Learning Portfolio

Ryan Gray

Learning Portfolio 2

Table of Contents

Comms 235..3 Comms 336....10 Comms 321....21 Comms 318....24 Comms 421....37 Comms 300....40

 Comms 235 Case Analysis- Netflix and Qwikster

Learning Potfolio 3

In December of 1903, a week before Christmas, the world was changed

forever. In a small vaudeville house on 14th Street in New York, a short film was shown for the first time. The audience was indifferent at first because they had seen short films before. However, this time was different. The movie, The Great Train Robbery, was the first movie that told a story, had a panning camera and was filmed in multiple locations. There was danger, suspense and drama. There was even one scene where a robber shoots directly at the camera, which scarred the spectators. The audience couldnt contain themselves. They stood up, cheered and shouted. When the 11 minutes and 42 seconds of film were done the audience screamed, Play it again! Play it again! The vaudeville house ended up playing it another three times until finally they told the audience to leave (western classic movies). Since that time people have been obsessed with movies, constantly looking

for a faster and more efficient way to view them. At first it was the nickelodeons where, for a nickel, you could watch a short picture. Then came real theaters where people could sit and watch feature-length movies in comfortable seats. Finally, with the invention of the television, VCR and DVDs, people were able to watch their favorite movies and television shows in the comfort of their own homes. All these mediums that were invented created a higher demand for movies and a faster way to receive them. The world was changed once again with the invention of Netflix.

Learning Portfolio 4 A man named Reed Hastings came up with the idea of Netflix after having to

pay a $40 late fee for not returning Apollo 13 on time. I started to investigate the idea of how to create a movie-rental business by mail, said Hastings. On Sept 23, 1999, Netflix was born (Fortune). A few years later Netflix added the feature of streaming movies right from the Internet, which really put the company on the map. Netflix became such a success because they developed a sufficient and inexpensive way of getting entertainment right to the doorsteps of their customers. This success came to a stand still on July 12 with the announcement of a price change. Before the change, Netflix customers could pay $10 for unlimited streaming

of movies and one DVD by mail at a time. On July 12, Netflix stated that its customers would now need to pay $16 for the same plan, a 60% increase (Stelter NYT). Instantly, the more then 25 million subscribers to Netflix were furious making angry comments on Facebook, Twitter, and the Netflix blog. After a few weeks, more then one million people cancelled their membership (Pogue NYT). The online bashing of Netflix and Hastings continued until Netflix acted. Hastings finally addressed the issue in a personal email he wrote to all

current and past subscribers on Sept. 18. It is clear from the feedback over the past two months that many members felt we lacked respect and humility in the way we announced the separation of DVD and streaming, and the price changes. That was certainly not our intent, and I offer my sincere apology, Hastings wrote. He went on to write that he slid into arrogance for not explaining to his viewers why he instigated the new price change (Netflix blog).

Learning Potfolio 5 In the same email Hastings proposed a solution by splitting the streaming

portion of Netflix and the DVDs by mail into two different companies. Netflix would now focus strictly on streaming and a new company called Qwikster would focus solely on DVDs by mail (Netflix Blog). In Netflixs blog more then 27 thousand people commented on the change and most of the comments were negative. Netflixs split into Qwikster is ridiculous. I wasnt mad at them before; I am now. I dont want two companies, two credit card charges, two web sites, two logins and two queues to maintain, said one blogger (Pogue NYT). The problem didnt stop there as newspapers and television news shows

publicized the issue. Even Saturday Night Live, a late-night comedy sketch show, devoted an entire skit to the recent announcement. In the recent skit, Jason Sudeikis, one of the comedians on Saturday Night Live, playing as Hastings, gave an sarcastic explanation on the recent change. We knew you loved Netflix because it was an easy to use website for all your movie needs. To make it better we split it into two separate slightly more confusing sites, said Sudeikis, playing as Hastings (Hulu.com). In the end Netflix announced on Oct. 10 that they would abandon the idea of

Qwikster altogether. It is clear that for many of our members two websites would make things more difficult, so we are going to keep Netflix as one place to go for streaming and DVDs, Hastings wrote (Netflix blog 2). Why did Netflix react so drastically, what were they trying to achieve and why did it fail? Netflix obviously had a problem after increasing the price of streaming and

DVD rentals from $10 to $16. Netflix customers were irate because of the price

Learning Portfolio 6 increase and also the manner in which Netflix went about it. Netflix customers were informed of the price increase from the media and not directly from Netflix itself. The result was a loss of trust and resentment for the price change in the middle of a recession without an explanation (Stelter NYT). Netflix needed to regain that trust. Who did Netflix need to reach specifically to fix the problem? There were four main key publics that Netflix had to address. The first public was the stockholders. Ever since the announcement of a price change, Netflixs stock has plummeted (Seek Alpha). When you lose the trust of the stockholders your company collapses. Netflix couldnt afford to lose more stock. The second public was recently canceled Netflix subscribers, more than one million people. This public was so important because these people acted as opinion leaders and could convince others to cancel their subscription to Netflix or convince potential customers not to subscribe to Netflix at all. It was crucial that Netflix reached out to these lost customers and regain their trust. The third public was current Netflix subscribers. Although this public had not cancelled its membership it could easily do so in the future if it didnt see action on the part of Netflix to fix the problem. This public was either unaware of the price change, unaffected by it or willing to give Netflix another chance. Netflix needed to show this public that it was a company that fixed problems so that these customers could continue enjoying the product they paid for. The fourth public was potential Netflix subscribers. These people may have seen the recent news articles or recent skit on Saturday Night Live. These potential customers are so important because Netflix relies so heavily on subscribers and is

Learning Potfolio 7

always looking for more people to join. If Netflix could convince this group that it was a company that fixed problems, Netflix could begin to grow again and have success once more. Now that the publics were identified, Netflix needed to decide on the message in order to obtain their publics cooperation. Netflix decided on sending first an apologetic message. As explained earlier, Hastings started out by apologizing and acknowledging that he made a mistake. Being apologetic is not always effective, however, in this case it was appropriate. Because it was Hastings that made the apology, it made the email more personal. People who read the email really felt that Hasting was communicating to them personally (Pogue NYT). Part of the apology was explaining why Netflix had a price increase, which was very smart because the Netflix publics like to be informed and wanted to know why there was the price change in the first place. After apologizing and explaining the reason behind the price increase, Hastings sent out another message. This is where Netflix made a terrible mistake. Hastings went on to announce the launch of a new website called Qwikster. Hastings said he wanted to send a message that DVDs and online streaming had different cost structures and different consumer demographics so they needed to be separated (Stelter NYT). Although Hastings intentions were good, the message he sent was perceived differently. Customers were still angry about the price hike and wanted Netflix to fix the problem. Instead, all they received was a quick apology by Hastings and then an announcement that Netflix would split into two different websites. Customers felt as if their concerns were utterly ignored and that Netflix would continue with its own objectives. This feeling of rejection gave customers a

