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In my last post, I needed a pep talk. In teaching digital and social media marketing I’m used to scrambling to keep up with innovations. But AI is a whole other pace. It’s as if I’m trying to keep up with Usain Bolt when I’m used to running marathons.

Like the marathon I signed up for in July, November comes quickly. No matter how training goes the start time comes, the horn goes off, and you run. Here comes the Spring semester. No matter the number of AI updates dropped in December I need to show up ready to go in early January.

If I want to make a difference and have an influence on how AI impacts my discipline and teaching, I don’t have a choice. I can relate to what AI expert Ethan Molick said in his latest Substack,

“This isn’t steady progress – we’re watching AI take uneven leaps past our ability to easily gauge its implications. And this suggests that the opportunity to shape how these technologies transform your field exists now when the situation is fluid, and not after the transformation is complete.”

The other morning, when I should’ve been finishing Fall grades, I spent a couple of hours exploring AI updates and planning how I’ll advance AI integration for Spring. Instead of AI bans (illustrated by the Fahrenheit 451 inspired image of my last post), I’m going deeper with how we can train AI to be our teaching friend, not foe.

AI image generated using Google ImageFX from a prompt “Create an image of a professor training an AI computer chip as if it was a dog in a university classroom.” https://labs.google/fx/tools/image-fx

NotebookLM opens up teaching possibilities.

A lot of new AI updates came this Fall. One that caught my eye was Google’s NotebookLM. In a NotebookLM post, I explained how I was blown away by its Audio Overview of my academic research that it turned into an engaging podcast of two hosts explaining the implications for social media managers.

I see potential to integrate it into my Spring Digital Marketing course. NotebookLM is described as a virtual research assistant – an AI tool to help you explore and take notes about a source or sources that you upload. Each project you work on is saved in a Notebook that you title.

These are the various notebooks I’ve used so far for research and the new course notebook. — The various notebooks I’ve used so far for research and for my Digital Marketing class.

Whatever reference you upload or link, NotebookLM becomes an expert on that information. It uses your sources to answer questions and complete requests. Responses include clickable citations that take you to where the information came from in sources.

As a Google Workspace for Education user, uploads, queries, and responses are not reviewed by human reviewers or used to train AI models. If you use your personal Google account and choose to provide feedback, human reviewers may see what you submit. To learn more click here.

Source files can be Google Docs, Google Slides, PDFs, Text files, Web URLs, Copy-pasted text, public YouTube video URLs, and Audio files. Each can contain up to 500,000 words or 200MB files. Each notebook can contain up to 50 sources. Added up NotebookLM’s context window is large compared to other models. ChatGPT 4o’s context window is roughly 96,000 words.

When you upload to NotebookLM, it creates an overview summarizing sources, key topics, and suggested questions. It also has a set of standard documents with an FAQ, Study Guide, Table of Contents, Timeline, or Briefing Doc. An impressive feature is the Audio Overview which generates an audio file of two podcast hosts explaining your source or sources.

NotebookLM as an AI tutor.

I plan on using NotebookLM as an AI tutor for students in my Spring Digital Marketing course. I like the open-source text I’ve been using for years, but the author has stopped updates. The strategic process and concepts are sound, so I update content with outside reading and in-class instruction.

I tested NotebookLM creating a notebook for Digital Marketing course resources. First, I uploaded the PDF of the text. Then, I added website links to six digital marketing websites that I use for assigned readings and in-class teaching. Finally, I added my blog. I plan to show students how to create theirs at the beginning of the semester.

This is my notebook for Digital Marketing. I was impressed with asking it questions that I often get from students about assignments. — This is my notebook for Digital Marketing. I was impressed with the answers it gave to questions I often get from students.

AI may not be accurate 100% of the time, but controlling the sources seems to help and puts less pressure on crafting a perfect prompt. My discipline knowledge knows when it gets something wrong. I tested my Digital Marketing NotebookLM asking questions on how to complete main course assignments such as personal branding blogs, email, SEO, and content audits. I haven’t noticed any wrong answers thus far.

Important note about copyright.

I’m testing NotebookLM in this class because my main text is open source and all the websites I link to are publicly published sites (not behind paywalls). Google is clear about its copyright policy,

“Do not share copyrighted content without authorization or provide links to sites where people can obtain unauthorized downloads of copyrighted content.”

We should set a good example and educate students by not uploading copyrighted books or information only accessible through subscriptions or library databases. Below is my general AI policy for the course.

The policy carves out acceptable and helpful uses of AI while explaining the ways AI should not be used. — This policy carves out acceptable/helpful AI use while explaining ways AI shouldn’t be used.

In completing final reports students will access information behind paywalls such as Mintel reports. They’ll add the information and cite it as they’ve done in the past. The goal isn’t to use NotebookLM to complete their assignments for them. The goal is to give them a resource to better understand how to complete their assignments.

NotebookLM as a study tool.

