Flip Your Classroom with iPad

Flip Teaching interfuses educational content demonstration through web presentations and engaging activities with students in class. It delivers knowledge to students with online presentations as well as home assignments and tasks. Teachers help students after they try to solve the problems themselves. Pedagogue can be attentive towards all the students individually and students can help each other thus making class time for hands-on work. Flipping the classroom also allows teachers to contribute more time to students’ individual needs and provide more tailored education. The implementation of iPad changed the traditional, old-fashioned teaching practice and can contribute enormously in a flipped classroom.

IPad can help student access subject knowledge in less time and deal with the problems arising in the classroom during a lecture. In a flipped classroom, no students can hide themselves and sit idly; they have to work with their fellows. The ability to characterize learning is being emphasized with introducing of iPad. In the flipped iPad classroom students learn the lessons at their best suitable time and location. With the paused-recording-setup, writing, typing, finding images, drawing diagrams, loading web pages comes on demand thus allowing students to focus during the face-to-face class. The students can discuss the problems and solve the issues amongst themselves in the online class forum; the feedbacks from the teachers and comments from classmates or parents are possible. For each discipline, it will be less about sitting-and-getting and more about learning by doing.

 

Before using iPad for flipped learning, some preliminary things you should carefully consider and get familiar with the techniques. It is crucial to provide engaging learning objects for students to consume at home in order to acquire content. You can either acquire high quality off-the-shelf content from Apple education Store, such as the science app “Focus on Plant” from TouchApp; or you can create your own teaching materials using flip teaching support tools. For example, iPad app “E-Lecture Producer“ can help you to recorder and publish voice-over PPT online. From a technical perspective, you should always grasp the basic before starting your iPad journey, understand how to ‘Transfer files from a computer to iPad’,  ‘Display or Mirror your iPad screen on an external projector’ and ‘Tablet security concerns and solutions in the classroom’ etc. General iPad tools are available to help you manage classroom, interact with students and improve education outcome.

 

Flipping is an erratic method for a teacher towards a more focused classroom but it is a great bridge between the teacher and learners with innovative ideas. Still in its early stages, flip teaching with iPad definitely requires time for its consolidated use in project-based learning, challenge-based learning and getting appreciation by a large community.

How to Instill the Love of Reading

Philip Pullman said that "after nourishment, shelter, and companionship, stories are the thing we need most in the world." Any person breathing knows this to be true. From telling stories around the fire, to the invention of the printing press, to binge-watching Netflix, our culture has always revolved around stories.

Stories Are Everywhere
It is through stories that we define our world and discover our place in it. Stories help us understand the world we live in, teach us about where we came from, and help us see possible futures. Stories are our education and our escape. They lull us to sleep and inspire us to action! Indeed, it is through the stories we tell each other that we literally create the world as a reflection of who we are.

I begin with this discussion of stories because it is important to understand that, whether they know it or not, every child is already halfway to being a book-lover. Every child already loves stories. Whether it's through movies, television, or video games, every child already has a preferred method of story intake. This is fine! Movies, television, and video games are not our enemies as educators. They are simply alternative methods of storytelling.

What we have to do is encourage each child to appreciate storytelling through the written word at least as much as they appreciate storytelling through visual mediums. Movies and television are wonderful, and I know because I've spent a little bit of my life making stories through those mediums! But it is difficult, if not impossible, to reach one's full potential without being able to read. To be literate is to be on the pathway to becoming a lifelong learner, and literacy is essential if we're to have educated individuals and a truly free society.

How Do We Inspire Our Kids to Love Reading?
1. Meet students in their comfort zone.
We have to show up where kids are hanging out, and bring them back to the written word. Reading Rainbow has always done this, first through the original TV series, and now by bringing children's books to the web and digital devices. But as teachers know, there are many other ways to meet kids where they are:

Talk to them about their favorite movies, TV shows, or video games. Find books that expand on those universes and characters that already have kids captivated.
Show them how dynamic visuals and written storytelling work together in comic books and graphic novels.
Have kids make their own comics or write their own fan-fiction, and share their work with their classmates.
2. Surround kids with good books.
When we give kids access to a rich library, we provide hundreds of opportunities every day for their eye to fall on an intriguing title, or for them to see another student choose a book and become engrossed in it. When we surround kids with books, we show them that reading is something that permeates life, something to do at any moment of the day. When we give kids a library and let them choose their own reading material, we provide opportunities for learning that are deeper, more pervasive, more personal, and most importantly, student driven.

