Category Archives: Classroom Activities and Exercises
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Looking for social media class assignments, activities, and exercises?
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See all of my blog posts that contain social media class assignments, activities, and exercises. Just scroll down to access them. These are great public relations class assignments and work well as marketing class assignments, too. Enjoy!
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What tools are you teaching your students in your social media class?
Recognizing the need to teach students how to use social media dashboards, I began teaching Hootsuite in the classroom a few years ago. However, I was disappointed in the limited amount of time I was able to spend teaching students social media dashboards. I felt I was underserving my students. I felt students weren’t getting a true sense of how the industry uses social media dashboards. But there were so many other topics that needed to be covered in the semester.
The Hootsuite University program offers students three very cool things:
1) Hootsuite University Education – Students get to learn how to use Hootsuite via this repository of online video materials, thus freeing up class time to focus on other topics. The education materials span from the basics of using social media on through the advanced features of using the Hootsuite Dashboard. The resource also includes advanced courseware including insightful lectures from industry leaders and useful case studies. Personally, I’ve truly enjoyed these lectures and case studies.
2) Hootsuite Certification – A major benefit to the students is the ability to take the Hootsuite Certification test and become “Hootsuite Certified.” This is a unique resume building benefit. Before taking the certification exam, students complete several courses that teach them the ins and outs of Hoostuite far beyond the basic skills that your casual user will know. The certification demonstrates to employers that one is proficient in Hootsuite and certified professionals have the option of being listed in a public database that potential employers could browse (DId I mention there is a cool badge that certified professionals can put on their blogs or websites?).
3) Hootsuite Pro – As part of the program, students get free access for 3 months to Hootsuite Pro, which includes advanced features such as analytics and the ability to add an unlimited number of accounts to one profile. Pro access normally costs $9.99/mo (list of benefits for Hootsuite Pro)
Some of the great social media educators I follow and admire participate in this program. It is a truly great program and If you are teaching social media in some capacity, I encourage you to check it out!
I’m looking forward to hopefully getting to continue participating in the program future semesters.
This post may contain affiliate links. Please read my disclosure for details.
Note: Due to the news with Google link schemes, I got a little off track with my #TryThis! themed blog posts. Here is 1 of the other 2 I had planned.
Here is another great tool I love for engaging students in teamwork in the classroom – using Google Drive Documents (formerly Google Docs) for real-time classroom collaborative activities. Here’s what I mean. (Not familiar with Google Drive? Check out video below).
If you teach in a classroom where students have access to computers, Google Docs is a great tool to use for having students work on a common document in real-time. That’s because with Google Docs many people can work on a document at the same time, in real-time.
Here is a scenario in which I would use this cool tool.
Each team (3-5 students) gets a separate Google Doc that I created ahead of time and shared publicly so anyone can edit it (I’ll explain how to do that below).
In my social media class, I might give students a set of problems (questions) to solve. For example, maybe I am trying to teach about gathering social data through Hootsuite. I don’t want to just lecture them about how to do it. I want them to learn by doing. To stimulate that, I want them to work in a team to gather the data, and paste it into Google Docs so they can analyze it and look for any trends.
So, as a simple example let’s say there are 4 questions, one of which might be:
What are 5 examples where XYZ Company did not respond to a Tweet sent to them?
Students would look through their stream for Tweets @XYZcompany, find the 5 they need and paste them into the document. Since everyone can see in real time what others are posting, it is easy for them to work as a team to answer the question. Alternatively, some teams tend to break up the work to answer all the questions more quickly. I don’t mind this. It saves class time (which is precious) and lets us get more quickly to the analysis and discussion of whatever topic we’re covering.
This is a simple example with a simple question, but you get the idea. The tool can be used for more involved questions. I like to use it to “gather evidence” that leads to a question(s) that involves analysis and decision-making.
Discussion and teamwork are encouraged by the real-time Google Doc set up.
In our simple example, perhaps students need to consider course content and then create their own responses to these Tweets. Since everyone doesn’t have to crowd around 1 computer in drafting their responses, it isn’t a situation where 1 person is “in charge” and everyone else can tune out. Students can also type in comments and interact on the document, like they do in their everyday interactions with others online.
After they are done, I can easily pull up their documents onto the screen (because I have their URLs), show them to the class, and give students the opportunity to explain their answers and the reasoning behind it. I can use this to encourage discussion, particularly if I compare their answers to another team’s.
How To Set Up Real-Time Google Docs for Team Success:
Log into Google Drive or create an account.
1) Create the docs and make sure they are set up so EVERYONE can edit them. Here’s how:
After creating the document, click “share” (upper right – it is a blue icon). Next, click “Change” next to the field asking who can do what with the document….:
Choose “Anyone with the link”. For Access, choose “Can Edit.” Click save.
