Category Archives: Classes

Teaching Students to Create an Online Personal Branding Strategy

Lately, there’s been a lot of buzz about Mark W. Schaefer’s new book: Known: The handbook for building and unleashing your personal brand in the digital age. For example, Ai Addison Zang reviewed it.

I haven’t read the book. But, after reading those reviews, it’s officially on my Christmas list.

[Read book reviews I’ve written about Schaefer’s other books: Return on Influence and Born to Blog]

With all the buzz about personal branding online, I’d like to share a personal branding assignment I started incorporating in my Public Relations Principles class last semester.

The assignment is based on the assignment Dr. Karen Freberg presents in her book A Roadmap for Teaching Social Media. But first, some thoughts.

[Read my review of Dr. Freberg’s book]

My Struggle in Teaching Personal Branding

Personal branding is something I’ve struggled to successfully bring into my classes. When I first started teaching social media at Shepherd University, I had a personal branding project. In short, students developed a personal branding plan. Then, throughout the semester, the students worked on executing the plan. For example, one student started a video gaming blog focused on retro RPGs. At the end of the semester, students  presented their outputs and their results in brief presentations.

I loved the idea. But, I found that students didn’t take too well to it. Most students didn’t put the time and concentration into the project that I had hoped. A number of students didn’t do much of what they planned to do such that at the end of the semester they didn’t have too many pieces of content – whether that was video posts or blogs – to show for it. I wanted to know why the project didn’t succeed as I had hoped. So I asked. Several students expressed some skepticism as to the value of what I was trying to get them to do. And, some simply didn’t want to have an online presence.

That was in the fall of 2012. After that experience, I pulled back quite a bit on online personal branding. And I’m sad to say that, perhaps out of fear of it not going well again, I stopped requiring my students to do online personal branding. I didn’t so much as require students to participate in a Twitter chat – though I certainly encouraged it as extra curricular activity.

In all honesty, when I reflect on my teaching over the last 5 plus years here at Shepherd, I think that not emphasizing personal branding in my classes is the one thing I wish I did better.

Steps Back into Personal Branding

After reading Dr. Freberg’s book, I got the bug again about teaching students personal branding. I decided to start small with a project in my Public Relations Principles class. I first gave this assignment last spring as a final project in the class instead of the paper I used to have them write.

As I noted above, this project is an adaptation of the assignment Dr. Freberg puts forth in her book. I modified it down. The purpose of this project was for students to strategize how they would build their personal brands online.

The assignment is broken down into a few parts.

First, I provide students with Dr. Freberg’s checklist for personal branding. I encourage students to work through the list.

Next, I require students to identify a job or internship that interests them and answer some questions about how they relate to the position.

Then, I have students map out their personal brand. Lastly, students must create a LinkedIn or About.me profile branding themselves.

Because I gave this assignment late in the year, I did not ask students to build out a plan for building their personal brand nor did I ask them to have executed one. Rather, I asked them to start taking little steps towards executing a personal brand and provide me evidence that they are moving in that direction.

I’d like to grow this into something more where the students need to go out and truly prepare a detailed strategy and execute it for weeks or a few months  – similar to what I was originally doing in my social media class. I’m not sure where I’d fit this in as my social media class is pretty packed right now. But, I’m going to think about it further this summer, read Schaefer’s new book, and see what I can come up with.

If you’ve got tips or examples of how you’ve gotten your students to find success in personal branding, I’d love to hear them. Tweet me @mjkushin or comment on this blog.

You can see the full assignment below.

  • Cheers!
    Matt

My Public Relations Class Participated in the Ketchum Mindfire Challenge. Here’s How It Helped.

Last semester, my Principles of PR class had the opportunity to participate in the Ketchum Mindfire Challenge for the first time.

The program was a great learning experience for students and a ton of fun. From what I understand, the program has been around for several years. But, after slowing down for a few years, Ketchum has been working recently to re-build it.

Still, I haven’t heard many professors talking about the program. So I want to give an overview how it works and how I used it in my class last spring.

What is Ketchum Mindfire?

