Tag Archives: web video

The king of social media content on campus? It’s not us.

Those of us who work in social media and web communication professionally like to think we know all the answers about creating content that works. And then somebody comes along and makes us look like pikers. Such was the case of Charles Trippy of We the Kings, who played at SUNY Oswego on Saturday night. In addition to playing a good set, all he did was create the most popular piece of content ever to come from our campus … by far.

Not only was it a great plug (even if it did contain the word “badass”) but it told an interesting story:

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As backstory, Charles’ father, better known as Chaz Trippy, played percussion in the Gregg Allman Band. So he posted: “This is the badass venue we are playing at (SUNY Oswego) my dad played here too in the ’80s!” It’s a big compliment to our Campus Center arena and a great historical note (the Gregg Allman Band did play at SUNY Oswego, albeit likely in the less impressive Laker Hall, in 1982).

If you’re squinting at the number of likes, do not adjust your set, it does indeed say more than 31,000 people liked it on Instagram (now nearly 32,000). If one of our posts gets 100+ likes, I consider that impressive. I don’t see us dethroning this feat worthy of a king.

The post also appeared on Twitter, where the figures also rang up high: 96 retweets and 504 favorites (updated: 98 and 523).

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We can learn lessons from this, of course. In terms of social media success, yes it helps that Trippy is a good-looking guy who plays in a popular band. But he wouldn’t have 404,316 Instagram followers and 464,000+ Twitter followers if he didn’t create interesting content. His use of media crosses over into YouTube with his popular Web series Internet Killed Television, which basically chronicles Trippy’s life on the road and at home, sometimes with appearances from his parents. And his Charles Trippy Family x Core channel, where the episodes air, has 1,469,912 followers.

Trippy did indeed document his time at SUNY Oswego with a video blog episode, featuring several students and calling the whole experience “pretty awesome.” He enjoyed playing on the same bill as two bands that inspired him growing up, Motion City Soundtrack and Say Anything. Calling the experience “a dream come true,” he offers advice: “Never let anyone ever tell you that your dreams are stupid.” As of Monday morning, or in about its first 24 hours, his video featuring our campus had some 264,000 plays … and climbing.

Plenty of bands are more famous and sell more records, but Charles is certainly a king of content. A lesson learned in retrospect is how anybody involved with the show, including us so-called professionals, could have better engaged him sooner on social media and tried to leverage his huge following to promote the concert. Advice going forward for people promoting shows at any campus, concert hall or cafe: See who’s coming to perform and try to connect with them in advance and in a meaningful way.

Sure, I don’t expect to create a piece of content with better reception that what Charles Trippy got, but he put a lot of Oswego love and interesting stories all over social media. I’ll take that royal treatment any time!

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building a student social media team? look in social media.

If you work at a college, chances are you have more needs in social media than you have resources. As I’ve said before, building a student team is a great way to bridge the gap: you can build a productive presence, the students can receive hands-on training and you have a key target market involved in the creative process.

Where do you look for students for a social media team? In social media, of course. This sounds like it should be obvious, but even I forget sometimes. Most of my effort to assemble this semester’s team came through social media. I now have two students concentrating on web video, two on community management and one working both areas.

The first video recruit came after I stumbled across this YouTube clip on Riggs Hall:

OK, it’s a bit cheesy, but I enjoyed it and, more importantly, saw that students reacted positively. So I tracked down Ray, who made the video and appears with the Ahnold accent, and talked to him about putting his skills to work. He probably will do more videos in that general flavor, which is great: They are fun, fast-moving and informative. In our Facebook Class of 2016 community, we saw many students taking an interest in staying in Riggs, because the video makes it look awesome.

Then, while I had one social media intern lined up, that doesn’t exactly constitute a team. So I posted that I was looking for team members on my Facebook and Twitter accounts, and had eight inquiries within 24 hours. By the end of the week, I had filled up the team.

In the first week, we already have two video projects cooking (not counting Ray’s next project), the start of a special event tied to our big hockey rivalry White Out game vs. Plattsburgh (#ozwhiteout) and the beginning of transitioning in community managers for our main Facebook page, Class of 2016 page and @sunyoswego account. We’ll see how things evolve, but so far I’m pleased they know their way around social media.

The corollary lesson to all this is that if you work in higher education, especially in higher ed social media, you shouldn’t be afraid to connect with students. Yet I (all too) frequently see people who categorically say they will not friend students on Facebook or interact with them via social media. (I wouldn’t be surprised if there’s a misguided college out there trying to write that into a social media policy.) If you work in social media and you have no intention on knowing what your students think or do, you simply shouldn’t work in social media. I accept friend requests from students regularly (although I generally don’t initiate requests out of respect for their privacy) and follow them back on Twitter. That alone is educational. And making those connections mean that when I have openings for a social media team, I already have connections and know if they are using this medium well.

