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These proceedings contain the papers and posters of the 5th International Conference on Educational Technologies 2017 (ICEduTech 2017), which has been organised by the International Association for Development of the Information Society and co-organised by the Western Sydney University, held in Sydney, Australia, 11-13 December 2017. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Full papers presented in these proceedings include: (1) Bibliometric Science Mapping as a Popular Trend: Chosen Examples of Visualisation of International Research Network Results (Eugenia Smyrnova-Trybulska, Nataliia Morze, Olena Kuzminska and Piet Kommers); (2) Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom (Chung-Kai Huang, Chun-Yu Lin, Zih-Cin Lin, Cui Wang and Chia-Jung Lin); (3) Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts (Leonah L. Baloyi, Sunday O. Ojo and Etienne A. Van Wyk); (4) Introducing Tablets in a Portuguese School: A Micool Project Case Study Analysis (Miriam Judge); (5) College Communicative Teaching and e-Learning: A Training Scheme (Charito G. Ong; (6) Tested Strategies for Recruiting and Retention of STEM Majors (Sadegh Davari, Sharon Perkins-Hall and Krishani Abeysekera); (7) Redesigning Learning Spaces: What do Teachers Want for Future Classrooms? (Neuza Pedro); (8) Peer Instructions and Use of Technological Tools. An Innovative Methodology for the Development of Meaningful Learning (Oriel A. Herrera and Patricia Mejías); (9) It Doesn't Matter What is in Their Hands: Understanding How Students Use Technology to Support, Enhance and Expand Their Learning in a Complex World (Peter Bryant); (10) A Comparative Study on Social Media Addiction of High School and University Students (Ali Simsek, Kemal Elciyar and Taner Kizilhan); (11) Computer Literacy Teaching Using Peer Learning and under the Confucian Heritage Cultural Settings of Macao, China (Kelvin Wong, Ana Neves and Joao Negreiros); (12) Applying Sensors to Investigate Gender Differences in Beginning Tennis Players (Chih-Hung Yu, Jye-Shyan Wang and Cheng-Chih Wu); (13) Using Arduino to Teach Programming to First-Year Computer Science Students (Wee Lum Tan, Sven Venema and Ruben Gonzalez); (14) Dimensions of Self-Perceived Employability in First Year IT Students (Amy Antonio and David Tuffley); (15) Challenges for a New Generation of STEM Students (Krishani Abeysekera, Sharon Perkins-Hall, Sadegh Davari and Amanda Smith Hackler); (16) Developing a Gesture-Based Game for Mentally Disabled People to Teach Basic Life Skills (Mohammad Javad Nazirzadeh, Kürsat Cagiltay and Necdet Karasu); (17) Learning Group Formation for Massive Open Online Courses (MOOCs) (Sankalp Prabhakar and Osmar R. Zaiane) and (18) ICE: An Automated Tool for Teaching Advanced C Programming (Ruben Gonzalez). Short papers presented include: (1) MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment (Valeri Chukhlomin and Anant Deshpande); (2) The Use of Mobile Devices Outside of the Classroom for Self-Directed Learning among Female EFL Students in Saudi Arabia (Fatimah Albedah and Chwee Beng Lee); (3) Communication Scaffolds for Project Management in PBL (Shigeru Sasaki, Masayuki Arai, Kumiko Takai, Mitsuhiro Ogawa and Hiroyoshi Watanabe); (4) Digital Pedagogies for Teachers' CPD (Matthew Montebello); (5) Sensing Locally in the Global Environment: Using Sensors in Teachers' Education (Maria João Silva, António Almeida, Bianor Valente, Margarida Rodrigues and Vítor Manteigas); (6) The Use of a Digital Badge as an Indicator and a Motivator (Jun Iwata, John Telloyan, Lynne Murphy, Shudong Wang and John Clayton; (7) Exploring the Education Potential of Minecraft: The Case of 118 Elementary-School Students (Thierry Karsenti and Julien Bugmann); (8) Digital Story Creation: Its Impact towards Academic Performance (Charito G. Ong); and (9) Collaborative Peer Feedback (David A. Smith). Posters include: (1) A System for Class Reflection Using iPads for Real-Time Bookmarking of Feedbacks into Simultaneously Recorded Videos (Taira Nakajima); (2) Roles, Strategies, and Impact of MOOCs on Flipping Business Education (Chung-Kai Huang, Chun-Yu Lin, Zih-Cin Lin and Cui Wang); and (3) Gamifying Outdoor Social Inquiry Learning with Context-Aware Technology (Morris Siu-Yung Jong, Tom Chan, Vincent Tam and Ming-Tak Hue). Individual papers include references, and an Author Index is included.

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]

Demographic features are commonly used in Educational Data Mining (EDM) research to predict at-risk students. Yet, the practice of using demographic features has to be considered extremely problematic due to the data's sensitive nature, but also because (historic and representation) biases likely exist in the training data, which leads to strong fairness concerns. At the same time and despite the frequent use, the value of demographic features for prediction accuracy remains unclear. In this paper, we systematically investigate the importance of demographic features for at-risk prediction using several publicly available datasets from different countries. We find strong evidence that including demographic features does not lead to better-performing models as long as some study-related features exist, such as performance or activity data. Additionally, we show that models, nonetheless, place importance on these features when they are included in the data--although this is not necessary for accuracy. These findings, together with our discussion, strongly suggest that at-risk prediction should not include demographic features. Our code is available at: https://anonymous.4open.science/r/edm-F7D1. [For the complete proceedings, see ED630829.]