Learning Portfolio 8 reason to leave Netflix and join other streaming and DVD delivery companies such as Amazon, Dish Network, and Hulu (greenbaypress). The blatant disregard for its customers needs is what caused Netflix to have a public relations nightmare. Netflix could have identified this problem early on if they used focus groups. Focus groups are a perfect way to determine if what you are purposing would be received well by customers. Instead of testing out their idea, Netflix went ahead with the idea of Qwikster. Although the message sent was incorrect, the mediums that were used were extremely effective. On Sept. 18, Netflix sent out a press release, personal email, blog post, and YouTube video informing the public of the new website Qwikster. The press release informed the media of the changes to the company. The email, which was sent to current and past subscribers, had the customers name at the top and was written by Hastings. The blog and video posts allowed comments by viewers and gave more detailed information on how Netflix was going to be different. These four mediums were very effective in delivering the message because they were detailed and were sent to the correct publics. Sadly because of the effectiveness of the delivery, the message was quickly criticized and Netflix stock dropped even more (Seeking Alpha). Netflix failed at regaining trust from its customers because it sent the wrong message. Instead of fixing the relationships with its subscribers, Netflix alienated them even more with its announcement of Qwikster. In the end Netflix realized its mistake and ended up abandoning the Qwikster project altogether. Can Netflix recover? As Netflix stock continues to drop it is hard to believe that there is hope for

Learning Potfolio 9

this company (CNN Money). However, Netflix offers such a great product that its 25 million subscribers continue to use it even after this catastrophe. Maybe there is hope for this company after all. Only time will tell.

Learning Portfolio 10 Comms 336 The Case of the Missing Tampon Introduction In 2010, McNeil-PPC discontinued their ultra tampon line without an

explanation to its consumers. The loyal consumers were outraged over the discontinuation and demanded an explanation. It was unclear as to whether or not the discontinuation was planned or temporary, because the only releases made by official spokespeople of the company said the discontinuance was due to supply interruptions, manufacturing updates and undisclosed production issues. There were some speculations as to what caused the interruptions and why the company did not release the details of the discontinuation. Speculation arose conserving FDA reports regarding the connection between ultra absorbency tampons and toxic shock syndrome. But because no official statement was released as to why the product was discontinued, the speculations were discussed constantly on numerous blogs and other facets of social media. This, in conjunction with the influx of irate emails pouring in from disgruntled consumers, led to the reintroduction of the product. The paper will address: The Matrix and public relations issue The Matrix and public relations issues Options Personal Experience

 Situation Analysis Core Problem The BIG Idea

Learning Potfolio 11

Situation Analysis Many women were upset and outraged at the discontinuance of o.b. Ultra

Absorbency Tampons. Some went to great lengths to stockpile any remaining boxes of this particular product and some took the initiative to publicly display their grievances in the form of blogs, social media and word of mouth. Over 100,000 upset customers sent emails to McNeil-PPC Inc. expressing their dissatisfaction. Spokespeople for the company then took the opportunity to rectify the supply interruption by addressing the situation with its Triple Sorry campaign. Relating difficulties surrounding this situation include overcoming the

original faux pas of failing to announce to the consumers of o.b. Ultra Absorbency Tampons the planned discontinuation due to manufacturing updates. Spokespeople for McNeil-PPC claim the discontinuance was temporary and the company does plan to bring the product back, however this information was given after the fact instead of a precursor to action. This left many women feeling betrayed and confused as to the sudden disappearance of their preferred brand of feminine product. Due to the personal nature of a womans menstrual cycle, brand loyalty is something that must be taken seriously. Feminine products are introduced to a woman during a volatile and vulnerable time in her life. The products that meet her needs is not something that can be easily substituted like other commodities. Thus, McNeil-PPC faces the challenge of regaining brand loyalty from its key public.

Learning Portfolio 12 Core Problem McNeil-PPCs corporate social responsibility took a hit when it surprised

loyal customers with the abrupt discontinuance of o.b. Ultra Absorbency Tampons, and now to overcome the ramifications of such, must address the matter sincerely and apologetically in order to regain its loyal customer base for the reintroduction of o.b. Ultra Absorbency Tampons into its product line. Key Public The key public for this campaign are menstruating women with particularly heavy flows who would benefit from o.b. Ultra Absorbency Tampons. Demographics Ages 18-45+ Status average income level

Psychographics Value security (economic, safety, socially) Value self-image Value quality and durability

Self-interests Being heard, finding good deals, personal protection, environmentalism

Current relationship

McNeil-PPC o.b. Ultra Absorbency Tampons have a loyal customer base, but

that was severed when no pre-warning was given about the product discontinuance. Due to the nature of brand loyalty in this market place, it is reasonable to surmise that the key public are willing to give McNeil-PPC a second chance if the crisis is

 handled delicately. Influentials & Opinion Leaders

Learning Potfolio 13

Friends, family, bloggers, media figures, especially other women The Big Idea McNeil-PPC o.b. Ultra Absorbency Tampons devised an entire campaign

revolving around the big idea of delivering its consumers a Triple Sorry. Blunders were made about carrying out the unfortunate manufacturing updates and women were left feeling betrayed and outraged. To improve the degenerated corporate social responsibility, the company took accountability for its actions and sought to personally address the situation. McNeil-PPC made a personal apology music-video addressed to over 100,000 women who wrote in complaining about the decision to discontinue the brand of tampons. The video features an attractive young musician performing a love ballad on a white grand piano on the beach singing a cheesy yet effective apology to each woman personally. The big idea of being triple sorry transcends through the video as it is over the top and dramatic without stepping on the toes of being insincere and mocking the women who were upset. The song is meant to appeal to women as it encompasses all that is girly and anything that would appear in a traditional chick-flick or romantic-comedy. The video also serves the purpose of promoting the reintroduction of the product onto retail shelves. The company could have easily taken an approach of business is business and not done anything to address the toll on its corporate social responsibility, yet the opposite approach of personal accountability was much more effective in regaining the favor of its loyal customers. The dramatic approach equaled the dramatic reaction women

Learning Portfolio 14 had at the situation in an easily receivable manner. The idea of being Triple Sorry is one that can be easily transferrable in messages of any channel. Options When McNeil-PPC discontinued o.b. Ultra Absorbency Tampons, there were a

few options McNeil could have done to address the issue. It could have ignored the 100,000+ women who emailed the company wanting the product back on the shelves. There was a reason for the discontinuance and it would have been easy for the company to leave it that way. The company could have sent out a statement explaining why the product was discontinued and then mentioned a new product that would be on the shelves instead. This option would have left the costumers disappointed but they would have eventually gotten over it, maybe switched to a new brand of tampons or bought the discontinued product off eBay for about $4 to $100, which some did. Another alternative option McNeil-PPC could have done is to send out a press release or an email to the women who wanted the product back and apologized to them. The press release could have included the coupons for other products and even told them they were working to get the product back on the shelves soon. The women who so desperately wanted the tampons back were loyal customers and would have accepted the companys apology and waited anxiously for the product to come back. Another possible alternative could have been to make a print campaign of all of the clich and cheesy things women love to see. This ad would have been a very handsome man expressing his deepest apology, surrounded by rose petals. It may

