Abstract
Design thinking refers to a creative approach to deal with complex problems in design contexts. Originally harnessed by designers, it is today within everyone's reach, to be learned and employed in their practices. To make it accessible and tangible to those who are not designers, a number of tools began to be developed and systematized. Among those, we highlight the group of card-based tools, which enable individuals to develop their creativity and to generate innovative design concepts. In order to explore these tools and to provide a scenario for creative ideas, we developed a card-based game-Cards GO-and conducted a workshop experiment to evaluate the applicability of the game to conceive other game concepts. We assessed the results of the workshop from three points of view: (1) that of the researchers, through direct observation; (2) that of the participants, by means of a questionnaire about their intrinsic motivation; (3) that of three experts in game design. Overall, Cards GO presented itself as a valuable tool for game design, creative thinking and collaboration. However, it was observed that the developed game concepts needed to be better detailed.

Abstract
Serious Pervasive Games extend themagic circle (Huizinga, 1938) to the players’ context and surrounding environment. The blend of both physical and fictive game worlds provides a push in player engagement and promotes situated learning approaches. Space and time, as well as social context, acquire a more meaningful impact on the gameplay. From pervasive learning towards science communication with location-based games, this article presents research and case studies that exemplify their benefits and related problems. Pervasive learning can be defined as “learning at the speed of need through formal, informal and social learning modalities” (Pontefract, 2013). The first case study—the BEACONING project—aims to contextualize the teaching and learning process, connecting it with problem-based game mechanics within STEM. The main goal of this project is to provide the missing connection between STEM subjects and real-world interactions and applications. The pedagogical foundation is supported on problem-based learning (PBL), in which active learning is in the center, and learners have to work with different tools and resources in order to solve problems (quests). Teachers create, facilitate, and assess pervasive and gamified learning activities (missions). Furthermore, these quests are gamified in order to provide non-linear game plots. In a second case study, we demonstrate and evaluate how natural heritage can benefit from pervasive games. This study is based on a set of location-based games for an existing natural park, which have been developed in order to provide enhanced experiences, as well as additional information about some species that are more difficult to observe or that are seasonal. Throughout the research and development of these projects, we have encountered and identified several problems, of different nature, present in pervasive games.

Abstract

Abstract
Researchers are being prompted by funders and institutions to expose the variety of results of their projects and to submit a Data Management Plan as part of their funding requests. In this context, institutions are looking for solutions to provide support to research data management activities in general, including DMP creation. We propose a collaborative approach where a researcher and a data steward create a DMP, involving other parties as required. We describe this collaborative method and its implementation, by means of a set of case studies that show the importance of the data steward in the institution. Feedback from researchers shows that the DMP are simple enough to lead people to engage in data management, but present enough challenges to constitute an entry point to the next level, the machine-actionable DMP. © 2021, Springer Nature Switzerland AG.

Abstract
Archives are faced with great challenges due to the vast amounts of data they have to curate. New data models are required, and work is underway. The International Council on Archives is creating the RiC-CM (Records in Context), and there is a long line of work in museums with the CIDOC-CRM (CIDOC Conceptual Reference Model). Both models are based on ontologies to represent cultural heritage data and link them to other information. The Portuguese National Archives hold a collection with over 3.5 million metadata records, described with the ISAD(G) standard. The archives are designing a new linked data model and a technological platform with applications for archive contributors, archivists, and the public. The current work extends CIDOC-CRM into ArchOnto, an ontology-based model for archives. The model defines the relevant archival entities and properties and will be used to migrate existing records. ArchOnto accommodates the existing ISAD(G) information and takes into account its implementation with current technologies. The model is evaluated with records from representative fonds. After the test on these samples, the model is ready to be populated with the semi-automatic transformation of the ISAD records. The evaluation of the model and the population strategies will proceed with experiments involving professional and lay users. © 2020, Springer Nature Switzerland AG.

Abstract
An academic library created an online course in information literacy skills in 2007 for engineering students. This chapter reports the evaluation of the course's effectiveness in developing those skills. In the academic year 2015/2016, a case study with a mixed-methods approach was applied to 5th-year students (N=91) enrolled in a course unit for Master Dissertation's preparation in the informatics and computing engineering programme. Students showed high confidence in their information literacy skills. Online assignments' performance was good, but activities revealed quality issues. Performance in the course unit's assignments reveals a poor application of acquired skills. But satisfaction is high: students value independent learning and online access to resources and content. Despite evidence of some positive impact, the course lacks effectiveness due to issues in the course unit's assignments. Needed improvements include a better realignment with students' needs and a redesign with an instructional model to assure the promotion of students' success. © 2021 by IGI Global. All rights reserved.