![]() Jasim supports intelligent routing configurable in real-time via an API, CLI interface or a web backend, and so much more. It allows for high availability services through auto reconnection and re-routing procedures during the busiest hours or link failover. It comes with several enterprise-grade features for message exchange such as a web UI for SMS management, standard and advanced message filtering, SMPP client/server, HTTP client/server, AMQP messaging, flexible in-memory billing and processing, advanced message routing/filtering, Unicode and long messages support. ![]() It is intended for environments with traffic-clogged systems to meet specific business message exchange needs. Jasmin is a free, open-source, very powerful, easily customizable, and high-performance SMS Gateway solution, built for full in-memory execution. If you are searching for one, then this article is meant for you, you can check out the list below. There are a number of industry focused open source SMS gateway software solutions you can use to run your bulk SMS services. Read Also: 20 Open Source Software I Found in Year 2017 ![]() An SMS gateway allows a computer system to send or receive SMS to or from a telecommunications network, thus to or from mobile phones of clients. Today, SMS ( Short Message Service) has become more popular, it widely used all over the world in huge amounts for various business processes such as SMS Marketing, apart from the conventional communication platform.
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After seeing how formal reflection positively informed my teaching, I worked on making shifts with my Art Foundations class, a survey class for 7th and 8th-grade students. Even so, I feel a rush to get through project after project during the course. An Alternate Approach: Cutting Backįor my other classes, my schedule is more traditional, as I see my students on a consistent basis. Anything where students are writing and recording can provide valuable documentation. If your school doesn’t have a learning management system that supports this type of back and forth dialogue, you can set up something similar through a private classroom blog or even through a set of sketchbooks. ![]() Provide evidence to administrators of the creative process our students have gone through and the ways our classes are building student thinking and analysis skills.Look back on student work while writing comments and grades.Create dialogue around student work and process as we respond to their entries.Direct students to refer to earlier work and connect threads between the different disciplines.See which students are connecting with which concepts and which students seem lost or unengaged.The value of these reflections and individual journals has been extremely beneficial to us, as teachers.Ĭreating this back and forth dialogue with the students has allowed us to: After the students make their entries, we can respond with clarifying questions, informal feedback, critique, and positive affirmations. This platform makes the whole process extremely easy. What was your favorite part of class today?Īt my school, we can to do this type of reflection using a discussion thread (private to the individual student and teachers) on our school’s learning platform called Schoology.How does this project tie together previous exercises and concepts from the class?.What was the biggest challenge you encountered on the project?.What was your inspiration for the project/work you completed today?.Have students respond to one or two prompts in writing. If you don’t have the technology available in your classroom, you can also have students do a quick thumbnail sketch.ģ. This can be done on an iPad or with a digital camera or another device. Have students snap a quick photo of their work. At the end of each class, set aside five to seven minutes for students to reflect on the day’s activities.Ģ. ![]() If you’d like to try something similar, here’s what to do:ġ. The daily reflections were so successful I’m considering doing them with all of my classes. Our goal was to allow them to look back on their work and see how they’d incorporated projects and concepts from all three disciplines. It was through this project we figured out how we could have students document their process through daily reflections. It’s a creative format that allows for experimentation and flexibility, but it also moves quickly! After the students have worked with each teacher, we bring them back together and work as one large group on an interdisciplinary collaborative project. While that may sound daunting, I assure you it can be done.Īt my school, the 6th-grade students work with the drama teacher, the dance teacher, and me on a rotating basis, spending eight sessions with each teacher before moving on to the next. One way I’ve found to help students reflect on the creative process is to have them record it. Pausing to reflect helps to guide this journey. The development of an iterative process that looks at where you’ve been, where you are, and where you want to go, holds immense value. It’s how artists can push boundaries and move beyond the simple reproduction of an object and into the creation of new works of art.Īdditionally, understanding how they’ve gotten from point A to point B helps our students build cognitive functions and processing. An understanding of the process not only allows for growth and learning but also for a more authentic presentation of work and self. But artists grasp the value of the process, which comes from the research, planning, and execution of a piece of work. Our society values products and outcomes, but often ignores how we get there. Why is it essential for students to recognize the value of process? So how do we build reflection time into our classroom routines? And how do we use that time to help our students better understand the creative process? Let’s find out. However, as educators and as artists, we know just how valuable it is to take time to reflect on and to make revisions to our work. There’s barely enough time to finish a project, let alone stop and reflect on the work. Sometimes you have less than an hour with students before they’re gone and a new crop of students come through the door. For many visual art teachers, time with students is precious and fleeting.
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