Abstract
It is increasingly required that Engineering Education courses include activities that promote the development of cognitive skills, such as metacognition. However, including such activities is challenging for lecturers, particularly in Distance Learning contexts. It is also complex, when working online, for teaching staff to carry out monitoring of the metacognitive learning processes of students, understand their difficulties, and provide formative feedback. In this work, we present the design and discussion of a pedagogical strategy: Metacognitive Challenges (MC), which allows lecturers to monitor the evolution of students' perceptions regarding their learning process We discuss how lecturers can use MCs for formative assessment and how to weave this intervention with individual students or groups. The Design Science Research methodology was adopted for the design, implementation, and demonstration of MCs, applied in a Software Engineering course within a distance learning Informatics Engineering undergraduate programme. We exemplify how MCs have the potential to support monitoring of students' cognitive and metacognitive processes and offer a set of guidelines on how the teaching staff can use them. In future work, we intend to evaluate the effectiveness of MCs in different teaching contexts, and develop technological solutions that facilitate the monitoring process (reduce the time and effort required for analysis of MC content). © 2022 University of Minho. All rights reserved.

Abstract
Os ambientes de aprendizagem imersivos são espaços onde se coocorrem dois fenómenos complexos: a aprendizagem e a imersão, levantando dificuldades de interpretação e, consequentemente, da liberdade de decisão dos participantes para sua orquestração pedagógica ou de aprendizagem. Neste trabalho apresenta-se uma conceptualização teórica que combina estes fenómenos, com o objetivo de contribuir para a resolução deste problema. Demonstra-se através de cinco casos como esta conceptualização permite novas formas de interpretar e analisar a aprendizagem, para dessa forma concretizar o potencial de impacte sobre a orquestração pedagógica e a regulação da aprendizagem.

Abstract
During a pandemic, public discussion and decision-making may be required in face of limited evidence. Data-grounded analysis can support decision-makers in such contexts, contributing to inform public policies. We present an empirical analysis method based on regression modelling and hypotheses testing to assess events for the possibility of occurrence of superspreading contagion with geographically heterogeneous impacts. We demonstrate the method by evaluating the case of the May 1st, 2020 Demonstration in Lisbon, Portugal, on regional growth patterns of COVID-19 cases. The methodology enabled concluding that the counties associated with the change in the growth pattern were those where likely means of travel to the demonstration were chartered buses or private cars, rather than subway or trains. Consequently, superspreading was likely due to travelling to/from the event, not from participating in it. The method is straightforward, prescribing systematic steps. Its application to events subject to media controversy enables extracting well founded conclusions, contributing to informed public discussion and decision-making, within a short time frame of the event occurring.

Abstract
O conceito de narrativa imersiva enfoca narrativas enquanto forma de promover o estado psicológico de imersão do público-alvo. Este artigo apresenta o resultado de uma revisão de revisões de literatura que objetivou identificar os principais métodos para concepção e criação de narrativas imersivas, considerando aspectos estruturais e elementos específicos, como personagens e cenários. Os resultados revelaram cinco clusters com características diferenciadas, considerando as dimensões da imersão narrativa temporal, espacial e emocional.

Abstract
The objective of this work was to support the sustainable deployment of immersive learning environments, which face varied obstacles, including the lack of support infrastructures for active learning pedagogies. Sustainability from the perspective of the integration of these environments in educational practice entails situational awareness, workload, and the informed assessment ability of participants, which must be supported for such activities to be employed in a widespread manner. We have approached this wicked problem using the Design Science Research paradigm and produced the Inven!RA software architecture. This novel result constitutes a solution for developing software platforms to enable the sustainable deployment of immersive learning environments. The Inven!RA architecture is presented alongside four demonstration scenarios employed in its evaluation, providing a means for the situational awareness of immersive learning activities in support of pedagogic decision making.

Abstract
The educational metaverse promises fulfilling ambitions of immersive learning, leveraging technology-based presence alongside narrative and/or challenge-based deep mental absorption. Most reviews of immersive learning research were outcomes-focused, few considered the educational practices and strategies. These are necessary to provide theoretical and pedagogical frameworks to situate outcomes within a context where technology is in concert with educational approaches. We sought a broader perspective of the practices and strategies used in immersive learning environments, and conducted a mapping survey of reviews, identifying 47 studies. Extracted accounts of educational practices and strategies under thematic analysis yielded 45 strategies and 21 practices, visualized as a network clustered by conceptual proximity. Resulting clusters Active context, Collaboration, Engagement and Scaffolding, Presence, and Real and virtual multimedia learning expose the richness of practices and strategies within the field. The visualization maps the field, supporting decision-making when combining practices and strategies for using the metaverse in education, highlights which practices and strategies are supported by the literature, and the presence and absence of diversity within clusters.