I first heard about Ketchum Mindfire during a presentation at the PRSA Educator’s Academy Super Saturday last year in Indianapolis. Unfortunately, I don’t recall who was talking about it. But I was intrigued by the possibility of students coming up with creative solutions for real-world clients.

The Ketchum Mindfire program crowdsources university students in public relations courses to come up with creative solution to the needs of Ketchum clients.

Students submit their ideas through an online portal. There, they can see the other ideas that have been submitted. The winning ideas are chosen by the client. The students who win get recognized through the program and receive a prize. Persons who get honorable mention are also recognized.

It is my understanding that, by participating in the program, Ketchum can use the idea the student submits in working with the client.

The challenges are sent to the students through the portal on a regular basis. The challenges we had last semester provided students with a variety of opportunities to come up with creative campaign ideas. The students submit a summary of their idea, explaining how their idea addresses specific requirements from the client. The background for a challenge might include a brief overview of the company (or it may describe the type of company it is but omit the company name), the problem or opportunity the client is facing, the goal, and important contextual factors such as audience, market conditions, etc.

The program is described on the Mindfire portal website this way: “When you share ideas on Mindfire, you receive career coaching and training from Ketchum, along with other prizes and compensation if your idea is selected.” You can read more about Ketchum Mindfire.

How I Integrated Mindfire into my Public Relations Principles Class

One objective I had for improving my PR class was to get students a taste of the sort of client needs that they might face in their careers. I felt that the class had a lot of information about what PR was, its history, what working in PR could be like, and so forth. And I had created small activities and large assignments to try and emulate what the experience of PR work might look like. For example, I gave students a mock PR problem and had students work on a solution which they would pitch to the class as a large project.

Still, nothing prepares students to understand what a career in PR might be like and the types of creative problems they may be tasked with solving than seeing first hand what the real problems an agency is working on.

So I jumped at the opportunity and got my class signed up.

Here’s how I integrated the program into my class:

At many of the universities that participate in the program, the students work individually on their ideas and submit them to the Mindfire portal.  Students come from a variety of different classes at these universities, from intro classes like mine up through senior-level campaigns courses.

Because my students work in teams all semester on other activities and assignments, I wanted the students to work in teams on the Mindfire challenges. I also thought that, because the students were all new to PR and probably hadn’t worked on coming up with creative solutions for clients like this before, the students would learn a lot from brainstorming with one another. And I think that teamwork aspect really helped. There were those students that ‘got it’ quickly and those that needed to observe their teammates to understand what we were trying to accomplish with each new challenge.

On the days that students would work on the Mindfire challenge, we would work in the computer lab. We’d start the class with students reviewing the challenge and identifying the due date. Then, I’d give students 20-30 minutes to work on the project and provide them a little guidance where needed. It was important to me that I did not provide the students with ideas because I’ve noticed that students have a tendency to think that the professors idea is the ‘good’ or ‘right’ idea and they end up going with that. Instead, I would nudge them or give them things to think about with their ideas.

Once time ran out, students would have to work on the challenge outside of class if they weren’t done so they could submit their proposed solution by the challenge deadline.

In terms of the graded assignment, I required teams  to complete 5 challenges over the course of the semester.  This number was chosen based on the amount of time in class I felt we could reasonably set aside for the project and my expectation that there wouldn’t always be a challenge each week. I was flexible with how I set aside class time as I found that some weeks there were several and some weeks there was one challenge and a few weeks there weren’t any available during the times I had classes.

Additionally, I wanted to encourage students to also go out and complete challenges themselves individually. So, I provided an extra credit opportunity for students wanting to go above and beyond. Students could do an extra 8 challenges on top of the 5 from class.

In review, I think 8 was a bit too many. In the future, I will cut it down to 5.

I’ve posted a copy of the assignment below.

How It Went

I was super excited and proud when I found out that one of my students won one of the Mindfire challenges in our first semester ever participating. Sophomore Sarah Burke’s idea was selected from over 1,000 participating students at over 50 universities. She won first place for her idea in a paint challenge for a major brand.

Several weeks later, another student won honorary mention for her idea in a different challenge.

