Category Archives: Classroom Activities and Exercises

Introducing Students to Social Media Audience Research via the Facebook Audience Insights Tool

Lately, I’ve been writing about the importance for students to learn more about paid social media as part of the media mix.

In the below post, I’m going to share a new in class activity I did this semester in my COMM 322 Social Media class [see all posts about the class | see past class syllabi] to help students further explore paid social media.

One thing I struggle with in my social media class is finding a way to bring this into the class in a manner that helps students gain hands-on experience. In the past, I did an assignment where students identified a target audience and mocked up a Facebook ad in the Facebook Creative Hub. The purpose of the ad was to promote themselves in some way.

This year, I took a slight turn with the assignment. I backed away from the creation of the ad and placed more emphasis on what we can learn about Facebook users by exploring audience data and how that might inform ad planning.

Specifically, I wanted my students to understand what they could learn with Facebook Audience Insights data. I thought it would be very insightful to have them peel back the curtain and see what a business can see with Facebook Insights. While it would be best to have access to the Facebook page of an organization, this is not necessary to explore Facebook data.  Instead, any person with a Facebook account can explore user data through the Facebook Creative Hub by accessing the Insights tools.

About Facebook Creative Hub and Audience Insights

If you haven’t played around with the creative hub before, it is a series of tools that help advertisers research and plan ads for Facebook and Instagram. You can create ad mockups to share with others so that they can see what a potential Facebook or Instagram post would look like on the native platform. You can manage ads for clients that you manage. You can create Facebook ads and run campaigns. You can research and learn about Facebook users. You can do several other tasks to track behavior between Facebook, events, websites, and apps.

In my class, I wanted to focus on the tool within the creative hub that lets you do audience research on Facebook users. This part of the tool is called Facebook Audience Insights. You can read more about it here and watch a brief overview of the Facebook Audience Insights tool.  Now, it is a little confusing because Facebook also has an audience insights webpage called Facebook IQ that publishes brief reports based on Facebook data. They have a section about insights into Facebook audiences.

So, think of Audience Insights as the tool you can use to gain insights about Facebook users. Think of Facebook IQ as a resource for reports from Facebook about their user data.

Accessing the Facebook Audience Insights tool is a bit of an in-direct path. The link they promote in several webpages does not work for me and has not been working for the past month. It is: https://www.facebook.com/ads/audience_insights

However, you can get into the Audience Insights tool via logging into the Creative Hub.  Here’s how:

Once you’re in the Audience Insights tool, you can conduct research on people who like your pages (that is, pages that you manage via the Facebook account you are logged in with). Or, you can search data about all Facebook users.

In this video, which I made for my students, I play around with searching for data on Audience Insights. As you can see, you can search by demographic information, interests, affiliations, and the like.

The Class Activity

I wanted my students to try and deconstruct what data might be helpful to an advertiser planning to create a Facebook ad.  The rationale was for students to be thinking about how the Facebook audience data could inform decision-making.  So I had students work in teams and pick an existing Facebook ad from the inspiration gallery that Facebook provides. You can find the gallery here: https://www.facebook.com/ads/creativehub/gallery/.

For example, a team of student could pick the Audi Facebook video ad.

I then told the students to search a little bit about the ad campaign to see if they could find any information about it. For example, through some quick Googling I was able to find that the BMW 4in4 ad campaign was done by the FCB Inferno agency.

I then had the students go into Facebook Audience Insights. There, they researched a bit about the type of people who like the brand for the ad they chose. Now, there are a number of ways one could approach researching to create an ad on Facebook for a brand. But, what I wanted to do was have students try to learn 1) what they can do with Facebook Audience Insights and the kind of knowledge they can glean, and to learn 2) a bit about the type of user that already likes a brand with the rationale being that there may be some interesting insights here that could inform the creation of an ad based on people who are already interested in that brand. You could, of course, do a twist on this. For example, one of our groups was interested in an M&M ad and decided to search ‘chocolate’ as an interest to cast a wider net for the type of person that might like their product.

To search an interest, go to the ‘interests’ parameter on the left and type a topic. In the below image, I’ve searched “Audi,” If you return to the video I created, I show you how conducting this search will filter your results for Facebook users who have an interest in that topic. You can see demographic information, other interests, other pages liked, etc.

I asked students to put together a brief, impromptu presentation for the below questions.

I asked students to provide a breakdown of key takeaways of their audience across demographics, page likes, location and activity. Here, students were sharing screen grabs of their findings with the class.

Then, I asked students:

  • Given what you know, if you were creating a new Facebook Ad targeting this audience (explain briefly for each below):
    • What age range would you target?
    • What gender(s) would you target?
    • Which is the primary country and city you would target?
    • What is a bit of information from the page likes, interests, etc. that might help you in targeting or planning your ad?

In addressing the sections above, I asked students to consider these questions:

  • What would you do with this information?
  • What are the main points we should be aware of?
  • What ideas can we get from this data?

How It Went:

The students expressed interest in this and said it was cool to be able to explore Facebook or Instagram ads and think about who they were trying to target. They said it was also cool that they got to dig into Facebook Audience Insights as none of them had ever dug into this data before. One student, who owns his own small business, was very interested in looking at how he could use the data to help his business grow. He and I talked a bit about ways that he could use this data to do more research about his potential audience as well as ideas for how he can better use Facebook to advertise.

I think an added bonus was that this activity got students thinking about how their own data is used to target them on sites like Facebook. In peeling back the curtain, they could begin to see how the things we do on social media are used to target us.

