and come up with your own answers before reading each section of Persuasive Advertising.
Instructors are welcome to use them and modify them – as they see fit. They can be downloaded in PPT or PPTX format. Suggestions to instructors are provided to in the “Normal” view on PPT. You can run the lectures off AdPrin.com, as the commercials are linked to the slides. (In some cases for PCs, if you get a question about “Enable Editing” from your computer, check “yes.”) If you adapt the slides, could you include a byline on the first page such as: “Adapted from J. Scott Armstrong for use in lectures related to Persuasive Advertising."
The following lectures are targeted to 80-minute lectures unless indicated in parentheses that they require 2 sessions. They allow for some discussion and applications during and at the end of the lectures. The material fits comfortably within a standard one-semester course that focuses on applications (see the Possible Course Outline in this site under “Educational Materials”).
1:1-3 Information - Benefits, News & Product (Download: PPT, PPTX )
Lectures on Special Topics
An overview of Evidence-based Advertising (Download: PPT, PPTX )
These exercises are designed to help people learn evidence-based principles and techniques on a range of topics: creativity, evaluation, problem solving media analysis, and persuasion principles. They are designed so that lecturers can add them to their lectures. Self-learners should use them in slideshow format; this allows time for thinking and writing ideas before the answers are revealed.
House Ad Project
This exercise is designed to run during the whole course. It allows one to gain experience with techniques and principles. It can also be modified as a project for your organization or for a client.
The project is described here.
Evidence Used to Develop Principles
The following types of tests can be used by self-directed learners, for course examinations, and for certification examination.
The Open-ended Exam requires much time and effort, so your efforts here should be spaced over time. Multiple-choice questions with 66 true-false and 23 multiple-choice questions are provided as quick aids for learners. The answers are provided.
The Analysis of Alternative Ads tests your skills at evaluating which of two ads is most effective from the Which Ad Pulled Best series (provided thanks to Gallup and Robinson). These tests can be used by self-learners and by Instructors. Here also, answers are provided.
End-of-chapter questions are provided so that self-learners can test their retention of the key learning points with respect to principles and techniques in Persuasive Advertising. In this case the answers are easily available in the book
Self-learners, or those preparing for a test should take the tests early in the course as this will allow them to judge their progress over the course. Early testing helps learning by creating an interest in finding the answers.
Instructors can use the questions (or a subset of them) as part of the final exam. On the other hand, if everyone does well, that speaks well for the students. Click here to go to the Multiple-choice answers so that you can tailor the questions to your course. It shows which questions relate to which part of the book and you can delete questions as you like (and then construct the exam by deleting the answers). I recently gave this exam in my Wharton class to 18 students on the first day of my advertising course. Most of the students had completed relevant prior courses such as marketing, consumer behaviour, communications, and persuasion; some had read relevant pop-management books and a few students had relevant working experience. For the true-false questions, their average percent of correct answers was 54%. When used as a final exam in an earlier version of the course –the questions and answers had been provided on the Internet during the course – the average score for the nine students was 88%, with a range from 71% to 100%, so the test identified those who made little effort in the course.
Here is a 28-session outline for a one-semester course. Instructors can modify it as they see fit. Self-learners can also use it and proceed at their own pace. For an average learner, the course should take 126 hours. Self-learners can do the same course as students at the Wharton School–at no cost. Research has found that that distance learning is at least as effective as in-residence learning. The outline is here.
Applications Chart (PDF)
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