I believe the project brought a creative and competitive atmosphere – an energy – to the class that was not there in past semesters. Having students get recognized in the program helped the entire class see the merits of their work and what they as students are capable of.

In closing, I believe participating in the Ketchum Mindfire program made a big difference in helping my students understand what working in PR can be like. The project showed students how exciting and creative the job can be. The students seemed to enjoy working on the challenges and I got the sense that they felt closer to and more familiar with the field than any group I’ve had in that class before. I’m looking forward to participating again next semester when I teach the PR principles class.

If you enjoyed this post, please share it. It helps a lot.

The assignment is below. See all of my assignments and syllabi on SlideShare.net/profkushin

-Cheers
Matt

 

 

How to use Melwater social intelligence software to teach social media listening

Last week I wrote about the social listening activity and the social media audit that students in my social media class (2017 syllabus) conduct. Both the activity and the audit assignment are done this year using Meltwater.com social intelligence software.

If you have not done so, you may want to first read about the Meltwater university program in my first post.

In the below post, I will briefly share how students in my social media class will also be using Meltwater to do some social listening for our class project. The class project involves taking on our department as a client and managing the department’s social media.

As part of that project, students are in charge of monitoring the conversation around our department’s social media. Last year, my students used Microsoft Social Engagement which is a great piece of software that we also use in my Comm 435 Communication Research class (all posts about that class). This year, my social media class students will use Meltwater to do the social media listening.

I will keep this post short because you can read the full blog post series that I wrote last year about how students are taught to do metrics and social listening in my social media class. Please note that the below post can be seen as an update to the second post in that series, “How to use Microsoft Social Engagement software to teach social media listening (Post 2 of 2).

Social Listening with Meltwater

Students in my class use this spreadsheet to track metrics and do conduct their social listening. I’ve updated it from the 2016 spreadsheet to correspond with Meltwater.

Students will use Meltwater to work on the “social listening” tab of that spreadsheet.

The other tabs in the spreadsheet are about tracking our own performance. The social listening tab is for seeing what is being said about our brand every week. So, students go into this spreadsheet and fill out the below questions from weeks 9-15 of the semester. Specifically, the spreadsheet asks the students to answer 5 questions each week. I modified the questions slightly from last year because the last question from last year could not be answered with Meltwater. You can see this year’s questions below. A hint is provided to students on where to look to find this answer by mousing over each question.

Click to enlarge

Even though students will have experience using Meltwater by the time we start doing the social listening about our brand about 8 weeks into the semester, I created a lab guide (about lab guides) to help students walk through the steps of answering these questions. My hope is that after they use the lab guide once, they’ll know what to do to be able to answer the questions.

The lab guide is linked in the spreadsheet. You can also access it directly here. If you are new to using Meltwater, the lab guide walks you through how to do some basic social listening. I encourage you to check it out.

In summary, I’m super excited about the growing opportunities my students have had to work with industry software like Meltwater and Microsoft Social Engagement to get real world experience with social listening. I know many of us have worked hard in the last few years in seeking out opportunities like this. And I am extremely pleased that companies like these are making their software solutions available to our students.  It matters a lot! I know that my students will leave Shepherd with hands on experience using the same industry software used by many of the largest brands.

I hope you found this post helpful. If you did, please share it. It helps a lot.

– Cheers!
Matt

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Using Meltwater for a Social Media Audit Assignment in Social Media Class

In my previous post I talked about how my social media class will be participating in the Meltwater university program this fall. If you missed that post, check it out. It contains more info about the program and the Meltwater software.

In the below post, I will discuss my current plans to use the Meltwater media intelligence software in a 300-level strategic social media course.

First, some background:

Most of my students have searched social media sites for their own personal uses. But, before taking my class, few have had to put themselves in the seat of an organization that wants to see who is talking about them.

So, to get students thinking about why an organization would want to monitor the conversation about its brand and the sort of things the organization would want to monitor, I start students out with a brief lecture an a simple in-class exercise.

In the past, my social media students have used a slew of free tools to complete some of the early social media listening activities that I like to assign to get students thinking about the value of social listening.

This semester, students will use some of those tools. But, we’ll be adding Meltwater to really round out these activities.

