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Betwyll is an app for social reading

Betwyll offers a place where the students can comment, share and learn about literature together. The platform includes various kinds of literary texts, which can be read in the app and discussed publicly. For schools, libraries and learning institutions Betwyll also offers closed projects, where the students can learn socially among their class. Although Betwyll is mainly focused on literature, it is a flexible tool that can be used for social reading projects around academic texts as well.

Age groups 
Middle school
High School
Tertiary Education
Professional education
Mobile Android
Mobile iOS
Offline play 
Internet required
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

Betwyll provides a platform to interact with one another and discuss texts. The platform is quite flexible and allows various tasks to be done with it. Reading and discussing texts is a very active way of learning, and could be applied for studying not only literature but also languages and reading of scientific or philosophical texts. Betwyll in itself doesn't provide feedback, but it is possible for other users to reply and like one's comments, and the teacher can have visibility over the
Betwyll supports learning new things through creative tasks and collaboration. For school use the platform is versatile enough so the teachers can come up with various kinds of tasks; discussing with characters, introducing a new fictional character to the story, find grammatical structures and metaphors and so on.
Betwyll app itself is very non-linear, as the users can freely explore the content and take part in the discussion. However, the closed projects are always quite linear; One can, of course, jump ahead and comment on the later chapters, but the natural way of reading is linear, and in a school context, it often makes the most sense if the students are progressing in the same pace. The discussion may take the learning experience to interesting and unpredictable new paths.
Betwyll is all about sharing and discussion. It allows collaboration within the same class, school and even internationally. Social interaction through digital channels is an integral part of the learning experience. It also gives learners a way to communicate outside of school time. The flexible approach to reading is great; Betwyll can be used for reading texts but also just as a discussion board about texts read elsewhere.

The following are the high educational quality aspects in this product.

Betwyll offers a nice platform to discuss books with other users locally but also globally. The app allows for discussion at different times and everyone can participate when it's convenient for them.
With Betwyll, it is possible to combine a reading project and learning different languages or about other school subjects.
Solution joins collaboration to reading books in a new and innovative way.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Explain and discuss their understanding of what they have read, including through.
Provide reasoned justifications for their views.
Making comparisons within and across books.
Asking questions to improve their understanding of a text.
Predicting what might happen from details stated and implied.
Understand books by making inferences on the basis of what is being said and done.
Recommending books that they have read to their peers, giving reasons for their choices.
Identifying and discussing themes and conventions in and across a wide range of writing.
Discussing their favourite words and phrases.
Read easily, fluently and with good understanding.
Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
Being encouraged to link what they read or hear read to their own experiences.
Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
Understand books by discussing the significance of the title and events.
Understand books by predicting what might happen on the basis of what has been read so far.
Participate in discussion about what is read to them, taking turns and listening to what others say.
Explain clearly their understanding of what is read to them.
Understand books by answering and asking questions.
Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
Read carefully and show understanding of words, phrases and simple writing.
Appreciate stories, songs, poems and rhymes in the language.
Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
Write sentences by sequencing sentences to form short narratives.
Discuss what they have written with the teacher or other pupils.
Writing narratives about personal experiences and those of others (real and fictional).
Encapsulating what they want to say, sentence by sentence.
Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
Using conjunctions, adverbs and prepositions to express time and cause.
Using modal verbs or adverbs to indicate degrees of possibility.
Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
Discussing word meanings, linking new meanings to those already known.
Discussing the sequence of events in books and how items of information are related.
Discussing and clarifying the meanings of words, linking new meanings to known vocabulary.
Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.
Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
Reading books that are structured in different ways and reading for a range of purposes.
Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
Identifying themes and conventions in a wide range of books .
Discussing words and phrases that capture the reader’s interest and imagination.
Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
Understand what they read by asking questions to improve their understanding.
Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.

Soft skills learning goals

Practicing creative thinking
Practicing persistent working
Practicing versatile ways of working
Practicing to look things from different perspectives
Practicing to create questions and make justifiable arguments based on observations
Using technology as a part of explorative and creative process
Practicing to work with others
Learning to listen other people’s opinions
Practicing to observe spoken and written language
Practicing communication through different channels
Practicing to use information independently and interactively
Practicing to notice causal connections
Learning to build information on top of previously learned
Practicing letters, alphabets and written language
Practicing to express own thoughts and feelings
Learning to face failures and disappointments
Practicing to recognize and express feelings
Using technology as a part of explorative process
Using technology for interaction and collaboration (also internationally)
Practicing to take care of one's own and other people’s safety
Practicing to use imagination and to be innovative
Using technology to express one’s emotions and experiences
Using technology for interaction and collaboration
Understanding and practicing safe and responsible uses of technology
Practicing to argument clearly own opinions and reasonings
Practicing to use foreign language as a communication tool
Supporting student to build their own linguistic and cultural identity
Practicing keyboard skills and touch typing
Learning the basics of spelling
Learning to plan and design own written content and textual representations
Practicing to improvise
Practicing to use imagination and to be innovative
Practicing memorizing skills
Learning to understand and interpret diverse types of texts, from vernacular to academic
Learning to understand and interpret diverse types of texts
Learning to recognise and evaluate arguments and their reasonings
Encouraging students to be innovative and express new ideas
Learning to notice causal connections
Getting familiar with different cultures
Encouraging to build new information and visions

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation