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O tema do livro é o desenvolvimento de aplicações para Android 6 usando o novo Android Studio e abordando tópicos emergentes como o novo paradigma de desenho Material Design e uma introdução à plataforma Android Wear. O livro aborda os seguintes temas: - Introdução ao Android e ao Android Studio - Interface Gráfica e Material Design - Gestão de Dados, Multimédia e Networking - Mapas e Localização - Introdução ao Android Wear

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Generative AI presents both challenges and opportunities for educators. This paper explores its potential for automating the creation of programming exercises designed for automated assessment. Traditionally, creating these exercises is a time-intensive and error-prone task that involves developing exercise statements, solutions, and test cases. This ongoing research analyzes the capabilities of the OpenAI GPT API to automatically create these components. An experiment using the OpenAI GPT API to automatically create 120 programming exercises produced interesting results, such as the difficulties encountered in generating valid JSON formats and creating matching test cases for solution code. Learning from this experiment, an enhanced feature was developed to assist teachers in creating programming exercises and was integrated into Agni, a virtual learning environment (VLE). Despite the challenges in generating entirely correct programming exercises, this approach shows potential for reducing the time required to create exercises, thus significantly aiding teachers. The evaluation of this approach, comparing the efficiency and usefulness of using the OpenAI GPT API or authoring the exercises oneself, is in progress. © Yannik Bauer, José Paulo Leal, and Ricardo Queirós;

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Higher Education Institutions (HEIs) are increasingly incorporating artificial i ntelligence (AI) into their learning setup. In this paper, we analyze the results of a survey posed to 152 Higher Education (HE) students and 136 HE educators, of different scientific b ackgrounds, to emphasize the current incorporation of AI in the teaching and learning processes. The results reveal distinct viewpoints from both parties, reflecting diversified l evels o f e xperience, presumptions, and uneasiness. Thirty two percent of the teachers, completing the survey, confirms using AI. Approximately 50% reveal they notice their students using AI to (i) automate routine tasks in or out-ofclass, including check correctness of answers, obtaining real-time feedback; (ii) personalize learning tasks, such as write essays or projects and to illustrate them, and create presentations. A smaller percentage reveals students using AI to produce video content and contrast information learned in class. Alternative means, encompassing using AI at home, to study, to gather information, to sum up ideas in texts, are identified by most teachers as being employed by their students. Students using AI outnumber the teachers, though there are significant d ifferences in some responses, when compared to the teachers' perceptions, for the sames questions. Most of the students prefer AI to study at home, to obtain information to improve or to check an answer. Then a significant number does not exploit AI either to create presentations, write an essay or project, illustrate a project, producing videos, or to contrast information obtained in classes with that collected by AI tools. Regardless of these differences, both parties agree and strongly agree (with 79% of students and 86% of teachers) that AI will affect the HEIs educational process in the future. © 2024 IEEE.