New Assignment: Optimizing a News Release for Search Engines

I'm teaching our PR survey class this semester and instead of reusing the traditional news release assignment for the writing part of the course, I thought I'd try something a little different this year: I'm having students optimize their news release for search engines. Students will still write a traditional news release, but once that has been graded, they will then take their release, make the necessary corrections and optimize it. The assignment is described below. It's very much inspired by a position paper on search engine visibility published by Steve Rubel on behalf of Edelman. I'd love to hear from anyone who's done this in their class already - anything I'm missing?

The Assignment: Optimized News Release

As we have seen, news releases and the messages they contain increasingly end up on the Internet where they get indexed by search engines. Since these messages have become searchable, it is important to include words and phrases Internet users would use intuitively when searching for content related to that message. Having read Edelman’s position paper on the issue and having discussed search engine and message optimization in class, it is now your turn to take your SEU news release and optimize it. For this assignment, you will need to identify a set of keywords/keyword phrases for use in your optimized news release. Use free tools such as Wordtracker, Google Insights, Google Adwords, or Microsoft’s AdCenter Labs to do so. You may also want to check Twitter Search or Facebook Lexicon to get a sense for the natural words and phrases people use to talk about your type of topic.

1. Accurately reflect how people talk & search (natural language)
2. Face little competition from other keywords

Once you’ve decided on your keywords, strategically incorporate them into your news release (see the Edelman position paper for tips on how to do so).

Deliverables:

1. Your revised & optimized news release with the keywords highlighted in bold print
2. A short paper listing the keywords/keyword phrases you decided on and explaining why you chose them and how they fit the 2 keyword requirements outlined above. Include screenshots of the visuals generated by tools such as Google Insights to back up your argument.
3. A Twitter pitch for your news release of no more than 140 characters. Use a separate page for this pitch. Your pitch should incorporate at least one of your keywords. Since this is not an official SEU news release, do not send it out over Twitter. For tips on writing effective Twitter copy, check out this example.

Grading Criteria:

Your optimized news release will be evaluated based on the following criteria:

1. Quality of the writing (10 pts.)
2. Properly optimized
1. Keywords incorporated into headline (10 pts.)
2. Keywords incorporated into body (10 pts.)
3. Keywords bolded (only bolded words will be considered) (10 pts.)
3. Quality of the paper
1. Lists keywords (10 pts.)
2. Provides rationale for choice of keywords (10 pts.)
3. Explains how keywords fit reqs (natural language & competition) (10 pts.)
4. Provides screenshots to back up rationale (10 pts.)
4. Twitter pitch
1. Within the 140 character limit (10 pts.)
2. Incorporates keyword(s) (10 pts.)

Creating a social learning environment in the college classroom

It's back to school for us next week and to start off the semester, I'll be giving a presentation to our faculty on how to create a social learning environment in the college classroom. Since I can only cover so much in a 20-minute talk, I've decided to focus my presentation on a conceptual discussion of social learning and cover the how-to aspect in a series of tutorials on this blog.

The idea behind creating a social learning environment is to get students to engage the course material critically and to have them keep their eyes open for interesting material to share with their peers. By having to provide their own examples, students learn to reflect upon course concepts and simultaneously learn to evaluate their peers’ contributions. Such environments allow students to contribute course material and share relevant stories, articles, videos, and pictures in near real-time with both their classmates and instructor around the clock. Although this type of sharing of insights isn’t new, we now have technologies allowing us to do so much more efficiently. My presentation will discuss three technologies instructors can use to set up a social learning space for their classes: (a) Delicious Social Bookmarks, (B) Zoho Creator Databases, and (c) Blackboard Scholar. I have created a tutorial on how to set up each and have embedded them below.

The first tutorial covers setting up Delicious and pulling it into Blackboard through a simple Yahoo Pipe. I have students contribute at least one quality resource a week on a topic discussed in class that week. These contributions can take on the form of relevant news stories, articles, videos, podcasts, or slideshows. We occasionally review these bookmarks in class. During those reviews, students are expected to tell their classmates about the resource and why they think it serves as a good illustration of a particular course concept.

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The second tutorial is based on Mike Wesch's 94 articles activity and explains how to set up Zoho Creator databases and how to connect them to Blackboard.

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The last tutorial is a brief introduction to Blackboard Scholar, a social bookmarking service offered through Blackboard.

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Favorite slideshows from my social media class

Over the course of the past few semesters I have made some of the slideshows I use in class publicly available on Slideshare. I also shared most of them on this blog. Since I periodically get requests for particular ones, I've decided to make the most popular ones available in one post here:

Blogging 101:

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Twitter for PR:

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Using Twitter to Connect with Audiences:

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Twitter & Social Media for Crisis Communication:

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Monitoring Conversations Online:

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Social search in academic research

If there's one thing that hasn't ceased to amaze me since I started blogging, tweeting, bookmarking and aggregating it's this thing I've come to refer to as social media serendipity. It can happen any time, anywhere. Sometimes it strikes as I am preparing classes, other times it happens as I am working on research. I may be working on a class on pitching stories when a new blog post just pops up in my feed reader with a relevant, up-to-the-minute case study to include in my class. Other times it is a Twitter or Del.icio.us user I follow who will share the perfect example. The reason I call it serendipity is because I didn't ask for it. The information just has a way of finding me. It's as if there were hundreds of research assistants out there scanning the web and bringing the information back to me just when I need it. I honestly can't remember the last time I spent hours online searching the net for that perfect example to illustrate course material.