2) Sharing the Document with Students – The URL for Google Docs is annoyingly long, not good for sharing. So use your favorite URL shortener to create uniform links for the assignment. I like Bitly but any works.
For example, if there are 4 teams and I set up the documents, each will have a URL something like:
That way, each team just types in the short link into their browser. Just note that Bitly links are case sensitive. I usually project these links on the board.
Students seem to struggle with going to the URL. But I have found consistent labeling works and they pick up on it after 2 or 3 Google Doc exercises.
3) Test it – go into your computer lab and make sure it is working. If too many people are on a document at once, it can sometimes freeze up. So open up the file on multiple computers and hop around from 1 to the other typing. Even with more than 4-5 people on the document, if your computers or Internet are slow this may not work for you. (For me, most days I have no problems. But once in a while I do). Also, decide what browser you want students to use if there are multiple available on the computer. I found last year during a class that Google Docs worked in some browsers but not others and this confused students.
4) Test Copy and Paste Feature – If you want them to copy screen shots and paste them in the Doc, test that too. Different browsers work better with pasting images into Google Docs. I found Google Chrome unsurprisingly to work best.
5) Hold students accountable – what is the end result you are looking for with the activity? Technology for the sake of technology is not effective in the classroom. What do you want them to learn, to solve? Also, how are you going to grade them? Is this a participation assignment, and you are going to load their URLs after class for participation points? Truthfully, some students are only motivated by a grade, not the experience and outcomes of learning. So there are some students who won’t participate if they aren’t being held accountable. To try and curb this, I make activities worth participation points that add up over the semester. Or, I will have an activity today that builds up for an activity next class, the combination of which is a participation assignment. I also float around the room, look over shoulders, and ask questions or see if they have questions for me.
6) Expect a few hiccups – with any technology that is inevitable! But power through them! 🙂
7) Stick with it – Sometimes students aren’t as excited as we are to try new things. But once they learn how it is done and why, and you have some experience, things will flow smoothly.
That’s it! If you try this technique, have ideas for improving it, or have done something similar, I’d love to hear your experiences, advice, and thoughts!
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Hope you had a great Labor Day weekend. I’ve been writing lately about the Google Link Schemes update – what it is, how I am teaching in response to it, and what I think about it. As promised, here is my assignment that is impacted by this change.
As I’ve said before, I’m not too concerned about this change at the macro level. But at the micro level, I think it is important that press releases now contain the “no-follow” tag. To learn how to tag with “no-follow”, read my former post. It also contains lots of links to great articles explaining the Link Schemes update!
Press Release for the Web Assignment
The emphasis on my Social Media Release assignment (which I may be better off just calling a web release), at its heart is on writing for the web – e..g., keyword research, SEO. And so, whether the press release “dies” or not, I feel my students will be adaptable.
This assignment is taught in Writing Across Platforms (syllabus | related blog posts). The topics this assignment emphasizes are of course covered in class through lecture, discussion, and brief activities.
There are 3 files in my Writing Across Platforms category on Scribd that I want to draw your attention to:
Cover Page – The cover page is something I am using for all major written assignments in the class. Someone deserves credit for this but I can’t remember where I got the idea (if you know, please tell me so proper credit can be attributed). The purpose is for students to have to think through the purpose of their written piece, who their audience is, and what is “in it” for the audience – why they should care.
Social Media Release – Part 1 – This is prep work the students do, focusing on the keyword research and writing the release to conform to the scenario. An important thing for me is that students SHOW their research and highlight all keywords. Students bring in their draft to class and work with a partner on revisions. After, they proceed to Part 2:
Social Media Release – Part 2 – This is where they take what they’ve written and put it into PitchEngine. By breaking it up into two stages, the students can focus on the research and writing first and foremost before they get swept up in the coolness of PitchEngine.
If you have questions about any of these assignments, how I teach the material, or ways i can improve them, please feel free to drop a comment or contact me directly. How do you teach these topics? How can I approve my assignment?
As one way to introduce my students to SEO and keyword research, I use the below in class exercise with Google Trends (formerly, Google Insights). Google Trends allows users to see and compare trends on what Googlers are searching for, by showing search volume across time. Users can break down trends by category, such as geography.
We also discuss keyword research via Google Adword Keyword Search Tool. But I like to talk about Google Trends first because it is easy to use and a bit more approachable with its visual layout, including interactive maps.
Google Trends Activity and Discussion (Time: 15-20 minutes). Note: Lecture notes at bottom of blog post.
In class, I explain how search engines like Google seek to rank content based on relevancy and credibility so they can deliver the best content to searchers. The algorithms for ranking content are complex and constantly changing. But the question for anyone seeking to get their content in front of the right eyeballs remains the same:
How can we optimize our content to increase the chance people will find it online?
