Abstract
Application execution requests in cloud architecture and fog paradigm are generally heterogeneous and scheduling in these architectures is an optimization problem with multiple constraints. In this paper, we conducted a survey on the related works on scheduling in cloud architecture and fog paradigm, we identify their limitations, we explore some prospects for improvements and we propose a context-aware scheduling model for fog paradigm. The proposed solution uses Min-Max normalization, to solve heterogeneity and normalize the different context parameters. The priority of requests is set by applying the Multiple Linear Regression analysis technique and the scheduling is done using the Multiobjective Nonlinear Programming Optimization technique. The results obtained from simulations on iFogSim toolkit, show that our proposal performs better compared to the non-context-aware proposals.

Abstract
Application execution required in cloud and fog architectures are generally heterogeneous in terms of device and application contexts. Scaling these requirements on these architectures is an optimization problem with multiple restrictions. Despite countless efforts, task scheduling in these architectures continue to present some enticing challenges that can lead us to the question how tasks are routed between different physical devices, fog nodes and cloud. In fog, due to its density and heterogeneity of devices, the scheduling is very complex and in the literature, there are still few studies that have been conducted. However, scheduling in the cloud has been widely studied. Nonetheless, many surveys address this issue from the perspective of service providers or optimize application quality of service (QoS) levels. Also, they ignore contextual information at the level of the device and end users and their user experiences. In this paper, we conducted a systematic review of the literature on the main task by: scheduling algorithms in the existing cloud and fog architecture; studying and discussing their limitations, and we explored and suggested some perspectives for improvement.

Abstract

Abstract
A investigação sobre o feedback e a autorregulação da aprendizagem tem granjeado interesse com a explosão da Inteligência Artificial e os desafios que coloca à educação e, em particular, à avaliação dos estudantes. Contudo, há mais de 30 anos que se estudam esses processos para compreender como os estudantes regulam a sua própria aprendizagem ao nível motivacional, cognitivo e metacognitivo. Ao assumirem um papel proativo na geração e utilização do feedback estão a avaliar o seu próprio trabalho, o que tem implicações na forma como os professores organizam a avaliação e o apoio na aprendizagem.  Este artigo elabora sobre os desafios múltiplos que se colocam à IA na avaliação digital da aprendizagem, no que respeita ao feedback e a autorregulação bem como na investigação sobre a avaliação digital. Após a discussão desses conceitos e de modelos enquadradores bem como a sua conexão com a avaliação digital conclui-se que é crucial considerar equipas multidisciplinares na investigação com IA e minimizar ou eliminar situações que podem introduzir enviesamentos em termos de género, etnias, culturas e estatutos económico ou social.

Abstract

Abstract
Hybrid teaching, which integrates traditional in-person learning based on students' perspectives where online learning offers a flexible approach to education, combines the benefits of technology with face-to-face interactions. Moreover, teaching and learning in a hybrid way met several challenges for both teachers and learners, including technological problems, time management, communication difficulties, and assessment complexities. This systematic review investigates six main research questions: (1) What pedagogical frameworks are used in hybrid teaching and learning? (2) How can we enhance students' engagement in hybrid teaching and learning? (3) What is the impact of technological integration on hybrid learning scenarios, both for students and teachers? (4) How do training and support measures influence the willingness and ability of university teachers to implement hybrid teaching formats? (5) How do formative assessment and feedback methods in hybrid learning environments enable teachers to effectively monitor student progress and provide tailored support? (6) How does the implementation of hybrid learning affect student learning outcomes? This study identifies the following key themes: technological integration, pedagogical innovation, faculty support, student engagement, assessment practices, and learning outcomes. Our contribution of this literature review is related to teaching and learning by showing teachers the most appropriate way to avoid the challenges encountered when teaching in a hybrid way. These include strong technology integration, innovative pedagogical strategies, strong academic development and support, active student engagement, effective assessment practices, and positive learning outcomes.