Cialfo: Review

In May I published reviews of the guidance platforms Unifrog and BridgeU. I have had experience working with both these platforms as a guidance counsellor for a period of time. Subsequently, I had the opportunity to get a look under the hood of MaiaLearning and published a review of this platform in June.

Since then I have been looking Cialfo and speaking to their team and I share my review of their platform below.

Cialfo intro

Cialfo is a university guidance platform that is headquartered in Singapore and one that I first came across earlier this year in conversation with counsellors based in China. The platform is positioned to cover global university applications and is unique amongst the other platforms I have reviewed as it was founded by professionals formerly working in university guidance and with students directly. The platform grew from a team of counsellors who were initially building it for their own use. The platform was launched in 2016.

Cialfo is a contraction for “Citius, Altius, Fortius” the Olympic motto that means “Faster, Higher, Stronger”. The founders wanted a name that reflected their philosophy that university guidance has to be about more than just university applications but aspiring students to push further with their futures.

The founders also wanted to solve the problem that, according to UNESCO, 100 million students will apply to university every year by 2025, but there are relatively few counsellors, and so they wanted to enable counsellors to have a deeper impact on more students.

The student side

Both students and counsellors are presented with a fully customisable dashboard when they log in. This feature allows users to fully tweak and change their user experience and is a very nice touch – I am a big fan of flexibility and usability – allowing users to have what they consider essential features highlighted immediately on their landing page.

The platform is very clean and uncluttered, with menus laid out both along the top and down the left-hand side of the page. The left-hand menu is the main menu and from it, students can access their profile, a list of running tasks, meetings, their inbox and can complete their university/college research and complete three profiler type assessments.

The dashboard is accessible under the profile menu along with an overview of the student’s applications, contact people, grades and test scores and lists of extracurricular activities.

Students can select plans that their adviser has created in the counsellor section. This allows students to be grouped by plans (if the counsellor is working with very large cohorts) but also allows the relevant information a student needs to be organised for that student appropriately.

The platform handles a range of applications to 25 different countries and allows students to manage the various parts of these different application processes. For the US applications, the platform uses a machine learning algorithm to help students and counsellors to identify, reach, target and likely schools, although the counsellor has the option to amend and change this recommendation – another nice touch.

Students can enter their grades from high school and this data will also be synced from the school’s student information system if this has been set up.

Finally, students can also undertake three different profiling assessments from Human eSources through Cialfo and these aim to help students understand their own learning styles and personalities better.

The counsellor side

The system has a left-hand main menu with each of these menu items having sub-menus that are displayed along the top when you click on the left-hand menu.

When logging in you are taken directly to students left-hand tab and a default view of all your students on the system. From here you can fully customise your view by setting several different filters: “Application Region”, “Application Type” “Current grade”. You can add more than one filter so that the student data can be presented in any way you wish. For example, you can filter by “gender” and “application region” plus others at the same time.

From this view, you are able to click directly into student accounts and can click through to the student’s pages. Here you can see all the information that the student sees and are able to edit student data directly, including setting tasks and adding in student grades and test scores. The counsellor can set meetings, add tasks, add universities along with a range of other options.

On the left hand, main menu counsellors also have the ability to send out communications to students, parents and other counsellors via the broadcast tab. This feature allows counsellors to communicate with students via text without having to give out their own personal number – a nice touch.

From the main menu, counsellors can also edit the account information and the plans that students can select as described above.

Finally, the “schools” tab on the main menu allows you to view information on all the schools in the database. Again, the filtering allows you to select the specific schools you want. Many of these schools have admissions information, presented in scattergram charts that allow you to see the range and types of applications that have been selected. This data can be shared across the entire Cialfo network, anonymously, allowing smaller schools to see what the bigger playing field may look like.

Cialfo can integrate data directly from a variety of student information systems. Once in, the student data can be synced directly between both systems.

Counsellors can use the platform to help manage student university applications; they can add and then submit documents these processes are provided by Parchment and Common Application (CommonApp) – both of these platforms are or will be integrated with Cialfo. The CommonApp clarified to the community at IACAC this year that there will be a simple integration in 2018 but the document submissions through all companies (Cialfo, Maia, BridgeU, Unifrog) will only happen for the 2019 cycle. Parchment though is seamlessly integrated into Cialfo for the 2018 cycle.

