Abstract
This paper presents an on-going work around accessibility issues within the use of social media. With a lack of background in this field, the purpose of the study was to analyze the accessibility levels of different social media websites and aggregators. Based on W3C Web Content Accessibility Guidelines, we have selected three automatic evaluation tools in order to realize a first set of preliminary tests. We verified that none of the websites clearly passed in the evaluation process and our sample didn't meet the adopted accessibility guidelines. The errors occurrence within the social media aggregators' tests was less than in the social media websites. Therefore, it seems to be indisputable to propose a tool that allows users to manage their own social media websites accounts in a more accessible way. Thus, this study presents a list of defined requirements to implement an accessible social media aggregator solution. © 2013 Springer-Verlag Berlin Heidelberg.

Abstract
Taking in account the conclusions of our previous case-study in the civil engineering course at UTAD (University of Tras-os-Montes e Alto Douro, Vila Real, Portugal) this work presents the results of a case study in an energy engineering undergraduate course. Based on the quantitative and qualitative analysis of collected data, it examines students.' attitudes towards web-based peer assessment, distinguishing their role as reviewers or as feedback receivers. It identifies which factors are related to students.' use and appreciation of feedback. Moreover, an analysis of the type of feedback is presented in an attempt to evaluate students.' written communication skills. The results of this study allow deepening the reflexion on how to improve the design and implementation of future web-based peer assessment tasks.

Abstract
Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students' training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments' examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it.

Abstract
Peer-assessed online collaborative writing is of growing importance in recent research on higher education. Based on the analysis of quantitative and qualitative collected data, this paper presents the results of an exploratory case study in a graduate civil engineering course at the University of Trás-os-Montes e Alto Douro, Portugal. After an overall presentation of the activity, it examines students' attitudes towards online peer assessment and identifies which factors are related to students' use and appreciation of feedback. In addition, an analysis of the type of feedback is presented in an attempt to evaluate students' written communication skills. The results of this exploratory investigation provide indications on how to improve the design and implementation of future peer assessment tasks and raise questions on the involvement of peer/teacher grading in the use of feedback. © 2012 IEEE.

Abstract
With the goal of lessening barriers to the learning of advanced programming techniques, we put into place a trial which required students to get involved with online communities of programmers. Using a course assignment on software architecture styles, students had study a problem, find basis for a tentative approach, and discuss it online with programmers. The expectation was that students would find motivation for their studies from both the contact with communities of programmers, and from having to study and reflect upon their problem well enough to be able to draw the interest of members of those communities. We present the strategy we used, the developments and outcomes, and ideas for further application of this approach. © 2012 IEEE.

Abstract
Mechanical maintenance of F-16 engines is carried out as a team effort involving 3 to 4 skilled engine technicians. This paper presents the development of a mechanical maintenance simulator for their training. This simulator aims to enable technician training to be enhanced with cooperation and context prior to the training phase with actual physical engines. We describe the requirements that were identified with the Portuguese Air Force, the overall software architecture of the system, the current stage of the prototype, and the outcomes of the first field tests with users. (C) 2012 The Authors. Published by Elsevier B. V. Selection and/or peer-review under responsibility of the scientific programme committee of VS-Games 2012