Abstract
This paper presents an interactive video system that enables users to change the flow of video playback by interacting with hotspots that were predefined throughout the video streams. These hotspots are synchronized with the underlying video streams and the interactions result in smooth transitions between the preloaded targets. This approach allows the dynamic visualization of content by interacting with the hotspots and producing the consequent changes in the flow of the story. The system includes web-based and mobile video players specifically developed to deal with the interactive features, as well as a configuration tool that allows content managers to choose which pre-produced interaction possibilities will be used for a specific target audience. The interactive video solution presented herein has potential to be used as a powerful communication tool, in commercial, e-learning, accessibility and entertainment contexts. © 2014 Springer International Publishing.

Abstract
To motivate students to study advanced programming techniques, including the use of architectural styles such as the model-view-controller pattern, we have conducted action research upon a project based-learning approach. In addition to collaboration, the approach includes students' searching and analysis of scientific documents and their involvement in communities of practice outside academia. In this paper, we report the findings of second action research cycle, which took place throughout the fourth semester of a six-semester program. As with the previous cycle during the previous academic year, students did not satisfactorily achieve expected learning out-comes. More groups completed the assigned activities, but results continue to reflect poor engagement in the communities of practice and very low performance in other learning tasks. From the collected data we have identified new approaches and recommendations for subsequent research.

Abstract
This work further clarifies how the MULTIS architecture can be used for integration of virtual worlds in learning management system (LMS) for organizational management of e-learning activities, as an extension to a previous work published in the proceedings of VEAI 2016. Current LMSs provide minimal support for educational use in an organizational context, and other integration efforts assume that educators are inside the virtual world, accessing the LMS as an external service. Our approach enables educators to set up and manage virtual world activities from within the traditional LMS Web interface as an integral part of the overall educational activities of a course. The MULTIS architecture foresees several alternative communication channels between LMS and virtual worlds, including the spooling of automated clients or "bots" and the flexibility to inject code if necessary and possible. In this work, we detail the application of this architecture and its approach in several sample scenarios, based on previous analysis of integration requirements. It is the result of a joint effort by academic and corporate teams, implemented and tested in the Formare LMS for OpenSimulator and Second Life Grid virtual world platforms.

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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.