I see NotebookLM as a positive tool for student learning if used as a study guide, reinforcement, or tutor. It would have a negative impact if used to simply replace reading and listening. What’s missed when you use AI in the wrong way is depicted in an infographic I created for a previous blog post on the importance of subject matter expertise when using AI.

For a website assignment, my course NotebookLM gave a nice summary of the process and best practices to follow. That’s something students often struggle to find in the text and other sources. The assignment requires pulling from multiple chapters and resources. The notebook summary included direct links to the information from various text chapters and digital marketing blogs. I also tested its accuracy with questions about an email assignment and had it create a useful study guide.

This will be so helpful for an assignment that student often miss steps and best practices as it draws from multiple parts of the text. — Answering questions will be helpful in assignments where students often miss steps and best practices that draw from multiple parts of the text and readings.

Students can create audio overviews of podcast hosts talking about a topic drawing from the sources. Impressively, when I asked for an Audio Overview explaining the value of a personal professional blog assignment to students it understood the student’s perspective of thinking blogs are outdated. It began, “As a student, I know you’re thinking blogs are outdated, but personal professional blogs are a great …” The Audio Overview also adjusted the text process for businesses and applied it to a personal branding perspective.

Going beyond Copilot in other areas.

I also plan on students leveraging new AI capabilities in Adobe Express and Google’s ImageFX in multiple classes. Our students have free access to Adobe Creative Suite where new AI capabilities go beyond Firefly generated images. In Express you can give it text prompts to create mockups of Instagram and Facebook posts, Instagram stories, YouTube thumbnails, etc.

Students' ideas will be able to be expressed even better with Abobe’s new text to create AI interface in Adobe Express along with its image creation capabilities with Firefly. — Students’ ideas can be expressed better with the text to create AI interface in Adobe Express along with the image creation capabilities of Firefly.

AI’s multimodal future is here.

That other morning I also dove deeper into new AI multimodal capabilities. It was so remarkable I recorded videos of my experience. I explored new live audio interactions in NotebookLM and created a demonstration of what’s possible with Google’s Gemini 2.0 multimodal live video.

I was blown away when testing the new ability to “Join” the conversation of the podcast hosts in NotebookLM’s Audio Overview. While the hosts explained the value of a personal professional blog, I interrupted asking questions with my voice.

Near the beginning, the hosts tell students to write about their unique skills. I clicked a “Join” button and they said something like,

“Looks like someone wants to talk.” I asked, “How do you know your unique skills?” They said “Good question,” gave good tips, and continued with the main subject. Later I interrupted and asked, “Can you summarize what you have covered so far?” They said sure, gave a nice summary, and then picked back up where they left off.

Finally, I interrupted to ask a common student question, “What if I’m nervous about publishing a public blog?” The hosts reassured me saying people value honesty and personality, not perfection. What really impressed me was the hosts answering questions about things not specifically in the sources. They could apply concepts from the sources to understand the unique perspective of a given audience.

Multimodal AI as a live co-worker.

This last demonstration of the new multimodal capabilities of AI is for my own use. With Gemini 2.0 in my Google AI Studio account, I could interact in real time using text, voice, video, or screen sharing.

The video below is a demonstration of what’s possible in live video and conversations with Gemini 2.0 as it “sees” what‘s on my screen. I had a conversation with it to get feedback on the outline for my new five-part AI integration workshop I’m planning this Spring for faculty on campus.

Writing the last two blog posts was time well spent.

Planning what I’ll do in the Spring and writing these last two blog posts has taken me two-three days. Because it was 100% human created there was a struggle and a time commitment. But that is how I learn. This knowledge is in my memory so I can explain it, apply it, or answer questions.

Talking to Gemini was helpful, but it doesn’t compare to the conversations I’ve had with colleagues. AI doesn’t know what it feels like to be a professor, professional, or human in this unprecedented moment. Let me know how you’re moving beyond AI bans and where you’re executing caution.

I have a lot of work to do to implement these ideas. That starting horn for the new semester is approaching fast.

100% Human Created!

I taught a social media strategy class this summer and I was surprised to find most students were not very active on social media personally. At first, I was stunned. This was a social media class after all. Would you take a film class if you didn’t watch movies?

After getting to know the students I found two reasons for this inactivity. It was a graduate course with a mix of older professionals and younger students right out of undergrad in our 4+1 MBA program. The older professionals never really got into social media. The younger students deleted personal accounts like Instagram, Facebook, and Snapchat for negative personal effects.

To see if this was unusual, I posted on a social media professor’s Facebook group asking if other instructors saw this in their classes. The number of responses indicate it’s not unusual. Most professors notice students backing away from personal social media use and mention reports of people limiting social media to focus on wellness.

This is a graph showing a stead increase in the search term

Focus On Social Media Wellness Is Increasing.