3. Read books aloud.
The best thing that you can do to foster a child's love of reading is to read with him or her. Reading aloud is a low-pressure and foolproof way to engage the imagination through the written word. Once you have them well and truly hooked, leave copies of the book lying around the classroom and give them free reading time. How many students do you imagine will choose to pick up the book and finish it on their own?

4. Show students how much you love reading.
In my childhood, it was my mother, an avid reader, who was my first introduction to the joy of reading, but teachers are no less influential in the lives of their students. When I look back to my school days, I remember a few teachers whose passion for a subject inspired a similar passion in me. When teachers find ways to show students how important reading is in their own lives, it opens the door for reading to be important in their students' lives.

Only the Beginning
A love of stories is hardwired into every human being, and we have more media for receiving these stories than we've ever had in the course of human history. In video games, we get to guide a character through a story. In movies and television, we can see an entire lifetime play out in front of us in a few short hours. And in books, we can read about the complex emotions and motivations that wrestle beneath the surface of a stoic façade. Each medium has its unique appeal and limitations. When used together, we can inculcate in our students not only a love for storytelling in all of its forms, but give them a sense of how we as human beings have storytelling in our DNA.

But you don't have to take my word for it.

Kidinjury

app kidinjury

KIDINJURY é uma aplicação que se destina aos pais e a todas as pessoas que lidam diariamente com crianças.

Através de uma interface simples e intuitiva fornece informações importantes em casos de traumatismos ou situações agudas, indicando como agir e qual o grau de urgência associado.

Is using technology for learning a good idea?

Monica Bulger takes a critical look at a recent OECD report about the benefits and drawbacks of using computers and technology to aid children’s learning. She concludes that talking to children about what they like to learn and how is the best way forward to support them. Monica leads the Enabling Connected Learning initiative at the Data & Society Research Institute specialising in children’s rights in digital and learning spaces.

 As parents are equipping their homes with technology to support their children’s learning, new findings suggest this might actually be in vain. In a recent report, Students, computers and learning: Making the connection, the OECD finds that while moderate use of educational technologies relates to improved PISA scores, ‘students who use computers very frequently at school do a lot worse in most learning outcomes, even after accounting for social background and student demographics.’ This finding is certainly counter to many reports of learning improvements with technologies. So with these conflicting findings, where might the truth lie?

As Sonia Livingstone found in her 2012 review of research on the benefits of ICTs in education, measuring learning is challenging given the varied expectations of ‘success’ in learning, the complex factors contributing to learning outcomes, and the expense of longitudinal studies. Likewise, the variety of learning technologies available and in use, combined with diverse pedagogies, lead to inconclusive findings.

Neil Selwyn challenges the often binary nature of educational technology research. Whether learning outcomes are improved with or without technology is the commonly asked question, but should it be? Technology is simply a tool, Selwyn argues, and factors such as pedagogical application, teacher engagement and the socio-cultural background of the student all influence the efficacy of any learning experience.

Technologists like Nicholas Negroponte promote the idea that in the hands of a child a laptop can transform their world. Perhaps it can, but unfortunately, these anecdotal claims have caused many to believe they can simply drop laptops into a classroom, add internet access, parachute a variety of devices into poor, rural areas, and magically, learning outcomes will improve. This myth of an easy technical fix has led to misspent resources in struggling school districts as well as large ones. As demonstrated in the US by the failure of iPads in the Los Angeles Unified School District and New York City School’s recent ending of their relationship with Pearson, evaluations of technology use must be paired with consideration of the broader ecosystem of support and training.

When the OECD seeks to explain learning scores with high or low use of technology, they are pursuing a limited view of how learning happens. Much of the interesting work around technology and education looks at the broader picture of how children’s everyday social and digital practices impact their education (see, for example, It’s Complicated, The Class, Leveling Up, The Digital Edge).

Questionable measures

In the OECD’s report, measures of computer use are based on unverified self-reports from school principals. Their responses are then ‘weighted so that they are proportionate to the number of 15-year-olds enrolled in the school.’ ICT use in schools was measured by ‘frequency of browsing the internet for school’, with analysis comparing ‘once a week or more’ as high frequency use. Thus, the measure of educational technology use is constructed from principal reports of whether internet browsing occurs once a week in their school, and is then applied to all students within that school, regardless of their actual experience, yet analysed against individual student performance on the PISA tests.

