Abstract
3D Virtual Worlds are being used for education and training purposes in a cross-disciplinary way. However, its widespread adoption, particularly in formal learning contexts, is far from being a reality due a broad range of technological challenges. In this reflection paper, our main goal is to argue why and how identity federation should be discussed and adopted as a solution to several barriers that educators and institutions face when using Virtual Worlds. By presenting a clear set of scenarios within different dimensions of the educational process, as classroom management, content reuse, learning analytics, accessibility, and research, we consider identity, traceability, privacy, accountability, and interoperability as main concerns in order to support our argument. Finally, we conclude the paper by presenting paths to a proposal for a workable solution, through the analysis and reflection of different and current efforts that has been made by other teams, towards future technological developments.

Abstract
In the last decade, companies tend to become virtualized. This virtualization is due in large part to developments in the use of mobile platforms and the impact on their infrastructure. The concept of BYOD (Bring Your Own Device) adoption and use of cloud computing are having profound implications for how the technologies are being used, as well as the interaction between individuals and these technologies. In this context, we conducted a study based on a questionnaire about the impact of the use of mobile devices and the cloud in organizations, taking into consideration their use in performing professional and personal tasks. With the questionnaire and its subsequent analysis it was found that organizations have a lack of understanding about almost all of the implications and consequences of the use of mobile devices and the cloud.

Abstract
In face of growing global competition, the ability of organizations to effectively use information technologies to deliver innovation and creativity is widely recognized as an important competitive advantage. In this context, knowledge of how to apply creativity techniques to information systems planning becomes particularly relevant. This chapter presents a framework for the introduction of creativity in Information Systems Planning. The framework aims at promoting the development of innovative Information Systems, which traditional methods of requirements elicitation fail to address. Finally, we discuss how the framework was implemented at a public organization to identify information systems opportunities.

Abstract
The use of graphics in Industry is something completely normal as used to be in education, something different is the way we can apply the concepts. The idea of this document is to show the ways we think industrial graphical systems can be applied in education to increase the way students can learn some kind of skills. In the industry graphic systems show the ways in which the systems are working and operating displays of DCS (Distributed Control System) displays operational information in 2D, 2.5 or 3D environments. Educational graphics are being used to show tales, math, physical or other objects in 2D, this limits the full awareness situation of the things that can be showed to students. To enhance the characteristics of educational graphics we propose the use of some industrial tricks to increase the students' attention and understanding of situations. We think that this increases the amount and quality of information that may be given to students and prevents unnecessary time consuming in explanations.

Abstract
In this paper, we describe how a learning platform that takes into account the student's learning preferences, the personality and emotions could prompt better learning results. This model will assess the emotional state of the student in an online learning environment by introducing techniques of Affective Computing that can capture the student emotional state and based on that, adapt the course to the characteristics and needs of the student in order to get an improvement in the learning results. Students, as individuals, differ in their social, intellectual, physical, psychological, emotional, and ethnic characteristics. Also, differ in their learning rates, objectives and motivation turning, their behaviour rather unpredictable. Added to emotion, and in order to obtain an effective model for online learning, student's personality and learning style are also considered. The architecture developed was tested by a group of students of higher education in Oporto. The results indicated that the model created used can support and improve the student's results, verifying that a negative emotional state could influence the learning process.

Abstract
The purpose of this paper is to propose new architecture that includes the student's, learning preferences, personality traits and emotions to adapt the user interface and learning path to the students need and requirements. This aims to reduce the difficulty and emotional stain that students encounter while interacting with learning platforms.