Using free tools is fraught with dangers. The two biggest dangers are 1) the possibility that the free tool will be here today and gone tomorrow (think topsy.com) and 2) that they tend to be limiting. It can also be frustrating when using free tools because each free tool only provides so much.

So the chance to use real, industry software in my class this year for these activities is a huge leap up.

The Set Up

After the awesome training that Carol Ann Vance provided our students last Thursday, my students were given the following homework: Watch the training videos on the Meltwater platform (see image below) and to create a new dashboard for a social media search of interest to them.

The Activity

Now that the students have played with Meltwater a little, I then provide them with a more structured activity using the software.

After a lecture on the importance of social listening along with some tips, the plan is to get the students using Meltwater for an in-class activity.

The in-class activity asks students to do some basic social listening for a brand. I choose Burt’s Bees because its a brand many students are familiar with that meets a specific niche: environmentally-conscious health and beauty products. Many people love Burt’s Bees, health & beauty blogs and YouTube channels are a big thing and Burt’s Bees is sometimes featured in videos by influencers in this space, and Burt’s Bees makes a variety of products. I also choose Burt’s Bees because some people have complained about allergic reactions to their products and because I know that they have received some backlash when they were bought out by Clorox several years back( the company was seen by some as selling out to their antithesis, a company that creates products using harsher, less environmentally-conscious chemicals). Of course, you could do this exercise with any brand.

I’m hoping that the students will uncover a diversity of sentiments about the company by doing this activity. And often times, the students aren’t aware of the negative feelings people have towards the company until they do this exercise. So it’s eye opening for the students to see how much they can learn with some basic social listening.

The activity takes about 15-20 minutes to complete. During the activity, I go around the room and help students use the software and make sure everyone has a grip on it. Afterwards, we discuss what the students found and look for themes.

You can access the activity through the following Google Doc. Feel free to make a copy and save it to your own Google Drive account.

https://goo.gl/qtHnYF

What comes next? Social Media Audit & Meltwater

The activity is not too complicated and fairly easy for the students to pick up. But it is a great way of getting students’ feet wet. Using analytics software can feel intimidating at first. So this is a nice, comfortable experience for the students.

The students are now prepared for the social media audit assignment. In that assignment, the students use Meltwater and free tools to conduct a social media audit of their client as well as 2 of their client’s competitors. Dr. Gallicano has some great examples of social media audits completed by students on her blog here. You can see a few of them cited in my social media audit assignment below. The students compare and contrast the client to the competitors and look for recommendations to the client on how they can improve their social media. The client in my social media class is our department’s social media, but you could apply this to any industry. (Read more about how I set up our department’s social media as the class client). The assignment is a group assignment with some time given to students work in class.

The assignment is the first major assignment students do in my class and is the foundation for creating the strategic briefs the students create after that.

You can see a copy of the social media audit assignment below or on my SlideShare.net account. Specifically, you can download the social media audit assignment here. In the next post, I will discuss using Meltwater to do social listening about a class client over the course of many weeks during the semester.

-Cheers!
Matt

 

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What’s Changing? Bringing Meltwater Social Media Listening Software into the Social Media Class

Today is the first day of the fall 2017 semester.

As many of you know, this past summer was an especially exciting and busy one for me with the birth of my daughter!

Since becoming a dad, I’ve learned a ton about time management and still have a ton more to learn. I know it is going to be a bit more of a challenge to keep up with this blog in the semester ahead. But I am going to work hard to keep the posts coming. I have a lot of ideas for posts that I didn’t get to last semester, including discussing Ketchum’s Mindfire program, a personal branding assignment based on Karen Freberg’s book “A Roadmap to Teaching Social Media,” an exercise I did about Katy Perry and influencers, and the new message map activity my campaigns students did last year.

For now, I’d like to stick with a tradition on this blog by provide a brief overview of some new plans for the upcoming semester. Here’s a look at my social media class [all blog posts about that class] for fall 2017.

Meltwater social media listening software

The big change that I am very excited about this year is that we’ll be adding Meltwater to my class. If you’re not familiar, Meltwater is a media intelligence software platform. While the software offers media relations tools, we’ll be focusing on its social media listening capabilities.