Better ways to measure educational technology use

Ask the children. As part of the demographic data collected by PISA tests, adding questions about use of technology in the classroom would be a stronger and more accurate measure. School administrators might feel pressured to report on ideal use or expected use rather than actual use, but asking an entire cohort of students about their use will likely result in more accurate averages. Further, given the number of classes and teachers at any given school, expecting principals to be aware of specific practices might be unreasonable.
Limiting the questions to frequency of internet browsing may not address the rich classroom practices of technology engagement. More interesting measures could be developed through classroom observation or focus group discussions with teachers, or a review of a growing and diverse body of research. Using multiple methods can address technology use from the teacher and student perspectives while also measuring academic performance Starting points might be how technologies are used for creating materials in classrooms, how they are used for learning science, maths, history or art, how they are used for communicating with peers, their local community, and beyond the classroom.
If truly aiming to measure the effects of potentially excessive classroom internet use on student learning outcomes, more precise measures (e.g., daily use) would be more effective.
Finally, any responsible analysis of 15-year-old students’ learning performance must take into account their lived experience. Plenty of evidence shows that household income level and parents’ education level are crucial predictors of a child’s academic performance. The OECD reports that economic, social and cultural status accounts for 12% of variation in performance on maths and reading scores across OECD countries. So instead of removing socioeconomics as a variable when evaluating the effects of educational technology use, it would be interesting to add it in, and see how the effects of technology on learning scores might shift when relative poverty is considered.
Parents can also think about these measures in the home, when working out what best supports their child. Talking to children about what they like and what they find challenging is a way to step beyond whether the technology is helping them learn, and opens up a broader range of possibilities for understanding and supporting their learning experience.

New approach needed to deliver on technology’s potential in schools

15/09/2015 - Schools have yet to take advantage of the potential of technology in the classroom to tackle the digital divide and give every student the skills they need in today’s connected world, according to the first OECD PISA assessment of digital skills.

“Students, Computers and Learning: Making The Connection” says that even countries which have invested heavily in information and communication technologies (ICT) for education have seen no noticeable improvement in their performances in PISA results for reading, mathematics or science.

Ensuring that every child reaches a baseline level of proficiency in reading and mathematics will do more to create equal opportunities in a digital world than solely expanding or subsidising access to high-tech devices and services, says the OECD.

In 2012, 96% of 15-year-old students in OECD countries reported having a computer at home, but only 72% reported using one at school. Overall, students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely. But students who use computers very frequently at school do much worse, even after accounting for social background and student demographics.

“School systems need to find more effective ways to integrate | technology into teaching and learning  to provide educators with learning environments that support 21st century pedagogies and provide children with the 21st century skills they need to succeed in tomorrow’s world,” said Andreas Schleicher, OECD Director for Education and Skills. “Technology is the only way to dramatically expand access to knowledge. To deliver on the promises technology holds, countries need to invest more effectively and ensure that teachers are at the forefront of designing and implementing this change.”

The report found that the gap between advantaged and disadvantaged students in digital reading was very similar to the differences in performance in the traditional PISA reading test, despite the vast majority of students using computers whatever their background. This suggests that to reduce inequalities in digital skills, countries need to improve equity in education first.

To assess their digital skills, the test required students in 31 countries and economies* to use a keyboard and mouse to navigate texts by using tools like hyperlinks, browser button or scrolling, in order to access information, as well as make a chart from data or use on-screen calculators.

Top performers were Singapore, Korea, Hong Kong-China, Japan, Canada and Shanghai-China. This reflects closely their performances in the 2012 print-reading test, suggesting that many of the skills essential for online navigation can also be taught and learned using standard, analogue reading techniques.

But the report reveals striking differences. Students in Korea and Singapore perform significantly better online than students in other countries with similar performance in print reading, as do students in Australia, Canada, Hong Kong-China, Japan and the United States. In contrast, students in Poland and Shanghai-China – both strong performers in print reading – do less well transferring their print-reading skills to an online environment.

* Participating countries and economies: Australia, Austria, Belgium, Brazil, Canada, Chile, Chinese-Taipei, Colombia, Denmark, Estonia, France, Hong Kong-China, Hungary, Ireland, Israel, Italy, Japan, Korea, Macao-China, Norway, Poland, Portugal, the Russian Federation, Shanghai-China, Singapore, the Slovak Republic, Slovenia, Spain, Sweden, United Arab Emirates and the United States.