At the time of writing Cialfo have released the course information and richer college profiles for Germany, Netherlands and Canada, alongside the many other countries that they already support applications to. 

Finally, Cialfo is currently the only platform that I know of that has a regional HQ in Delhi, New Jersey and in Shanghai, and therefore has access to Chinese servers. This means that users in China do not need a VPN to access the platform and users can switch the language of the platform into Chinese. The platform also works on WeChat! Of course.

Conclusion

I really like Cialfo. Although I have not used it myself professionally, it would be a strong contender if I were choosing which platform to go with. It is clean, intuitive and really does put the counsellor in control (from what I can see).

The fact that the team who have built the platform have extensive experience working as guidance counsellors is implicit in the way the platform looks, feels and operates. This platform is really focussed with the counsellor in mind and enabling the counsellor to impact their students positively.

The platform has a peer-2-peer aspect to is aswell; data from different schools in the Cialfo network is anonymised and visible (if the school allows it to be) which means counsellors are no longer isolated in small silos but can get a handle on what the “market” is doing. The team also have a public roadmap, allowing their users to add ideas for development, comment and discuss what features need to be prioritised. In this way they are really modelling what counsellors do – collaborate. I have been surprised in my work at how collegial and helpful colleagues from different schools are and it is lovely to see this spirit of collaboration being used in this way.

Cialfo have also developed a Chrome extension for essay prompts, used by hundreds of students, parents, and counselor is a completely free Google Chrome extension that allows anyone to look up—and search—supplements from over 300 schools in the U.S and courses for colleges in US, UK, Germany, Canada, Netherlands.

Cialfo really appears to be made by guidance counsellors for guidance counsellors!

MaiaLearning: review

Last month I published reviews of the guidance platforms Unifrog and BridgeU. I have had experience working with both these platforms as a guidance counsellor for a period of time. Subsequently, I have had the opportunity to get a look under the hood of MaiaLearning. I haven’t used the platform with students myself, but have spent some time playing around with the platform and being guided around it by the MaiaLearning team.

Update: 25th June 2018: MaiaLearning’s CEO informed me that a major European school system has already asked for the ability to collect various teacher comments to serve as the basis for a counselor’s recommendation (see my conclusion where I write about this). He has spec’d it out and the engineers are building it. MaiaLearning should have it as part of their production software within a month.

MaiaLearning intro

Maia is the Roman Goddess of growth and this explains MaiaLearning’s name. As they told me, the companies vision is to engage and empower students so that they become excited by their opportunities and drive the process of career and college discovery themselves.

The company is based in California has been founded and funded by private individuals with a lot of experience in the technology industry and startups. They have also been very involved in education as volunteers for a number of years. The idea for MaiaLearning grew out of dissatisfaction with other products on the market.

Founded originally in 2008, their first product, CollegeonTrack was launched in 2012. The product was subsequently completely rewritten and remarketed in 2015 as MaiaLearning, the program went under a major update in 2017 and recently won the state of California contract.

The student side

On the student landing page, users can access a variety of menus along the top and I will explain some of their functions here. Students can also access a list of tasks and activities by type – these tasks are set by the counsellor. In terms of menus, students can access an explore, search and plan menus. The explore menu gives assess to the following activity types:

  • Interest Profiler: based on John Holland’s Occupational Themes (RIASEC)
  • Personality Profiler: based on a Myers-Briggs type of assessment
  • Intelligence Profiler: based on Howard Gardner’s multiple intelligences
  • Learning & Productivity Profiler: a learning style assessment.

The first three of these activities will give students a report that feeds into the careers advice that the platform provides. The Learning & Productivity profiler aims to help students understand the way that they work and develop strategies to help them succeed. When completed students various profiles will be matched against particular career types. In this way, students are exposed to career options they may not have heard of or considered before.

Careers data on the platform comes from US Department of Labor’s O*NET. From the career information, students can click through to information on majors that lead to those careers and universities that cater to those majors.

The interest profiler can be taken an unlimited time by students with access to the platform while the other profilers are limited to being taken three times. Some of these can also be used with middle schoolers – the platform offers a complete careers program solution for secondary schools.

