Content-Strategie / Content Strategy

Crossmediales Storytelling 2

Übung, 1.50 ECTS

 

Beschreibung

Practical implementation of content-strategic cross-media storytelling projects based on scientific models and practice-oriented workflows.

The course Crossmedia Storytelling 2 is about the practical implementation of the theoretical knowledge of the first semester. It is based on scientific models and their practical application learn how to implement content strategy crossmedia projects. The focus is on the content-strategic application of models such as Stakeholder Compass, Google H3, Golden Circle, Muse Storytelling Process, Mad Lip, Card Sorting and others. The implementation of the strategic requirements thus achieved will be accompanied by a practical cross-media storytelling project developed.

Zielsetzung

The students get a good overview of current workflows and scientific models and learn their practical application., You understand after the course that Set up strategic processes for cross-media storytelling and know models and tools that can help them. The students are therefore able to do so after the course Conduct content-strategic storytelling processes independently from briefing to implementation, and guide teams to master all cross-media challenges.

Literatur

Campbell, J. (2008): The hero with a thousand faces. Bollingen Series XVII, 3rd Edition. Joseph Campbell Foundation: Kalifornien
Campbell, J. (2014): The hero´s journey. Joseph Campbell Foundation: Kalifornien
Gottschalk, J. (2013): The storytelling animal: how stories make us human. Houghton Mifflin Harbour Publishing Company: New York
Krogerus, M., Tschäppeler, R. (2012): The decision book: 50 models for strategic thinking. W. W. Norton & Company: New York, London
Snyder, B. (2005): Save the cat! The last book on screenwriting you´ll ever need. Michael Wiese Productions: Kalifornien
Moreau, P., Locke, M. (2016): The muse storytelling process. Muse Storytelling Inc.: Portland
Casey, M. (2015): The content strategy toolkit: methods, guidelines, and templates for getting content right. Pearson Education: USA
Back, L., Beuttler, S,. (2006): Handbuch Briefing: effiziente Kommunikation zwischen Auftraggeber und Dienstleister. Schäffer-Poeschel: Stuttgart
Simmons, A. (2015): Whoever tells the best story wins: how to use your won stories to communicate with power and impact. 2nd Edition. American Management Association: New York
Belsky, S. (2012): Making ideas happen: overcoming obstacles between vision & reality. Portfolio/Penguin: London
Karmasin, M., Winter, C. (2000): Grundlagen des Medienmanagements. Fink: München
Zerfaß, A., Piwinger, M. (2014): Handbuch Unternehmenskommunikation. 2., Springer Fachmedien: Wiesbaden

Lernmethode

Guided practice work with webinars and chats, flipped classroom elements. Independent development of a practical project in teams of three Practical implementation and hands on in presence.

Bewertung

Examination relevance is the participation in the teams of three, the presentation of the contents of the Etivitys, the active participation in the process Presence day and the creation of an individual blog post as a reflection

It assesses the strategic nature of the group work as well as its theoretical feasibility and the active participation in discussions and presentations, as well as on the attendance day. Furthermore, the creation of the blog post is included in the evaluation.
Students should work on all the e-tivities. If a student finishes all the e-tivities the grade is 2; in the OER blog (individual or group work) the grade is 1. To get a positive grade (4) at Least 60% of the e-tivities has been completed.

Punctuality and actual implementation is particularly important, because only in this way can virtual teaching work and provide feedback are given. Non-delivery of individual elements also leads to a fairness towards the colleagues worse assessment up to a non-completion of the course.