Abstract
New media and social network sites (SNSs) currently play an important role in our society and in our daily practices (Boyd and Ellison 2008; Lister et al 2009; Watkins 2009; Papacharissi 2011). This necessarily affects the way we learn together, as explored in research spanning several areas. Regarding higher education, Facebook has an increasingly prominent position and is more widely investigated as an instructional tool in the college classroom than most SNSs (Tess 2013). From the perspective of teaching and learning, the Web 2.0 is seen as an enabler of a vision in which the student will find information potentially contradicting the knowledge acquired through the traditional formal learning process (Santos 2009). This feature leads to a continuous discussion of the facts, topics and subjects having an awareness of a common range of formal established knowledge shared in a given community and, at the same time, the joint reflection and debate within this same community. This new reality, in which the roles of the teacher and the student (or the roles of who teaches and who learns) become fuzzy, difficult to distinguish clearly, also brings the need for new ways to understand, describe, and explain the learning process and the ways in which it develops. In this paper we use the concept of social e-learning (Martins et al. 2012), building on the connectivist perspective (Siemens 2004, 2006, 2008). Social e-learning can be considered as a learning process whereby the Internet represents a space for participation, sharing, and collaboration, with new opportunities to create, share content, and interact with others (Bennett 2012) - an open door to build more open and flexible knowledge, where students build and rebuild their own path. A concrete format for its implementation is proposed and a genuine experience is presented and discussed. The social e-learning model presented in this article has been successfully applied in a training course in the field of business communication, held by Citeforma. Citeforma is a Portuguese vocational training centre, jointly managed by SITESE (a services workers and technicians union) and IEFP (the Portuguese Institute for Employment and Vocational Training).

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Abstract
This paper describes the EmbodiMentor, an interaction concept and metaphor that aims to enable users to embody a different person or character's perspective, specify or modify his/her/its emotional elements and conditioning elements, and experience the resulting changes. Its use case scenario is the education and training of foreign languages and intercultural communication skills, were contextualization and first person experiences in common settings are key for practical skill acquisitions. It was born as the microscience-fiction prototype "Frances can't sleep. She crawls out of bed and with her EmbodiMentor runs through a range of a client's emotional states, pitching to each one. She then falls asleep." The application of the science fiction prototyping concept has been proven a strong approach to develop and investigate innovative applications of emerging technologies. © 2016 ACM.

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The SimProgramming teaching approach has the goal to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming and prepare them for real-world labour environments, adopting learning strategies. It immerses learners in a businesslike learning environment, where students develop a problem-based learning activity with a specific set of tasks, one of which is filling weekly individual forms. We conducted thematic analysis of 401 weekly forms, to identify the students' strategies for self-regulation of learning during assignment. The students are adopting different strategies in each phase of the approach. The early phases are devoted to organization and planning, later phases focus on applying theoretical knowledge and hands-on programming. Based on the results, we recommend the development of educational practices to help students conduct self-reflection of their performance during tasks.

Abstract