In addition, to explore, students have access to a search function for careers, colleges and scholarships. MaiaLearning have just added information on around 18,000 institutions from around the world using data from World Higher Education Database. College data is also supplied by Integrated Postsecondary Education Data System (IPEDS), produced by the U.S. National Center for Education Statistics; and Wintergreen Orchard House, which surveys U.S. college admissions offices annually. Scholarship data is supplied by SuperCollege.

Based on the all the information given to and selected by the student, the plan menu allows students to begin to put the reflection into place. In this section, students can work out their roadmap for applying to college and getting into the careers they are interested in. This section houses the application support area.

The student side also allows kids to sign up to visits from colleges set up through MaiaVisits. This service also allows the counsellor to see an attendance list. In addition, students can also save documents to Document Lockers, where they can also see documents shared with them by the counsellor, and they can request recommendations.

Finally, the student side contains a portfolio. In the logbook here they can record experiences; everything that they have done and a resume builder which allows kids to input information into a resume and export it pre-formatted. Students can also add journals, goals and galleries of finished work to their portfolios.

The counsellor side

The counsellor’s side allows the counsellor access to all of the students’ accounts. Here counsellors can keep notes of meetings and set the level of visibility of these as necessary. There is a document locker where information and guides that students need can be stored so that students can view them. The counsellor side also has administrative functions for setting up student accounts, managing passwords and messaging including via text. Counsellors are also able to build lesson plans on the dashboard, which function as custom built pages where students can be given tasks to complete.

In terms of managing students, counsellors are able to assign tasks for students to complete (e.g. complete your interest profile) as well as manage the application process. MaiaLearning has document sending functionality, organised via Parchment. The team also claim that soon the platform will be able to integrate seamlessly with the CommonApp.

Currently, the platform does not allow the collection of predicted grades and actual scores but I was told that this functionality will be arriving soon. There also isn’t a way for a counsellor to acquire confidential comments in the building of a reference.

Conclusion

I was really impressed with how far the platform has come in such a short time. When compared to other products on the market who have been around for a similar length of time this platform really does pack a punch; the sheer volume of profiling possibilities and career data is really quite staggering. This, I guess, is a testament to the founding teams experience in tech. The team behind it have Silicon Valley experience in computer science and product design. It is evident that the developers can really get things done and this makes me confident that when they say they are adding features, the will be adding those features.

In some ways it has features that mark it out from other products – the note keeper and document lockers would be some examples of this but also the MaiaVisits feature which could useful serve to take much administrative work out of the counsellor’s hands in terms of liaising and communicating with universities to arrange visits, as well as keeping data on attendance by students of those visits.

That said, it is clear that this product has been developed for the American market and for schools that service American universities. While the platform has added international universities to its database there are currently no features that allow a more UK (for example) model of application administration. For example, there is no space for the student to write their personal statements or even see scaffolded examples of what makes a good or a bad personal statement. There is also no way to build a UCAS reference – in my context, I rely on teachers to supply comments so that we can write a reference that covers all of the student’s academic strengths. This cannot be done through the platform.

That being said, I think MaiaLearning is going to be a platform to watch over the coming years, particularly if serving non-US focussed international schools becomes a priority for them. As it was put to me via email:

As technologists, we can make the software do just about anything. We need counselors to tell us what those things should be. We love our customers, listen to them, and heed their advice. Since we’re committed to Europe and Asia, we will add capabilities as needed to meet the special needs of those users.

My reads by year

Through the threshold library

My reads by year

A list of the all the books I have read each year.

2018

  1. What is this thing called knowledge? – by Duncan Pritchard. Read as part of Oxford Universities online CPD course – theory of knowledge
  2. Epistemology: Contemporary readings – edited by Michael Huemer
  3. What if everything you knew about education was wrong? – by David Didau – my review.
  4. Cleverlands – by Lucy Crehan
  5. Seven myths about education – by Daisy Christodoulou
  6. Making good progress? – by DaisyChristodoulou
  7. Why knowledge matters: rescuing our children from failed educational theories – by E.D. Hirsch
  8. Ouroboros –  by Greg Ashman
  9. What does this look like in the classroom? – by Carl Hendrick and Robin MacPherson
  10. The Sword of Honour Trilogy – Evelyn Waugh
  11. Millionaire Teacher – by Andrew Hallam
  12. Sapiens: A Brief History of Humankind – by Yuval Noah Harari
  13. Millionaire Expat – by Andrew Hallam
  14. Tiger Head, Snake Tails: China today, how it got there and why it has to change – By Jonathan Fenby
  15. A parent’s guide to raising kids Overseas (Volume 1) – by Jeff Devens