Learning Potfolio 15

have also included adorable puppies and kittens and probably set on the beach with a picnic laid out. The print would have included a coupon and could have either been mailed to those initial women who called in complaints or featured in womens magazines in Canada. McNeil-PPC could have, as another alternative, made the triple sorry video and addressed it to their general audience and put it on YouTube or tv ads for everyone to watch. Their customers would not have cared that the video was not personally addressed to them, especially if the link to a coupon was still at the end of the video. It would have still been a funny and sincere apology video that would have gained some national coverage for the company. McNeil-PPC however did make a customized video to each of the women who sent in a complaint about the discontinued product. McNeil-PPC made the cheesy, triple sorry video and made it customizable for women in Canada. The video features a handsome, slightly scruffy man singing to the woman about how sorry he is that he has left her for a short time. The man is seen playing a white piano on the bluffs, climbing a tree and sporting a tattoo with the womans name on it. In the video, there are also flying doves, a hot air balloon and the name of the woman spelled out in roses and written across the sky. After the handsome man is done apologizing for the disappearing act, there is a link for a coupon for o.b. products if you are Canadian. If you are in Canada, you can go to the website and enter in your first name and the man will sing the song with your name in the lyrics. Women have been sharing their videos by the thousands. The video keeps the loyal consumers devoted to the brand. Shelley Kohut, the director of communications and public

Learning Portfolio 16 relations for Johnson & Johnson Inc. Canada said, Were hoping that by sending them this personal apology, theyll forgive us. What the company also achieves through these videos is outside consumers who now associate o.b. with this video and think to buy it next time they go to the store. If I were in the public relations department for this company I would have

first been outright about why the product was discontinued. It has only been said there were supply interruptions and undisclosed production issues. Explaining why the product suddenly disappeared from shelves in Canada would have been important in keeping loyal customers okay with the situation. Then, just as McNeil- PPC did, I would have expressed urgently how we were trying to get the product back on shelves in the next few months and apologized for discontinuing the product in the first place. The video is such a good idea because although it costs money to shoot and edit it, it can be redistributed over and over again without extra costs. However, I would have made three different versions of the song/video. Using the same technology as the original video, the women now get to pick what kind of setting they want their serenade to be in, and a different man singing to them. The different settings would include the original one with the man on the cliffs, another one with a man on the beach and in the water, and a third with the man in a winter cabin by a fireplace. Each setting would have a different male and each setting would have different objects for the womans name to appear on. This adds more variety to the video, more interactivity and more choice while still keeping the same message. Personal Experience

Learning Potfolio 17 Having the Y chromosome, I will not attempt to understand the feelings a

woman has when her tampon product is discontinued. The cancellation of a feminine product for women is personal and private. As a male, there is no equivalent. However, there have been countless times when companies have disappointed me. Whether it is a new slogan, image change or discontinuation of a product, I have felt disappointment. I remember when Butterfinger BBs, Surge and Crispy M&Ms were no longer available in stores. These cancellations impacted me as a child but nothing upset me more than the cancellation of my favorite TV show. The cancellation concerned me because great comedies are hard to come by and when I finally found one I valued, it was cancelled. In my life, I have always sought after great comedy. Far too often television

shows, movies or theater production claim they are funny, but they lack a certain level of ingenuity. I enjoy humor that requires effort on the part of the audience to understand it. It creates a sense of prestige when the viewer finally understands the joke. I desperately have sought this type of humor my whole life, and I rarely find it. In 2003, I found it on television in a show called Arrested Development. The comedy was smart. Here is a perfect example. There is scene where a man named Michael goes to visit his rich mother

Lucille. Lucille lives in a rich compound and has a cleaning lady named Luz. The scene begins with Michael walking into his mothers house and, noticing a new cleaning woman, inquires about it to his mother. Lucille: Who let you in? Michael: Your new cleaning woman. What happened to Luz?

Learning Portfolio 18 Lucille: Supposedly, Luz had to take her daughter to the hospital. Thats Lupe, her sister. Michael: I hope shes okay. Lucille: Shes awful. Can barley was a dish. The show was funny. But, supposedly because of low ratings, Fox cancelled

the show in 2006. The fans were upset and petitions were sent out in an attempt to bring the program back. Even though the show had received six Emmy awards and one Golden Globe, Fox stood by their original decision and wouldnt change. Unlike the o.b. Tampons, there was no attempt from Fox to regain the trusts of its viewers. Rumors over the Internet spread of a reunion episode, movie or full-fledged series return. The rumors were finally answered when the creator of the show announced new episodes being aired on Netflix in early 2013. Finally after seven years, I am receiving my Triple Sorry video and getting back a show I have cherished so dearly. It may not be a video with my name thrown across the sky, but it will have to do. Conclusion The case of the missing tampon was successfully handled because it made light of a terrible situation without alienating the companys base through mockery. The video presentation matched the level of drama and reaction from its key public making it easy to accept and forgive. McNeil-PPC. took the opportunity to improve its damaged corporate social responsibility image by listening to its key public and rectifying its past mistakes. By creating an apology video and giving out free

Learning Potfolio 19

coupons to the 100,000+ women, McNeil-PPC took personal responsibility for the mistake and successfully recovered from its public relations fiasco.

Learning Portfolio 20 Works Referenced: Binlot, Ann. Women in Dismay Over o.b. Tampon Shortage. CBS News 23 Dec. 2010. Web. Langlois, Christian. OB Tampons-Triple Sorry. Vimeo. Web. 11 Nov. 2012. N.P. o.b. 2012. N.D. Web. 08 Nov. 2012. Singer, Natasha. The Case of the Missing o.b. Tampons. The New York Times 22 Dec. 2010. Web.

