Category Archives: Social Media

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

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

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.

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.

 

 

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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Click to enlarge

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.

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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

Three Quick Ways to Help Students find Digital Influencers using Hootsuite

When it comes to teaching social media, one of my goals this academic year is to continue to improve and update my focus on using social media software such as listening, analytics and metrics tools.

One area where tools can help us is the search for identifying digital influencers.

I require my students to research potential digital influencers for the primary audience in our topic focus (our primary audience is current and potential students of our department).

In my Comm 322 Social Media class, I’ve been talking about these concepts for several years. But, unfortunately, many of the tools for identifying influencers that my class has used in the past, such as Topsy, no longer exist.

I recently discovered 2 free add-ons to Hootsuite that I incorporated into the class this year in an effort to help students identify key influencers. I’d like to share them with you.

Because my students all participate in Hootsuite Academy, they all already have Hootsuite accounts and are learning how to use it for social media listening.

Installing these add-ons is easy.

Here are 3 quick things you can do within Hootsuite to identify potential influencers.

  1. Search By Follower Count

But before we talk about those, students can also quickly filter an existing stream in Hootsuite by the # of followers. You used to be able to filter by Klout score. But, that option is no longer available (Not to worry – I’ll show you how to search for influencer score with one of our add-ons).

Simply select a stream in Hootsuite. In the below example, I’ve selected my tab which displays my “academia” Twitter list. I simply click the magnifying lens. Then, from the drop-down menu i select “followers” and use the scroll bar to select the total amount.

searchbyfollowers

 

Simply relying on follower count is of course flawed. We know that the total number of followers one has does not correspond to the influence one has nor the engagement that an account receives. So it is a crude metric. But a starting point.

A good read on digital influence is Brian Solis’ 2012 article: “The Pillars of Influence.” I discuss these with my class.

2. Finding Influencers with Right Relevance

Let’s expand beyond those people we’re already following on Twitter and try to find others who might be influencing the conversation about a particular topic.

One tool to do this is the Right Relevance add-on for Hootsuite.

You can find it here: http://appdirectory.hootsuite.com/178/right-relevance

This is the free version. There is also a paid pro version.

With this tool installed in Hootsuite, you can create a new tab for your Right Relevance search. Simply search topics to find influential accounts, profiles, and articles. In class, we searched different music genres, for example. But in the below GIF, I search lacrosse. And it turns out that Inside Lacrosse is a top influencer.

And, I can see their score.  It isn’t a Klout score. It is Right Relevance’s score based on their influence in that particular topic. So, Inside Lacrosse gets a score of 98/100 for their influence on the lacrosse conversation.

Altogether, it is a quick tool for finding accounts and articles related to particular topics.

rightrelevance

 

Note that the above search can also be done directly from the Right Relevance website for free as well. Here’s a lacrosse search on Right Relevance.

3. Assessing a Potential Influencer

The last tool we’ll look at is Riffle. It can be added to Hootsuite here: http://appdirectory.hootsuite.com/88/riffle-twitter-insights

Let’s say you know of a Twitter account that you identified through the means above and you want to do a little research on it.  Maybe you want to see the Klout score. Riffle lets you do this and more.

Let’s use Kim Kardashian as our example – which is the person my students asked me to search when I showed them this tool in class.

You can quickly see Kardashian’s Klout score of 89, her top Tweets, hashtags, accounts mentioned, URLs shared and more. You can see the % of Tweets she sends to RTs (it is hidden in the below image but if you mouse over the green / purple section about 1/2 way down). You can see the # of Tweets per day and how those Tweets are sent – via Buffer, Twitter for iPhone and web client here.

riffle-hootsuite

Here I conduct a search for our department’s social media account, @ShepComm.

riffle

Taken together, our first two tools (sorting by follower count, and Right Relevance) enable you to search for and identify potential influencers in a topic area. Then, you can quickly see info about the potential influencer with Riffle.

While certainly not all encompassing, these tools give you a start. And they are easy and quick tools that you can incorporate into your class to help students begin searching for, identifying, and thinking about what makes someone a potential influencer.