2017

  1. Raising babies – by Steve Biddulph
  2. A brief history of everyone who ever lived – by Adam Rutherford
  3. Patient H.M. – by Luke Dittrich
  4. The Serengeti rules – by Sean Carroll
  5. Battle hymn of the tiger teachers: the Michaela way – edited by Katherine Birbalsingh
  6. American Gods – by Neil Gaiman
  7. Neverwhere – by Neil Gaiman
  8. How the Marquis got his coat back – by Neil Gaiman
  9. Stardust – by Neil Gaiman
  10. The ocean at the end of the lane – by Neil Gaiman
  11. Anansi boys – by Neil Gaiman
  12. The rise and fall of D.O.D.O – by Neil Stephenson and Nicole Galland
  13. What every teacher needs to know about psychology – by David Didau and Nick Rose
  14. How to stop time – by Matt Haig
  15. Why don’t students like school? – by Daniel Willingham
  16. Coraline – by Neil Gaiman
  17. The graveyard book – by Neil Gaiman
  18. Fragile things – by Neil Gaiman
  19. Smoke and mirrors – by Neil Gaiman
  20. His Dark Materials: The complete trilogy – by Philip Pullman
  21. Trigger Warning – by Neil Gaiman
  22. Norse Mythology – by Neil Gaiman
  23. Good Omens – by Neil Gaiman and Terry Pratchett

2016

  1. How to raise an adult – by Julie Lythcott-Haims – my review.
  2. What is the point of school? – by Guy Claxton
  3. Making thinking visible – by Ron Richhardt – my review.
  4. Aping mankind – by Raymond Tallis
  5. Getting Darwin wrong – by Brendan Wallace
  6. The problems of philosophy – by Bertrand Russell
  7. Why evolution is true – by Jerry Coyne
  8. Faith vs fact – by Jerry Coyne
  9. Seven Storey Mountain – by Thomas Merton
  10. Seveneves – by Neal Stephenson
  11. Never let me go – by Kazuo Ishiguro
  12. What is the point of school – by Guy Claxton
  13. Being Mortal: Illness, Medicine and What Matters in the End – by Atul Gawande
  14. Religion for Atheists – by Alain de Botton
  15. The Remains of the day – by Kazuo Ishiguro
  16. Fireflies – by Shiva Naipaul
  17. The Young Atheist’s Handbook: Lessons for living a good life without God – by Alom Shaha
  18. The vital question: why is life the way it is? – by Nick Lane

2015

  1. The brain at school: educational neuroscience in the classroom – by John Geake
  2. Classroom-based research and evidence-based practice – by Keith Taber
  3. Ways of learning: learning theories and learning styles in the classroom – by Alan Pritchard
  4. Pedagogy of the oppressed – by Paolo Freire
  5. Visible learning for teachers – by John Hattie
  6. Thinking, fast and slow – by Daniel Kahneman
  7. Raising girls – by Steve Biddulph
  8. Full catastrophe living – by Jon Kabat Zinn
  9. The moral landscape – by Sam Harris
  10. A Universe from nothing – by Laurence Krauss

2014

  1. Good work – by Howard Gardner, Mihaly Csikszentmihalyi, and William Damon
  2. Intelligence reframed – by Howard Gardner
  3. Contemporary theories of learning – by Knud Illeris
  4. Teaching as if life matters – by Christopher Uhl
  5. Nonviolent Communication – by Marshall Rosenberg
  6. The last child in the woods – by Richard Louv
  7. The sixth extinction: an unnatural history – by Elizabeth Kolbert
  8. Neanderthal man – by Svante Paabo
  9. The serpents promise – by Steve Jones
  10. The language of life – by Francis Collins
  11. Creation: the origin of life/the future of life – by Adam Rutherford
  12. Your inner fish – by Neil Shubin
  13. Life Ascending – by Nick Lane
  14. The Baroque cycle (3 books) – by Neal Stephenson
  15. The magic of reality – by Richard Dawkins

