Schools that involve collecting money from students end up with the same question: how to dock with a school-based cartoon. Wireless charges are also true. Students already have a canteen, water control, door block, and a separate account for online access, a single wallet, cut off, and financial reconciliations. Whether they can get through to the billing system or a cartoon directly determines whether the program is smooth or confusing.
First level of access: alignment
The best thing to do is make a school number the only key, a cartoon and a billing system both identify and have their login and deductions in one identity. We've seen two school accounts that are not synchronized, and the students changed their card billing lines without updating them, and they can't access the Internet or find any reason for it. Identity alignment is the foundation, and behind it is all a pit.
Second floor of access: wallet and deduction charges
It is an experience of the water-span that you can deduct the Internet from a cartoon wallet. After it's done, students don't have to fill the Internet alone, and when they do not, just walk through the alarms and charges. This level involves money, financial processes are most sensitive. We usually do the project with billing systems, one with a cartoon system for deductions, and the accounts are aligned through interfaces, so nobody touches each other's bottom data.
Third floor with access: shutdown and reconnection
Students are in arrears, whether a cartoon is stopped first or the bill first, and there are uniform rules. We suggest that one cartoon balance be used as the basis for the calculation of the balance below the threshold, with automatic speed limits or grid breaks, and automatic reconnection after charging. So that students focus on only one wallet, without confusion about having a wallet and having no money at all.
Most common docking failure: Think of the hook as a root
Many schools think that the connection is a couple of systems, actually between identification, accounting, and shutdown strategies. We have experienced the most typical failure when the interfaces were just passing on the balance, and students charge fees for the charges and complain repeatedly. Before we do this, we need to draw up each layer of data flow, which side produces, which side consumes, which side confirms that there is an absence of one.
The interface capabilities of a cartoon manufacturer are mixed.
A cartoon manufacturer in different schools is much less open, some with standard interface documents, some without even a description, and only by live touch. We can match it first by identifying what the manufacturer can give, and then deciding how the billing end fits. When you run into closed systems, you may have to go straight through databases or intermediate tables, with high costs and risks. So when you choose a computer system, one of the keys also needs to be evaluated, not just the cost itself.
The account segregation is the bottom line.
No matter how it works, the billing and a cartoon must be reconciled independently and regularly. It cannot be mixed in in a pool. We have seen schools directly adding Internet fees to a cartoon master account for the sake of saving time. The financial situation at the end of the month is completely unclear as to which meal charges are net bills and the audit was messy. The correct course is to keep the accounts separately, to reconcile them through interfaces, so that they can be connected and checked.
Student experience is the standard for acceptance.
The ideal state is: a cap, with an Internet bill as much as the cafeteria's money, and it automatically recovers after charging, without having to find a carrier. We often look for a few students directly from the charge to the breakup to the re-entry, where the card is changed. Students are not aware of it.
Remind us of that.
A cartoon docking is not an access function of a billing system, but a key link to the success or failure of a project. We can do this by putting a separate chapter on the docking, assessing identity, wallet, shutdown logic and manufacturer interface capabilities together. Schools that skip this step are almost always back in business.
The docking schedule is earlier than the line.
A cartoon docking is the most readily scheduled to be late in the project, and a cartoon is only remembered when the main function is completed, which leads to a lock-in on the manufacturer interface. We suggest synchronizing the switch start time with the master system development, or even earlier, because the interface capability may take weeks to map. By using the docking as a parallel rather than a tailing, the project will not be rolled over at the last kilometre.
The student self-help entrance is planned together.
After the session, students have to have a place to view the Internet balance, check the consumption details and repeat it. If this self-help portal is not planned, students will still need to ask for transport. We usually recommend that the online account be added to a cartoon page on campus, where students see all consumption. The entrances are harmonized, the consultation numbers drop naturally, and the billing system is avoided by developing a separate set of student enders.
Don't expect to be perfect at once.
There are almost all minor frictions on the first version of the connection, and it is normal that some accounts are not synchronized, or retransmitted. The key is to create a quick fixation mechanism, find one to fill, and not deny the whole docking because of a few small problems. We do things that are made as running together, and without a line we can't get any seamless.