Abstract
The original plan to setup a permanent MUTW course unit in partners' curricula was devised in two phases. The first phase, a pilot project running for two years, was funded by the EU under the frame of an Eramus Multilateral Curriculum Development project, with the goal of designing, testing and deploying the MUTW concept. In parallel the sustainability of MUTW beyond EU funds should also be assured. The outcomes achieved in this pilot phase laid the groundwork for the second phase that aims at offering a permanent MUTW course unit in partner institutions. In this chapter we review the main outcomes of the pilot phase that led the way to set this innovative paradigm in higher education.

Abstract
One of the core aspects of a MUTW-like course unit is the students' project. To begin with, it should be some realistic product with a real interest to some group or community so that students feel they are really contributing with their work to some major goal. Additional care is required to assure that the system can be organized in a set of packages that are consistent with the workloads required from each of the team members. It should be taken into account that MUTW-like courses demand for a high effort on team management and this should also be accounted for when measuring workload. Another core issue is not to provide a full specification to students. The specification provided to students should have some unspecified issues to force and promote discussion and communication, thus contributing to the development of soft skills in students. In this chapter we present the main aspects related to the students' project that we have used in both editions of MUTW that ran during the pilot period, including a detailed description of the project specification that has been provided to students.

Abstract
This chapter revises some projects and initiatives led by higher education institutions that, being aware of the challenging demands undergraduates have to face during and after their graduation, are willing to endow them with the appropriate tools and skills that will help students grow up to be skillful, responsible, and creative professionals. Although emphasis has been given to engineering related initiatives, some examples from other knowledge areas have also been considered.

Abstract
This chapter revises some crucial aspects related to report writing and the preparation of oral presentations. These are some of the base competences that are required to succeed in MUTW-like courses.

Abstract
In this paper we present the overall evaluation of the Quantitative Evaluation Framework (QEF) approach which has been applied in an operational teaching environment for the last year. This environment includes the development of a serious game, supported by a web platform and extended to mobile platforms, which is being supervised by the research group GILT (Graphics, interaction amp, learning technologies) under the frame of an international project. The serious game that has been developed is called "Time Mesh". Time Mesh is a funded quasi experimental educational software project which is being developed under the frame of a quality evaluation environment, Quantitative Evaluation Framework (QEF) (Escudeiro Paula and Bidarra José, 2006), that measures system quality throughout its development life cycle. The quality evaluation process started with a careful planning phase. It has included the purpose of the evaluation, the timing of the evaluation and who should be conducting the evaluation process. Moderating the development of "Time Mesh" with QEF assures the quality of the final product. © 2012 IEEE.

Abstract
The use of Mobile Technologies opens new possibilities for the teaching and learning processes, taking us to a new reality, called Mobile Learning or m-Learning. The m-learning in this work is defined" as learning processes that occur, necessarily supported by the use of mobile technologies and that has mobility as a fundamental characteristic of human actors, who may be physically / geographically distant from other actors and also the physical spaces of formal education, such as classrooms, training rooms or the workplace" [1], [6]. It is author's intention to alert the academic community of the features in using M-Learning. We feel the need to develop of applications that use this type of technology, ensuring that education be accessible to all. The present work conducts a research of mobile learning as a tool to support education in higher Institutions. At same time, the authors of the present work investigated existing solutions, which have been using advanced mobile technologies to support learning process with emphasis in the use of mobile devices and they analyzed practical implications of design and education when they come into mobile virtual learning environments. A education software was developed to support the students in learning. To evaluate the system, we used the framework QEF (Quality Evaluation Framework) and we done a questionnaire. © 2012 IEEE.