Learning Potfolio 21

Comms 321 Are Google Doc Study Guides Ethical? Featured online and printed publication for The Universe Url: http://universe.byu.edu/2012/02/26/google-doc-study-guides-ethical/ Harvard University administrators suspected 125 students of cheating last year after noticing similarities in the students answers on the take-home exam. These suspicions led to a full investigation where students were interviewed and faced with either a one-year suspension or expulsion if they were caught cheating. Students were told to not work with anyone else when they received the takehome exam. The case is still under investigation, so how they collaborated is still unknown. Because of the number of people involved in the scandal, investigators suspect technology is a factor. At BYU, students use technology to communicate and share information online using Google Docs. Google Docs is a program where people can create online documents that can be edited by invited users with an Internet connection. Students use the program to share notes in class with someone who is sick, to help put together a group paper or study for an upcoming exam by posting the study guide online where everyone can add to it. Google Docs is the best thing since sliced bread, said Andrew Carlos Potts, a junior from Sacramento, Calif. It is like having a group study session without taking the time to meet up as a group. It is a collaborative effort where you can help each other out. If someone perhaps missed one point made in class or was sick that day, Google Docs can help them understand the material. Potts explained how it worked. He would receive an email in class inviting him to a Google Doc with the class study guide pasted in it. Potts was expected to fill in some of the points of the study guide while other students would do the same. Obviously you are going to get a few freeloaders who do not contribute, but overall it is an effective way to study the material, Potts said. Some people

Learning Portfolio 22

may think it is copying or cheating because you are using someone elses work or notes, but I see it differently. Erin Buckley, a sophomore from Modesto, Calif., does not like using Google Docs, however, mainly because its not how she best learns. I have used Google Docs probably twice in my life, Buckley said. I do not believe it is against the Honor Code, because everyone contributes, but I do not learn the material as well when I read it off of a Google Doc. I would rather make the effort to find the information and do it by myself. Benjamin Whisenant, professor of media law at BYU, remembers how studying was when he was in school. When I was in college, we got together frequently for study groups, and sometimes they were effective and sometimes they were not, Whisenant said. Google Docs actually can be more effective because when you study in groups, a lot of the time is wasted because you are joking and hanging out. In a Google Doc, you are focusing strictly on putting down the information. Whisenant has seen Google Docs being used more frequently in the past two years, and his opinion on the use of Google Docs has changed over time. Initially, I thought Google Docs was a little sketchy, Whisenant said. But truthfully I do not necessarily think it is. Given technology nowadays, you need to use what is available to learn the information. In the end, my purpose and goal is that the students learn the information. If all you are doing with Google Docs is studying from it, learning the information, then taking the exam, I have no ethical qualms with that. Emily Bates, an assistant professor in the chemistry and biochemistry department, believes Google Docs are acceptable in class, but with a few exceptions. I think there is nothing wrong with using a study guide because it is like using a textbook, Bates said. If it is an assignment, however, that is a different matter. The ethics of having someone else write part of your paper is completely dishonest and plagiarism. But if you are studying together and dividing up the study guide between each other that seems completely reasonable to me.

Learning Potfolio 23

As of now, BYU has no written policy about Google Docs and its uses. However, Todd Hollingshead, media relations manager at BYU, hopes students will use common sense. Just like any new technology, we trust our students to make good decisions and always keep the academic policy in mind, Hollingshead said. There is no way to have a written policy for every single thing that comes up, but the academic policy covers things in general. We trust students to use new technology prudently and wisely, keeping in mind that they need to be honest in their academic school work. Whether or not the Harvard University students are guilty has yet to be determined, but sharing information via technology is a growing trend.

Learning Portfolio 24

Comms 318 Qualitative Research and Analysis

1. Qualitative Methodology The Studies Weekly research team conducted a focus group to gain a stronger understanding of what administrators and principals wish to see in future products, or changes that may make the product more appealing. We had one main moderator and an additional assistant moderator. The role of the moderator was the seeker of wisdom or enlightened novice. We used two focus group techniques: the pause and the probe. Participant Selection Studies Weekly provided a Google document with 48 education administrators in the following school districts: Alpine Canyons Davis Granite Jordan Murray Nebo Provo Salt Lake City Wasatch Another Google document with 138 media specialists and principals were selected from the following Utah County elementary schools: Alpine Amelia Aspen Barratt Bonneville Canyon Crest Cascade Cedar Ridge Cedar Valley Central Cherry Hill Deerfield Eagle Valley Eaglecrest Edgemont Foothill


Forbes Fox Hollow Franklin Freedom Geneva Greenwood Grovecrest Hidden Hollow Highland Hillcrest Ivy Hall Academy John Hancock Lakeview LeGacy Lehi Lincoln Academy Lindon Manila McKee Meadow Mountain Trails Mountainville Mount Mahogany Noah Webster North Point Northridge Odyssey Charter Orchard Orem Pony Express Provo Peaks Provost Quail Run Ranches Academy Renaissance Academy Ridgeline Elementary Rock Canyon Rocky Mountain Scera Park Sego Lily Challenger School Sharon Shelley Snow Springs Spring Creek Suncrest Sunset Timpanogos Traverse

Learning Potfolio 25

Learning Portfolio 26
Valley View Vineyard Wasatch Westfield Westmore Westridge Windsor

From these lists, we had three teams of six people split up the contact list for the teams. Each team was responsible with contacting their designated group of administrators and/or principles. The recruiting script can be found in the appendix of the research document. The potential focus group participants were told who was contacting them, the intent of the focus group and the incentives. If a participant demonstrated interest, they were told the location and place. Each group member was in charge of continuously contacting and informing the participant after they committed to attend. Of the people contacted, our team successfully recruited 5 people from both the principal/media specialist and administrator list. Location and Timing The focus group was located at 1922 West 200 North Lindon, UT on Wednesday, Feb, 20, 2013. Participants were asked to be at the Studies Weekly office building at 5:00 p.m. The focus group concluded at 6:30 p.m. The location was used to show the participants how Studies Weekly operates. The timing was selected for ideal travel time and scheduling conflicts. Incentives A $200 incentive was offered at the beginning of our recruiting efforts. Due to negative feedback, or lack of response, we began to offer a $100 incentive. Overall, the incentive was not well received by many of the administrators or principals. People thought it was spam, or did not feel comfortable taking that amount of money for research efforts. In future cases, the incentive price might want to be lowered to insure more attendees. Focus Group Attendants The following individuals attended the focus group:

Nedra Call, a Instructor Director from the Nebo School District McKell Withers, a Superintendent from the Salt Lake School District Jim Henderson, a Assistant Superintendent from Granite School District Chris Hall, a Social Studies Director from Davis School District Cami Larsen, a Principal from Alpine School District

Learning Potfolio 27

How Focus Group Was Conducted The focus group was conducted on February 10, 2013. The meeting took place on the second floor of the Studies Weekly headquarters. The five participants were given a brief tour of the company when they entered the building. When they entered the focus group room, they were given a name tag with their name on it and were asked to be seated. The focus group began with an introduction by one of the three moderators. The moderator welcomed the participants to the focus group and introduced Ed Rickers. Then Mr. Rickers proceeded with a 10 minute presentation on Studies Weekly. In the presentation, Mr. Rickers gave a brief overview of the company. His presentation focused particularly on the eStudies portion (the online component of Studies Weekly). Once he concluded his presentation, the focus group was turned over to the moderators. The moderators began by introducing themselves and gave each one of the participants an opportunity to introduce themselves as well. After the introductions, each moderator took turns asking questions to the participants. When the moderators believed a comment needed further clarification, they would interrupt the conversation and ask a follow-up question. 2. Analysis of Qualitative Data Firstly, we meticulously combed through the raw script of the focus group recording. While we did this, we were on alert for recurring concepts, ideas, suggestions, etc. Secondly, once we were aware of repeating themes, we began the coding process. We coded for the number of occurrences each theme appeared, and the inherent strength/value afforded by each. We found certain primary concepts from this process and subsequent supporting secondary concepts. After we gathered our findings, we arranged them, with examples, in a way that would be most beneficial and easily comprehensible to our clients needs. 3. Key Findings Overall Impression of studies weekly Most people feel that the material is better served as a supplement then actual text material. The weekly, kid friendly design and online resources gives the appearance that it is supplemental. It is seen as something to use during reading time as a way to get the kids looking at science and social studies materials during times when theyre not using their textbook. It also gives younger kids a better introduction into science, social studies, etc. at a higher reading level before they reach a higher grade. Major Appraisals

The focus group participants gave a wide variety of responses, though several opinions were

Learning Portfolio 28
repeated multiple times. The most common appraisals, or things that focus group participants liked about Studies Weekly, were: 1. The material is usually approved by districts and state legislature. 2. Studies Weekly can be provided at a lower cost than most traditional textbooks. 3. The online material for Studies Weekly was one of the most discussed aspects of the product. Participants felt that the online material was the most marketable and valuable piece of the Studies Weekly products. 4. The participants approved of the ability to assign homework, email students, and evaluate assignments online. 5. Though Studies Weekly is produced to be a textbook replacement, many participants expressed a desire to use Studies Weekly as an occasional activity or lesson. 6. The teacher lesson plans that are provided for Studies Weekly users generated several minutes of positive discussion, participants felt that those plans would be extremely useful to teachers.

Major Critiques The most common critiques, or aspects of Studies Weekly products that the participants did not like were: 1. Several participants brought up the fact that very few of them actually knew about Studies Weekly. They also said that when districts or schools have big curriculum meetings, Studies Weekly is not usually present. 2. The most common critique of Studies Weekly centered around the idea that Studies Weekly is being marketed as a textbook with supplemental online material. Many participants felt that Studies Weekly would be far more valuable if the product was marketing as an online textbook with supplemental reading material. 3. The Studies Weekly textbook replacement material was described frequently as a supplemental-looking material. 4. Many of the administrators present in the focus group felt that the lessons Studies Weekly provides were too rigid and allow the teacher very little wiggle room to create and tailor their own lessons. 5. Many comments were made about the success of traditional teaching materials, (i.e., textbooks, lectures and demonstrations) and how students today still need those types of methods. The online materials and Studies Weekly readers are great, but may never be able to completely change the more traditional ways teachers instruct. Likeliness to Adopt Participants indicated that getting demo versions into classrooms would increase the likelihood of adoption. Most participants in the focus group seemed to like Studies Weekly generally--especially if it could incorporate their suggestions--but no one directly expressed interest in adopting the program. Instead, they said that teachers would need to get experience


using Studies Weekly to decide if they wanted it.

Learning Potfolio 29

Suggestions for Successful Future Focus Groups Based on the feedback and response from a few of the focus group invitees, we recommend some adjustments to how similar focus groups are conducted in the future. First we recommend that no incentive be offered for attendees. Some of the feedback we received indicated that the incentive caused some invitees to think the focus group was a marketing ploy, rather than a forum for discovering honest opinion. Others simply thought that the invitation was spam. By offering an incentive, Studies Weekly risks compromising the integrity of the focus group in the eyes of invitees and participants, and skewing the participants responses to be falsely favorable towards the product or company. Second, we recommend that focus group not be conducted at Studies Weekly facilities. When a focus group is held on the facilities of the product in question, participants are more likely are more to talk favorably about the product even when they do not feel that way. Similarly, Studies Weekly employees should either not attend the focus group or should remain anonymous, to avoid skewing the responses. Third, we recommend that participants not receive a product demonstration before beginning the focus group. While a demonstration could be beneficial depending on the goals and circumstances of the focus group, a product introduction skews the data by making it impossible to determine participants opinions based on prior product promotion or knowledge, and by narrowing the conversation to focus on the actual product, rather than a broad exploration of the market and/or current practices. 4. Thematic Analysis Primary Theme: Digital Presence A common theme found throughout the focus group was the need for Studies Weekly to have a strong digital presence. Focus group participants discussed how educational materials that have an interactive website, in addition to the textbook, are more likely to be used for years. Also, some of the participants discussed the changing environment of the education industry. Funding and legislation are catering to digital technology, rather than print. The main sections of the focus group we found fit for this theme discuss the need for integrated materials and multi-tasking capabilities, eStudies Weekly, and the exploration of new mediums. Secondary Theme: Integrated Materials and Multi-Tasking Capabilities The focus group participants expressed a desire to have social studies integrated to the language arts material. They said teachers complain about not having enough time to cover social studies subjects because so much emphasis is placed on math and science. The lack of time creates a problem for teachers when it comes to meeting state testing standards. The administrators alluded to a need for integration in school subjects.

Learning Portfolio 30
Focus Group Transcript Time: 29:50-32:50 Person #: We keep compartmentalizing these different things, science has its time, SS and what were really saying is that the new thing is integration. And I think thats what I hear the most. What I keep hearing is that we dont have time. As a matter of fact I have teachers right now, Ill give you an example. 5th grade team teaches SS all of US history in 4 months. At the beginning, because the last 4 months is going to be science. Because science is going to be tested, so its more current with the kids. Person #3: We tend to compartmentalize these different things; science has its time, social studies has its. And what were really saying is the new thing is integration. Person #5: Especially in Elementary School Person #3: Thats what I hear. We do not have time. As a matter of fact, I have a fifth grade team that teaches social studies -- all of US history -- in 4 months, because the last four months is going to be on science, because science is tested, so that way its current with the kids. In their minds instead of teach SS throughout the year, they do this and make the shift. Why dont they teach SS and science throughout the year? Its because they dont have time to do it all. Ryan: So they do that for the testing? is that what youre saying? Person #3: Yeah, so science is taught second because then it stays fresh in the kids minds, because science is taught at the end of the year. Person #5: But if youre taking your SS and youre showing where the standards are met in the Language arts and in the science, but its your SS standards, but this is where it crosses over, and this is where you see it meet the other curriculum.

eStudies Weekly Several members of the focus group approved of the eStudies Weekly program because it allows a student to learn at his/her own level. Between minutes 17 and 21 of the focus group transcript, participant # 1 says the following, You know, as I was watching that the thing that probably came up to me the most was, this has a variety of resources. So, as we start looking with the child, we are always looking for, how do we help that child that struggles, how do we help the gifted and talented child? All of the sudden, they can delve into the e-program that we saw, I all the sudden saw a number of ways of, for lack of a better term, centers that kids could be engaged in to do, you know, different activities that not everyone has to do it.

