Congregations have been wild to know what Twitter can do for them, proven by the powerful turnout at two presentations I’ve given on the topic.

The uses are many, but here’s a quick run-down of what I’ve found in my work with churches and synagogues, divided into clergy members (rabbis, preachers), administrators and youth group leaders. Find more tips by following Talance on Twitter, and of course, send your own.

Clergy

1. Inspirational thoughts – quotes from scripture or elsewhere
2. Motivational thoughts – calls to action and service
3. Be available to those who need you, when they need you
4. Learn more about your congregants
5. Reach out to people who aren’t able to attend your services
6. Network with other clergy members
7. Gather ideas for sermons
8. Send prayer requests
9. Identify needs for support in your community
10. Get feedback on sermons and programs

Administrators

1. Call for volunteers
2. Notifications of schedule changes
3. Event notifications
4. Event follow-ups
5. Promote newsletter
6. Promote blog
7. Promote website
8. Find out about successful events at other churches or synagogues
9. Organize events by communicating with volunteers and staff
10. Poll members on success of programs and services

Youth Group Leaders

1. Reach out to texting-addicted membership
2. Drive people to your Facebook group or MySpace page
3. Send reports to parents while on youth trips
4. Send reminders to forgetful youth
5. Make it easy for teens and kids to tell friends about events
6. Tell kids about programs
7. Send congratulations and kudos to members
8. Make it easy for shy kids to communicate with the group
9. Share camp stories and pictures
10. Send birthday wishes

It’s happening ever so slowly, but more and more synagogues are beginning to experiment with Twitter. Check out who’s there now by going to http://twitter.com/synagogue. Churches and non-profits have cottoned on to Twitter a while ago (check out this recent article from Time magazine), but it’s been moving much slower and with more contention in the Jewish sphere.

Twitter, for those of you who haven’t yet decided to fiddle with it yet, is a utility that lets you send a 140-character message to your community of subscribers. It’s a bit like how Reuters news service delivers stories to newspapers around the country, but you’re the Reuters, and the newspapers around the country are anybody in the world who’s interested in what you have to say. If you want to see it in action, you can follow Talance at http://twitter.com/talance or @talance.

Like any social media tool, Twitter can be useful as long as you think carefully about how you’re going to use it and work it into your overall communication plan. You can find it’s useful for attracting volunteers or promoting events.

We’re wondering how many of you synagogues have thought about how you’re using Twitter, so we put together this poll. Take a few seconds (it’s super short) to answer why you’re using Twitter. We’ll post the results here when the poll is up.

If you’re NOT using Twitter, use the comments below to tell us why you’ve decided to give it a pass.

[The following is reprinted from the technology issue of Torah at the Center, and educational publication from Union for Reform Judaism. Read the whole technology issue by clicking here.]

By Monique Cuvelier, Usability Consultant and CEO, Talance.com, Burlington, MA

The last thing you want a student to do in an online course is to think. That sounds wildly counterintuitive, considering most instructors want students to have thinking caps strapped tightly on and cranked to maximum when they sit down to learn. However, if students are thinking too hard about what to do with online course software, they’re not going to be engaged in the course materials – and that’s the reason you want them there in the first place.

The benefits of e-learning programs are clear. They’re convenient, bring students together who live in different places and can be adapted to address the various needs of students. But many organizations focus too closely on the benefits and not enough on usability, the ease in which students can navigate a course and accomplish learning goals.

The trouble is that creating good usability should look natural and easy, but it’s incredibly hard. What seems the natural way to work in an online arena is not natural; it takes planning and design. In the six years that I’ve been making online learning environments more intuitive for students and teachers at my company Talance.com, I’ve seen students drop out of courses, give up on their favorite topics and turn their ire to their hapless instructors all because they were confused and frustrated by the technology.

Below are a few rules you can think about when evaluating online courseware or creating a simple online learning environment from scratch.

Familiar Workflows

Students should move naturally from one task to the next. Tasks should guide the students to the right information at the right time. For instance, you may want the student to work through the course this way: log in, read any pertinent announcements, review reading material, discuss a project in the bulletin boards, submit a writing assignment. In this case, make sure the announcement appears on the course homepage and that instructions for the writing assignment are at the end of the reading material. Include enough shortcuts that students can navigate easily from one task to the next.

Free-Flowing Communication

Students should have open channels of communication with you (the teacher) and other learners, whether the course is synchronous or asynchronous. Add options for navigation. Icons on the homepage that take you to different sections of the course are OK – as long as you’re on the homepage. Use tabs at the top of the screen to create quick access to frequently used sections of the course, because they can be seen from any page. Course participants should find it easy to send course e-mail, and they should know at a glance if they have new messages. They should know where to find help, through an FAQ or an e-mail form where they can submit technical support issues.

Flexible Enough to Foster Creativity

Multiple-choice questions may be fine in some circumstances but are too rigid on their own to address all learning styles and encourage creativity in an online course. Present several ways for students to learn and interact, such as real-time chat rooms with whiteboards, and essay-type questions in tests. Allow students to upload Microsoft Word documents, which let them work in their familiar computer environments rather than typing responses into text forms.

Hebrew-Language Support

Think about how your software handles Hebrew, if you require it for your class. Support for Hebrew is often not included in the first release of software packages. Can you render characters in Unicode or graphically? Discussion boards in particular may have difficulty rendering Hebrew characters, especially along with English. Can you allow students to attach Word documents that are formatted for Hebrew?

Just the Essentials

One hazard of working with an online course is there is no page limit. Avoid information glut by presenting students with just the information they need. Create places for secondary information elsewhere in the course for those who want to learn more.