Earlier

  1. Bad Science – by Ben Goldacre
  2. Thirteen things that don’t make sense – by Michael Brooks
  3. The immortal life of Henrietta Lacks – by Rebecca Skloot
  4. The rational optimist – by Matt Ridley
  5. Quantum evolution: the new science of life – by Johnjoe Mcfadden
  6. The diversity of life – by E.O. Wilson
  7. Impossibility – by John Barrow
  8. Collapse – by Jared Diamond
  9. The self illusion – by Bruce Hood
  10. The selfish gene – by Richard Dawkins
  11. Genome – by Matt Ridley
  12. The secret life of trees – by Colin Tudge
  13. The man who mistook his wife for a hat – Oliver Sacks
  14. The Handmaid’s tail – by Margaret Atwood
  15. The Inheritors – by William Golding
  16. The Baroque cycle – by Neal Stephenson
  17. The greatest show on earth – by Richard Dawkins
  18. The song of the Dodo – by David Quammen
  19. The lives of a cell – by Lewis Thomas
  20. Fifty ideas you really need to know – by Hayley Birch
  21. The violinists thumb – by Sam Keen
  22. All the Evelyn Waugh novels and travel writing
  23. Game of thrones

BridgeU: review

This is the third and final post of three. You can see the first here and the second here.

BridgeU intro

BridgeU was set up with the international student in mind. Their founder noticed that there was a gap for supporting students from outside the US to apply to the US, and from the outset of working with them, it has been obvious to me that the platform has been set up with the student user experience in mind. In fact, BridgeU began selling its products directly to students before it moved on to targeting schools and this was probably due to the fact that their founder ran an educational consultancy focusing on supporting students in their university applications before founding BridgeU.

As well as supporting the application process, BridgeU’s philosophical approach has been to try to help match students to potential universities by using an algorithm that takes data that the student inputs and producing matched results based on that student entered data. This is the defining part of BridgeU. Note this is more than just a database, BridgeU’s algorithm will make recommendations to a user about the fit of a university for that user. With the international student in mind, BridgeU currently matches applications to US, Canada, UK, the Netherlands, Hong Kong, and we are promised that matching will be available to Australia soon. Recently BridgeU announced global shortlisting and users can now add any university from any country in the world, although they can’t match to all these universities. This free-form shortlisting is a new feature and adds a huge amount of flexibility to the platform.

The student side

Once set up and logged in, students input data into the profile builder; this ranges from personal preferences to the countries and locations that they want to study in, as well as the type of university experience that they would like to have and the courses that they wish to study.

When this is completed they can view university matches on the appropriate tab. These matches are presented nine at a time grouped into three categories, reach, match and safety. Each choice is presented as a card on which students can click to gain more information about the university as well as the matching scores.

In each category, to be able to see more choices, students have to either “shortlist” or “discard” each choice before more are shown. This feature has caused some issues with student users I have worked with, either thinking these nine options are all they have or not liking the feeling of commitment in “discarding” or “shortlisting”. To get around these issues, each of the categories now states how many options there are underneath the category label and students are able to find any courses that have been discarded again via a link on the top right of this page.

Once students have completed the matching they can view all of the options they have shortlisted under the shortlist tab. On the shortlist tab students can also directly add in any courses that they know about that they are considering, bypassing the matching tab. It is this feature that allows students to add any university on the planet – quite a powerful feature. After populating the shortlist tab, students then decide where they will apply by clicking on the “apply here” feature next to each shortlist.

When a student selects a university to apply to BridgeU will give them information about deadlines as well as the documentation that they need to submit as part of their application. The system will also alert the advisor to any required documentation that the school will need to submit. Another really nice feature, just released but still needing some development is application tracking. If you have used UCAS adviser track then you will get a sense of why this is such a good feature for a counsellor. Essentially this simple feature provides a space for students to mark when they have finished preparing and sending their application, as well as mark when they have received an offer and any decisions that they make. This means that the advisor is easily able to keep track of all the application statuses of all their students.

In addition to these research, matching and application tools, BridgeU also offers a “writing builder” to support students in writing a personal statement, or college essays for the US. These tools are still a little basic and I am not convinced that the functionality is any better than google docs, in fact, google docs may be a better place to write if students want to receive comments and input from teachers – I will be testing this out more in a couple of months. To support students in this process there are also annotated exemplars available for the students to view but these don’t provide the level of scaffolding that as a teacher I would like to see and the annotations are a little weak.

Finally, BridgeU has recently developed a careers tool that students can view but unfortunately, teachers can’t at present. The careers tool is ambitious and adopts BridgeU’s global approach by aggregating data on careers from many different countries. The data is supplied by burning glass. The careers tool works a little like the matching program and allows students to view data from job groups and select jobs they are interested in, before viewing a career report that gives some data about earning power, monthly demands for the job and its sector.

The teacher side

BridgeU’s teacher side is still under development, it is obvious that the platform was originally designed with the student user in mind, and BridgeU has had to work hard to make the platform fit into the school ecosystem. This isn’t necessarily a bad thing, after all, we are all here to support the student applicant. I just believe that one of the best ways to do that is to support the work of teachers and schools.

BridgeU is aware of the issues from the teacher side and is working to address them. They have recently partnered with iSAMs and ManageBac which, to my mind at least, gives them the potential to hugely improve some of the issues that they have. Because of this integration, it is now very easy to add students and advisors to the platform if you use either of these systems. If you don’t, adding advisors and students is a little bit cumbersome, but no more or less than any of their competitors.

The reference writing tool is currently undergoing user testing in BridgeU’s beacon schools and allows advisors to easily assign report writers to an individual student. A little like the students writing builder; there are no exemplars of completed comments or references for teachers to view and the writing functionality itself is minimal in its current state.

BridgeU has worked hard recently to allow document sending as a function, giving schools the ability to send transcripts and other documents directly to US and Canadian universities. The document sending function is powered by Parchment and is built directly into the system. This is a much-needed function for many schools, particularly those with many applicants to North America. When a student selects to apply to the relevant country, the documents that need to be sent are added to the advisor’s task list. From here the advisor can upload the necessary documents and send with just a few clicks.

Finally, BridgeU has recently provided a reporting function for advisors under the analytics tab. From here advisors can easily see which universities are shortlisted and applied to most frequently by their student body. The analytics function will also provide reporting on student offers, rejections, predicted scores, final scores, document sending and an analysis of historical data.

Conclusion

The platform has come some way since I last wrote about them but not as far as I would have imagined in that time, indeed some of the functionality that they were keen to point out they were working on in their response to that article, is still not visible within the system. Added to that they have developed a slight reputation for aggressive marketing, particularly amongst the schools that I communicate with, which is a shame because they are a lovely team (I know, I’ve met them).

That said they have a powerful product that will be ideal for schools that manage a very diverse student body, whose students apply to many different HE systems each year. It’s matching algorithm, global or free-form shortlisting, document sending and its application tracking and reporting are it’s greatest assets currently, and ones that set it apart from competitors.

Areas for development on the platform include the careers tool which is still in their infancy. It is promising that this is being developed but I would like to see more from this section, perhaps even a CV builder or some form of personality assessment.

Personally, I still have some reservations about the platform, as I do about all platforms of its ilk. When working with a product that is being developed, you have to be prepared to work with it and understand that certain aspects may not be delivered in the timescales that are promised all the time. Having said this, this platform does the heavy lifting when it comes to helping students make sense of all university the data that is out there.

Unifrog: review

This is the second of three posts. See the first here and the third here.

Unifrog intro

Unifrog was set up in the UK by two individuals with experience of the education context, one of whom was a teacher; this is tacit throughout the system and is one of the systems real strengths in my opinion.

A quick scan of the website belies how UK focussed it has been in its history. All of the testimonials from schools are from UK schools, although the website does point to partner schools all over the world. Many of the tools presented within the system still suggest this UK-centric background – there is a sixth form/college search tool (the use of the word college here could be confusing for American colleagues); there is a UK apprenticeship search tool (international students need not apply); there is a separate Oxbridge tool and an equivalent for other leading unis (Ivy league for example) is conspicuous by its absence.

This isn’t necessarily a bad thing, and Unifrog is adding in more globally orientated features – they are currently developing a global applications shortlist, for example.  Some international schools, with very diverse student bodies, may currently be put off the platform as the current UK focus could well not be seen to fit with their family and student body.

