Abstract
Water scarcity is becoming an issue of more significant concern with a major impact on global sustainability. For it, new measures and approaches are urgently needed. Digital technologies and tools can play an essential role in improving the effectiveness and efficiency of current water management approaches. Therefore, a solution is proposed and validated, given the limited presence of models or technological architectures in the literature to support intelligent water management systems for domestic use. It is based on a layered architecture, fully designed to meet the needs of households and to do so through the adoption of technologies such as the Internet of Things and cloud computing. By developing a prototype and using it as a use case for testing purposes, we have concluded the positive impact of using such a solution. Considering this is a first contribution to overcome the problem, some issues will be addressed in a future work, namely, data and device security and energy and traffic optimisation issues, among several others.

Abstract
The emergence of accessible virtual reality headsets in the past decade multiplied educational uses of immersive virtual reality. Higher education, in particular, has seen many such reports emerge. However, there are scarce frameworks for higher education professionals to plan and deploy immersive virtual reality within their pedagogical practice. To attain a perspective on this field, we conducted a systematic literature review using SCOPUS search, focusing on Instructional Design Models for Immersive Virtual Reality in online Higher Education. This review aimed to provide a comprehensive overview of these models, their respective phases, and distinctive characteristics. The review identified two categories of Instructional Design Models for Immersive Virtual Reality in Higher Education: 1) Models specific to such contexts, with aspects such as managing immersion time or providing prior contact with the immersive environment; 2) Models developed for other contexts and adapted to immersive virtual reality, addressing aspects such as the importance of creating objectives, assessment elements, or defining resource purpose. We conclude that current instructional models used for immersive virtual reality in higher education lack the combination of the overall pedagogical concerns with the specific ones for immersive virtual reality. Thus, we recommend further research to develop instruction models that combine both aspects of learning design concerns.

Abstract
An immersive narrative means to promote immersion of its target audience, considering three dimensions of narrative immersion: temporal, spatial and emotional. We present and demonstrate the use of a method for evaluating and classifying these dimensions in narratives, enabling reflections for their reformulation according to the pedagogical objectives of the teacher. The method was developed as an artifact of Design Science Research (DSR). It was applied empirically in Portuguese higher education, on an asynchronous e-learning course at Universidade Aberta, which uses narratives for narrative immersion and promoting self-regulation and co-regulation of learning: Software Development Laboratory. The results show that the method enables detection of differences in the level of use of the various dimensions of narrative immersion, as shown for a sample case. This analysis, beyond its usefulness for this evaluation and classification upon narratives, enables their creators (e.g. teachers and non-specialist professionals) to become aware of these situations. Therefore, it provides an overview and supports grounded reflection, inspiring interventions to reformulate the dimensions of narrative immersion that one wants to provide to the target audience.;Uma narrativa imersiva deve prover a imersão do público-alvo considerando três dimensões de imersão narrativa: temporal, espacial e emocional. Apresentamos e exemplificamos o uso de um método que avalia e classifica estas dimensões em narrativas, apoiando reflexões para a sua alteração, de acordo com os objetivos pedagógicos almejados pelo docente. O método foi desenvolvido enquanto artefacto de Design Science Research (DSR). Foi aplicado empiricamente numa unidade curricular do ensino superior português em regime de e-learning assíncrono na Universidade Aberta, que utiliza narrativas para imersão narrativa e promover a autorregulação e corregulação das aprendizagemns: Laboratório de Desenvolvimento de Software. Os resultados indicam que o método permite detectar diferenças de nível de recurso às várias dimensões de imersão narrativa, como ocorreu no caso apresentado. Esta análise, além de permitir esta avaliação e classificação em narrativas, dá aos seus criadores (e.g., professores e profissionais não especialistas) consciência destas situações ao longo da narrativa. Possibilita, desta forma, uma visão global e uma reflexão fundamentada, que pode inspirar intervenções para reformular as dimensões de imersão narrativa a proporcionar ao público-alvo.

Abstract
As atividades assíncronas no ensino online requerem um acompanhamento regular por parte dos docentes. Esse acompanhamento acompanha duas dimensões: a de grupo, atendendo às dinâmicas globais da turma; e a individual, atendendo às ações de cada estudante. Estando habitualmente estruturadas em tópicos com duração limitada no tempo, a preponderância destas dimensões altera-se nas necessidades de dedicação e intervenção docente. Neste trabalho apresenta-se uma estratégia de apoio à planificação e desenvolvimento da atividade docente, que decompõe essas atividades de acompanhamento e intervenção em cinco marcos temporais. Pretende esta estratégia permitir ao docente identificar os aspetos mais prementes para recolha, de forma praticável, de elementos que possam informar a sua decisão de intervenção pedagógica.

Abstract
Dashboard for online higher education support monitoring and evaluation of students’ interactions, but mostly limited to interaction occurring within learning management systems. In this study, we sought to find which collaborative learning activities and tools in online higher education are included in teaching dashboards. By following Kitchenham’s procedure for systematic reviews, 36 papers were identified according to this focus and analysed. The results identify dashboards supporting collaborative tools, both synchronous and asynchronous, along categories such as learning management systems, communication tools, social media, computer programming code management platforms, project management platforms, and collaborative writing tools. Dashboard support was also found for collaborative activities, grouped under four categories of forum discussion activities, three categories of communication activities and four categories of collaborative editing/sharing activities, though most of the analysed dashboards only provide support for no more than two or three collaborative tools. This represents a need for further research on how to develop dashboards that combine data from a more diverse set of collaborative activities and tools.

Abstract
Immersive learning research is a field of study that emphasizes diversity of scholarship and subject areas. This diversity presents a challenge for understanding the breadth and depth of the field of immersive learning, a challenge that led to the Immersive Learning Research Network’s call for the community of immersive learning researchers to develop a conceptual framework supporting a common understanding of this diverse field - The Immersive Learning Knowledge Tree. However, this structure has not had its underlying assumptions validated by the larger, diverse community of immersive learning researchers and practitioners. Thus, we developed, validated, and disseminated across associations of the field a questionnaire for analyzing the assumptions, structure, and relevance of the Knowledge Tree proposal. Early results point towards overwhelming agreement from the community on the premise that the field of immersive learning research is muddled/fragmented, the current knowledge partially disjointed, specifically among different disciplines (Q3), due to its interdisciplinary nature. There are also strong indications supporting the premise that researchers active in the field of immersive learning research desire to combine their efforts with others.