More information on the assessment and findings of this report is also available at: http://www.oecd.org/education/students-computers-and-learning-9789264239555-en.htm.

Portugal testa salas de aula do futuro

Setúbal já tem um espaço a funcionar há um ano e meio e serve de modelo a 24 salas em preparação. Esta é uma aposta do governo
Nesta sala de aula da Escola Secundária D. Manuel Martins, em Setúbal, as cores são garridas e os alunos podem sentar-se em puffs e são confrontados com perguntas a que devem responder em 45 minutos. O objetivo é que aprendam a matéria através da descoberta das respostas feitas com ajuda das pesquisas na internet. No fim, as conclusões são apresentadas à turma. E as intervenções do professor Carlos Cunha quase que ficam reduzidas a estas duas expressões: "Achas que esta definição responde à tua pergunta?" ou "o que interessa é isto, o resto é palha". O ambiente na primeira Sala de Aula do Futuro (SAF) portuguesa é elogiado pelos alunos e corresponde ao que os entusiastas pela mudança na forma de ensinar defendem.
"Não temos de estar sentados a olhar para uma pessoa a falar durante 45 minutos. Estamos à procura das coisas e aprendemos por nós", explica Tomás, um dos alunos do 8.º C da Secundária D. Manuel Martins. Ora é precisamente essa sensação de tédio que o professor Carlos Cunha quis combater quando decidiu importar no início do ano letivo 2014/2015 a SAF do original belga, produzido pela European Schoolnet. Aqui, o método para levar os alunos a aprender baseia-se na pesquisa de informação e apresentação de trabalhos em várias áreas, a partir de perguntas iniciais, e em que o papel central pertence aos jovens (ver P&R).
A primeira sala fora de Bruxelas é esta de Setúbal e Portugal está a preparar mais 24, reforçando a posição de país da União Europeia com mais salas deste tipo. Agora temos seis a funcionar -além de Setúbal, também existem na Escola básica 2/3 da Atouguia da Baleia e na Básica de Ferrel, as duas em Peniche , na secundária Rafael Bordado Pinheiro, nas Caldas da Rainha, no Colégio Monte Flor e outra na Universidade de Lisboa, que serve de laboratório e formação de professores - em segundo lugar está a Bélgica, com quatro.
De acordo com o Ministério da Educação (ME), estão a funcionar seis SAF em Portugal (todas em escolas públicas, à exceção do colégio privado e do Instituto de Educação da Universidade de Lisboa), e o objetivo é manter a aposta nestes espaços. "O ME apoia todas as iniciativas das Escolas que promovem a melhoria das aprendizagens e, em particular, as que visam o combate ao abandono escolar e promovam o sucesso escolar. No caso concreto dos ambientes educativos inovadores, o Ministério presta apoio técnico e científico às escolas que pretendam testar esta metodologia. O apoio passa pela referenciação destas escolas a outras escolas europeias com experiências semelhantes, por via da European Schoolnet", explica a equipa dirigida pelo ministro Tiago Brandão Rodrigues.
A introdução das "condições necessárias para a diversificação dos métodos de trabalho e de abordagem dos conteúdos curriculares" com vista ao sucesso educativo é uma das apostas deste governo - que refere nas Grandes Opções do Plano o apoio a projetos educativos diferenciados - e por isso Tiago Brandão Rodrigues deve marcar presença na inauguração da nova SAF em Alcanena, prevista para esta semana. Depois será inaugurado o espaço no Barreiro, reforçando a liderança de Portugal na rede de escolas com salas de aula do futuro.
Uma marca que começou com Carlos Cunha e a sua sala, em Setúbal, em setembro de 2014. Tudo porque o professor de Físico-Química entende que "o modelo convencional de ensino está esgotado" e que era preciso criar alternativas para promover o sucesso numa escola que tenta precisamente combater esse problema e o abandono escolar.
Se os alunos estão rendidos ao espaço do futuro, mais difícil é convencer os professores. "A metodologia de sala tradicional está esgotada. Há anos que se discute isso, mas não se faz nada porque mexe com a zona de conforto dos professores. Não sei se esta geração vai ser capaz de fazer essa mudança. Também não há incentivos para o fazer", aponta o professor e coordenador da SAF em Setúbal.
Ainda assim, o projeto tem vindo a crescer: "Começámos em setembro de 2014, mas foram precisos dois anos para ter a sala instalada. Desde então já recebemos mais de 600 alunos, de 300 professores e direções de mais de 30 escolas". É que esta sala colorida e dividida em cinco zonas de ensino - apresentar, investigar, criar, partilhar e desenvolver - serve para dar aulas, mas também formação de professores e é um showroom para os parceiros que ofereceram material e para outras escolas que queiram implementar o conceito.
Os estranhos que visitem esta sala deparam-se com um ambiente completamente diferente do imaginário de uma sala de aula. Aqui o professor desloca-se aos espaços onde os alunos estão a trabalhar. Ninguém é repreendido por se levantar do lugar ou consultar o telemóvel, mas todos têm que fazer o trabalho proposto dentro do tempo, sob pena de "tirar pontos à equipa". Os dois turnos da mesma turma competem entre si, por isso, quando o slide de Carlos e Liliana não aparece, um colega reclama: "Ena por causa de vocês vamos perder outra vez". O que não se confirmou porque o trabalho lá apareceu.
Esta semana - Carlos Cunha traz os seus alunos duas vezes por semana a esta sala, e espera que no futuro todas as turmas tenham esta sala no horário - o tema é o espaço e o som, recorrendo a imagens de um dos filmes da saga Star Wars para chegar à conclusão que "cientificamente o filme está errado". No final da descoberta sobre como se propaga o som, a turma fará um teste.
Carlos Cunha usa o trabalho na SAF para compensar as notas nos testes tradicionais. "Aqui eles têm um comportamento e uma atitude que nada tem a ver com a sala de aula. São interessados."
Como se percebe ao olhar para os dois grupos de cerca de 10 alunos concentrado em volta dos tablets. Não há conversas cruzadas nem perda de tempo porque têm apenas 45 minutos para apresentar as descobertas do dia.