Meltwater has recently launched a university program providing educators and their students free access to their software in PR, social media and marketing programs. I’m excited and thankful that my students at Shepherd University will be among the first universities to be participating in this program. Programs like these are important for our students to gain hands-on experience with leading industry tools.

I had a tour of Meltwater this past summer and immediately had several ideas on how it could be very valuable to my classes. But, with so much going on, I’m going to start this semester with using it only in my social media class.

Inside the Meltwater software, one can find a slew of training videos to quickly learn how to use the software. I personally found it pretty easy to pick up as much of it is self-explanatory.

Participation in the Meltwater university program provides access to training videos, an assignments portal and in-class training via video lecture.

Carol Ann (Funkhouser) Vance, director of university relations for Meltwater, will be Skyping in with my class on Thursday to give us an intro to the software and provide training to students.

In the next post I will discuss how we’ll use Meltwater in my social media class.

Before I provide the syllabus to my social media class, I’d like to mention a few more quick notes about the syllabus. I am very happy with the book choices from last year. I will be sticking with them. Students will be reading:

Social Media Campaigns: Strategies for Public Relations and Marketing” by Carolyn Mae Kim and “Likeable Social Media” by David Kerpen.

Also, we will be continuing to participate in the Hootsuite university program, which is now part of Hootsuite Academy.

I’ll be offering extra credit to my students who choose to complete a Facebook Blueprint assignment I created. In short, this assignment asks students to complete several but not all of the Facebook Blueprint lectures. I do not ask students to complete all of the lectures or to complete the certification as it is rather expensive. With paid being an important part of the social media mix, it is important for us to offer our students more experience.

I offered Facebook Blueprint as an assignment in my writing across platforms class last semester. But I’ve decided that this year, I’m going to go in another direction. So, I want to provide students an incentive still to get this education.

Okay. Here’s my social media class syllabus.

I hope everyone has a wonderful semester!

-Cheers!
Matt

Meltwater logo is copyright of Meltwater.

 

 

Teaching Students to Analyze social data with Microsoft Social Engagement: Social Media Analytics Assignment (Post 3 of 4)

This is post #3 in a four part series about a new assignment that I’m using this semester in my Communication research class (all posts on that class).

That assignment is a 3-part social media analytics project. Each part is related but unique, allowing students to pick up a new skill set. In this post we’ll discuss part 2 of the assignment. If you haven’t read the assignment overview post, and the post about pivot tables in Excel, I encourage you to do so before proceeding. In the first post, you will see a copy of the assignment that is discussed below.

Part 2 of the assignment asks student teams to analyze their client and its competitors using Microsoft Social Engagement (sometimes called Microsoft Social Listening).  You can learn more about how our communication department is participating in the Microsoft Dynamics Academic Alliance program program in my initial post on Microsoft Social Engagement.

Microsoft Social Engagement in the classroom

Setting Up The Assignment

As I wrote in my prior post, Microsoft Social Engagement” is a social listening tool that enables users to track metrics for public social media accounts or posts (e.g., keywords or hashtags) such as posts on Facebook, Twitter and Instagram.  You can also track mentions forums and blog.”

Keep in mind that you have to program what you want the software to track ahead of time.  It isn’t like a Twitter search where you can go in and look into past 2,500 posts on a topic after the fact. So, we have to program the student team’s clients and 1-3 competitors into Microsoft Social Engagement several weeks before the students sit down to work on the assignment. That way, there is some data for students to analyze.

I required students to turn into me the Twitter, and if available Instagram account, for their client and their competitors. I programmed them about a month before we worked on the assignment. To make my life simple, students had to turn all of this in at the same time they turned into me the Excel file of their client’s Twitter data (discussed in the pivot table blog post).

In my social media class, students were introduced to Microsoft Social Engagement and were given some guidance on how to use it to complete a metrics tracking spreadsheet. The purpose there was for them to track data week by week. In this class, we went a bit deeper. My purpose here was for students to look at the sum of data over a given period and extract specific insights. I added geolocation (q 3), a look at top engagement across time (q 4), parsing top positive and negative keywords (q 6 & 7), and exploring critics of the brand (q. 8).