Learning Potfolio 31

Also, as we can see from the critiques and appraisals graphs, most participants highly favored the online product over the paper product. Participants felt that the online options have the most promise and opportunity for teachers, students and Studies Weekly in the future. Participants also mentioned that they are receiving more funding for the adoption of new technologies and it may be easier to try to get a new product in that segment.

Exploring New Mediums: From the focus group respondents interactions, we were able to glean that an attractive option for implementing the Studies Weekly program into the classroom would be to explore new mediums. This could be anything from an electronic textbook, like what was offered through e-SW, with supplemental readings, to going to a daily instead of weekly, to a series of workbooks that would provide interactive learning materials to keep students more engaged. Key Quotes: If you wanted to test something for delivery, something as simple as folder that has all 28 lessons in it at the same time, so it looks like it has it covered, and it looks like its a years worth of content -- that could create some logistical issues in the classroom -- But there is something to be said about kids tactile experiences -- being able to pull what it is youre going to learn this day or this week or whatever. I know for our district, even though we hope to be at a one-to-one ratio, not all learners are effectively instructed through technology. There are some serious limitation about what you can see, what you interact with, and how you experience the content. So I dont want to imply that you should abandon paper. But you asked a question related to marketing and you asked a question related to name. Daily studies sounds better than weekly studies if youre trying to have people feel that its relevant and current and needed. If youre trying to market connections with the home, a simple email with a picture of the front page of this weeks session to the family so they know what theyre looking for, can make those connections. We do the same things with kids, ultimately when we get that one-to-one ration youre pushing out heres what it is. It looks like most of them, if you have 7 weeks worth of materials but theres five pages in each one, or six, or eight. You probably already have a daily lesson anyway thats already there that could be delivered in a daily format. But the leaning towards technology is economically driven. Textbooks have become so cost-prohibitive that were looking for other alternatives, and there are grants to try and write the text in an electronic format. Theres a need for materials. The challenge with social studies and science is that competing for the time and how you integrate it,if youre trying to push this content in other content area youre defeating the purpose of integrating both the vocabulary and the instructional objectives in ways that help kids make it relevant and learn better. Our district adopted secondary social studies last year, so this is our first year with it. and we bought classroom sets of actual textbooks is all and then just online subscription to the text book for every student, that we have for ten years. so in ten years, well be forced to do something. (Ryan: so its a licensing you bought?) yeah, but what we wished is they would have licensed the district, we had to buy an exact number of actual licenses which we feel like theyre probably going to change. (Ryan: so what if your students change?) then its like an actual physical book, its assigned to them, but digital and we have to switch it. we learned a ton going through it, one of the things we learned is that we would never, we have 4

Learning Portfolio 32
different publishers were working with, we would never do that again. if we were doing it again we would say, all will adopt from one publisher, I dont care which one it is, you can choose but youre all adopting from one publisher, were not gonna work on all these platforms, this is ridiculous. The other thing weve discovered would be really nice is science did it the year before, they did all adopt from one publisher and if we have chosen that same publisher the kids would have one log on and a virtual desk would open up with their science book and their social studies book, and the next year theyd use that same logon but thered be two new books. I mean its just so tidy, so if you dont really care which book is which it would have been really, really nice, because right now its just really messy for different kids and parents have to remember logins and some of the publishers have been better working with us, letting the kid use the login that they already use for the district email and stuff, but some have been a little bit not able to do that. One of the things we wanted to do but couldn't, which probably would be easier for you was to buy (or select a-la-carte) so the teacher would be able to say, these are the modules or topics for the civil war (or whatever) and the teacher could look through them and maybe the district buys the rights for every teacher to have this many modules during the course of their year or whatever it is. (Kristin: the school doesnt order the same material for every teacher?) Right the teacher would order it. (Ryan: is that the same for every district?) No, nobody does that, that would be lucky, we would love that. teachers would love that. But its interesting because its even changing, you know--the interactive whiteboards--things like that. I have teachers now who can take an iPad and do the exact same thing with an iPad and not spend the $1500-$2000 on the interactive whiteboard because they can do the same thing with the iPad. #1: But they project it on a whiteboard in front of the class. -Yes, they do...from the iPad, you dont need an interactive board; theyre just projecting it. -But the point is that its interactive...the actual projection. #1: Another case in point is, Ive got a...(interject: all you need is a white wall)...what Im trying to say is, what matters is the interactive material with the class from a visual prompt. So there may be a whole different way to deliver this content in one-page visual prompts in a classroom. That would be far more interesting and engaging to teachers. Ryan: Lets take that for a second. What do you think...we talked about Revere the Rat...you saw a little clip...is there some way that there can be some video and some visual? Where the teacher can also interact? Is that what youre talking about? Would that be more effective? #1: Its a prompt, its a learning prompt. #3: I think Chris touched on it. Because he said I wanna take this piece, but I wanna add my own little pieces to that. So I see them using that, but actually going out onto the net and bringing in a piece of their own stuff that would actually supplement whats there. The whole opportunity is that it gives them opportunity...Ive got a son thats in college right now and he did not buy one textbook this year. Everything is on his iPad.

Learning Potfolio 33

Ryan: I would love to not have to buy a textbook... (laughs) But you understand what Im saying... Ryan: Yeah, of course, of course. #4: I have a couple thoughts. One is, having adopted all online digital textbooks last year...number one, its not any cheaper. They charge you just as much. It was 75 dollars a license. Its just as much for those licenses. The only difference is that those licenses will actually last 10 years, and a book wont; youll be replacing that book in five or six years. The license really will last that long. So, and, I was totally impressed with some of the interactive maps and some of the kind-of cool digital things that they now have, even though theres a lot of criticism that this is just a PDF of a textbook, theres a lot of other stuff. They have, you know, made it a lot more sexy than it used to be and its a lot more kind-of cool that way. But to the question about what teachers say, we have teachers who just love the new books and teachers who absolutely hate the new books. And I get letters, you know, requests from teachers every year, for online magazines or a classroom subscription to newsweek. But there are those teachers who absolutely love textbooks and they dont want online stuff because theyre not to that point. And so its like Andrew said, its up to each individual teacher. If I could do anything to a textbook for my classroom, I would want to be able to go to some sort of dashboard somewhere and say these are chunks of text and these are related videos or related audio clips or related interactive maps or related whatever.