I was particularly interested in a presentation that one group gave about Häagen-Dazs UK. They found that more women than men tended to like the brand on Facebook. The same was true for other ice cream brands. They noted that the Häagen-Dazs ad targeted women for a Wimbledon campaign. However, when they researched the brand’s other ads, they noticed that romance was a major theme, including a US campaign with Bradley Cooper. How would they use this information? They argued that they would create a campaign aimed at getting men to buy ice cream as a romantic gesture, targeting the men in one set of ads. They would also target the women with a different message to emphasize the brand as a desirable romantic gesture.

Things I’d Like to Expand Upon:

Altogether, I think this was an eye-opening activity and a hands on learning opportunity for the students. I think there is more that I could do with this next year. My students have little to no prior knowledge about paid social media before taking my classes. I feel there is more that I want to be doing in this space.

This activity took the entire class to complete, with 20 minutes that the end of class for each team to get up and deliver their findings.

In the future, I’d like to bring in Facebook IQ into the activity. I’m looking for a way to have students do some research on the reports in the Facebook IQ website. Then, I would like to eventually expand this out so that students are using the knowledge they gained to mock up their own ads. I would also like to get students thinking about searching for the brand itself as an interest, but possibly comparing a brand with its competitor’s audience.

How are you using Facebook Audience Insights in your classes? Or, more broadly, how are you getting your students thinking about paid social?

– Cheers!

Matt

credits:
Top photo is in the public domain. Other image is a screen grab I created.

 

 

 

 

What’s Changing? Hubspot Social Media Certification, Persuasion Class and More!

Fall 2018 is underway and I can’t believe it is already September! To keep the trend up, I’m starting the semester off by sharing some of the things that are changing this semester in my classes. As I look at former “What’s Changing” blog posts from past semesters, I’m surprised to see that I’m not changing a whole lot this year.  Still, some fun things are in the works:

Comm 321: Public Relations Principles

This is the first course students in the Strategic Communication concentration take.

  • Assessing the strengths and weaknesses of our seniors when they leave the program has led me to try and improve 2 areas in this class. Specifically, these past few semesters I have been working to 1) improve student skills for generating creative ideas to address real-world communication problems, and 2) improve student skills in articulating and building interest in those ideas (i.e., pitching and presenting ideas in a succinct and powerful way). Thus, I am walking back on “content-packing” my classes a bit and increasing more in-class exercises and guided brainstorming activities. In the past, I have let brainstorming be a bit of a ‘free for all.’ But I picked up a few brainstorming games while visiting a few agencies during an NMC trip last February. I plan to implement them in both my principles class and my campaigns class.

Comm 322: Social Media

  • The big change this year is that I’ve switched over from the Hootsuite certification to the Hubspot Social Media certification.  I considered assigning both, but because I have also added some of the Facebook Blueprint educational materials and a new assignment to the class, I felt that it would be too much to ask the students to do both Hootsuite and Hubspot. After all, the class is stuffed already with projects. So, this year I’m going to see how the Hubspot cert goes and make a decision of which I prefer. It seems the Hubspot cert is more strategy whereas the student-version of the Hootsuite cert has been narrowed in recent years from its original broad scope to just the Hootsuite software. I got excited about the new Hubspot cert after hearing that two folks that I’ve always admired, Karen Freberg and Ai Zhang, both helped with it.
  • The other big change is the addition of a Facebook IQ case study assignment. With paid now well-established as a central component of digital communication strategy, I have been looking for ways to increase students’ education in paid (see my comment about Stukent below).  Coupled with that, I’m always looking for ways to help students gain further exposure to analytics and data.  As Facebook IQ offers a treasure trove of interesting data, I thought I’d create an assignment around that.  I’ll be sure to do a blog post about that sometime son.

Special Topics: Persuasion and Message Design

A big change this year is that I’m teaching my Persuasion and Message Design class for the second time ever. I first taught this class in Fall 2016 as a special topics class. I am teaching it again as a special topics class. I’m really excited to be teaching it again, because students told me 2 years ago that the course really helped them with the campaigns class and their capstone projects.

While this class is not directly about social media or technology in general, it is a relevant class for communication educators broadly and PR, advertising, and marketing professors specifically.

The course description is: “Persuasion plays a central role in both our personal and professional lives. This class explores an array of theories, approaches, and research findings about how and why persuasion works. The course emphasizes the ethical application of persuasive messaging and strategies, with an emphasis on how persuasive strategies can be used to design communication messages and applied in communication campaigns. The course also seeks to prepare the student to deconstruct persuasive messages and become a more critically-minded receiver of the persuasive tactics one encounters every day. ”

I wrote about this class in a past blog post where I explained my rationale for creating this course at Shepherd. But I haven’t yet shared the syllabus. So I thought I would in this post in case it is of interest to anyone.

Other Notes: Frustrations with Stukent

While I am not teaching the Writing Across Platforms class this semester, I was disappointed to see that Stukent has now limited access to their Mimic Intro SEM simulator (which serves as an intro to SEM) to large classes of 80 or more students and to classes that are “Principles of/Intro to Marketing courses.” This is according to an email I received on August 17.

Therefore, I will be looking for something else to do in that class next semester. If you’ve got ideas, I’m all ears. Tweet me!