Taken together, my goal was for students to learn the software in my social media class by throwing them into it. In this class, I wanted them to gain more experience, think a bit deeper and dig a bit deeper into the software.

The Assignment

For this part of the assignment, I created specific questions I wanted students to answer (below). To guide them through the steps needed to answer the below questions, I created this lab guide. Students worked through the lab guide in class and I was on hand to assist them.

This lab guide is similar to the lab guide I provide my social media class (and which I shared in the original blog post on Microsoft Social Engagement). However, this lab guide is appropriately more thorough.

Sentiment view of Microsoft Social Engagement

For the client and each competitor, the students were to answer the below questions.

  1. For CLIENT’S NAME what is the total number of a) shares, b) replies, and c) posts on Twitter during TIME PERIOD?
  2. For each keyword, what is the share of voice for the client and its competitors?
    1. (repeat this for however many keywords you have – up to 3)
  3. In what STATE/COUNTRY were the top posts posted that mention CLIENT?
  4. What day(s) of the month was CLIENT talked about the most on each social media platform?
    1. Note: if we only have data from Twitter, then just use Twitter.
  5. What is the sentiment percentages (positive, negative, neutral) for CLIENT?
  6. What are the top positive keywords associated with CLIENT on each social media platform?
    1. Note: if we only have data from Twitter, then just use Twitter.
  7. What are the top negative keywords associated with CLIENT on each social media platform?
    1. Note: if we only have data from Twitter, then just use Twitter.
  8. Who are the top fans and critics for CLIENT on each platform?

Of course, the above 8 questions are just a sampling of what you could do with the software.

In Summary

The software can be a bit challenging to use. And I found that students struggled at times to navigate it. It is important to make yourself available in class to help students.

Also, because the students had to answer these questions for their client and then for their competitors, it was rather time consuming. Teams that tackled this project in a smart manner, divided up the work and then put their answers together and reviewed them.

Some students may feel that this part is somewhat redundant to what they do in Microsoft Excel pivot tables. Questions 1 and 2 from the pivot exercise are similar to questions 1 and 4 from Microsoft Social Engagement, respectively. But, in my point of view, it is different enough and, importantly, it is a different way of analyzing things. Still, because this project overall requires a good deal of work when you consider the pivot tables and the social network mapping ,which we’ll discuss in the next post, you may find it useful to remove some of the above questions.

Projects like these can be intimidating and challenging for students. But I truly believe the benefits outweigh the drawbacks. The opportunity for students to learn industry software in the classroom is highly valuable. And it is better for students to dive in while in school than have their first exposure be overwhelming on the job.

In the next post, we will discuss part 4 of this assignment which gets students using Netlytic.org to do some basic network mapping of their client’s online network.  I will be publishing that post in 2 weeks.

Update: You can now read Post #4 on Netlytic.

Teaching Students to Analyze Twitter data with Excel pivot tables: Social Media Analytics Assignment (Post 2 of 4)

In my last post, I discussed a new assignment that I’m using this semester in my Communication research class (all posts on that class).

That social media analytics project assignment contains 3 parts. Each part is related but unique, allowing students to pick up a new skill set. In this post, post 2 of 4 in the series I’m writing about this assignment, we’ll discuss part 1 of the assignment. If you haven’t read the assignment overview post, I encourage you to do so before proceeding. There you will see a copy of the assignment discussed in the below post.

Part 1 of the assignment asks student teams to analyze the Twitter data provided by their clients by creating pivot tables in Microsoft Excel.

social media analytics pviot tables excel Twitter data

If you aren’t familiar with pivot tables, they enable you to filter and visualize spreadsheets. This allows you to focus in on specific data points and quickly extract insights from large data sets.

I got the inspiration to create this part of the assignment from a very helpful conversation I had with Professor Stefanie Moore at Kent State University. A big thank you to Stefanie for taking the time to chat with me and for providing me with insights to how she teaches analytics. I am really impressed and inspired by what Professor Moore is doing at Kent State.