The student side

When students log in they are presented with tools grouped into the following categories:

  • Exploring pathways
  • Recording what you have done
  • Searching for opportunities
  • Making applications

“Exploring pathways” contains tools to allow students to research careers (career library), university subjects (subject library), how to apply to different systems (know-how library) and MOOCs. The former three tools, while not yet complete, are very well developed and give students some very detailed information about these areas. The layout is well designed and engaging, allowing students to also favourite topics that they have seen to bring these to the home page for each tool for ease of reference. The MOOC tool allows students to search for MOOCs that they can take – a really cool feature.

The “Recording what you have done” area includes tools for students to record the activities that they have undertaken and the competencies that they have developed. There is also a section for recording interactions between students and teachers which is gold, particularly if you want your other teachers on your team to be able to see all the discussions that a student has had or if you are worried information being lost.

Both of these sections combined with the CV writer are ideal for getting younger years to think through what they need to do over the final few years of schools to formatively develop themselves in reality and on paper. One of the jobs of the counsellor and the team has got to be about catalysing thinking in the younger students so they don’t end up in their last two years with no experience to reflect on.

The final two sections host tools most useful for the final two years of school. “Searching for opportunities” includes tools to research and shortlist UK universities, UK apprenticeships, College and sixth form, Oxbridge, US universities and European universities. The “making applications” tools include UK personal statement, references, post-18 intentions, UK top 5, CV/Resume writer and common application.

The CV writer and personal statement builders all include good guidance and annotated worked examples to support students in their writing. These are easy to view and real thought has been put into the user experience of these tools.

Note here that research and applications are limited to the UK, US and Europe, but Canada will be being added shortly, and a global applications shortlist feature is in the pipeline.

The teacher side

On using the teacher side it was obvious to me when I first started using the platform that this site had been designed by a teacher, certainly someone who had worked in a school and understood how they worked. In fact, I think that the teacher side is one of the strongest points that the platform has going in its favour and that’s saying something because their careers tools are excellent if UK leaning.

As well as being able to view the student side, teachers have access to two view levels, basic and advanced. The basic view enables teachers to write references, enter predicted grades and view personal statements. The advanced view allows teachers to manage and track students across the whole range of tools that they use. Using this function teachers can comment on what students have done and add interactions to log meeting minutes with them.

The strength of this layout is that I can, say, have a representative from the English department work with the kids on their personal statements and that person is just as easily able to view the students work as me. Of course, if I don’t want anyone else involved I can just train my teachers to only use the basic mode. There is flexibility built in.

One drawback is that teachers have to be added to the system manually, this means someone in the school filling out a spreadsheet and sending it back to Unifrog to add the teachers in. There is no link up with other school MISs.

Once set up though, each teacher can easily provide comments for references for each of their students with one single sign in. There are also exemplars for the teachers showing them how to write references. Everything has been thought of.

Conclusion

Unifrog has a lot of strengths – great layout, intuitive design, ease of use. They have developed excellent career tools, and you can add as many kids, years and grades to the platform as you want at no additional cost, allowing you to get other teachers involved – form/homeroom teachers, for example. The teacher side is also fantastic – simple to onboard teachers and a well thought out system that distinguishes between “basic” and “advanced” utilities, bringing flexibility for those counsellors who want a program that pulls in colleagues or not. Their reference writing areas and cv writing areas are truly excellent, structuring the process for teachers and students as well as providing a clean interface for collecting teacher input and predicted grades for students.

Personally, I have some reservations about the platform. They are currently relatively limited in scope covering Europe and US. Although they will be adding Canada shortly, and a global applications shortlist is the pipeline, there is currently no flexibility here to add other universities.

I also feel that presenting all the data to students in one list may well be a little overwhelming to many students and actually hinder their progress in finding future options – no counsellor or student has time to go through all the university options available, although being able to set your own filters is a nice feature.

All in all, l think that for the right school this is an excellent platform, particularly currently for UK based or out looking schools. You will get great customer service and a very friendly team to work with along with some very developed career advisory tools and systems to reduce the counsellors time on admin and increase their time with students.

Well that’s was over 500 words!