Abstract
Despite the significant increase in the use of digital devices, and the access to e-books by younger ages, the printed book still remains very important. Nowadays, although many communication processes and information exchanges have a digital support, the importance of using printed paper is acknowledged in many contexts. Both the paper and the digital media have unique advantages: digital media integrate with audiovisual and interactive resources, and the paper book supports interactions such as tactile and kinesthetic feedback given to both hands. In recent years there have been several commercial products designated as "augmented books", using augmented reality technologies to provide the reader with more layers of information, thereby fostering the use of the book in new ways. So, in this concept paper we describe part of the research and outcomes of project CHIC – C3, aimed at designing and developing a platform for managing the production of digital content connected with printed books. Furthermore, we propose a model for the gamification of digital content based on the printed book, mainly aimed at educational purposes. A proof of concept for the model was built in the form of a companion platform, supported by the Moodle LMS, fully integrated with the main CHIC website. Readers are able to access the platform, engage in several content related games, and interact with other readers.

Abstract
Task scheduling in fog paradigm is highly complex and in the literature, there are still few studies. In the cloud architecture, it is widely studied and in many researches, it is approached from the perspective of service providers. Trying to bring innovative contributions in these areas, in this paper, we propose a model to the context-aware task-scheduling problem for fog paradigm. In our proposal, different context parameters are normalized through Min-Max normalization; requisition priorities are defined through the application of the Multiple Linear Regression (MLR) technique and scheduling is performed using Multi-Objective Non-Linear Programming Optimization (MONLIP) technique.

Abstract
In recent years there have been several commercial products designated as "augmented books". These use gamification and augmented reality technologies to provide the reader with more layers of information, thereby fostering the use of the book in new ways. So, in this article we describe part of the research and outcomes of the Portuguese project CHIC – C3, aimed at designing and developing a platform for managing the production of digital content connected with printed books. Furthermore, we developed a model for the gamification of digital content based on the printed book, mainly aimed at educational purposes. A proof of concept for the model was built in the form of a companion platform, supported by the Moodle LMS, fully integrated with the main CHIC website. Readers were able to access the platform, engage in several content related games, and interact with other readers.

Abstract
Traditional approaches in the competitive recruitment landscape frequently encounter difficulties in effectively identifying exceptional applicants, resulting in delays, increased expenses, and biases. This study proposes the utilisation of contemporary technologies such as Large Language Models (LLMs) and chatbots to automate the process of resume screening, thereby diminishing prejudices and enhancing communication between recruiters and candidates. Algorithms based on LLM can greatly transform the process of screening by improving both its speed and accuracy. By integrating chatbots, it becomes possible to have personalised interactions with candidates and streamline the process of scheduling interviews. This strategy accelerates the hiring process while maintaining principles of justice and ethics. Its objective is to improve algorithms and procedures to meet changing requirements and enhance the competitive advantage of talent acquisition within organisations.

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.