Preparation: Getting Twitter Data
In order to analyze Twitter data using pivot tables in Excel, you need to first download Tweets from Twitter’s analytics (ads) page. If you’ve never done this before, it is really quite easy.

The reason we use Twitter is because Twitter enables you to extract a ton of valuable account data from your account in the form of a CSV spreadsheet. But, as an aside, you could analyze just about any data with pivot tables.

My students were required to get the Twitter data from a client. Therefore, I created a step-by-step guide that they could provide to the client so that the client could extract the appropriate data and supply it to me.

To ensure we had enough data, I instructed the students to ensure that their client was posting at least a few times per week. I asked students to get 6 months of Twitter data if possible. In short, I wanted to ensure that there were at least 50 Tweets from the client in the time period we collected. This number is somewhat arbitrary. And ideally you’d like to have more. But, 50 Tweets is enough to sort and play with.

Here are the steps for extracting Twitter data from an account:

Step 1:  log into your organization’s Twitter account at http://twitter.com. Next, select your account profile picture (as shown below) and select “Analytics.”


Step 2: A new window will appear. Click “Tweets” from the menu at the top. Then, select the date range (see below). A menu will open. Please select a date range of at least 3 to 6 months back so that there are enough Tweets for the students to analyze.
Important: Click “Update” to change the selected date range.
In the below example, I selected Feb 1 through May 1 (3 months).

Step 3: Once the dates have been selected, click “export data.” A new window will appear. Click “save file” to save the file to your computer. Email that file (it should be a .CSV file named something starting with: “tweet_activity_metrics…”). You have your data. If someone else is downloading the data – such as a class client – , they will need to email the file to you or your student.

Using Pivot Tables to Analyze Twitter Data

A few days were set aside in class to work with the pivot tables and learn how to answer the questions students were asked to answer in the project. On day 1, I provided a brief lecture  (about 10 minutes). And then I instructed students to begin working with the lab guide I had created. If you’re a longtime reader of this blog, you know I am big on creating lab guides to assist students in learning software.

See the lab guide students used to learn to analyze their Twitter data using pivot tables: http://bit.ly/435_pivottableslab

While working with the lab guide, students were to have a copy of the assignment that contained the research questions they needed to answer using the pivot tables. Those research questions were:

  1. Which Twitter posts received the most (Fill in the blank – you need to decide what variables are important engagement data for your client. You’ll need more than 1 variable. And, you’ll want to show more than just the top Tweet for that variable, but the top few)?
  2. What is the client’s Twitter engagement by month? (again, you choose the appropriate engagement metrics)
  3. Come up with 1 other RQs for important data points you extract from your pivot table analysis that you believe will be of value to your client.

For the above questions, students needed to pick what engagement metrics they wanted to analyze. There are several engagement metrics in the CSV file when you download it from Twitter. Examples include retweets and favorites.

For research question #3, most groups analyzed engagement by Tweet category. As you’ll see in the lab guide, students learned how to comb through their Tweets and identify common themes by which to categorize their Tweets. Examples may include promotional Tweets, humorous Tweets, Tweets that ask a question, etc.

The above 3 research questions are just a sampling of what you could do with the pivot tables.

In Summary

In the next post, we will discuss part 2 of this assignment which gets students using Microsoft Social Engagement to answer some research questions about their client.  I will be publishing that post in 2 weeks.

In the meantime, if you want to get your feet wet, I encourage you to download your own Twitter data and walk through the lab guide above. Or, check out some of the sources listed below to learn how to analyze Twitter data with pivot tables.

As you will see when you take a look at the lab guide, you must first clean the data so that Excel can analyze it. I then walk you through a number of different ways you can analyze your Twitter data.

The fact is that I was a bit of a newbie to pivot tables when I created this assignment. To build the above-discussed lab guide I provided students to help them through learning how to use pivot tables, I relied heavily on several key resources. Much of what is in the lab guide is built directly on what I learned from these sources. To learn directly from the sources I learned from, check out the sources below. A big thank you to all of them for sharing their knowledge publicly. I hope I was able to honor them in adapting their work for a classroom assignment.

Update: You can now read the follow up posts to this blog series.

Sources: