Abstract
Nowadays statistics plays a major role either in society or in the research fields, with a particular emphasis in decision-making, therefore the importance of statistical inference. Statistical inference teaching is a new chapter, so this is an innovative study in Angola, since the scientific council of Polytechnic School of Malanje (PSM, Angola) had to agree to change the course syllabus in order to include the topics of statistical inference, in which confidence intervals (CI) and hypothesis testing were proposed by the first time in Angolan higher education. This work is part of a broader research that has adopted the theoretical framework of the Ontosemiotic Approach (OSA) since we are trying to overcome the error and difficulties of the students, using the semiotic conflict concept. Those conflicts are of two kinds: conflicts in using the new concepts of CI and conflicts that arise by the use of the spreadsheet. In this smaller work, we focus on the teaching of confidence intervals using the spreadsheet, in the course of Probabilities and Statistics in the PSM (Angola) during the academic year 2017/2018. The statistical inference through teaching confidence intervals in the course of Probability and Statistics of PSM was taught for the first time, as well as the a technologic tool, the spreadsheet. In this paper, our main goal is to present the classes planning of this module and it is qualitative and descriptive work. After the planning stage, we describe what the students were asked to do with the spreadsheet after completing the suggested problems using paper and pencil. The spreadsheet was selected since all students have it in their laptop and they may easily use it. During this first implementation of the CI classes, students did find the difficulties and made some of the errors described in the literature. Nevertheless, we noticed a great satisfaction from the students and they were motivated with this theme, and were very enthusiastic by the use of the spreadsheet and hopefully other topics in this Probabilities and Statistics course will also use it.

Abstract

Abstract
In recent years, there has been a growing need for measuring and understand how to foster Trust in technology. This need for understanding the trust factor, which potential transformed (in a short time) the way we work, learn and teach. It allowed us to realize that a simple technological tool per si can be a means to facilitate a task or an objective but not necessarily is a solution to create sustainable interactions. This sustainability comes together with the insurance that irrespective of the ability to monitor or control, we are willing to be vulnerable to another party’s actions based on the expectation that the other will perform a particular action important to us. We define Trust, as an attitude, an intention or behaviour. We see Trust as an interpersonal phenomenon that promotes social activities such as collaboration, sharing, or social capital creation. But also as a factor that facilitates interaction and participation in remote and networked contexts. Trust is an instrument that supports and regulates technological mediation processes, encourages technology interactions and continuous adoption. In this study’s scope, we seek to illustrate the state of the art of the different methodologies of analysis, design and reliable assessment of interactive systems. We were briefly contextualizing the problem and defining Trust from a Human-Computer Interaction point of view. Conclude with a reflection on how and how these practices can be pressing to develop more sustainable online mediation tools, which also encourage the participation of the actors involved. © 2021, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Abstract
Taking into consideration a current legal Portuguese framework about accessibility requirements for websites and mobile applications of the public sector, we present an e-Learning project aiming to enhance awareness about the need of the development of accessible Web contents, thus promoting digital inclusion. In this context, in this paper we present a description of a Massive Open Online Courses (MOOC) on Web accessibility entitled: "Inclusive Web - How to develop inclusive web contents?" In this paper, we described the creation of this MOOC, not only the program contents, learning methodologies and evaluation descriptions but also present satisfaction and learning results of this project. This first edition counted on 174 students, among them, 2 with special needs, from 4 different countries, mostly professionals who develop web content, such as: students, professionals and enthusiasts in the areas of Informatics, Multimedia, Information and Communication Technologies (ICT), Digital Media, Web Design, Teaching and Special Education. The feedback results showed that despite there were a few features that must be improved, overall the applicants enjoyed and stated that the course was a good learning resource to start in the Web Accessibility topic.

Abstract
The proper integration of technology in teaching and learning processes must consider the role of teachers and students, as well as the design of tasks and the context in which they are implemented. Teachers' perceived self-efficacy significantly influences their willingness to integrate educational robotics (ER) into their practice, so initial teacher training should provide opportunities for teachers to participate in structured activities that integrate ER. In this study, a class of pre-service teachers from an initial teacher training programme were provided with their first contact with an ER platform through the use of a simulator. We present the design process of a student exploration guide and teacher guide, developed over three iterative cycles of implementation, assessment and redesign. The analysis of the data collected allowed for improvements in the design of the tasks, the graphic component of the student exploration guide, and more precise indications for the teacher's actions. The main contribution of this study is the chain orchestration between the simulator, student exploration guide and teacher guide, which allowed pre-service teachers to solve a set of challenges of increasing complexity, thereby progressively decreasing their difficulties and contributing to an adequate integration of ER in their future teaching practices.

Abstract
The Internet revolution in 1990, followed by the data-driven and information revolution, has transformed the world as we know it. Nowadays, what seam to be 10 to 20 years ago, a science fiction idea (i.e., machines dominating the world) is seen as possible. This revolution also brought a need for new regulatory practices where user trust and artificial Intelligence (AI) discourse has a central role. This work aims to clarify some misconceptions about user trust in AI discourse and fight the tendency to design vulnerable interactions that lead to further breaches of trust, both real and perceived. Findings illustrate the lack of clarity in understanding user trust and its effects on computer science, especially in measuring user trust characteristics. It argues for clarifying those notions to avoid possible trust gaps and misinterpretations in AI adoption and appropriation.