Abstract
This article introduces a Special Issue that gathers a collection of effective tools to promote the teaching and learning of writing in school-aged and university students, across varied contexts. The authors present the theoretical rationale and technical specificities of writing tools aimed at enhancing writing processes (e.g., spelling, revising) and/or at providing writers with automated feedback to improve the implementation of those processes. The tools are described in detail, along with empirical data on their effectiveness in improving one or more aspects of writing. All articles conclude by indicating future directions for further developing and evaluating the tools. This Special Issue represents an important contribution to the field of technology-based writing instruction, in a moment in which online teaching and learning tools have shifted from being an instructional asset to a necessity. We hope that in the future the validation of each tool can be expanded by reaching out to different populations and cultural contexts.

Abstract
Invasive species present a global problem that requires better awareness from the general population. Serious games can serve as a tool for bringing attention to issues of this kind. People who are not informed cannot distinguish the invasive species apart from the ones native to a particular ecosystem. In this wok we present a serious game designed with the primary objective of informing people about the main characteristics of invasive plant species in Portugal, as well as showing proper ways of removing and disposing it, without allowing to spread throughout the local ecosystem. A game prototype was developed for mobile devices, since these are the most widely used platform, allowing the game's message to have a wider reach. Currently, the game has a single level focusing on a plant species, the water hyacinth, that thrive in rivers and lakes. User tests were performed to evaluate the prototype and to gather feedback and suggestions for future improvements. Results revealed a positive reception and an interest in further developments.

Abstract
Park visitors and tourists, in general, seek new experiences, leading to a growing search for ways to create more memorable experiences. Some technological solutions, such as Augmented Reality, have proved that they can be useful to create more immersive and interactive experiences, both in entertainment and education. An application with Augmented Reality, using location-based services in a gamified way, can create pleasant and entertaining outdoor experiences without losing its pedagogical ability, making it a promising fit for a nature park. We propose a conceptual framework for creating these mobile applications for nature parks. From which, a mobile application was prototyped with location-based services and augmented reality interactive experiences, with the purpose of disseminating scientific knowledge about the fauna and flora of a nature park. Gaming elements are also introduced in the application's design to try and improve the engagement and involvement in the various activities of the application and its contents. User tests were performed during the development of the prototype and with the final version. The results allow us to conclude that this type of applications can improve the visitors' experience while at the same time, improve the dissemination of scientific knowledge.

Abstract
People with visual impairments generally experience many barriers when visiting museum exhibitions, given the ocular centricity of these institutions. The situation is worsened by a frequent lack of physical, intellectual and sensory access to exhibits or replicas, increased by the inaccessibility to use ICT-based local or general alternative or augmentative communication resources that can allow different interactions to sighted visitors. Few studies analyze applications of assistive technologies for multisensory exhibit design and relate them with visitors’ experiences. This article aims to contribute to the field of accessibility in museums by providing an overview of the experiences and expectations of blind and visually impaired patrons when visiting those places, based on a literature review. It also surveys assistive technologies used to enhance the experiences of visitors with vision loss while visiting museum exhibitions and spaces. From this, it is highlighted that adopting hybrid technological approaches, following universal design principles and collaborating with blind and visually impaired people, can contribute to integrate access across the continuum of visits. © Common Ground Research Networks, Roberto Vaz, Diamantino Freitas, António Coelho, Some Rights Reserved,

Abstract
Online masters’ program chairs need up-to-date information to monitor efficiently and effectively all the courses in the program for which they are responsible. Learning Management Systems supporting the operation of the online programme collect vast amounts of data about the learning process. These systems are geared to support individual teachers and students, not program chairs. This article presents the process that led to the development of a Dashboards for program chairs, based upon an analysis of their regular supervision tasks, decision-making information needs, and available data in the learning management system, Moodle. The information presented via the dashboard is aggregated and contextualised for all students enrolled in the program, in all its courses, contributing to improve decision-making in program chairing. The dashboard prototype is presented as a concrete outcome of this process, which can be replicated to achieve more advanced and updated versions, hopefully contributing to better program chairing.

Abstract
Although the growing concern to make museums accessible to individuals with visual impairments, their participation in these institutions is still limited, given the multiple barriers they often experience and the lack of assistive technologies to promote access. This research investigates the perspectives of 72 blind and partially sighted individuals on enhancing their visiting experience in museums. A co-created framework to improve visitors' autonomy is proposed, concluding that sensory, intellectual and physical access must be integrated into the pre, on-site and post phases of visiting museums.