Tag Archives: Student Teacher Communication

Cel.ly – Group messaging for schools

School Field Trip
School Field Trip

Want an easy way to keep in contact with a group on a field trip, or parents to remind them of netball practice tonight, or tell School Board that tonight’s meeting has moved as there’s been a flood in the meeting room?
Well Cel.ly might be just what you’re looking for.
Celly is a platform of tools that enhances school communication.

  • Create cells, instant mobile networks that connect your school
  • Members can join a cell by texting or logging in to the web
Here’s some examples:

Study Groups

Girls Texting

Celly instantly transforms a classroom into a private communication network where teachers and students can stay connected inside and outside the classroom. Teachers and students can create any number of study group cells to communicate about

  • projects
  • schedules
  • study topics
  • lab experiments
  • test review

For example, teachers can instigate discussion topics, post links to relevant information, and offer suggestions. Classmates can stay connected beyond school hours to coordinate activities and collaborate on homework. Cells provide a persistent activity stream that can be searched as a reference. Phone numbers are kept private and are never exchanged between users so teachers and students can communicate safely without privacy issues. To make sure comments remain on-topic and avoid redundancy, teachers can optionally “curate” messages. When a message comes in, the teacher can first filter the message and approve it before it is broadcast to all members of the cell.

Clickers & Polling

Clickers
To help classroom assessement, Celly can be used as a multiple-choice polling or clicker application from the web or via text messaging. Teachers can post questions and receive instantaneous responses. Questions and polls can be sent from the Celly website and student answers can be displayed using the web interface.

  • Conduct a 5 minute quiz each morning to get a general assessment of where the class stands on a homework assignment or an upcoming quiz
  • Works well with multiple choice test prep for science and math classes
  • Conduct school-wide polls to get the opinion of all students and staff members

There’s a dedicated poll view that graphs the current results and shows the percentage of cell members who have voted. Polls are updated in realtime so you can watch them live.

See more at http://cel.ly/school

Any one using Celly. What do you think?

Should teachers 'friend' students?

Should students and teachers ever be friends on Facebook? School districts across the country, including the nation’s largest, are weighing that question as they seek to balance the risks of inappropriate contact with the academic benefits of social networking.
At least 40 school districts nationwide have approved social media policies. Schools in New York City and Florida have disciplined teachers for Facebook activity, and Missouri legislators recently acquiesced to teachers’ objections to a strict statewide policy.
Full Article: Should teachers ‘friend’ students? – USATODAY.com.

A Social Network Analysis Comparison of an Experienced and a Novice Instructor in Online Teaching

Patricia Fidalgo [pfidalgo@almada.ipiaget.org], Instituto Piaget, Almada, Portugal
Joan Thormann [Thormann@lesley.edu], Lesley University, Cambridge, United States of America
European Journal of Open, Distance and E-Learning

Abstract
The most productive learning experience for students whether online or in face-to-face classes can often be the interaction among students and with an instructor. Online teaching and Social Network Analysis (SNA) offer the opportunity to examine intellectual social networking and strategies that promotes student interaction which can enhance learning.
This study focuses on two online courses in which we used Social Network Analysis (SNA) techniques to evaluate and compare student and instructor interactions of two online courses (Lesley University, Cambridge, MA and Instituto Piaget, Lisbon, Portugal). One course was taught by an experienced online instructor and the other by an instructor new to the online teaching format.
We describe and present some of the main features of SNA such as degree of participation, density of interaction, linkage, formation of subsets, distribution of centrality among the participants as well as network patterns.
Although the countries and content of the courses were different, SNA allowed us to make comparisons using objective statistical methods. We found that the instructional approach has a clear effect on interactions. In addition, we noted that under some instructional circumstances a multi-star pattern of interaction was created which is an undocumented SNA pattern. We also observed that SNA can be useful in studying online course interactions leading to enhanced learning.
Full article: European Journal of Open, Distance and E-Learning.