I’ve been thinking a lot about how to improve teaching social media metrics and monitoring. This is something that I have never quite been satisfied with in my classes. I think a big reason for this is because we don’t have access to a lot of real-world metrics for students to learn on. I’ve tried to overcome this limitation in a few ways. But none of them have been completely satisfactory. Here’s what I’ve tried:
- I’ve pulled down stats from webpages or Facebook pages for events I’ve developed or helped run. But all have been fairly small scale.
- Last academic year, I implemented a blog assignment in my social media class and one of the main goals was for students to learn how to use Google Analytics. However, to do so, we used Tumblr because that enabled us to install GA for free. Students didn’t like Tumblr. This year, we moved to WordPress for our department blog. The free version doesn’t support GA and the WordPress stats are limiting.
- This past fall, students created the content for our social media – blog, Twitter, Instagram. So, again, there’s a hands-on possibility to teach metrics and track our results. I’ve used Twitter ad analytics for my Twitter team to learn analytics in my social media class. Those are robust and great! And we use the free version of SumaAll.com for Instagram and Twitter (though redundant for Twitter ad analytics), but those stats are limited. To track the analytics of our department social media, I use a version of a spreadsheet I modified from Professor Jeremy Floyd for students to track their analytics. In my Communication Research class, I teach students how to conduct a sentiment analysis of Tweets by hand.
But I haven’t found something that really makes me feel like I can teach students analytics in an engaging way.
No matter how I present it, I have found that students tend to fear metrics. This morning I started thinking that what we need is a module-based, hands-on teaching system.
Ideally, this would have to partner with a social media analytics company. The company would provide real-world data (they may have to mask identifying information). In a perfect world, students would have access to the company’s software and would be able to play with the data in a safe environment (where they couldn’t take any action on the data, such as send a Tweet, but could interact and create reports). And there would be a series of modules that students use to learn analytics. At the end of it, students would be put into a simulation environment where a problem is presented to the class and students would work in groups during class time to solve the scenario.
I’d love to do this. But I’m not yet sure how to get started. More than that, I think it is a project that has utility at multiple universities. If you are interested in exploring this idea with me, please contact me. I’d love to chat. I believe in the power of conversation.
I think this could be a cross-university effort of professors where we all could create and use the modules. I believe we could approach a metrics software company as a team and have a greater likelihood of success. What do you think about this idea?
Contact me @mjkushin!
photo: Creative Commons Aaron Jacobs