Abstract
Educational Modelling Languages (EML) are conceptual and technical tools that allow enhancing e-learning through the representation of educational processes and their transformation into operable products to Learning Management Systems (LMS). Through visual notations it's possible to do reviews and adjustments of represented learning objects (LO). IMS-Learning Design (IMS-LD) is a LO specification language. One of its major strengths is the interoperability of specification products. Its use by non-technical users isn't a simple task, and limitations are pointed out. Intermediate software have been developed to facilitate the specification, authoring tools called graphic editors as Reload LD Editor, GLM, Collage and CADMOS, among others. Graphic editors can be used as educational planning tools in the context of e-learning. Planning a LO is drawing a structure of tasks, describing all aspects that frame the learning activities that can be generated to achieve the outlined goals (e.g. participants, tasks, resources, targets and risks to be considered). Despite being a complex activity, it's essential for teachers. In this work we focused on CADMOS, because it's devoted to create specifications for Moodle, one of the most used LMS by teachers. The main goal is study CADMOS, trying to identify its potentialities and limitations as planning tool capable of represent all aspects of a LO. Therefore the research questions are: Is it possible specify all aspects that characterize the LO using CADMOS? Do the limitations in specification influence the automatic operationalization of the LO in LMS? Tests done with CADMOS were divided in two parts: 1) Specification of a LO, consisting of a task module on a specific theme, that took place in LMS Moodle of a Portuguese higher education institution, as part of a course in a program of Computer Engineering. 2) Specification result has been converted into an interoperable data packet, which was imported to the LMS. After the automatic creation of the LO were analysed the similarities with the original LO. Results showed that there were differences between the two LO. A primitive structure of LO is created in LMS, but extra work performed by the teacher is required to complete the configuration of the activities. Additional points were found: a) When specifying there isn't the possibility to configure all required aspects of a Moodle activity (e.g. wiki). Teacher has to do it manually directly in the LMS. b) Limitations in the automation process of operationalization of the LO in LMS, related to the specification process were found. Is necessary consider the representation structure adopted in LO specification with CADMOS. It offers different functions to do it, which are used or not depending on the way user conceives the LO. This leads to different representations in LMS. As planning tool CADMOS can be useful and has advantages, as the possibility of having different views of the process (conceptual model/ flow model), and chance to save, change, reuse and share several times a specification product. Its major weakness is in automatic creation of the LO in LMS. Thus, we believe that CADMOS and other graphic editors are likely to be important planning tools for teachers. However, more tests with different LO and improvements are needed to achieve faithful automating creation of LO in LMS, allowing teachers to be focused on central aspects of teaching.

Abstract
Analysis of automatically-generated alignments shows that ambiguous situations are quite common, preventing their application in scenarios demanding high quality and completeness, such ontology mediation (e.g. data transformation and information/knowledge integration). Even the best-performing alignment needs to be manually corrected, completed and verified before application. In this paper, we propose a decision support system (DSS) based in a general-purpose rule engine that assists the expert on improving and completing the automatically-generated alignments into fully-fledged alignments, balancing the precision and recall of the system with the user participation in the process. For that, the rules capture the preconditions (existing facts) and the actions to solve each (ambiguous) alignment scenario, in which the expert decision will be adopted in further automatic decisions. The evaluation of the proposed DSS shows the gain in reducing the need for expert's decisions while increasing the accuracy of the alignments. © 2017 Copyright is held by the owner/author(s).

Abstract
Ontology matchers establish correspondences between ontologies to enable knowledge from different sources and domains to be used in ontology mediation tasks (e.g. data transformation and information/ knowledge integration) in many ways. While these processes demand great quality alignments, even the best-performing alignment needs to be corrected and completed before application. In this paper, we propose a rule-based system that improves and completes the automatically-generated alignments into fullyfledged alignments. For that, the rules capture the pre-conditions (existing facts) and the actions to solve each (ambiguous) scenario, in which automatic decisions supported by a folksonomy-based matcher are adopted. The evaluation of the proposed system shows the increasing accuracy of the alignments.

Abstract
In this work we reviewed the current state-of-the art regarding the usage of robots, in particular telepresence robots, on educational related activities. We also researched the current consumer and corporate grade telepresence robotic equipment and tested three of these devices. Lastly, we reviewed the problem of disabled students, including students with special education needs, which fail at accessing and staying on higher education. One of the reasons for such problem is the impossibility to physically attend all the classes due to temporary or permanent limitations. As a conclusion of this work, and considering the ongoing positive cases with robotics and the current equipment availability, we propose the creation of telepresence services on the higher education institutions as a solution for those students that can’t attend classes. © Springer Nature Switzerland AG 2019.

Abstract
Information can be conveyed to the user by means of a narrative, modeled according to the user’s context. A case in point is the weather, which can be perceived differently and with distinct levels of importance according to the user’s context. For example, for a blind person, the weather is an important element to plan and move between locations. In fact, weather can make it very difficult or even impossible for a blind person to successfully negotiate a path and navigate from one place to another. To provide proper information, narrated and delivered according to the person’s context, this paper proposes a project for the creation of weather narratives, targeted at specific types of users and contexts. The proposal’s main objective is to add value to the data, acquired through the observation of weather systems, by interpreting that data, in order to identify relevant information and automatically create narratives, in a conversational way or with machine metadata language. These narratives should communicate specific aspects of the evolution of the weather systems in an efficient way, providing knowledge and insight in specific contexts and for specific purposes. Currently, there are several language generator’ systems, which automatically create weather forecast reports, based on previously processed and synthesized information. This paper, proposes a wider and more comprehensive approach to the weather systems phenomena, proposing a full process, from the raw data to a contextualized narration, thus providing a methodology and a tool that might be used for various contexts and weather systems. © 2019, Springer Nature Switzerland AG.

Abstract
Technology can help participants develop basic skills but also improve students learning, since it can be more accessible, giving the opportunity to experience new knowledge. Therefore, it seems relevant an in-depth study on teaching methods implemented with students with special education needs (SEN) to describe different methodologies. For that, in this paper it is presented the analysis on teaching strategies to help learning of specific content for students with intellectual disabilities (ID). The purpose is to describe strategies used in traditional and technology-based education to be the starting point in the development of an effective learning multimedia resource for this specific audience. Overall, were found advantages in the use of technologies as a teaching resource for students with and without special SEN, specifically for students with ID. Studies showed that attention and motivation increase and students feel more stimulated to learn when the syllabus is presented more interactively. Another important finding is that educational games as educational resource can indeed be a valid strategy to retain attention and stimulate memory of students with intellectual disabilities. Finally, with these findings it is proposed features to develop a multimedia application that can enhance learning of a new language for students with ID.