Primary Theme: Market Presence and Information

Studies Weeklys lack of presence in the textbook market was another major theme in the conversation. Participants stressed the importance of having a prominent place in the market (implying that SW did not have that place), and also indicated that people did not know what Studies Weekly had to offer. Key Quotes: Person #4: The awareness factor is just not there. We do district wide adoptions for K-12 social studies so 62 elementary schools but if our buyer doesnt say, Youve got Holt, and Pearson, and Studies Weekly, then we wont even look at you. Person #3: Theres basically a committee of teachers . . . They looked at 20 different companies, got it down to two, then let the schools pick which of those two they wanted to use, so we had the choice of two different titles. They didnt force us to choose. Person #1: There is a little bit of concern because if this is put out there with 20 other texts, I worry that the teachers even in that committee are not going to get a good vision [of the product]. Person #4: The counsel of social studies has a conference every spring and every fall, and they have vendors that . . . just set up in this hallway and you can show teachers and then they go back and they ask for it . . . They go to the committees and say, hey lets look at this.

Learning Portfolio 34
Person #3: [On the tour, Ed] pulled out a teachers manual and it had the cover, it didnt look like a magazine at all. He opened it up and there was the lesson plan all the supplemental things that you can do with it. And I thought, Oh, Ive never seen this. . . . But for the first time I saw that teachers edition I went Oh. Now if you had that . . . I dont know that teachers have ever seen that. And maybe they have and thats just a lack of me understanding the whole program . . . Person #2: I didnt realize that that was available, just so that you could do as a whole class reading of something, and I think that with the upper grades, letting the teachers know about the test options and the reports that you can run from those, thats very valuable information Secondary Theme: Supplemental Material Along with general misinformation, the participants explained that Studies Weekly appears to be supplemental material, rather than material for a main text. Key Quotes: Person #3: [Teachers] have stereotyped this approach as a weekly reader . . . Thats in their minds, that is exactly what that is, and thats called supplemental, thats not called main text. And so, it needs to be marketed more with the, This is a main text, you do not have to buy a book, you do not have to do this; this becomes [the main text]. Person #4: When I see something that you get every week, its supplemental. There are a dozen that are out there that look just like that. They come but you also have your textbook. Its like an extra thing. So I agree, I would market it as a subscription to online textbook that if you want you can also purchase the classroom set or however you want to do that. Person #4: But I still think looking at it online, if it looks like a magazine, its gonna look dated. Person #4: The name doesnt look like a textbook to me. The name says that its sort of an ancillary that I may get. Primary Theme: Teacher customization and flexibility A third primary theme was how Studies Weekly could be customized to meet the needs of the teachers. Participants mentioned teachers wanting to be able choose the material they used and possibly being able to adopt only certain portions of the the SW program. They felt that SW could modify its approach in order to provide a wide selection of flexible, customizable curriculum content. Key Quotes: Person #3: One of the things we wanted to do but couldnt, which probably would be easier for you was to buy (or select a-la-carte) so the teacher would be able to say, these are the modules or topics for the civil war (or whatever) and the teacher could look through them and maybe the district buys the rights for every teacher to have this many modules during the course of their year or whatever it is.

Learning Potfolio 35

Person #4: I give you the page, I give you this site and you go to it. Here are the things to read, here are the videos that I uploaded for you to watch, its all customized, I have also added some YouTube videos that I found and some things that I can talk to you on this and you can talk back to me on this. You can talk to each other on this, I put the pieces there and this is. That would be what I would do, that would be what I would want to build, so it wouldnt feel like a textbook, or a newspaper, it would feel like a social network site. Or like BBC.com or somthing, or if I want to read this article I do, or if I want to click on this I do, or if I want to respond to this article down below, I can. Thats what it would feel like and look like and they all look like.. Person #4: If I could do anything to a textbook for my classroom, I would want to be able to go to some sort of dashboard somewhere and say these are chunks of text and these are related videos or related audio clips or related interactive maps or related whatever.... And you could potentially argue the same thing in financial literacy, that theres a big interest in that type of a delivery in more chunks of consumable or viewed as more consumable material. Person #4: Looking at it from a teachers perspective, i dont want to feel like my curriculum is in someone elses control every year. For example, Im teaching the civil war and this year this is what someone chose to highlight and i have these great activities and things that i am going to use. The next year it comes, and its still the civil war but its different because you could hire a paraprofessional to come in and teach the magazine each year. Does that make sense? I havent seen a teachers book but I want my curriculum to have a little bit of consistency so I can develop some other things. Elementary teachers love to have themes and activities. Person #4: So if i feel like the curriculum is going to change next year when that weekly reader comes back i'm going to be disinclined to want it. I would want to be reassured that these things are going to be hit every year. It might look a little different or come in a different order but this stuff is whats constant and this is what you can tailor to your class and to your needs and this is what we will guarantee youre going to have every year. These topics and standards are going to be covered every year. I would be personally concerned about that. Ryan: So youre looking for that consistency? Person #4: I would be so I could tailor it to my class. If you subscribe to Up front or any of these other ones that secondary teachers love, theyre very current event like. Its something that when the lesson is over you say, lets read this or this is really cool, lets do this activity. I just think thats how the teachers would look at Studies Weekly. Secondary Theme: Interactive workbooks Along with talking about customization, some participants suggested that Studies Weekly would be more adoptable in a workbook format instead of the current newspaper format. Key Quotes: Person #3: I saw the lesson plans and teachers are used to those lesson plans and I asked,

Learning Portfolio 36
could you put the weekly into a workbook type format? because teachers are used to tearing out pages of say a math, you know, Heres the sheet that I want you to do, its just torn out of the book. So we do consume some of those things that they do, so that isnt going to be too foreign to them . . . Its got supplemental written all over it. And I thought that might be one of the things you might look it is could you actually make that into a workbook that could be removed as you teach that lesson. Person #3: [I thought, if you could] make that into a workbook type form then that might be more intriguing to the teacher than magazines

e. A transcript the focus group can be seen in the appendix.

Learning Potfolio 37

Comms 421
Ryan Gray 2201 North Canyon Road Provo, UT 84606 (907) 617-8632

FOR IMMEDIATE RELEASE Outdoors Recreation Store Offers High-Quality Bikes For Rent

Fuji Bikes deliver the best quality bikes that are full of strength and endurance. PROVO, Utah- March 1, 2013- Brigham Young Universitys Outdoors Unlimited is teaming up with Fuji Bikes to offer students, faculty and staff the opportunity to rent bikes for a low price. This will be Outdoors Unlimiteds fifth time using Fuji Bikes, and they have been pleased with the products dependability. We are happy to once again team up with Fuji Bikes to offer a great product

to our customers, said Gardner Kearsley, Manager at Outdoors Unlimited. Fuji Bikes have reliable products and great service. Our customers love them.

