Abstract
This paper arises from experience by the authors in teaching software engineering courses. It discusses the need for adequate coverage of Human-Computer Interaction topics in these courses and the challenges faced when addressing them. Three courses, at both licentiate and master's levels, are used as triggers for the discussion. The paper argues that the lack of relevant Human-Computer Interaction concepts creates challenges when teaching and learning requirements analysis, design, and implementation of software systems. The approaches adopted to address these challenges are described.

Abstract
The process of migrating from a monolithic to a microservices based architecture is currently described as a form of modernizing applications. The core principles of microservices, which mostly reside in achieving loose coupling between the services, highly depend on the implementation approaches used. Being microservices a complete change of paradigm that contrasts with the traditional way of developing software, the current lack of established principles often results in implementations that conflict with its alleged benefits. Given its distributed nature, performance is affected, but specific implementation patterns can further impact it. This paper aims to address the impact that microservices-based solutions, featuring different implementation patterns, have on performance and how it compares with monolithic applications. To do so, benchmarks are conducted over one application developed following a traditional monolithic approach, and two equivalent microservices-based implementations featuring distinct inter-service communication mechanisms and data management methodologies.

Abstract
Objective The aim of the study was the development and evaluation of a Descriptive Cognitive Model (DCM) for the identification of three types of usability issues in a low-code development platform (LCDP). Background LCDPs raise the level of abstraction of software development by freeing end-users from implementation details. An effective LCDP requires an understanding of how its users conceptualize programming. It is necessary to identify the gap between the LCDP end-users' conceptualization of programming and the actions required by the platform. It is also relevant to evaluate how the conceptualization of the programming tasks varies according to the end-users' skills. Method DCMs are widely used in the description and analysis of the interaction between users and systems. We propose a DCM which we called PRECOG that combines task decomposition methods with knowledge-based descriptions and criticality analysis. This DCM was validated using empirical techniques to provide the best insight regarding the users' interaction performance. Twenty programmers (10 experts, 10 novices) were observed using an LCDP and their interactions were analyzed according to our DCM. Results The DCM correctly identified several problems felt by first-time platform users. The patterns of issues observed were qualitatively different between groups. Experts mainly faced interaction-related problems, while novices faced problems attributable to a lack of programming skills. Conclusion By applying the proposed DCM we were able to predict three types of interaction problems felt by first-time users of the LCDP. Application The method is applicable when it is relevant to identify possible interaction problems, resulting from the users' background knowledge being insufficient to guarantee a successful completion of the task at hand.

Abstract
Universities seek to promote entrepreneurship through effective education approaches, which need to be in permanent evolution. Nevertheless, the literature in entrepreneurship education lacks empirical evidence. This article discusses relevant issues related to promoting entrepreneurship in the software field, based on the experience of a 15-European Credit Transfer and Accumulation System course. This course seeks to instil in the students the recognition of the need to reconcile technical and business visions, organisational and commercial aspects, most of which have never been addressed previously. A series of semi-structured interviews made it possible to obtain relevant insights about the teaching-learning process underlying this course and its evolution over a seven-year period. Materials related with this course have been analysed, namely guidelines produced by the teachers and deliverables produced by the students. This article discusses the dimensions that were identified as fundamental for promoting entrepreneurship skills in the field of software, namely teamwork, project engagement, and contact with the market.

Abstract
Use case driven development methodologies put use cases at the center of the software development process. However, in order to support automated development and analysis, use cases need to be appropriately formalized. This will also help guarantee consistency between requirements specifications and developed solutions. Formal methods tend to suffer from take up issues, as they are usually hard to accept by industry. In this context, it is relevant not only to produce languages and approaches to support formalization, but also to perform their validation. In previous works we have developed an approach to formalize use cases resorting to ontologies. In this paper we present the validation of one such approach. Through a three stage study, we evaluate the acceptance of the language and supporting tool. The first stage focusses on the acceptance of the process and language, the second on the support the tool provides to the process, and finally the third one on the tool's usability aspects. Results show test subjects found the approach feasible and useful and the tool easy to use.