While Stukent offers other products (I know many of us in the Social Media Educator’s Facebook group have discussed using their software in our PR and social media classes. Granted, much of that discussion has been around their social media simulator), I feel that this decision by Stukent is limiting and fails to consider smaller programs and programs outside of marketing. Because I put a great deal of time and effort into planning to incorporate the Mimic Intro software into my class last semester, I am frustrated to find that I won’t be able to use it again this upcoming spring. Had I known that Stukent was going to make this change, I would not have spent all that time planning to incorporate Mimic Intro into my class.  I would have found something else. I do think that, as educators, we need to be aware that anytime we are using an outside product, we must understand that there is no guarantee of longevity.  As such, I must balance my feelings of frustration with this understanding.

I had been planning to write up a blog post about how things went with the Stukent assignment I created in my writing class last semester. In fact, students seemed very happy to be learning about paid search. I am debating whether to bother writing this up or not as it appears it would be of little use to readers of this blog.

That aside, I’m excited for the year ahead. I have a few ambitions of up my sleeve that I’m hoping I can find some time to work on this semester.

Have a great semester!

-Cheers!

Matt

Getting students to think about smartphone addiction (Classroom activity)

“Cell phone addiction” is a strong term that may or may not be appropriate to describe our current obsessions with our phones. But, now that I have your attention, I think it is important to bring into the classroom a discussion of the wider, perhaps unseen and perhaps deleterious, implications of cell phone culture in today’s society.

Indeed, there has been a lot of chatter lately on the potential negative ramifications of social media use in our society. For example, I recently shared on article on Pocket and Twitter that I came across from the New York Times titled: “Early Facebook and Google Employees Form Coalition to Fight What They Built.”

While I am not an expert in many of these areas of concern (such as mental health, physical health, what constitutes cell phone addiction, etc.), I do think these broader questions are things we cannot ignore as social media educators. We are in a unique position to bring attention to the broader relationship between social media and life in today’s society.

With that in mind, I am doing a brief 2-part series on ways I have sought to bring the topic of social media concerns into my teaching.

In the first post, we’ll talk about an activity. In a future post, I will talk about smartphone distraction in the classroom.

Okay, let’s get into it!

I want to share a quick activity I did last semester with my social media class. The activity brought forward a great deal of discussion in the class. It was great to have students sharing the challenges and concerns that they have with their phones and social media.  I was surprised and inspired by the candid nature in which students took on this topic. It was one of the best discussions I felt we had all semester.

Here’s how it worked:

First, I threw up this statement on the board and asked students if they agreed or disagreed and why:

“You’re only as good as your next post.”

Then, we discussed this statement:

“Your phone is like your life.
You either control it, or it controls you.”

Infographic: Next, as a class, we took a look at some of the reported benefits and drawbacks of social media While there are a number of sources for such info, here is one infographic that is easy to show in class.

Pre-Test: Next, I had students do a little ‘pre-test.’ The questions are below

  1. Do you think you’re addicted to your smartphone and/or social media?
  2. What are the 3 primary benefits you get out of using your smart phone?
  3. What are the 3 ways in which your smartphone has a negative effect on you?

Video Prompts: After students completed this, I gave them the following prompt that led to a discussion after the videos. Note, I will share the videos mentioned in the prompt below:

  1. What are the most compelling argument(s) or stats presented in these videos?
  2. What do you disagree with?
  3. How much control do you think you have over your smartphone use?

Cell Phone Habit (or addiction) ‘Experiment:’– But, before I showed the videos, I also set up a little ‘experiment.’ I asked the students to do the following:

  1. Pick up your phone.
    Look at the last few posts you made, and check the stats.
    Write down the emotions you feel.

I asked them to share some of these emotions. Answers include: excitement, anxiety, boredom, etc. I then told the student:

  1. Turn your smartphone off and put it in your bag.
    Log off the computer (we were in the computer lab).
    Get out a scrap paper.
  2. We’re going to watch 3 videos.
    1. Every time you find yourself wanting to check your phone/ reaching for it:
    2. Stop. Make a check on the paper. Write down the emotion you feel.

So, the students were both analyzing the videos (the video prompts above) and paying attention to their habit of wanting to reach for their phones.

After each video, we stopped and went around the room and had students share how many checks they had on their paper, and how they felt about how things were going. After all 3 videos played, we discussed the merits of each video, how the students felt, etc.

The videos were hard to choose. There are so many great Ted Talks and other videos discussing some of the pitfalls of social media. Here are 3 videos I settled on. I chose these because each touches on a different argument related to smartphones and social media.

  1. Dopamine and smart phones
  2. Cal Newport’s “Quit Social Media” TED talk.
  3. This Panda is Dancing – Time Well Spent

Note, there is an engrossing TED talk by Tristan Harris that I also recommend showing. I show part of it in my Communication & New Media course, however. So I did not want to repeat it in my social media class. Tristan Harris is mentioned in the New York Times article above, and his foundation created the “This Panda is Dancing” video.

After this, I asked students to look back at their pre-test results and their prediction of how much control they felt they had over their cell phone use. In other words, how aware are people of how much they use their phone? Were they surprised at the frequency with which they found themselves wanting to reach for their phone during the videos?

As we began wrapping up, I asked the students to jot down:

  • What is 1 thing you could do between now and next class to curb your smartphone use, as it relates to the negative effects you identified
  • Between now and next class, I want you to try and do that 1 thing.
  • How likely do you think you’ll succeed at that one thing? (Scale of 1 to 7 from Not at all – very likely)

Then, I gave the students some tools and tips to try and help them.