Following these principles is only the first step to creating a more usable online course. Make better usability an ongoing effort by constantly noting problems students have, asking for feedback and making adjustments. Eventually, you’ll find the more you think about how students learn in an online environment, the less your students will have to.

Establishing a social media marketing plan requires heaps of work. Of course you want to know how much you’re getting out of all the hard work you’re putting into one. But the trouble with boiling down ROI on a social marketing effort is, “… you are trying to put numeric quantities around human interactions and conversations, which are not quantifiable.”

This is according to a helpful post from Jason Falls, who writes for Social Media Explorer. He says every session on measuring ROI in social media is a waste of time. That seems extreme to me – it’s only a waste if your “return” is monetary - but I understand his point. Embarking on a social media plan is more about getting out there and joining in the conversation than converting sales.

But it makes sense for churches, synagogues and non-profits, where the goal is to join in the conversation. The point is to figure out how you’re going to quantify your social effort.

I’m always looking for ways to demonstrate how technology is relevant for our clients. So when I happened across this detailed explanation of how Rabbi D. Nimchinsky brought along his digital camera to snag some videos and upload them to YouTube during an 8th grade field trip to Washington DC, I was delighted.

The good rabbi says:

The results were very gratifying. Each day we received numerous emails from parents, teachers and other students commenting on the trip, the video bloggers, and the students in general. It built up a good deal of enthusiasm and excitement about the trip which the kids were thrilled about when they called their parents or friends in the school.

Look at this detailed how-to on the AVI CHAI Educational Technology blog.

Major props to Rabbi Eli Garfinkel for using technology in a creative and forward-thinking way. The Ask My Rabbi Show lets the inquisitive anonymously send their Jewish-related questions to the reb, who will answer them in front of a camera and post the answer online.

My question: why aren’t more Jewish organizations thinking so creatively about web technologies?

A client called the other day wondering why more people weren’t using their brand spanking new synagogue website. It was a nice site, all the bells and whistles, and there wasn’t a very good reason I could see that no one was using it. But it didn’t take long to figure out what the problem was.”Well, do the people in your congregation know about the site?”

“We sent an e-mail when it launched.”

“Do you mention it in your monthly bulletin?”

“No.”

“Do you have the URL on your business cards?”

“No.”

“Do you tell people during services that they can find more information on the site?”

“No.”

“Do you have a message on your voice mail about the website?”

“No.”

And that’s the problem with many websites - synagogue or otherwise. Just building it isn’t enough. Just mentioning it once isn’t enough. The marketing begins with other channels - and you undoubtedly have many available. Think about all the ways you touch your community, and make sure you use them to mention your website and its benefits.

Eventually they’ll come, and if you do it right, they’ll keep coming back.

My friend Aaron Spiegel from the Alban Institutes’s Center for Congregations dug up an interesting commentary on the sins of church websites, “10 Easy Ways to Keep Me from Visiting Your Church Because I Visited Your Website,” which he sites here.

The original post was written several years ago, and while some church websites have redeemed themselves, I’ve seen many, many synagogue sites that need serious overhauls. Same goes for any nonprofit.

The important thing to keep in mind is that people make judgments about your organization based on your website. Calendars are extremely useful tools, for instance, but I’d rather see no calendar at all than one that’s outdated by a year. Ignoring your site is worse than having no site at all.

Volunteers are a gift to a nonprofit website. The problem is, well, they’re volunteers. You’re counting on them to help out, but you’ve got respect their time and other limitations. A salary is a powerful incentive you can’t use with a volunteer.

It’s a chronic limitation for synagogue websites. The webmaster for a New York-based synagogue was talking about this with me the other day. She said, “One of the biggest challenges, of course, is that the site is managed on a fully volunteer basis and there is only so much time I can devote to it.”

We effectively face the same challenge with Talance’s company website – we squeeze in enhancements between other client projects. But knowing that anyone who comes to our website forms judgments on the quality of work we do based on what they see there, we also know it’s vitally important to keep performing upgrades.

My solution is to set up what equates to a project management checklist with a priority number next to each task and put it in a central location. Whenever a team member (including myself) has a bit of free time, we just pick something off the list and do it. It seems easier to attack in bite-sized bits, and things do eventually get done.

We have our own project management software we use, but you might look at Google Calendars and Docs & Spreadsheets for hosting a centrally accessible spreadsheet you can use for a tasklist. I think simpler is always better when it comes to tracking a project.

Targeting and addressing your website audience isn’t a problem for synagogues alone. Web ventures across the secular and religious world grapple with the same problem. But it’s important to know who you want to attract to your site, because it will affect not only how you build it, but who might be attending services and programs.

Generally speaking, synagogues can target existing members or new members. That’s just scraping the surface, though. You should know:

• How old are those people? If it’s an aging congregation, they might not know or care much about technology, but that’s not the same for younger generations. All synagogues should be addressing a younger membership, otherwise your existing membership will eventually fizzle out.
• Do they have kids? If so, put information front and center about Sunday school or Hebrew classes.
• Where do they live? If it’s a snowy climate, put cancellations on the homepage. And always include directions.
• What’s their economic situation? Would your congregants be interested in auctions? Registering for a 5K? Can you tap them for heavy fund development?
• What gender are they? Men and women will each have different questions about your programs.
• Can you guess what kind of technical equipment they have? Are they accessing your site through a PDA? Are they logging on antiquated equipment at school?
• Why are they visiting your site? Guests might want to know about membership information or how to find your building. Members might be interested in volunteer opportunities.

Synagogue sites should be inclusive for everyone, but by finding and knowing your target audience, you can prioritize information for them.

Here are some useful articles on how to learn more about your target audience:

Defining Your Target Audience from the American Marketing Association tells you how to conduct this research.

Evolt.org’s Making websites: what’s your target audience? speaks from a more technical perspective.