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.
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.
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.
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.
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.
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.
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.
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:
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.
That social media analytics project assignment contains 3 parts. Each part is related but unique, allowing students to pick up a new skill set. In this post, post 2 of 4 in the series I’m writing about this assignment, we’ll discuss part 1 of the assignment. If you haven’t read the assignment overview post, I encourage you to do so before proceeding. There you will see a copy of the assignment discussed in the below post.
Part 1 of the assignment asks student teams to analyze the Twitter data provided by their clients by creating pivot tables in Microsoft Excel.
If you aren’t familiar with pivot tables, they enable you to filter and visualize spreadsheets. This allows you to focus in on specific data points and quickly extract insights from large data sets.
I got the inspiration to create this part of the assignment from a very helpful conversation I had with Professor Stefanie Moore at Kent State University. A big thank you to Stefanie for taking the time to chat with me and for providing me with insights to how she teaches analytics. I am really impressed and inspired by what Professor Moore is doing at Kent State.
Preparation: Getting Twitter Data
In order to analyze Twitter data using pivot tables in Excel, you need to first download Tweets from Twitter’s analytics (ads) page. If you’ve never done this before, it is really quite easy.
The reason we use Twitter is because Twitter enables you to extract a ton of valuable account data from your account in the form of a CSV spreadsheet. But, as an aside, you could analyze just about any data with pivot tables.
My students were required to get the Twitter data from a client. Therefore, I created a step-by-step guide that they could provide to the client so that the client could extract the appropriate data and supply it to me.
To ensure we had enough data, I instructed the students to ensure that their client was posting at least a few times per week. I asked students to get 6 months of Twitter data if possible. In short, I wanted to ensure that there were at least 50 Tweets from the client in the time period we collected. This number is somewhat arbitrary. And ideally you’d like to have more. But, 50 Tweets is enough to sort and play with.
Here are the steps for extracting Twitter data from an account:
Step 1: log into your organization’s Twitter account at http://twitter.com. Next, select your account profile picture (as shown below) and select “Analytics.”
Step 2: A new window will appear. Click “Tweets” from the menu at the top. Then, select the date range (see below). A menu will open. Please select a date range of at least 3 to 6 months back so that there are enough Tweets for the students to analyze.
Important: Click “Update” to change the selected date range.
In the below example, I selected Feb 1 through May 1 (3 months).
Step 3: Once the dates have been selected, click “export data.” A new window will appear. Click “save file” to save the file to your computer. Email that file (it should be a .CSV file named something starting with: “tweet_activity_metrics…”). You have your data. If someone else is downloading the data – such as a class client – , they will need to email the file to you or your student.
Using Pivot Tables to Analyze Twitter Data
A few days were set aside in class to work with the pivot tables and learn how to answer the questions students were asked to answer in the project. On day 1, I provided a brief lecture (about 10 minutes). And then I instructed students to begin working with the lab guide I had created. If you’re a longtime reader of this blog, you know I am big on creating lab guides to assist students in learning software.
While working with the lab guide, students were to have a copy of the assignment that contained the research questions they needed to answer using the pivot tables. Those research questions were:
Which Twitter posts received the most (Fill in the blank – you need to decide what variables are important engagement data for your client. You’ll need more than 1 variable. And, you’ll want to show more than just the top Tweet for that variable, but the top few)?
What is the client’s Twitter engagement by month? (again, you choose the appropriate engagement metrics)
Come up with 1 other RQs for important data points you extract from your pivot table analysis that you believe will be of value to your client.
For the above questions, students needed to pick what engagement metrics they wanted to analyze. There are several engagement metrics in the CSV file when you download it from Twitter. Examples include retweets and favorites.
For research question #3, most groups analyzed engagement by Tweet category. As you’ll see in the lab guide, students learned how to comb through their Tweets and identify common themes by which to categorize their Tweets. Examples may include promotional Tweets, humorous Tweets, Tweets that ask a question, etc.
The above 3 research questions are just a sampling of what you could do with the pivot tables.
In the next post, we will discuss part 2 of this assignment which gets students using Microsoft Social Engagement to answer some research questions about their client. I will be publishing that post in 2 weeks.
In the meantime, if you want to get your feet wet, I encourage you to download your own Twitter data and walk through the lab guide above. Or, check out some of the sources listed below to learn how to analyze Twitter data with pivot tables.
As you will see when you take a look at the lab guide, you must first clean the data so that Excel can analyze it. I then walk you through a number of different ways you can analyze your Twitter data.
The fact is that I was a bit of a newbie to pivot tables when I created this assignment. To build the above-discussed lab guide I provided students to help them through learning how to use pivot tables, I relied heavily on several key resources. Much of what is in the lab guide is built directly on what I learned from these sources. To learn directly from the sources I learned from, check out the sources below. A big thank you to all of them for sharing their knowledge publicly. I hope I was able to honor them in adapting their work for a classroom assignment.
Update: You can now read the follow up posts to this blog series.
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.
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.
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
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.
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.
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.
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.
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 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 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.
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.
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.
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.
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.
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.
Here I conduct a search for our department’s social media account, @ShepComm.
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.