I encouraged students to download a free phone usage tracking app. Here are a few:

  • Moment (Apple)
  • MyAddictometer(Android)

For the following class, I asked them to provide the stats on their usage. Specifically, I was interested to know: how much time they used their phone each day, the number of times they checked their phone each day, and the top 2-3 apps they used.

Lastly, I provided some additional tips for helping take back control over cell phone usage that are provided in the Time Well Spent website Harris helps run. Note: The organization has since changed its name to HumanTech.

Conclusion

This exercise was a thought-provoking activity for my students and for me. I don’t expect that it is going to have long-term effects on cell phone use behavior by my students. But, I think it brought the issue in front of them and I am hopeful that it nudged them to be a little more mindful of just how engrossing our phones are.

Our discussion really brought out the struggle we all have between our hopes that we had a little more control and our love for the convenience and experiences our phones give us.

I left the students to wonder about whether they used their devices intentionally and were thus in control, or whether they allowed their devices to dictate the terms.

For the experiment, I went along with the students by monitoring my phone usage. I was appalled at how many times I go to use my phone. Seeing the statistic pop up when I first went to use the phone, helped me curb my usage some. I thought I only used my phone 45 minutes to an hour a day. Turns out, I was quite wrong.

Each year, I try to have a few goals and a theme. One thing I’ve been working on, is trying to be more mindful of how I spend time. I’ve never been one to waste too much time, or so I thought. I’ve learned there are many ways in which distractions are ‘scheduled into our lives,’ as Harris puts it.

I think many of us struggle with control over our time. Yet, time is all we have in life.

I was listening to a great interview on NRP with Tim Wu about a book I hope to find the time to read some day, Attention Merchants by Tim Wu. In it, citing William James, Tim said the following:

“… we must reflect that, when we reach the end of our days, our life experience will equal what we have paid attention to, whether by choice or by default. We are at risk, without quite fully realizing it, of living lives that are less our own than we imagine.”

I think he’s  profoundly right. I printed this quote and put it above my desk to help me remain mindful of how I’m spending my attention.

– Cheers!
Matt

p.s. If you’d like some additional content related to the above blog post, check out:

above photo is a free stock photo from pexels.com

Here’s My Communication Research Class Assignment on Analyzing Media Placement

In my opening post to the Spring 2018 semester, I reviewed several new assignments and activities I will be bringing into my classes this semester.

In this post, I will discuss the quantitative content analysis assignment that students will complete in my COMM 435 Communication Research course. The project simulates an analysis of earned media placement.

[Here are all the posts about that class, including discussion of past projects].

Background: About the Class

My aim with the communication research class is to offer our students experience learning about a variety of approaches to conducting research. My goal is to mix methodology (i.e., the study of research methods) with practical applications that students may run into in their careers. This course is not a graduate school prep course. It is designed for students who are planning to go into industry.

I think a struggle that many of us have is that there is a sense that we need to prepare students to be able to do the “new and cool stuff” (e.g., social media data analysis) in the research class, while balancing educating students about the research process, research ethics, designing measurements, building methods, gathering data, analyzing data, interpreting data, etc.

Unfortunately, we only have this one research class in our department as we are a small department serving a wide array of needs. I know that some other universities have advanced research or analytics courses. Thus, for me, I need to fit in both emerging methods and what some might see as traditional, evergreen methods:  content analysis, surveys, focus groups, interviews.

With this in mind, my students complete 3 assignments in the class, with each assignment focusing on a different topic. Each assignment is situated in a hypothetical, but plausible situation. I present the situation to the students via the assignment, and then we go through the steps of learning how to solve the problem put forth in the assignment. The assignments explore:

  1. Content analysis of media artifacts (in the form of an analysis of earned media placement)
  2. Social data analysis
  3. Surveys, interviews, focus groups.

Each project is done in teams. This blog post will focus on project 1, content analysis of media artifacts.

As an side, if you’re interested in learning about the social data analysis assignment, last year I wrote a 4-part series on that assignment that I’ve gotten a lot of comments and questions about.

Project 1: The Set Up

Learning research methods is a challenge for anyone new to it. Undergraduates sometimes express a strong aversion to the topic.

I’ve found that a content analysis of media artifacts is the most approachable method for introducing students to the systematic nature of doing research.

During the first few weeks of class, students are learning about research (e.g., the process, concepts such as reliability & generalizability, what research methods are, sampling, etc.).

After that, I introduce a hypothetical situation that the students will have to solve for their first project. Each year, I change up the situation a little bit. But the nuts and bolts have remained the same for the last 3 years.

I use the format from the Stacks book to set up the hypothetical situation students will address. You can see the entire text for the situation in the assignment at the bottom of this post. I will be referring to it in the paragraphs below.

The hypothetical is that the students work for an agency representing Netflix. Netflix is facing greater competition from other online streaming services like Amazon. To keep its competitive edge, Netflix is working to create shows that will appeal to a key market: 30-somethings. Stranger Things is one such show. Season 2 just launched.

Because the success of Netflix shows is widely influenced by critical acclaim from media, a media relations campaign was undertaken to position Netflix positively relative to itself competitors as a streaming service by way of the show.  The objectives of the campaign were to gain positive coverage of the premiere of season 2 of Stranger things.

The students enter the situation after the campaign has been executed and the campaign is now in the evaluation stage. Their job is to evaluate whether the media coverage was earned and what the nature of that coverage was.