Learning Portfolio 38 Fuji Bikes was founded 1899, and is the one of the oldest bike companies in the world. Named after Mount Fuji in Japan, the company promises to deliver the best quality bikes that are full of strength and endurance, just like the mountain itself. Outdoors Unlimited will have 20 Fuji mountain bikes to rent starting this week, and 15 Fuji road bikes available March 18. Mountain bikes will cost 30 dollars a day and road bikes will cost 35. Last year, mountain bikes were rented 565 times and road bikes were rented 296 times. If you want to take a bike trip around Moab, ride through Provo Canyon trails during the summer or try out a bike before you purchase it, there is no better and easier way than renting from us, said Kearsley. Our bikes will give you the summertime fun you have been looking for at a price you can afford. About Outdoors Unlimited Since 1982, Outdoors Unlimited has provided students and the BYU community with spiritual leadership training, education and development in technical skills, environmental values, social skills, and opportunities for recreation. BYUs Outdoors Unlimited is recognized internationally by the outdoor adventure industry as one of the top five outdoor programs in North America. Outdoors Unlimited is located at

Learning Potfolio 39

2201 North Canyon Road near the intersection of North Canyon Road and 2230 North next to the BYU intramural field. Media Contact Ryan Gray 907.617.8632 ryanadamgray@gmail.com ###

Learning Portfolio 40 Comms 300 Section 001 Mobile Apps and Children On December 8, 2011, The Daily Show With Jon Stewart, a television show

on Comedy Central that parodies news channels, had a segment about a successful mobile application called Tap Fish.1 The mobile application at the time had over a million downloads. In the game, the user has to take care of a fish by feeding it and cleaning the tank. To perform these tasks, the user is required to purchase the cleaning material and food through digital money you make overtime. However, there is an option that allows the user to purchase digital money by buying more with their personal credit card. Since the game was targeted to children, many parents let their children play it on their personal mobile or tablet devices. Problems arose when children would charge the extra material to their parents credit card by inputting the iTunes password. In one part of the segment, a parent said his children had spent over 1,500 dollars buying simulated money. The parents overall were upset with the company and believed it was deceiving its users. Now, a year later, The Federal Trade Commission released a new report

about mobile apps for kids and the lack of disclosure by the companies2. The FTC report, entitled Mobile Apps For Kids: Disclosures Still Not Making The Grade, stated that many apps tested gave personal information to third parties without disclosing it to their parents. To conduct the study, members of the FTC searched kids in the apps pages of both Google and Apple stores. They selected 200 apps 1 http://www.thedailyshow.com/watch/thu-december-8-2011/video-game-dealers 2 http://www.ftc.gov/os/2012/12/121210mobilekidsappreport.pdf

Learning Potfolio 41

and tested them to see what information was being collected. It was found only 29 percent of the apps have privacy policies and 59 percent send data to the app developer, analytics services or advertising companies3. With this new data collected and published, the FTC has launched investigations to determine if mobile app developers have violated the Childrens Online Privacy Protection Act or any other FTC regulations4. Together with these investigations, the FTC prepares for new proposed rules to be added to the COPPA law. The proposed rules will be voted on in the upcoming months. How will new regulations change the law, how will they affect mobile companies and users, and what does the future hold for future regulations for the mobile industry? Through the 1990s, the FTC sought to create constitutional laws that protect

children. In 2000, the Childrens Online Privacy Protection Act of 1998 was enacted. The law specifically targeted websites and online companies that provided services to children under 13 years old5. It defined specifically how a website must operate if it targeted children and had procedures set up to digitally know the difference between a parent and child. These procedures included verifying a credit card number, taking phone calls from parents on a toll-free number and/or emails with digital signatures6. Many critics argue the law limits childrens free speech because they are restricted from using email, social networking sites like Facebook or 3 http://www.pasadenastarnews.com/business/ci_22162046/ftc-finds-popular- kids-apps-collect-data-without 4 http://www.technewsworld.com/story/76825.html 5 http://www.natlawreview.com/article/ftc-will-propose-broader-children-s- online-privacy-safeguards 6 http://www.ftc.gov/os/1999/10/64fr59888.pdf

Learning Portfolio 42 Youtube, and other online services7. Now, 12 years later, the FTC has alluded to more regulations to protect children from mobile users. It seeks to extend COPPAs boundaries. With the rise of technology, defining what constitutes Internet services is difficult. The mobile capabilities in the last five years have expounded exponentially. Many critics predict in the near future mobile phones will be used more then laptops for daily Internet needs8. The FTC hopes to regulate this new service before it becomes too complicated. Specifically, the FTC wants to regulate mobile apps that sell their consumers information to third party groups. Through its research, the FTC has found this completely undermines childrens privacy and safety. The new regulations imposed would demand that parents be informed and then approve of any apps for their children that would collect consumer information. These new changes can greatly affect mobile app companies and its users. The process to create an app and make money is difficult. Most consumers

only download free apps because they want to avoid paying money. That makes creating a successful mobile app difficult. In order to make money, mobile app companies develop popular games that attract a lot of foot traffic. Through the application, these companies study the movements of their consumers to understand what advertisers would be most effective and willing to invest. This information is vital to companies so they can make money. The new FTC regulations could potentially ruin this system. Large mobile app companies will not be greatly 7 http://sunpig.com/martin/archives/2011/07/03/google-made-my-son-cry.html 8 http://www.searchenginejournal.com/mobile-apps-lacking-in-child- friendliness/54298/

Learning Potfolio 43

affected because they have an established trust in the market place. However, if a new company has created an application for children, it is difficult to market it. The company would need to offer the game for free, which costs money, and abide by the FTC regulation, which limits the companys method of making money because they cannot appeal to advertisers as effectively. The user will be affected as well. The amount of applications available for download will decrease because fewer companies can make a profit and childrens privacy will be better protected. For Lynette Owens, founder and director of Trend Micros Internet Safety for Kid and Families program, this change is a necessity to determine what is safe to download. Parents are faced with so many app choices for their kids. We need to develop the appropriate terminology to recognize apps that have passed the test, said Owens4. Once the changes come into effect, the consequences remain unseen. In the late 1940s, Dichlorodiphenyltrichloroethane or DDT, was developed

to help prevent diseases and pesticides in crops and children. It was spread everywhere and on everything. Years later it was discovered that DDT had a negative effect on birds and their development process. DDT was immediately stopped9. Whenever there is a new regulation, the question of unwanted circumstances

arises. If new regulations to COPPA are added, defining what constitutes a childrens application will be problematic. Many games available for download appeal to

9 http://www.inchem.org/documents/ehc/ehc/ehc009.htm

Learning Portfolio 44 several ages. Angry Birds, the most downloaded game of all time10, is played by multiple demographics from children to senior citizens. The description of a childrens app is so difficult to define that the new regulations may just apply to any applications available for download such as Angry Birds. But it is important that the FTC weigh in on the new medium of mobile applications. Unannounced observation of childrens habits on phones should be prohibited. The laws that protect children on the Internet should be consistent with those applied to a mobile device with Internet capabilities. Responsibility for childrens safety should also be shared with the parents. Parents need to be aware of what their children are doing and understand companies are collecting data from their children. With the responsibility shared between COPPA and parents, the future of mobile apps can be a safer environment for all.

10 http://www.ibtimes.com/angry-birds-most-downloaded-game-all-time-364390

Learning Potfolio 45

Back to the top