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1 page speaks volumes on how web has evolved.

Last week I finished working on a new landing page for our Admissions Video, and it made me realize how far we have come — which I mean globally as well as locally.

Here was the old site in our old design, hosted by vendor, created several years ago:

And here’s the new one, presented (via YouTube embed) on our site:

First and most obvious, the new one represents our cleaner, sparser redesign which makes content more user-friendly. Did you notice anything else? Like that visitors no longer have to download/use RealPlayer or QuickTime to view the video?

I really think this transition reflects larger web trends over the past few years.

  • Better sharability. YouTube was not the commonly trafficked site back then, and its cloud-based platform that can be easily embedded is (overused phrase ahead) a real game-changer. Paying for outside hosting of static web video is less necessary also because of …
  • Improved metrics availability. One of the reasons I’m told we went with this vendor was the ability to track number of visitors, plays, etc. Which we easily can now do on our own site via Google Analytics as well as YouTube’s own metrics. We could also set up funnel reports to see how many people go from this video to fulfill other tasks … which, since this video is currently a conversion tool, will be increasingly interesting come next admission cycle.
  • Increased in-house web knowledge. I had only minor involvement in (and less knowledge of) the web when Admissions set up the previous system. We had limited awareness of what other options may have existed and certainly did not have access to the awesome collective resource of Twitter #highered folks. I love that Admissions will come to us now for web solutions that we can provide at no or marginal cost with greater functionality. I think (or hope) colleagues at other colleges have similar experiences.

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a video i love and why: what we learned from responses.

About a week and a half ago, I posted a blog challenge called A Video I Love and Why — choosing the Vancouver 2010 With Glowing Hearts video — and asked others to also post web video they enjoyed and why they did. The results were awesome — and, I think, showed some trends on what we like in video on the web.

  • Andrew Careaga stepped up almost immediately with Battle of the Album Covers. It’s a very creative, if a tad gory, animated story of various classic album covers creating mayhem — and a treat for music lovers.
  • Georgy Cohen suggested The Fully Sick Rapper, part of Christiaan Van Vuuren’s series on his months in tuberculosis quarantine. To try to maintain his sanity, he created videos of himself rapping — and improved his editing skills in the process.
  • Denise Graveline offered a classic Will It Blend? entry from Blendtec’s series of putting various objects through its blender. I found the joyfully cheesy video sufficiently interesting to use it in my media copywriting class.
  • The inimitable Todd Sanders served up Bill Genereux’s YouTube in Classrooms, a plea for educators to use YouTube in their lessons instead of banning access and creativity.
  • Michael Klein volunteered this TEDx video by Derek Sivers using the classic Guy Starts Dance Party YouTube video to make a point about leadership and movements.
  • Lori Packer shared the Red River College’s The Holiday Card, a mix of The Office type satire and screwball comedy, featuring an endearingly self-effacing performance by its president, Jeff Zabudsky.
  • JD Ross checked in with The Machine Is Us/ing Us, a powerful look at how Web 2.0 is not a concept or technology, but the sum total of ourselves.
  • Joe Bonner supplied A Life on Facebook, a current sensation imagining how our lives unfold publicly that is also a classic boy-meets-girl tale.

A wide variety of videos emerged, but some commonalities prevailed.

Substance over style. Most videos people chose were made on fairly low or no budgets. They tended to be simple stories where the appeal was the storyline itself, not anything glitzy or glossy. The same theme came up over and over in responses that you don’t need a lot of money to make a great video. But one thing you do need is …

Talk about the passion. Passion emerged as a common driving factor. Zabudsky is passionate enough about his college leadership, he’s willing to look a bit silly to promote it. Van Vuuren developed a new passion in quarantine and decided to share it. I’m sure the guys at Blendtec want these videos to sell blenders (and they have), but I love their infectious glee over seeing what kinds of crazy things their blender can pulverize. If you do a video — or anything — with passion, it is going to shine through.

Web video is an art form unto itself. If you see a traditional promotional video on YouTube, doesn’t it look out of place? Web video demands good pacing and evocative storytelling. For the highly overrated That’s Why I Chose Yale video, what didn’t work for me (and many others) was that the setup was a couple minutes long, which is longer than most web videos, period. YouTube in Classrooms may be run 10 minutes, but it hooked me right away, and its pacing and content kept me riveted. And Sivers’ TEDx talk is a YouTube video within a video, showing the form itself as something to study.