Data Collection

I used to gather a sample of news articles from LexisNexis and provide them to the students. This semester, the students will gather the data set themselves using the Meltwater social intelligence software. I’m excited about this because it gets the students into Meltwater and thinking about the use of the tool’s dashboard features. In addition, students are learning that they have the ability to pull down data for further analysis outside of Meltwater.

[You can learn more about the Meltwater University program in this blog post.]

The Meltwater software enables users to gather news articles from a given time period. Searches are conducted using keywords. Stranger things season 2 launched October 27, 2017. So the data set is built around the season premiere. I don’t have a strong research justification for the exact date range chosen. Rather, I chose it because it produced a manageable number of articles for each student to have to code.

Also, please note that I do not operationalize what “top news sources” are from the assignment objectives. Instead, for purposes of the exercise, I have students pick the top 5 sources related to their search results to analyze.

You can see the procedure for gathering the data via the Meltwater for Media Article Content Analysis lab guide I created.

Data Analysis

There is a lot you could do with Meltwater to analyze the articles related to the launch of season 2 of Stranger Things.  If I had more time for this project, we’d dig into a lot of the dashboard tools. For now, students are only focusing on the quantitative content analysis of news articles.

I provide the students with details about specific research questions they are trying to answer related to media coverage: placement, share of voice, and whether or not the campaign’s 3 key messages made it into the press.

The data analysis is a simple quantitative content analysis of media artifacts. A simple coding sheet is provided. We discuss inter-coder reliability. And each student codes his/her media articles by hand using the coding sheet.

In class, we go over the coding sheet. And, in addition to the items on the coding sheet, which align with the research questions, students come up with their own item to code and to report in their paper. I do this exercise to get the students thinking about other things they could look for in the articles that might be useful.

It is worth noting that during a class activity earlier in the semester, students design their own coding sheets to evaluate car commercials and they learn quite a bit about the ups and downs of creating coding sheets. But, for the project, I create and provide the coding sheet. The operationalizations from the coding sheet are based on our class text, Paine’s “Measure what Matters: Online Tools for Understanding Customers, Social Media, Engagement, and Key Relationships.” For example, in class we discuss what we mean when we say that share of voice is “exclusive” or “dominant.”

While some of the coding can be done in class, students finish the coding as homework.

You can see the coding sheet that we will use this semester at the bottom of this blog post.

The students take their coded data and enter it into a spreadsheet so that we can quickly run frequency reports using SPSS.

The Project Write Up

With project 1, the write up that students produce is limited to providing a problem overview, the results, and a brief discussion section along with an appendix of their coding sheet. In the second and third projects students are asked to produce more and more of what a research paper might look like. But, because this is not an academic research class, I try to balance introducing students to a more academic style of research writing with a style that is more suitable to a report they might right in industry. I use a similar format to the format presented in the Stacks book.

I provide students with several handouts to help them write up their results.

One opportunity this assignment always presents, is a discussion about the limitations “simply measuring” the items on the coding sheet without looking at any context. As such, students are to go into their data and identify the features of the articles that support their results. Thus, they find example headlines and quotes to demonstrate, say, an example of a key message that was amplified.

Some Limitations

This project is, of course, limited in several rather important respects. However, I’ve created this project because it provides a great opportunity to introduce students to research, what a content analysis is, how to use a coding sheet, inter-coder reliability (invariably there are disagreements into how aspects of articles should be coded), and more.  Further, the project presents these learning opportunities within the context of learning a little bit about how one might evaluate earned media coverage. For example, students have learned about key messages in other classes. Now, they are learning about how those key messages may make their way into media articles and how the media represents them.

The project accomplishes this while situating the assignment in a campaign that is hypothetical but that is based on real events: Stranger Things Season 2 is real. Many of my students love the show and have watched it. They are reading real media articles about the show.  Further, students are situating this project as a campaign evaluation because the entire project is situated within the narrative that the students already executed the campaign and now they are evaluating it.

A Thought About the Key Messages Portion of the Coding Sheet

Each year I have changed up the Netflix show that we analyze and have thus changed the hypothetical backstory that accompanies it.

The key messages on the coding sheets are messages that I made up. They do not change much year to year, other than to bring them into the context of the show we’re evaluating. For example, this year I changed key message number two to emphasize the theme of nostalgia, which relates to the 30-something audience we are trying to target. I write the messages to be purposefully broad enough that they always end up achieving a good amount of frequency in the data set. The key messages are based on my general knowledge of Netflix. This year, it is possible that we won’t get many hits on key message number two. But, we’re bound to have some success with all three. However, if you choose to do this project and have some time, a better way to write the key messages would be to read through the data set ahead of time and develop them based on your own content analysis of the articles.

I hope that you found this blog post interesting and helpful. If you have ideas on how I can improve this project, please leave a comment or Tweet me. If you decide to use a version of this project in your own class, please stop on back and let readers know how it went or ways that you built upon it.

Don’t forget to check out the assignment below and the accompanying coding sheet.

Cheers!

– Matt

Project 1: Media Placement Assignment Handout

Project 1 Coding Sheet

Note: The hypothetical situation above uses the names of a real brand, Netflix, and its product. However, the situation is entirely made up and exists for educational purposes. Netflix logo is copyright Netflix.

What’s Changing? Hubspot Academy, Google Analytics, Meltwater software and more!: Spring 2018 Class Updates

I hope that everyone had a relaxing and rejuvenation winter break.

I’m going to kick off Spring 2018 with something I like to do on this blog at the start of the semester: Offer a preview of some of the changes and updates I’m making to my classes (Here are all past “What’s Changing” blog posts). Some of the things I will share below are items that I have blogged about recently. However, most of these items are new topics that I I hope to expand upon with blog posts during the course of the semester.

COMM 321 Public Relations Principles

Last semester was the first time that I did not teach this class in a few years. Here are a few things that I did lats year that I want to improve or keep working on in the class:

See all past posts about my COMM 321 Public Relations Principles class.

COMM 435 Communication Research

I teach this class once a year during the spring. Each semester, I have made modifications to the class. But, at this core, this class aims to prepare students to conduct applied research using both new (e.g., analyzing social data) and traditional research techniques (e.g., content analysis, surveys, focus groups and interviews). We touch on both qualitative and quantitative approaches.  Students complete 3 projects, each aimed at addressing a different hypothetical situation that they may face in their careers.

  • For the past few years, the first project in this class has been a basic quantitative content analysis of media artifacts assignment. I find that teaching content analysis first is a good way to get students warmed up to conducting research. The content analysis method is used to address the following situation: A media campaign has been run to promote a new Netflix show. The class project begins after the campaign in the evaluation stage. The students need to assess the coverage of news articles to see how effective the campaign was in getting media placement. We look at share of voice, placement within the article, whether our hypothetical key messages made it into the article, etc.
    In the past, to get the data, I gathered news media artifacts via LexisNexis and distributed them to the students. It was not the most hands on learning experience. This semester, I’m super excited because the students will be using Meltwater social intelligence software to create their own search for articles they will be analyzing. This will enable students to have a data set comprised of both traditional news as well as newer, online publications. Adding this little touch will improve the learning experience, provide a better data set, and make things feel that much more ‘real.’ It’s the seemingly small but powerful improvements like this that make all the difference! A big thank you to @Meltwater and Carol Ann Vance, director of university relations at Meltwater!
    As frequent readers of this blog know, I had the opportunity to use Meltwater in my COMM 322 Social Media class last semester. I am pumped to bring it into my research class this spring.
  • There has been a lot of discussion about certifications in the social media professor’s Facebook group. Like many of you, I’ve been wanting to get my students to complete certifications that have been created by industry. Students will be given the opportunity to complete the Google Analytics certification this semester in the class. I’m approaching this as a beta test. I’ve been wanting to get my students trained in analytics. However, my class is so packed already that I haven’t dared bring it in. The compromise I’ve decided upon is to let students complete the analytics assignment outside of class on their own in place of the research analysis paper that I traditionally assign in this class. Thus, the decision is entirely optional. And my goal is to assess feedback from these students on how it went. From there, I’ll decide how to approach the certification in the future.

COMM 335 Writing Across Platforms

I teach the writing class every year during the spring. If memory serves, this is the 5th year in a row that I will be teaching this class. Each semester, I have tried to change up at least one of the major writing assignments in the class, while making tweaks and improvements to all of them. Here are the big changes that I have in mind:

  • The BuzzFeed assignment will continue. But, this semester we’re going to do the BuzzFeed assignment as the first major writing assignment instead of as one of the last assignments. Therefore, I will be shifting the focus of the assignment from spring break to a new topic. Students will need to write about West Virginia, or their home state.
  • I will be removing the Facebook ad writing assignment (and moving it to the social media class next fall). Last year, I had my students write a Facebook ad promoting themselves. The assignment was based on Dennis Yu’s lecture to my class from several years ago and his unique approach to Facebook ads: The $1 a day strategy.  The assignment was great. But I’ve decided paid social needs to be covered in the social media class.
  • I’ll be adding how to write for paid search in its place. Students will be learning about paid search using the Mimic Intro simulator. Paid has become increasingly important. And I’m finding that many employers are seeking students who have knowledge of paid. I’m interested to see how the software simulator goes, as I’ve never done something like this before in one of my classes.
  • To keep up with my push to increase the certification opportunities in my classes, students in my writing class will now complete 1 of the Hubspot Academy certifications. They’ll have the choice of completing the email marketing or the content marketing certifications.  Students can get extra credit for completing both. (I wrote about my experience with the Hubspot Academy here).

These are the major changes coming to my classes in the spring that I’m excited about. It looks like Spring 2018 will be busy! If you have experience with any of the certifications or activities above, I’d love to hear your input or recommendations.

I hope your semester is off to a great start!

Cheers!

– Matt

 

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 to 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.

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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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How to use Microsoft Social Engagement software to teach social media listening (Post 2 of 2)

This post is part 2 in a two-part series on how I currently teach social media metrics and social listening. You can see the previous post, which provided a spreadsheet that I use to empower students to track metrics for the social media accounts they manage in my social media class (2016 syllabus; and all articles about this class).

We’ll be using that same spreadsheet, though a different section of it, in this blog post. You can access it here.

In this post, we’ll discuss Microsoft Social Engagement and how I integrate it into the the social media class so students can engage in social listening.

About Microsoft Social Engagement

Microsoft Social Engagement, sometimes also called Microsoft Social Listening, is part of the Microsoft Dynamics Academic Alliance program via the Customer Relationship Management (CRM) software package. In short, Microsoft Social Engagement is one of the pieces of software bundled into the full CRM. It appears the Microsoft Academic Alliance program has recently gone through some changes since when I signed up last spring.  The website itself is quite different. However, I’m not personally familiar with the nature of any changes to the program.  The language on the website aimed at educators reads: “Demonstrate thought leadership and differentiate your institution by integrating Microsoft Dynamics CRM and ERP solutions into your curriculum. DynAA helps you innovate and remain relevant when working with prospective students, current students, and potential employers interested in hiring new graduates. Your free DynAA membership provides access to software, support, resources, and community-building opportunities that will prepare your students for exciting careers. ”

Through the Microsoft Academic Alliance program, I have been very fortunate to get my students access to the Microsoft Social Engagement software.