3.º Encontro de Jogos e Mobile Learning - Workshops

Workshops 1. Criar, envolver e avaliar os alunos: a otimização das aulas com a utilização da Nearpod e dos Plickers Idalina Santos – LabTE, Universidade de Coimbra No workshop apresentar-se-á a exploração da multiplataforma de aprendizagem Nearpod e da app Plickers, ambas nas vertentes professor e aluno. A Nearpod permite ao professor, através da utilização de computadores, tablets e smartphones, customizar e partilhar com os seus alunos apresentações interativas, planear e preparar aulas mais dinâmicas e acrescentar recursos como vídeos, imagens, exercícios, questionários, quizzes, entre outros, numa só plataforma. Para além disso, possibilita a monotorização do trabalho individual dos alunos, visualizando respostas em tempo real, acompanhadas por um relatório de desempenho. A app Plickers permite a dinamização de quizzes, com a mais-valia do aluno não necessitar de possuir ou utilizar um dispositivo móvel. O professor recolhe as respostas através do seu smartphone ou tablet e os alunos visualizam, em tempo real, o seu desempenho na aula. Requisitos: Os participantes devem fazer-se acompanhar dos seus computadores portáteis e dispositivos móveis. Solicita-se que criem conta nas apps Plickers eNearpod. 2. Aurasma Studio: realidade aumentada José Gomes & Cristina Gomes A tecnologia de realidade aumentada, considerada emergente no campo educacional, oferece oportunidades únicas para os processos de ensino aprendizagem. O workshop incluirá uma breve introdução à tecnologia de realidade aumentada e um conjunto de exercícios práticos recorrendo à plataforma Aurasma Studio e àapp Aurasma. Os exercícios propostos abordarão as principais possibilidades de desenvolvimento de auras (experiências de realidade aumentada), recorrendo a recursos como imagens, vídeos, páginas web ou modelos 3-D, aos quais será adicionada interatividade. Contemplará ainda o processo de partilha e visualização das auras com outros utilizadores. No final do workshop, os participantes serão capazes de criar autonomamente uma experiência de realidade aumentada em menos de sessenta segundos. Requisitos: Os participantes devem fazer-se acompanhar dos seus computadores portáteis e dispositivos móveis (smartphones ou tablets). Recomenda-se que criem uma conta no Aurasma Studio (https://studio.aurasma.com/login) e que instalem no dispositivo móvel a app Aurasma, disponível na Google PlayStore (Android) ou na App Store (iOS). 3. Google Drive - organização, produção e criatividade Teresa Pombo Neste workshop, os participantes serão guiados ao longo de um percurso que colocará em evidência o potencial da Google Drive na sua utilização em contexto escolar mas não só: pastas, documentos, bases de dados, apresentações e formulários serão criados ao longo de uma práticas simulada e criativa. Requisito: computador pessoal, acesso à Internet e, se possível, um acesso Google (que pode ser criado a partir de uma conta de correio electrónico já existente noutro serviço). 4. App Inventor, programação para mobile Filipe Moreira, Isabel Barbosa e Filipa Carneiro - Academia de Código A inclusão da programação na educação dos jovens é uma tendência emergente na maioria dos sistemas educativos. Muitas estratégias, metodologias e recursos podem ser usados neste contexto. O App Inventor faz parte de um conjunto de ferramentas gratuitas que facilita a introdução aos principais conceitos e princípios da programação, de uma forma atrativa e motivadora para os alunos. Inicialmente apresentar-se o recurso, de seguida exploraram-se as suas potencialidades e partilham-se alguns exemplos criados em