If you still want to post a response, you’re welcome to do so. Many thanks to those who responded to build this meme. It was fun, sure, but I think we also gained more insight into what goes into great video!

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a video i love and why: vancouver 2010’s with glowing hearts

Consider this an invitation to join me in the blogosphere for a conversation titled A Video I Love And Why, where anyone is welcome to blog about or discuss great web video. My choice would be Vancouver 2010’s With Glowing Hearts.

Why do I love it? Let me count the ways.

1. Visual style. The editing of sweeping nature scenes (my favorite is the long shot of a solo pond hockey player) and intense closeups of speakers is stunning. The mix of these clips with archival footage and Olympic highlights strikes a very nice balance. The casting ranging from worldwide stars like Sarah MacLachlan and Steve Nash to those well-known in Canada to ordinary people also works.

2. Emotion. The thrill of victory and the agony of defeat always resonate as emotional moments, and represent enduring appeals of sport. The script’s inspirational tone helps. My eyes often get moist watching, old softie that I am. As great as the writing is, watching it without sound can have just as much emotional impact.

3. Universal message. It’s about the Olympics, but it’s not. It’s more about the human spirit and inspiration. I love the breakdown of urgings in the middle:

  • Dream big things
  • Find your voice
  • Share your passion
  • Don’t be left wondering: “What if?”

You don’t have to be a Canadian (or an hono[u]rary Canadian like me) or a sports fan for the message to hit home. I always think finding a means of universal connection raises content to the next level.

4. Great music. The Doves track “Pounding,” or a remixed version thereof, has just the right feel. Though it’s interesting to note some Canadian message boards filled with ire over the choice of a British band with so much Canadian talent. An arguable point, perhaps, but the results speak for themselves.

5. The unexpected. Vancouver 2010 organizers could have easily just gone with a big heroic rah-rah sports-highlight reel. But they choose to make it inclusive, especially with such a prominent role for athletes in the Paralympic Games that also unfolded in Vancouver. It speaks to the message of inspiration and universality all the more.

So what do you think? And would be willing to share a piece of web video you love and discuss why you love it?

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content + context = compelling: in defense of raw video.

At the risk of stirring up a hornet’s nest, I’d like to advance the theory that not all web video need be extravagantly produced, meticulously edited and mini-Hollywood productions. Raw video, with the right content in the correct context, can be every bit as compelling.

Last week, for instance, a colleague used a Flip to take raw video of a new experimental wind turbine’s mounting on the roof of SUNY Oswego’s Lee Hall. In the abstract, 47 seconds of video, occasionally shaky, showing a couple of people affixing a turbine and starting its first revolutions doesn’t seem the most marketable footage. But when reviewing it, I saw a neat little narrative (content) on the ever-hot topic of alternative energy (context) and (not having to edit) quickly posted it to our YouTube account, then linked it from a homepage story which I fed through Twitter and Facebook.

And a funny thing happened: People started watching, retweeting, liking and commenting. Then our regional paper, The Syracuse Post-Standard, decided to add the raw video to its event coverage (several P-Sers follow us on Twitter) and the number of plays continued to climb. (Which also caused more hits on our related college videos.) All for a 47-second video that, to the Spielberg wannabes in the world, would appear unremarkable.

But this isn’t our first success with raw video. This spring when our men’s hockey team beat our fierce rivals Plattsburgh to win our first conference tournament in many years, and clinch an NCAA bid, among the celebration, I saw something cool. The team took the trophy around the ice in front of the student section and the remaining fans cheered loudly, pounded the glass and shared the joy. I caught some quick raw video, posted it on our Facebook page, and it quickly scored hundreds of hits and a couple dozen Likes. It’s shaky and hardly slick. But it had content (deliriously happy fans) plus context (a long-awaited conference tourney championship) and thus proved compelling.

Longform video is a tough match for the web and busy people. Some highered folks fell all over themselves praising the 16+ minute Yale admissions video, but I was beyond bored within 30 seconds and shut it off. Yet I repeatedly watched UQAM’s one-take lipdub video — which scored 10 times the YouTube hits of the Ivy League piece and, unlike the Yale yawner, the lipdub generated actual student buzz. Sure, it involved a lot of planning, but the UQAM students knew the right pace, made it fun and were more concerned with content than something slick. (Or consider the authentic awesomeness of the Guy Starts Dance Party raw video that preceded the flash mob craze.)

So don’t underestimate the power of raw video, and the opportunities available if you carry a camera or smartphone with at least some video capability (or ask students to do the same). The ability to capture short compelling raw video that needs no edits and almost instantly disseminating it via the many possible web/social media channels can offer nearly limitless potential.

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