It is important that any conversation about in class isn’t simply focused on showing students tools. You must augment any tool with readings (there are plenty of articles online and in books about digital influence) and an in depth conversation about digital influencers, what makes for influence and what doesn’t (e.g., reach, resonance, relevance) , the pros and cons of working with them, etc. Getting students thinking critically about these concepts is important.

I’d love to hear what tools you are using in your class to teach digital influence and how you are talking about it and/or what readings you are assigning. Please feel free to share them with me via the comments in this blog post or via Tweeting me @mjkushin.

-Cheers!
Matt

Note: If you’d like to know how I made the above GIFs, please see my earlier post on micro-screencasting for educators.

Social Media Campaigns: Strategies for Public Relations and Marketing by Carolyn Mae Kim (Book Review)

As I mentioned in a previous post about my Social Media class, this semester I’ve adopted Carolyn Mae Kim’s new textbook: Social Media Campaigns: Strategies for Public Relations and Marketing.

To put it simply: I’m so glad that I finally found a book like this.

social media campaigns kimKim’s book is among the most thorough and clear book I have read in terms of providing an overview of how to research, plan and execute a strategic social media campaign. For me, it is the end-to-end guide to help my students through understanding the process from start to finish.

If you’re familiar with strategic communication campaign planning, you’ll know key elements discussed in this book – from background research and audience analysis to goals, objectives, key messages, strategies, and tactics. And Kim does a wonderful job of explaining them to students in clear,  to-the-point language. Further, she does a wonderful job tying them directly to social media planning.

Because my social media class is situated after the principles of PR course and before our campaigns class, I believe this book is going to provide a strong transition from exposure to these concepts in PR that will help students build towards mastery and execution of these concepts in the campaigns class (In the social media class, I provide background research as well as the class campaign’s goals and objectives – though the students do complete their own social media audit and audience personas).

While there are many gems in this book, here are a few highlights that jump out to me.

  1. From the beginning, the book talks about how social media strategy needs to align who the organization is and why they exist. This should be a point of emphasis in any social media training.
  2. Social Media Listening – The second chapter on listening provides a comprehensive plan for developing and executing a social media listening plan. A strength is that students can complete much of what Kim discusses using free social listening or analytics tools because the concepts can carry across platform. The instructions for analyzing share of voice, for example, can be easily done in a spreadsheet program.  Here, Kim has inspired me to integrate teaching students to calculate SOV into my research class for next semester.
  3. Brand Persona – Chapter 3 gets students thinking about building the social profile of the brand and key considerations such as brand persona and voice (relating back to point #1 above).  We talk about these concepts in my class – and I think the way Kim explains them really rounds that out.
  4.  Content & Engagement – In discussing how to create engaging content that the audience will love, Kim goes beyond case studies as examples into key concepts of credibility, trustworthiness and more to explain to students tactics for achieving desired brand positioning related to these concepts.
  5. Chapters 5 cover implementation of your social strategy. Many tips and tools are discussed from creating an optimal content calendar to using alerts and harnessing social listening dashboards. But the book also covers important considerations such as crises and the inevitable social media fatigue audiences will feel.
  6. Chapter 6 covers evaluation. This chapter provides a great discussion of the intersection of social metrics and key outcomes related back to your campaign’s objectives.
  7. Lastly, I like that this book is concise while packing essential information. It is digestible, tightly written and everything ties together. An someone who puts a lot of emphasis trying to show my students how everything connects between my classes, I love that. And in an age where we are seeing many students who aren’t reading class texts, it’s all about packing a punch in an approachable package.

I’ve been teaching social media campaigns for 3 years, and I’m excited about the important details I picked up from this book. In several cases I found myself jotting notes of things I ways I plan to use things from the book to enhance my class or wishing I had the time and space in my class to integrate key concepts we simply don’t have time to discuss in the course of a semester. I’m very glad that my students will get a chance to read this book and get exposure to those things we don’t get to during class time.

-Cheers!

Matt