Social media apps have faced increasing scrutiny for their negative effects on youth. It’s been a year since the U.S. Surgeon General issued an advisory on youth mental health and social media. This fall an increasing number of U.S. schools are Implementing student cellphone bans amid a mental health crisis and decreased learning. I instituted tech limits in my classes after the pandemic due to negative learning outcomes.

A recent article from Very Well Mind shared the news that TikTok is adding automatic 60-minute daily time limits for users under 18. This may not be surprising considering the recent scrutiny over teen social media use. What was interesting is that the article also posed the question, “Could everyone benefit from similar time limits?”

The article makes a good case for restrictions citing a study from the Journal of Cyberpsychology, Behavior, and Social Networking which found people who stopped using social media (Facebook, TikTok, Twitter, Instagram) for a week had significant improvements in their anxiety, well-being, and depression. The average age of study participants was 30.

Very Well Mind interviewed Jamilia Jones, a clinical therapist who says, “By learning to set boundaries on the time and energy we invest in scrolling through our feeds, we can potentially reduce feelings of anxiety, depression, and loneliness often associated with excessive social media consumption.”

Limits Can Help Users Maintain A Healthier Work-Life Balance.

In full disclosure, I had particular trouble writing this article because I kept feeling drawn to check my social media. That Facebook group and my LinkedIn. I’ve been posting about AI recently which has sparked a lot of conversation. I wanted to see if anyone else has Liked or commented.

Ex-Facebook president Sean Parker has admitted that Facebook was developed with the objective: “How do we consume as much of your time and conscious attention as possible?” This led to features such as the “Like” button to give users “a little dopamine hit.” Parker continued, “It’s a social-validation feedback loop … exploiting a vulnerability in human psychology.”

Some return to social media to see how many Likes a post, picture or video got to feel good. Others, turn to social for news or to fill time but find themselves “doomscrolling” as algorithms serve up more negative content because it keeps us engaged. This can lead to anxiety, depression, and isolation. That’s the bad. But there’s still plenty of good.

What If Your Job Is Social Media?

Social media still has many positive personal benefits. It is also a driver of business for large companies and local pizza shops. We need social media professionals and I teach students how to become them. How do you strike a balance between professional social media use while guarding against negative personal social media effects?

Boundaries to consider are social personal use, professional use (career), and company use (posting for a brand). It’s easy for these to bleed together when all are accessed anytime, anywhere from the same device. Social media professionals specifically report having a hard time with work-life balance.

We’ve talked about the negative health effects from social media, and social media professionals spend the most time there. The field is changing all the time so there’s pressure to keep up and it’s hard to leave work at the office when social media is 24/7/365. Emma Brown at Hootsuite suggests several ways to avoid social media burnout.

Ways to avoid social media burnout:

Set boundaries. Have social media–free time. Turn off work streams after work.
Give eyes a rest. Eye strain can lead to irritated eyes, neck and back pain, plus can cause headaches.
Get up and move. Walk (without your phone) regularly for mental and physical health breaks.
Get some sleep. Sleep (without devices) is healthy and makes you more productive.
Structure time. Assign parts of your day to specific activities (one-hour blocks).
Delete apps. Make your phone a personal device. Manage brand social on a laptop.
Digital detox. Take digital free time off for a night or weekend to recharge.

Do You Have To Be Personally Active On Social To Be A Social Media Professional?

This question got the most responses in the social media professors group. Some clearly say that you can’t make students be on social media even for a social media class. But others make a strong point that you can’t be a social media marketer without knowing what it is like to be on social media.

Companies used to want to hire college students to run their social media because they knew grew up spending their time on social media personally. I worried that they didn’t know enough about the business side of marketing strategy. Twelve years after I began teaching social media strategy we may see the opposite.

Today students could be studying social media marketing but limiting personal use or even deleting social media apps. A survey of 18-to 27-year-olds found significant regret over social media use. While 52% said social media benefited their lives, 29% said it harmed them personally. In fact, about half of Gen Z wish TikTok (47%) and Twitter/X (50%) were never invented.

What about current social media pros? Do they need to be active on every social platform to do their job well? Or can they run social media business accounts on platforms like TikTok and Twitter/X but not have their own account to limit personal exposure?

What Does All This Mean?

I’ve been teaching social media marketing for over a decade, have created social media campaigns for clients, and have a social media marketing book. I have benefited from social media personally and professionally. I’m obviously not recommending deleting or banning social media. But I think it’s obvious we need more balance.

I resisted having AI write this article, but I did turn to Copilot for some ideas on how to find more balance in our social media use. I think the suggestions are a good beginning.

An image of suggestion that Copilot had for balancing social media use by setting boundaries, using technology like screen time, prioritizing real-life relationships, curating your feed, and mindfulness. — Copilot doesn’t use social media, but has good suggestions for us to manage our social media use. Generated with AI (Copilot) ∙ September 6, 2024 2:30 PM

Have you seen the social media wellness trend? What does it mean for you personally and professionally whether you are a social media pro or a social media professor?

This Was Human Created Content!