So what is Microsoft Social Engagement? In short, it 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.

You do this by programming different ‘analysis focuses.’ That is, I can have 1 that searches one or a set of topics, keywords, social media accounts – say, my brand – and I can have another analysis focus that focuses on my competitors accounts, keywords, etc. From what I can tell, you can have as many as you want so long as you don’t go over your monthly quota of social data units.

For example, in the social media class we follow our social media accounts and mentions of them, and specific keywords surrounding our department’s brand, such as our hashtag.

The software enables you to quickly visualize several things such as key phrases, sentiment, social platforms or accounts that posts are coming from and their sentiment, posts across time, sentiment across time, geo-location, and geo-location across time. Below is a quick look at the main hub you see when logging into Social Engagement. In it, you can see sentiment in the top left. You can see the sentiment for each platform below that. In the center, you see the volume of posts across time for the keywords we are tracking. In the top right you can see the phrases being used related to those keywords. And in the bottom right, you can see the proportion of the posts that are being analyzed in this instance from each platform.

Click to enlarge.

There  are 4 main sections of the software: Overview (the page shown above), conversations, sentiment, location and sources. They are pretty self explanatory.

When you click on a pie chart or graph or keyword, it is interactive. What I mean by that is, it creates a filter in the app.

So, if I click a specific keyword in the phrases word cloud, I am filtering for only those posts that used that keyword.

For example, in the below GIF I am in the Conversations section of the software. I see all of the phrases surrounding our department’s social media accounts and blogs in the last month. That is, every post that mentioned 1 of our social accounts, our hashtag or our blog (Note: This is what I’ve selected for this analysis focus). I then click on the #shepcomm hashtag which filters for only those posts that contain that hashtag. So, I can see the other phrases that are in posts containing #shepcomm. You’ll see that the blog source gets filtered out because the 1 blog post does not contain the hashtag. Next, I click Twitter. Thus, only posts containing the hashtag and Twitter are being shown.  Lastly, I click on the neutral (gray) sentiment and we filter down to the 1 Twitter post that has neutral sentiment containing the #shepcomm hashtag. While not shown in the below GIF, in order to see what the 1 post was, I could click on the “posts” tab in the right-hand side of my screen to see the original Twitter post.

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For the sake of keeping this post length manageable, I will stop there. Suffice it to say, I am just touching the tip of the iceberg on how you can use this software. I will go into 5 key ways that we use the software in my class below which will further demonstrate its utility. And, you will get instructions on how to use the software for those 4 ways in the lab guide I provide my students which I will link to below.

Before doing that, a few notes: The reality is, there is a lot more than can be done with Social Engagement by linking it to other software within the Dynamics CRM. For example, as I understand it, it can be linked with other software for social media customer relations management. But I have not gone down that path yet.

One limitation of the software is that you have to program in what you want it to track ahead of time. Then, it begins tracking. For example, 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. If I know I’m going to want to track a hashtag or social media account, I have to program it and then I’ll get the data going forward from the time I programmed it. A second limitation is that it is not real time meaning that while you are looking at the software you don’t see the data changing if new Tweets are coming in.

How I integrated Microsoft Social Engagement into the social media class

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As noted previously, students in my social media class are divided into teams and each team is in charge of running a social media platform for our department’s social media.

As I mentioned above and went over in depth in the prior post in this series, the students use a spreadsheet to track metrics for the social media content they create and post. Here is a copy of that spreadsheet as it was distributed in my Fall 2016 class.

Social Engagement is used to work on the “social listening” tab of that spreadsheet. In short, the other tabs in the spreadsheet are about tracking our own performance. The social listening tab is about, well, social listening – seeing what is being said about our brand. The spreadsheet asks the students to answer 5 questions each week. You can see them below. A hint is provided to students on where to look to find this answer by mousing over each question.

Click to enlarge

To help students learn how to answer each of these questions, I developed a lab guide (about lab guides). The lab guide teaches students how to use the software.

That lab guide can be accessed here: http://bit.ly/FSM_microsoftsociallistening

You will find that reading through it can teach you a bit more on how the software works and how it can be used to answer the above 5 questions.

In summary, these posts have provided an overview of how I taught social media metrics and listening my fall 2016 social media class. In my research class this spring we will be diving deeper into Microsoft Social Engagement and a few other tools for learning about social data. I am always looking to improve. I’m also looking to find new, cost-effective software solutions to expand social media measurement learning opportunities. If you have any suggestions, leads, or want to chat or collaborate, please Tweet me.

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

– Cheers!
Matt

An Assignment and Spreadsheet for Teaching Students to Track Social Media Metrics in my Social Media Class (Post 1 of 2)

In the social media education community, there has been a lot of discussion about teaching social media metrics and analytics to students. This has been a challenge and frustration for myself and many others. Access to industry tools is cost prohibitive for many universities, making it difficult for us as educators to prepare our students for this aspect of their careers.

