Shift Learning

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A one day course applied to educational and academic publishers.

Summary

Web 2.0 provides publishers with unique opportunities to personalise and engage customers. Beyond the technical jargon and hype, discover how, when and where to best use these new technologies and what they mean for the publishing industry. It uses examples and exercises
from a publishing context.

Who is this course for?

This course is suitable for marketers, commissioning editors, development editors and anyone with a responsibility for writing catalogue copy, maintaining pages or content on the web.

Content of the course

What is web 2.0 and what does it mean for publishers?

Marketing 2.0
• Behaviourally triggered marketing (and opportunities for publishers); Raising your profile and sharing your message with RSS and Syndicated feeds; Podcasts and video content; Micro sites for supplementary resources and AJAX technologies

Social 2.0
• The importance of the community; How to get the most value from a social network; APIs – the mashup revolution; The social tools: blogs, forums, reviews, wikis, tags and lists (and how to best use them)

Engage 2.0
• Publishers and usability; How to engage students and teaching staff through your website; How to measure your online reputation; The importance of good ethics online; Personalising user experiences

Want more information? Want to book a place? Or interested in an in-house course in this area? Contact Jack Wilson on 0207 253 8959 or email him at  This e-mail address is being protected from spambots. You need JavaScript enabled to view it

 

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What our customers say about us

" We asked Shift Learning to help us review several aspects of our usability and accessibility to a very tight schedule. Their expert analysis, professional approach, clear advice and above all their understanding of our requirements was very impressive. As a result, their work has been extremely helpful to us and will guide the continuous improvement of our online publishing. "
Online Systems Director, Cambridge Journals