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LINE LAP 的教學想像

我在學校開設網路數據的課程,也鼓勵學生多考各家平台自己發的證照,由於LINE 在台灣的使用人數不少,加上許多高齡者主要使用LINE,與傳統新聞媒體的受眾類似,所以想來研究看看 LINE 的證照,所以詢問 LINE 是否可以讓我報名 LINE Ads Platform 的線上課程,但由於我自己學期中也很忙,所以整個課程只有出席一堂,其他內容都是課後看講義補課。 LINE 與客戶聯繫的工具主要有兩大塊,LINE Ads Platform (LAP) 與官方帳號,前者開發新客、後者維繫關係。兩者有共同的追蹤碼 LINE Tag 可以了解轉換及事件,並藉此建立受眾,LAP 也可以埋 utm 碼來追蹤。 LAP LINE 廣告平台的架構與 Google / Facebook 都類似,都是 Campaign / Ad Group / Ad 三個層級,對已經有 Google / Facebook 基礎的學生而言,入門理解不難,預算、走期、受眾、出價、預算等邏輯也大致相同。 由於 LINE 的特性,所以廣告活動目標與其他平台不太相同,很重視LINE加好友以及App的安裝、互動,操作自動化訊息也很方便。也因為好友的關係,所以 LINE 有推薦自己的行銷漏斗:加入好友 / 互動 / 行動。 廣告買法有保證型與成效型兩種,由於我之前自己管過大型入口網站首頁,這些看起來都似曾相識。 對於電商客戶而言,LINE的講師建議找到明星商品 / 爆品做為帶路雞,這與我之前看其他做電商的影片建議類似。今年備課看到一個說法,就是只要發現在任何平台表現好的內容/廣告,就不要去更動,以免影響演算法,我自己在YouTube上面也有同樣經驗,原本成效很好的影片,手賤增加描述後,流量完全消失。所以找到一個爆款明星商品後,維持維持廣告設定不要動,持續投放一直到量沒有可能是一個好的作法。 官方帳號 官方帳號是企業在LINE的門面,在基本設定需要提供詳細資訊,如基本介紹、營業時間、地址、網站等等,讓使用者更容易聯繫店家。 設定歡迎訊息,同時提供圖文選單,可以加速 Call for Action 。設定回應非常重要,包含自動回應(智慧聊天/罐頭訊息)與手動回應。 就 LINE 建議的邏輯,官方帳號用來維繫熟客,促成回購率,與 LAP 功能互補。 媒體的意義 LAP 適合針對習慣使用手機的用戶,特別是較為年長的客戶,如果新

Encouraging Constructive Feedback in Moodle Peer Reviews - Review Assignments that Foster Learning and Improvement

Peer review is a useful tool in Moodle that allows students to review and provide feedback on their peers' work. Here are a few strategies for using the peer review feature effectively:

  • Clearly explain the purpose and process of the peer review to your students. This will help them understand the value of the activity and what is expected of them.
  • Set specific guidelines for the peer review. These could include the criteria that will be used to evaluate the work, the length and format of the review, and any deadlines that must be met.
  • Assign work to be reviewed in a way that is fair and balanced. This might involve randomly assigning work to be reviewed or using some other method to ensure that each student has an equal opportunity to participate.
  • Encourage students to be constructive and specific in their feedback. Emphasize the importance of providing feedback that is helpful and actionable, rather than simply stating that the work is good or bad.
  • Use the peer review as an opportunity to teach students about giving and receiving feedback. You could discuss the importance of effective feedback and provide examples of how to give feedback that is helpful and supportive.
  • Consider using a rubric to guide the peer review process. A rubric can help students understand what is expected of them and provide a structured way for them to evaluate their peers' work.
  • Monitor the peer review process and provide support as needed. You may need to clarify instructions or provide guidance if students are having difficulty with the process.

By following these strategies, you can help ensure that the peer review process is a valuable and meaningful learning experience for your students.

Here are a few strategies you can use to encourage students to give constructive feedback during the peer review process:

  • Clearly explain the purpose of the peer review and the value of giving constructive feedback. Emphasize that the goal is to help their peers improve their work, not just to criticize it.
  • Provide specific guidelines and criteria for the peer review. This can help students understand what is expected of them and give them a clear framework for evaluating their peers' work.
  • Encourage students to use concrete examples to support their feedback. Instead of simply saying that the work is good or bad, ask students to provide specific examples of what they liked or didn't like about the work and why.
  • Model constructive feedback yourself. As the instructor, you can provide examples of how to give feedback that is helpful and actionable.
  • Encourage students to ask questions and seek clarification if they are unsure how to provide constructive feedback.

There are many different types of peer-review assignments that can provide reviewers with the opportunity to learn from the reviewing process. Here are a few examples:

  • Reviewing a research paper or essay: Students can learn about the structure and organization of academic writing, as well as the conventions of citing sources and using evidence to support an argument.
  • Reviewing a presentation or oral report: Students can learn about the elements of effective presentation design and delivery, as well as strategies for giving feedback that is helpful and supportive.
  • Reviewing a creative project (e.g., a piece of artwork, a short story): Students can learn about the creative process and how to give feedback that is constructive and supportive.

As for how many reviews a student should give within a session, it ultimately depends on the complexity of the work being reviewed and the amount of time you have allocated for the peer review process. You may want to consider factors such as the length of the work, the level of detail required in the review, and the number of students in the class. In general, it may be helpful to aim for a balance between providing students with enough time to give thorough and thoughtful reviews, while also ensuring that the peer review process is completed in a timely manner.

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Google 專案管理認證如何準備?值得考嗎? Project Management Professional Certificate

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Google Data Analytics 數據分析專業認證介紹

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Midjourney Prompt 指令練習之白衣大士

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