I explain how Google Trends can be used to see what characteristics or features of a topic people search for (you can see the slides below). I ask students to imagine they are writing content for a new Volkswagen. How can they know what features of the new car to highlight in their content?
I use this example because Google already has a great video explaining the results of a keyword search topic. So after we discuss some popular features, I show them the video example.
I then give them an in-class activity with a similar scenario asking them to find out what people search for most regarding a particular topic. I prompt with:
Imagine you work for a client who wants to promote a new gym. What do people seem to be most interested in?
Look specifically at Maryland. What do they search for in Maryland?
How could you apply this knowledge to target user interest?
Students go to the following Google Doc (http://bit.ly/WAP_GTrendsEx) and follow the instructions and visuals to walk them through the steps on Google Trends.
This brief activity is followed by discussion of what they found, and their thoughts on how this information could be used.
In my experience (I taught this in a social media class in the past), students at this point are excited about this tool and want to compare a topic they are interested in – maybe ice cream flavors, celebrities, brands, etc. I’ll ask students to make predictions on what topic is being searched for most and why. Often, we are surprised by what we find, which makes for a great discussion. We have lots of fun spending a few minutes doing this kind of exploration!
I end by emphasizing that one way to use Google Trends is to see what people care about the most when they search for a topic, whether it be cars, gyms, et cetera.
From there, we move on to discussing Google Adwords Keyword tool, which I’ll save for a future blog post.
Check out the associated slides for this class and the class before it where I explain SEO and linking below:
What is SEO and link building and why do they matter?
Keyword Research Activity: Google Trends and Adwords (relates directly to above blog post)
What do you think? How do you teach your students about keyword research and search engine optimization? Would love to hear your exercises and thoughts below.
If you teach social media, you likely follow many of your students on social media. Sometimes I cringe when I see the things some students Tweet.
Every semester for the past few years I’ve taken time in class to talk about presenting oneself professionally online.
This semester I decided to go about it a little differently. I decided to go a little more in depth. I am building a concentration of courses in our department that will emphasize strategic social media, and because the Principles of Public Relations class is the first class in the concentration, I decided I want to get students thinking about the professional uses of social media from the get go.
Professional Self-Representation Online Activity for Students
Here’s what I did in my Principles of PR class this semester:
I told the students to start using Twitter, if they hadn’t already. (I decide to focus on Twitter, though I’ve come to find that many of our students don’t use or like Twitter. So maybe I should broaden my horizons in the future).
After several weeks, we were discussing public opinion and how the failure of co-orientation between an organization and its publics can lead to misunderstandings of stance on an issue that can harm the relationship. (Chapter 8 of Cutlip & Center’s Effective Public Relations 11th edition) I told the students to: “Write a brief paragraph about how you want others to see you as a professional person who works in your career field choice.”
I then gave them a little homework assignment (on Scribd). They were to print out tag clouds of their Tweets, their Tweetstats, and their profile and bring them to class the following class.
The following class, I gave students a few minutes to look over the things they’d printed the night before (their stats, profile, etc.) and had them answer some questions (found on Scribd here) about the sort of things they post, and whether what they post reflects how they want to be perceived professionally. We revisited Dr. Russell’s list of what students should not Tweet. Students checked whether they were following Dr. Russell’s guidelines, revisited what they’d written several weeks back about what being professional on social media meant to them, and revisited their statement from the class before about how they want others to see them professionally in their career of choice.
The purpose here was to see if the students identified differences between how they had seen themselves and how they discovered through the exercise how others may see them based on what they post online. Through this, we were able to make a connection to our discussion the class period before about the potential harm brought on by a lack of co-orientation between an organization (the org being the student in this case) and its publics.
Students who weren’t afraid to share what they post on Twitter to the class had their tweets projected on the screen using VisibleTweets.com.
After, we talked for a while about professional behavior online. Many students expressed that they were increasingly conscious of what they post online, particularly out of concern that a future employer might see what they post. When they were younger, some said, they didn’t think as much about what they’d posted. Many felt it was unfair that people were judged for things they’d posted long ago, pointing out that people change, grow, and mature.
I continue to see some students who throw caution to the wind, using social media as a place to vent all those frustrations and share those things they wouldn’t normally say to someone. But overall, I’m impressed by how much students today are considering the implications of what they post on social media. A few short years ago, this was not my experience.
How about you? Do you discuss professional self-representation on social media with your students? If so, what have you found effective? What challenges have you faced? It is a difficult subject and I’m constantly looking for ways to reach students on this issue. Please share in the comments section below. Thanks! 🙂
Next Steps: More Activities and Resources for Teaching Personal Branding
A Social Media Education Blog by Matthew J. Kushin, Ph.D.
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