I’ve worked hard over the last few years to try and enhance how I’m teaching these concepts. And I’m not where I want to be. But I know there are many fellow educators also on this journey with me. So, I’d like to share how I teach students to track social media metrics as part of a semester long assignment and a few modifications I have recently made to enhance that aspect of my teaching.

I’ve split this topic into two blog posts for length purposes. In both of these posts, we’ll focus on my social media class (2016 syllabus; and all articles about this class). In this post, we’ll talk about the spreadsheet for tracking metrics. In the follow up post, we’ll discuss Microsoft Social Engagement and how I integrate it into the metrics assignment portion of the class.

Update: The follow up post on Microsoft Social Engagement is now available.

My aim in my social media class is to introduce metrics to students both in lecture & discuss (which I’ve been doing for some years) as well as by use of software. Then, when students get into the Communication Research class (2015 syllabus; articles about this class), they will get more in-depth learning about analytics. I’ve increased/improved my focus on this area in that class for next spring. And my long term hope is to really build that part of the class out. During the upcoming spring semester, I will write a blog post about what we will be doing with analytics. And, at that time, I will share all of my assignments and handouts.

Okay, back to my social media class. In past years we’ve used Twitter Analytics – which has been the best, free tool. Unfortunately, other platforms have been limited in their analytics. We’ve used a slew of free tools that have been here today, gone tomorrow.

This year, we still faced the challenges of relying on Twitter Analytics and whatever free tools we could find. But I also added a brief introduction to Microsoft Social Engagement (which will be discussed in the next post in this series).

But first, let’s discuss how I teach students to track performance metrics in my social media class.

In my social media class, students are divided into teams. Each team is in charge of running a social media platform for our department’s social media. In the past, I had my students use a spreadsheet developed by Jeremy Floyd to track metrics. At the time, I modified the spreadsheet for our purposes. At the start of this semester I modified the spreadsheet further simplify it and to add a section on Microsoft Social Engagementƒ (again, which I will discuss in the next blog post).

Here is a copy of the spreadsheet as it was distributed in my Fall 2016 class which you can use in following along with the below post. You can also download a copy for yourself to modify and use as you prefer. Again, credit goes to Jeremy Floyd for the original incarnation of this spreadsheet.

In lecture, I teach students about the activity, engagement and performance metrics discussed in Kim’s book, Social Media Campaigns: Strategies for Public Relations and Marketing. I also emphasize the importance of choosing metrics that are tied to goals. (You’ll see a tab in the spreadsheet discussed below, where students are to determine their objectives and what metrics would be important to those objectives).

Student teams begin with the planning tab, then they establish their metrics goals to use the spreadsheet to establish benchmarks and KPIs for their platform and track metrics over the semester. They then move over to reporting tab to track weekly metrics.

Tip. You can see tips by mousing over the small triangles in the upper right corner of some cells, as shown below. I’ve created these to help students when working on their spreadsheets in groups.

In the image below, you can see the ‘reporting’ tab of this spreadsheet. We start tracking in week 9 of the semester, but you can modify this as you like. After each week, you’ll see the percentage change. Of course, you can also modify what you are tracking. I throw in a number of potential metrics to track for different platforms. But, students can delete all the rows they don’t need and modify the individual metrics for that platform as needed. The metrics identified in the spreadsheet are just a guide.

I’ve also divided the spreadsheet up into different platforms so each team can pick their platform (as shown in image below) for tracking the success of their posts. The idea here, is that by tracking these posts across time, students can begin to analyze these metrics for trends (though, I don’t have any ways to quickly analyze and visualize this data at this time). This could help them learn when the best time to post is. However, you could also add variables about the post that can help them identify which is the type of content that is most successful. Other spreadsheets I’ve seen track variables such as whether an image was used, what hashtags are used, if links are used, etc. So, again, you can modify the optimization section as you see fit. I discuss other variables to track, but focus on the ones in this spreadsheet so as to not overwhelm students. I’ve found if I ask students to track too many things, nothing gets tracked as they get overwhelmed. So choose what you want them to track, and stick with it.

I’ve relied on Kim’s metrics categories for metrics students can track. Also, please know the metrics I have identified isn’t perfect and modification of what I’ve identified may be needed – some of my initial metrics may not work, or changes have occurred.

Integrating The Metrics Into the Semester-Long Assignment

As noted above,  across the entire semester of my social media class, students are strategizing, building and executing social media for my class. As a part of that, they present their content to the class for approval at intervals throughout the semester.  In the latter half of the semester, the students present their current metrics to the class alongside the content they are proposing for the next content time period. At the end of the semester, we discuss their metrics, whether they met their KPIs and during what week they did, and what they learned from them.

While the above enables us to track interaction with our social content and extract some insights, it doesn’t account for listening to competitors, following trends, etc. It also doesn’t take deeper analytics and the extraction of insights into consideration. We don’t do anything to plot or discern specific insights – I am saving that for the Communication Research class this spring. Said another way, the assignment and use of this spreadsheet in my social media class, as I executed it in Fall 2016, was really more about tracking metrics, following change and teaching students  to see the impact (outcome) of their efforts on social media, while connecting those back to objectives and KPIs.

In the next blog post, I go into the “social listening” tab of the spreadsheet and discuss how students got a little hands on use with Microsoft Social Engagement in my social media class during fall 2016.

In the meantime, if you have any thoughts or suggestions or resources you’d like to share about teaching metrics to students, please share them with me and the readers via a comment in the post or Tweet me. This is an important journey for all of us as we work to enhance hands-on metrics learning for our students.

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

-Cheers!
Matt