Yesterday as I was working on research I had another one of these serendipitous moments (which I will describe in a second) and it got me thinking. There's been a lot of talk lately about social search and the future of search and it just dawned on me that this thing I had affectionately called social media serendipity really just is the result of a passive social search. I call it passive because in the cases described here, I didn't actively seek out any information from my social networks. I simply received pertinent information from my networks without actually asking for it. Nevertheless I do think it qualifies as search since I am constantly scanning those networks for relevant information through the various feeds I am subscribing to. I've always viewed social search exclusively as an active process (such as outsourcing your questions to your Twitter followers), but I think that definition may need to be broadened to include serendipitous, passive social searches such as the following:

• A few months ago, one of the people I follow on Twitter shared an interesting article with his followers. Since the article seemed relevant to research I am working on, I bookmarked it and set it aside to read at a later point (an example of a passive social search through Twitter)
• As I read it last week, I annotated it with additional research questions. I noted that it would be nice to know how many of the videos uploaded to YouTube each month actually reached more than 1,000 or 10,000 views.
• The next day, one of the Del.icio.us users I follow bookmarked an article in Slate Magazine that answered that exact question (another example of a passive social search, this time through social bookmarks)
• Yesterday after I had finished writing up the section of my paper that deals with these stats, I checked my feed reader only to find that I had a new item in the folder labeled research. The new item wasn't relevant to the research I had worked on that day, but the one above it, which I had marked as "keep new" was (I do that when a feed sounds interesting but I don't have the time to review it). This is how I stumbled upon a paper from HP's Social Computing lab on the success dynamics of 10 million YouTube videos - a perfect fit for my research and another example of a passive social search.

So there you have it - three examples of passive social searches that greatly helped me complete a book chapter I was working on. Obviously the quality of those searches will depend on the quality of your network and there is a definite danger of casting that network too narrowly as an article in the journal Science suggested this week. But that's something to explore in another blog post.

Update 7/27: A day after I published this post, ReadWriteWeb wrote a post using the active versus passive social search framework I outlined here. I'm not sure I completely agree with their search discovery continuum though - I think "friends & following" is just as important at the passive discovery side of the continuum, especially since our passive discoveries are filtered by our decisions on who to follow and friend.

What if your credit card company wrote your syllabus?

Classes are out for the summer and my husband and I are slowly getting ready to prepare our classes for the upcoming fall semester. The following post is inspired by a recent letter from one of our credit card companies announcing a change in their terms and conditions - a practice that most major banks and credit card institutions seem to be engaging in right now from what I hear (also see this report). Since we were working on our syllabi as this letter landed in our mailbox, it inspired the following thought: What if your credit card company wrote your syllabus? Here's the answer (should be 7 pt. font but noone would be able to read it):

Contents and Effectiveness of Agreement. This syllabus governs your classroom experience with your professor. This syllabus becomes effective and you agree to its terms by either showing up in class or by failing to drop the class within 3 business days of receipt of this syllabus.

Amendment of this Syllabus. Your professor may amend this syllabus by changing, adding or deleting any assignment, required reading or due date at any time. S/he will provide you with notice of the amendment to the extent required by university policies.
‡ Please note that your professor reserves the right to change how each assignment is weighted throughout the semester. For example an assignment originally worth 9.99% of your grade may increase to but not exceed 29.99% of your grade. If you are late on any assignment during the semester you will be required to perform additional work on each assignment and will also need to submit an extra credit assignment for each late submission.

Performance information: Your professor may periodically review your overall class performance by obtaining information from your other professors concerning your work in their classes. Should it be found that you did poorly on any assignment for another instructor, your professor may adjust your grades for his/her class accordingly. In addition, your professor may report information about you to the dean's office. You have the right to dispute the accuracy of information reported. Your professor may at any time during the semester and for any assignment require that you perform more work than originally outlined. In that case, your instructor must give a one week notice before new requirements go into effect. Depending upon how your professor and his or her colleagues like you, you will be graded more or less harshly than other students in your class. If at any point during the semester, you do not agree with the professor's changes to the syllabus you may choose to drop out of the class--however, all homework will still be required. Please don't worry about your prof, however, as should your class perform poorly, s/he may receive additional funding from the provost.

U.S. Government to Twitter: Please no Fail Whale during the Iranian Election Crisis

As Iran is working to restrict access to the media in light of the recent election uproar, the U.S. government has responded in a rather unusual manner: According to news reports, the State Department asked Twitter to move its scheduled maintenance to a different time in order to allow Iranians to tweet about the ongoing crisis:

• Mashable report
• CNN report
• Q&A with Clay Shirky on Twitter and Iran on the TED blog 

Twitter acquiesced to the State Department's request and issued the following statement on its blog:

When we worked with our network provider yesterday to reschedule this planned maintenance, we did so because events in Iran were tied directly to the growing significance of Twitter as an important communication and information network. [...] It's humbling to think that our two-year old company could be playing such a globally meaningful role that state officials find their way toward highlighting our significance. However, it's important to note that the State Department does not have access to our decision making process. 

Looks like the State Department has come to understand  the importance of social media in times of crises. The governments of countries such as Iran, China, and Myanmar should have learned an important lesson too: that restricting access to the media no longer works to crack down on dissent. Governments trying to control all information flow are facing the same reality as businesses trying to control all branding messages - they are fighting a losing battle. Despite Iran's efforts at blocking social networking sites and threatening Internet users, Iranian citizens have managed to post pictures of the unrest to the Internet,  upload videos to YouTube, and post their stories to Twitter and Facebook. And now that traditional news outlets (banned from reporting directly from the scene) are relying on these social networking services in their reports, the story does get out. Maybe even in a more authentic way?

Playing with Slideshare's Slidecast Tool

I've been meaning to try out SlideShare's slidecast tool for a while, but never got around to it until now. My husband and I decided to enter SlideShare's Tell a Story contest and figured it would be a good time to give slidecasting a try. Here's the result - hope you enjoy:

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