Abstract
Este capítulo proporciona uma narrativa e reflexão sobre as dinâmicas de aprendizagem e contacto com o espaço físico no âmbito de um ano de participação do autor no jogo Ingress, da Google. Como jogo georreferenciado de realidade alternativa, recorre ao espaço físico que nos rodeia, mas reinterpretado com camadas de informação digital. Como jogo mundial de milhares de utilizadores simultâneos, reunidos em apenas duas equipas mundiais, requer coordenação de esforços, estratégias e colaboração. Como jogo que combina ficção científica com mistério, baseado numa narrativa incompleta que vai sendo revelada, combina dados implícitos, explícitos e ocultos, requerendo cruzamento de informações e perspetivas entre jogadores. Como jogo que é desenvolvido tecnicamente ao longo deste período, com alterações constantes de regras e funcionalidades, requer adaptação rápida às consequências e dinâmicas sociais. Pretende-se com esta narrativa e reflexão descortinar o potencial deste tipo de jogos para dinâmicas e atividades de aprendizagem formal ou informal.

Abstract
Apresentamos um conceito de jogo inovador e o seu protótipo inicial, integrando tipos distintos de interação e de visualização. Dois jogadores interagem como timoneiro de uma nau portuguesa e gigante Adamastor. Um joga em realidade virtual controlada por gestos finos, outro usa aumentação contextual com gestos amplos e fi-nos. Pretende o conceito e o protótipo servirem como exemplificadores das potencialidades das novas formas de interação e de como as concretizar.

Abstract
With the emergence of new low-cost gestural interaction devices various studies have been developed on multi-modal human-computer interaction to improve user experience. We present an exploratory study which analysed the user experience with a multimodal interaction game prototype. As a result, we propose a set of preliminary recommendations for combined use of such devices and present implications for advancing the multimodal field in human-computer interaction.

Abstract
Companies focus on software development in order to survive in a highly competitive world. They not only need to keep up to date with the changes that are occurring in their environment, but they also need to assure the effectiveness of their processes. One way to do that is pursuing high quality standards by continuously improving the development processes. In this chapter, the authors describe the project of CMMI (Capability Maturity Model Integration) implementation in a software company specialized in information technology services for banking. The project was initiated with the aim of optimizing the software development process. Throughout the chapter, various aspects of the project are covered, such as the actions taken to implement the CMMI maturity level 2, the tools used to support the implementation, and the obtained results. These are useful and could serve as a reference basis for companies that consider the implementation of a maturity model.

Abstract
Educational Modelling Languages (EML) are conceptual and technical tools that allow enhancing e-learning through the representation of educational processes and their transformation into operable products to Learning Management Systems (LMS). Through visual notations it's possible to do reviews and adjustments of represented learning objects (LO). IMS-Learning Design (IMS-LD) is a LO specification language. One of its major strengths is the interoperability of specification products. Its use by non-technical users isn't a simple task, and limitations are pointed out. Intermediate software have been developed to facilitate the specification, authoring tools called graphic editors as Reload LD Editor, GLM, Collage and CADMOS, among others. Graphic editors can be used as educational planning tools in the context of e-learning. Planning a LO is drawing a structure of tasks, describing all aspects that frame the learning activities that can be generated to achieve the outlined goals (e.g. participants, tasks, resources, targets and risks to be considered). Despite being a complex activity, it's essential for teachers. In this work we focused on CADMOS, because it's devoted to create specifications for Moodle, one of the most used LMS by teachers. The main goal is study CADMOS, trying to identify its potentialities and limitations as planning tool capable of represent all aspects of a LO. Therefore the research questions are: Is it possible specify all aspects that characterize the LO using CADMOS? Do the limitations in specification influence the automatic operationalization of the LO in LMS? Tests done with CADMOS were divided in two parts: 1) Specification of a LO, consisting of a task module on a specific theme, that took place in LMS Moodle of a Portuguese higher education institution, as part of a course in a program of Computer Engineering. 2) Specification result has been converted into an interoperable data packet, which was imported to the LMS. After the automatic creation of the LO were analysed the similarities with the original LO. Results showed that there were differences between the two LO. A primitive structure of LO is created in LMS, but extra work performed by the teacher is required to complete the configuration of the activities. Additional points were found: a) When specifying there isn't the possibility to configure all required aspects of a Moodle activity (e.g. wiki). Teacher has to do it manually directly in the LMS. b) Limitations in the automation process of operationalization of the LO in LMS, related to the specification process were found. Is necessary consider the representation structure adopted in LO specification with CADMOS. It offers different functions to do it, which are used or not depending on the way user conceives the LO. This leads to different representations in LMS. As planning tool CADMOS can be useful and has advantages, as the possibility of having different views of the process (conceptual model/ flow model), and chance to save, change, reuse and share several times a specification product. Its major weakness is in automatic creation of the LO in LMS. Thus, we believe that CADMOS and other graphic editors are likely to be important planning tools for teachers. However, more tests with different LO and improvements are needed to achieve faithful automating creation of LO in LMS, allowing teachers to be focused on central aspects of teaching.

Abstract
This paper describes the development of a mobile indoor navigation system, supported by a GIS and built using only open source tools. For the sake of simplicity a single building was chosen for the tests converting the floors to digital information from paper plans. The rooms geometry was saved on a proper database with all the adjacent information associated, which can in turn be provided to the clients application by APIs and Web Services. The system is able to calculate the most adequate path between any of the rooms taking into account the user profile which is defined by it's degree of mobility (eg. wheelchair). By reading a QR code placed in key places inside the building the user can obtain, on a mobile phone, his current position and receive orientations to any room that he might want to go. The directions hints are complemented with the presentation of real pictures associated to key locations in the path to validate that the correct path is taken by the user. (C) 2015 The Authors. Published by Elsevier B.V.