Abstract
Although roles have been around for a long time they have not yet reached mainstream programming languages. The variety of existing role models may be a limiting factor. We believe that for roles to be widely accepted they must enhance code reuse. An outcome would be a library of roles. We present and discuss what we feel are the characteristics that a role model must have to enable reusable and playerindependent roles. In this paper we present our role model and JavaStage, a role language that extends Java, with examples of reusable roles. Finally, we present our steps towards the building of a role library, by presenting the roles developed from the analysis of the GoF Design Patterns. The results obtained, we developed roles for 10 of the 23 GoF patterns, are promising. © Copyright 2011 Carnegie Mellon University.

Abstract
Using a wiki in software engineering settings dates back to its first usage in 1995. In fact, that was the motivation for Ward Cunningham to create the first wiki. Due to its simplicity, attractiveness and effectiveness for collaborative authoring and knowledge management, wikis are now massively disseminated and used in different domains. This workshop focuses on wikis for the specific domain of software engineering. It aims at bringing together researchers, practitioners, and enthusiasts interested on researching, exploring and learning how wikis can be improved, customized and used to better support software projects. Based on lessons learned and obstacles identified, a research agenda will be defined with key opportunities and challenges. © 2011 Authors.

Abstract
Children and teens today grow up immersed in a myriad of digital devices, thinking and processing information in a radically different way from their predecessors. These kids usually prefer hypermedia information, learning by self-discovery, or by playing, in teams, are good at multitasking, better in digital literacy than in textual literacy, tend to be always connected, enjoy social interaction, diversity and sharing. As a result of all of this, young "digital natives" need new ways of learning that are more interactive, participative and individualized, capable of supporting the co-creation, collaboration, and sharing of a variety of contents, combining traditional and new digital media. To be successful, the teaching strategies, the learning contexts, and the learning spaces must accommodate these children's needs and habits, harmoniously combining technology and pedagogy, as earliest as possible. With the advent of Web 2.0, the way people collaborate in the creation and sharing of their own contents improved considerably, enabling everyone to be active producers and consumers at the same time, and helping them to self-organize in networks and virtual communities. It is now easy to create collaborative spaces for teachers and students to adopt a partnering pedagogy, more social and informal, but also more personal. Personal Learning Environments (PLE) combine tools that help learners to set their own learning goals, manage their learning contents and process, to communicate with others, allowing a bidirectional flow of information between teachers and students, at a degree not possible before by traditional Learning Management Systems (LMS). In this work, we present schoooools.com (a.k.a in Portugal as escolinhas. pt), a new collaborative and social learning environment, developed and validated in several Portuguese schools, following an action- research method. Schoooools.com is being developed to be a very simple personal learning environment targeted to schools and students from 6 up to 12 years old ( K-6). It follows a wiki- way philosophy for the cocreation of contents. It combines the best features of Web 2.0 relevant for schools, simplified and integrated in a single platform: easy-to-use content editors, wikis, blogs, private social networks, image galleries, calendars, private messages, chat, shared files, micro-blogging, integration with traditional LMS (ex: Moodle), integration with contents from publishers or other types of providers. It was designed with three principles in mind: educational, by providing collaborative web spaces to use in classroom, at home, everywhere, for educational purposes; entertainment, by providing appealing spaces and features to use also in leisure time, to learn by playing, chatting; social, by providing an engaging space to promote the communication and socialization within the respective private social networks. As in real life, students, parents and teachers have different features and responsibilities in the school, but they all may communicate and collaborate between them, with privacy rules similar to the real school and its respective community. Simply and naturally, the platform promotes a gradual adoption of the best practices on using Information and Communication Technologies (ICT) for educational purposes: in classroom or extracurricular contexts, inside or outside schools.

Abstract
An Adaptive Object Model (AOM) is a common architectural style for systems in which classes, attributes, relationships and behaviors of applications are represented as metadata, allowing them to be changed at runtime not only by programmers, but also by end users. Frequently, behavior is added to AOM systems by increasingly adding expressiveness to the model. However, this approach can result in a full blown programming language, which is not desirable. This pattern describes a solution for adding behavior to AOM systems by using metadata to identify points in the application where behavior can be dynamically added. This solution may limit the expressive power of the model, but can also simplify it, since points of extension are well defined in the system. © Copyright 2011 Carnegie Mellon University.

Abstract
Providing efficient access to information can be approached in different ways, but ultimately implies the creation of an INDEX, represented with an indexing language, like a TAXONOMY, a THESAURUS, an ONTOLOGY or a FOLKSONOMY. Each of these languages strikes a different balance between the effort to create and maintain the index, the effectiveness of knowledge capture, the guidance that readers can get, and how efficiently they can get it. Furthermore, in a world in which more and more information is available, two issues gain particular importance in the creation of an index: how can it be done collaborative, and how can the index abstract and express information more richly. © Copyright 2011 Carnegie Mellon University.

Abstract
Serious Games are in increasing use for serious purposes, such as health. Particularly in the field of cognitive rehabilitation, they can offer new solutions that are fun, user-friendly and goal-directed. In this study, a prototype rehabilitation platform is presented, aimed at intervening in executive functioning and other related cognitive functions in patients with Acquired Brain Injury. It was tested in three studies investigating patients' satisfaction and performance in a virtual environment using 2D computer-screen or 3D projection-screen approaches, and patients' satisfaction with the virtual reality (VR) program regarding its usability and role in motivation to participate in the rehabilitation process. Contributing to the final version of the program, results in our pilot-studies are promising, supporting the usability of the VR program and showing its relevance in subjects' motivation to participate in the rehabilitation process.