Abstract
This paper presents the iMPAcT tool that tests recurring behaviour, i.e., UI Patterns, on mobile applications. This tool is implemented in Java and makes use of Android's APIs UI Automator and UiAutomation. The tool automatically explores a mobile application in order to automatically identify and test UI Patterns. Each UI Pattern has a test strategy, Test Patterns, associated, which is applied when an UI Pattern is found. The approach works on top of a catalogue of UI Patterns, which determines which UI Patterns are to be tested, and what should their correct behaviour be, and may be used for any application.

Abstract
Modeling and building software systems for a given specific domain is a complex task. Domain-Specific Languages (DSLs) have been increasingly gaining attention because they are developed to cope with particularities of specific domains. However, DSL development consists in a set of tasks to be performed and some can be error-prone. Identifying the correct set of elements within a DSL and their constraints can be very demanding. Alloy is a popular lightweight intuitive formal language with a simple notation that is easy to read and write. When models of a DSL are specified using Alloy, it becomes possible to generate instances that should represent valid models. So, this paper presents a generic innovative methodology using Alloy in DSL engineering, in order to find and tune language constraints in a systematic way. It also presents an empirical study illustrating the applicability of the proposed methodology.

Abstract

Abstract
This paper presents an educational game (iLearnTest) to teach software testing. The body of knowledge covered by the game corresponds to the ISTQB certification foundation level. The game was validated in an experiment with college students where it was intended to assess whether the results of an examination by the students who used the game in learning were better than those obtained by students who have not used it. The results show that the iLearnTest may be a good complement to traditional teaching.

Abstract

Abstract
MOOCs are a recent phenomenon, although given their impact, they have been subject to a large debate. Several questions have been raised by researchers and educators alike regarding their sustainability, both economically and as an efficient mode of education provision. In this paper we contribute to this discussion by presenting a case study of the MOOC on Lived Experiences of Climate Change, which piloted the iMOOC pedagogical model developed at Universidade Aberta (UAb), the Portugese Distance Learning University. The iMOOC is a hybrid model which incorporates elements from existing MOOCs but adds other features drawn from UAb's experience with online learning and aims at better integrating in the larger context of the institutional pedagogical culture. The iMOOC implied also an integration of platforms - Moodle and Elgg. The pilot course had more than one thousand registrations, and it was the largest MOOC course on Portuguese language delivered so far. We discuss the effort required to design and deliver the course, the technological solution developed, and the results obtained. We registered a moderate effort to create and run the course, ensured by internal staff from the University. The technological solution was a success: an integrated architecture combining well-established, well-tested open software. The completion rate was 3.3%, but the high success of this innovative learning experience was demonstrated by the active involvement of about 50% of the registered participants, that followed the course until the end. Lessons learned from this experience and future research on the field are also discussed.