Abstract
In this paper it is presented a music application for people with intellectual disabilities, called "Professor Piano". We created this application to be a solution for music education for this group of people. For that we present the development and implementation of the app. We choose the virtual piano and the mobile devices as the basis for our solution. It was conducted an assessment of the current status and features of mobile applications also using this paradigm, from which we concluded that, currently, there is not a virtual piano application oriented to people with intellectual disabilities so we design, develop and tested a new application, the "Professor Piano". To validate the "Professor Piano" application approach, we evaluated the application usage by a group of people with intellectual disabilities, without having too much user experience with mobile technologies, with the aim to measure the effectiveness, efficiency and satisfaction. We registered the following variables: success in a conclusion of a level (effectiveness); the percentage of correct notes played versus all notes of that level (efficiency); and the motivation at the end of the experience (satisfaction). The results obtained shows the interest and motivation of the users in playing with the application. In the four tests, three persons completed and wanted to continue the testing experience. This results also shows the importance of using an intuitive design and also of displaying the score at the end of each level, giving an extra boost to the user to replay or advance to the next level. © 2016 ACM.

Abstract

Abstract

Abstract

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.

Abstract
The organizations' demand to integrate several disparate data sources and an ever-increasing amount of data is intensifying the occurrence of data quality problems. Currently, data cleaning approaches are tailored for data sources having different schemas but sharing the same data model (e.g. relational model), and are highly dependent on a domain expert to specify data cleaning operations. This paper presents a novel and generic data cleaning methodology aiming to assist the domain expert during the specification of data cleaning operations through reusing knowledge previously expressed for other data sources even if those sources have different data models and/or schemas. This is achieved by abstracting data source models and schemas to a closer human level and by the use of vocabulary to describe the structure and the semantics of data cleaning operations.