contexto de sala de aula. Finalmente, será proposta a realização de exercícios práticos que culminarão na criação de uma aplicação simples para o sistema operativo Android. Requisitos: Cada participante traz o seu computador. Destinatários: Professores do 2º e 3º CEB 5. Podcasts: utilizando o Audacity Vítor Diegues Os Podcasts são bons recursos, permitindo aos agentes educativos (alunos/professores) novas formas de aprendizagem, promovendo, entre outros objetivos, uma educação para a literacia digital. O workshop desdobra-se em duas partes: numa primeira fase, será abordada a produção de Podcasts/Conteúdos Digitais, os cuidados a ter com a voz, tipo de linguagem a utilizar e tipos de microfone. Na segunda parte será dado a conhecer o programa Audacity, explorando-se as suas potencialidades. Requisitos: Cada participante traz o seu computador com o Audacity instalado, bem como o lame . 6. Robots de programação - uma aprendizagem interdisciplinar através do pensamento computacional Humberto Neves & Joaquim Chitas -  Ardózia A programação e o pensamento computacional que lhe está subjacente tem vindo a ser percebido como um factor estrutural no desenvolvimento e aprendizagem das crianças. No mundo actual, saber programar é cada vez mais uma nova literacia, mas tão importante como o ensino da programação propriamente dita é a integração das técnicas e conceitos do pensamento computacional noutros contextos de aprendizagem, tais como línguas, matemática, ciência e arte.  Neste workshop propomos a utilização de robots de programação com capacidades técnicas e expressivas em contextos de aprendizagem estabelecendo uma ponte entre a tecnologia e as diversas áreas do conhecimento.  Destinatários: professores do 1º e 2º ciclo do ensino básico. Participantes: 10 (2 por robot). 7. App kahoot: aprendizagem e competição Daniela Guimarães – LabTE, Universidade de Coimbra No workshop será dinamizado o trabalho com a app kahoot, que será apresentada nas modalidades aluno e professor.   A app tem três possibilidades de utilização: Survey, Discussion e Quiz. No workshop serão apresentadas as três, embora se destaque, pelo seu impacte nos alunos, o Quiz, que permite a dinamização de aulas em vertente jogo, com os alunos a competirem entre si, através de um ranking. Para além deste aspeto, a appgera uma folha Excel com os resultados dos alunos, possibilitando, desta forma, que estes sejam avaliados através da sua prestação no jogo.  Realça-se que a app encontra-se atualmente a ser restruturada e que no workshop será tratada a nova versão. Requisitos: Os participantes devem fazer-se acompanhar dos seus computadores portáteis e dispositivos móveis. Solicita-se que criem conta na app kahoot[https://getkahoot.com]. 8. Socrative Marco Bento & José Alberto Lencastre - Universidade do Minho Socrative é uma app que permite avaliar através do jogo os conhecimentos dos alunos ou o nível de compreensão do aluno sobre o assunto tratado. Usando questões de V/F, escolha múltipla e short answer, possibilita o feedback instantâneo e a visualização dos dados de uma turma ou de cada aluno individualmente. Começa-se por responder a um quiz, depois são explicadas as funcionalidades do Socrative e cada participante cria um quiz. Na etapa seguinte, os participantes são organizados em equipas e fazem o "space race". Por fim, aborda-se o "Quick question". Requisitos: os participantes trazem instalado no tablet ou smartphone as duas apps: (i) versão student para responder ao nosso quiz; (ii) versãoteacher para construir o seu próprio quiz [http://www.socrative.com/]. Devem trazer 5 questões de escolha múltipla para criarem um quiz.