Abstract
Park visitors and tourists, in general, seek new experiences, leading to a growing search for ways to create more memorable experiences. Some technological solutions, such as Augmented Reality, have proved that they can be useful to create more immersive and interactive experiences, both in entertainment and education. An application with Augmented Reality, using location-based services in a gamified way, can create pleasant and entertaining outdoor experiences without losing its pedagogical ability, making it a promising fit for a nature park. We propose a conceptual framework for creating these mobile applications for nature parks. From which, a mobile application was prototyped with location-based services and augmented reality interactive experiences, with the purpose of disseminating scientific knowledge about the fauna and flora of a nature park. Gaming elements are also introduced in the application's design to try and improve the engagement and involvement in the various activities of the application and its contents. User tests were performed during the development of the prototype and with the final version. The results allow us to conclude that this type of applications can improve the visitors' experience while at the same time, improve the dissemination of scientific knowledge.

Abstract
Online masters’ program chairs need up-to-date information to monitor efficiently and effectively all the courses in the program for which they are responsible. Learning Management Systems supporting the operation of the online programme collect vast amounts of data about the learning process. These systems are geared to support individual teachers and students, not program chairs. This article presents the process that led to the development of a Dashboards for program chairs, based upon an analysis of their regular supervision tasks, decision-making information needs, and available data in the learning management system, Moodle. The information presented via the dashboard is aggregated and contextualised for all students enrolled in the program, in all its courses, contributing to improve decision-making in program chairing. The dashboard prototype is presented as a concrete outcome of this process, which can be replicated to achieve more advanced and updated versions, hopefully contributing to better program chairing. © 2021, Springer Nature Switzerland AG.

Abstract

Abstract
Improving the energy efficiency of mobile applications is a timely goal, as it can contribute to increase a device's usage time, which most often is powered by batteries. Recent studies have provided empirical evidence that refactoring energy-greedy code patterns can in fact reduce the energy consumed by an application. These studies, however, tested the impact of refactoring patterns individually, often locally (e.g., by measuring method-level gains) and using a small set of applications. We studied the application-level impact of refactorings, comparing individual refactorings, among themselves and against the combinations on which they appear. We use scenarios that simulate realistic application usage on a large-scale repository of Android applications. To fully automate the detection and refactoring procedure, as well as the execution of test cases, we developed a publicly available tool called Chimera. Our findings include statistical evidence that i) individual refactorings produce consistent gains, but with different impacts, ii) combining as much refactorings as possible most often, but not always, increases energy savings when compared to individual refactorings, and iii) a few combinations are harmful to energy savings, as they can actually produce more losses than gains. We prepared a set of guidelines for developers to follow, aiding them on deciding how to refactor and consistently reduce energy.

Abstract
Informatics engineers are currently in the spotlight of innovation. It is, therefore, relevant to analyse and reflect on how higher education can, and should, prepare future engineers to innovate as expected in this ever-changing world. This paper aims to further research and foster scholarly debate regarding the requirements and implications of teaching innovation. For that purpose, we examine an exploratory case study on interdisciplinary cooperation between two higher education courses, designed to promote students’ active learning of innovation through the progressive development of their soft and hard skills. Both courses engaged in an emancipatory pedagogical approach, mostly grounded in project-based work, active learning, and formative assessment. To obtain feedback on this interdisciplinary cooperation, questionnaires were devised to ascertain the students’ perceptions about this pedagogical approach. Individual responses were collected from both courses and data was analysed through simple statistical procedures. Articulating a priori soft skills development with a posteriori hard skills learning process is perceived by students as beneficial in gradually, yet successfully, understanding the subject of innovation. Also, there were even some external success indicators which showed the recognition of successful innovation skills development in informatics engineering students. Thus, according to students’ perceptions of their experience with an emancipatory pedagogy that connected soft with hard skills development, we conclude that such approach encouraged students to create new knowledge and allowed them to develop the necessary skills to innovate.

Abstract
The Web Ontology Language (OWL) is a World Wide Web Consortium standard, based on the Resource Description Format standard. It is used to define ontologies. While large ontologies are useful for different applications, some tools require partial ontologies, based mostly on a hierarchical relationship of classes. In this article we present bOWL, a basic OWL browser, with the main goal of being pluggable into others, more significant, web applications. The tool was tested through its integration on LeXmart, a dictionary editing tool.