Abstract
This paper presents a novel approach to teaching and learning computer programming, using the three-dimensional virtual world Second Life (R) to develop a programming community of practice. Our students have developed their programming projects as part of this community as an alternative way of learning. The learning of programming is a difficult process, with many students experiencing difficulties which result in high levels of failure in introductory programming courses. In this paper, we describe and analyse how this approach spurred students' motivation and interest in learning programming. We also present observations on the difficulties felt by both students and teachers in the development of projects and activities, and discuss the approaches taken to overcome those difficulties.

Abstract
Nowadays a growing number of research and projects emphasize a culture of childhood that sees the child as an active participant in social life and, in particular, in the planning and decision processes of the spaces where they live most of their time. Under these projects children are asked to have a direct role on the configuration of several spaces, such as public and school playgrounds. This paper refers to a work in progress where a version control system for a multiuser virtual world is being developed to address some of the challenges that this kind of task and participants bring. Particularly this tool is being designed and prototyped to foster children's involvement in primary school activities where a class participation and consensus are requested on the several school spatial configurations.

Abstract
Serious games are playing an increasing role as educational tools and the last decade witnessed a growing number of proposals in this field. One of the major challenges of the current European societies is to foster an entrepreneurial interest in young people, and the European Commission has been promoting projects that pursue this objective. This chapter presents one such project, PLAYER, in which an educational game was implemented in Facebook with the aim of promoting entrepreneurship by guiding young people in the definition of a business proposal. The game encompasses 4 stages that include the basic description of the business idea, the characterization of its strategies, the filling of a funding quiz, the SWOT analysis, and finally the production of a detailed business plan, for those players to be able to reach the final stage of the game. © 2012, IGI Global.

Abstract
Gathering field data from crisis areas requires overcoming a major technical hurdle: infrastructures and terminals for Internet access are non-existent or unreliable. Teams of professionals acting on the field lack a cost-effective, convenient way to provide their data to central management headquarters and the worldwide public in a timely manner. Cell-phone software can be leveraged to bridge this. Using cellphone applications, people living or working in low-tech areas can provide their knowledge worldwide, taking full advantage of georeferenced functionalities. In this paper we present the prototype of a platform based on a wiki+map server backbone for direct information entry, query, and editing, by people on the field using cell-phones, with strong version management. This georeferenced information can then be visualized centrally for tackling development/crisis issues, such as drought problems, outbreaks of diseases, etc. - giving NGOs and governments a better framework upon which to act.

Abstract
Reducing office buildings’ energy consumption can contribute significantly towards carbon reduction commitments since it represents 10% of total energy consumption. Major components are lighting (40% of consumption), electrical equipment (35%), and heating and central cooling systems (25\%). Occupants’ behaviours impact these energy consumption components, with solid evidence on the role of individual behaviours. In this work, we propose a methodology that uses virtual choreographies to identify and prioritize behaviour-change interventions towards office users based on the potential impact on energy consumption. The data shows that some behaviours with significant consumption have little potential for behavioural change impact, while other behaviours hold substantial potential for lowering energy consumption via behavioural change.

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. © Tiago Romão, Pedro Pestana, and Leonel Morgado; licensed under Creative Commons License CC-BY 4.0.