Mobile devices, augmented reality (AR), and outdoor games can be mobilized to promote Education for Sustainable Development and, thus, to sensitize to nature conservation. The EduCITY project combines mobile learning, AR, and environmental sensors towards sustainability education and creates opportunities for citizens to contribute to their city's sustainability. This paper presents a study that articulates the previous project, the EduPARK, with the current one, the EduCITY. While EduPARK was developed within an urban park, EduCITY expanded its geographical area to the entire city. This study aims to analyze students' perceptions regarding changes in their nature conservation attitudes after exploring an urban green park in a mobile AR game-based learning activity. For this purpose, 233 basic education students (from school-year 5 to 9) played a game for environmental education, available in the EduPARK app, at the Infante D. Pedro Park (Aveiro, Portugal). Through a mixed method approach, data collection was focused on students and included two questionnaires, applied before and after the game activity; a focus group guide; and an observation grid. Results show a strengthening of positive attitudes towards nature conservation. Moreover, students mentioned that their nature conservation future intentions are focused on preserving natural resources, combating resources' waste, recycling waste, reducing pollution, and protecting fauna and flora. Students also revealed willingness and concern to teach friends and family about what they have learned with the EduPARK game. The EduCITY intends to give continuity to these practices throughout Aveiro city. This is anchored on a community-based participatory project integrating AR location games based on challenges, to be explored in the city, in formal, non-formal, and informal educational contexts, in a socio constructivism approach. This study adds to the literature on education for Sustainable Development, by revealing that it is possible to sensitize school students to nature conservation through mobile AR game-based approaches in the outdoors, which can be a first step to promote positive nature attitudes. [For the full proceedings, see ED639391.]

The beekeeping sector is demanding, requires knowledge and updated information to be able to deal with the challenges related with climate change, food scarcity, stress, pollution, and other harmful effects from the surrounding environment. Hence, this work intended to make a characterization of the needs in professional training in the beekeeping sector and how these needs can be fulfilled through courses and other actions to help beekeepers to maintain updated. The work was carried out in seven European countries (Croatia, Estonia, Finland, Italy, Norway, Portugal, Spain, Total), and the data was collected through a questionnaire survey, translated into the native languages in all the participating countries. The results revealed that the topics of highest interest for the beekeepers were apiary health and pest control and also colony management throughout the year. The most relevant sources of information were family and professional training/courses. The most valued forms of training were in-person and in workplace/internships, although the digital supporting resources were preferred instead of printed material. The learning materials most valued were videos but also books/paper manuals were considered relevant. The field visits were also greatly appreciated by the participants, and the most preferred assessment format was the realization of practical exercises. In conclusion, this work produced valuable information that can be utilized to design training actions and courses to the professionals in the beekeeping sector to enhance their knowledge and better prepare them to manage successfully their activities. [For the full proceedings, see ED654100.]

Mobile devices are being intensively used by the Portuguese youth in their daily life, but not in school activities. Despite this gap, research shows that technology can promote student learning in non-high education contexts. This paper comprises a survey study where mobile learning is analyzed through the eyes of 244 students attending the 2nd or 3rd Cycles of Basic Education (CBE). The acknowledged advantages and difficulties of the use of mobile devices for learning, as well as the educational value and usability of a specific mobile learning strategy, using the EduPARK app and game, were analyzed. Results revealed that most students owned a mobile device and were able to use them to learn. They had a positive perspective regarding mobile learning and valued the advantages of being easy to find up-to-date information, motivating for learning and easy to carry along. Nevertheless, students acknowledged difficulties in the use of mobile devices to learn, such as requiring an internet connection, its slowness, not being allowed to use mobile devices in schools as they facilitate access to distractions. The EduPARK game achieved an average Educational Value Scale of 83.8 and an average System Usability Scale of 80.2, indicating its high educational value and usability for students. This paper presents empirical evidence regarding the effectiveness of the integration of mobile game-based AR approaches in 2nd and 3rd CBE to promote students learning. It also includes an example of excellent interdisciplinary educational materials that comprises a very useful tool for teachers and students to explore scientific knowledge by accessing appealing information on biological and historical references of a local urban park. [For the complete proceedings, see ED601100.]

Computational thinking (CT) is a fundamental ability for learners in today's society. Although CT assessments and interventions have been studied widely, little is known about CT predictions. This study predicted students' CT achievement in the ICILS 2018 using five machine learning models. These models were trained on the data from five European countries and then tested on the Korean and the Danish sample, respectively. Results indicate that the models trained on the individualistic-European data were generalizable to the individualistic European country, Denmark, but not to the collectivistic Asian country, Korea. This study fills a void in the CT literature and highlights the importance of considering the contextual relevance of data sources when making algorithmic predictions.

In this paper we present a model for designing professional courses in a blended learning context as a tool to help the interaction between students, teachers and learning resources. This model aims to promote new concepts, new approaches and new strategies that have been changing the paradigm of teaching and learning. To develop a course based on these objectives, a systematic process, driven by a series of well-defined phases and activities, is required to help us to effectively develop high-quality applications. The research presented here focuses on an improved design model in a blended learning context and consists of four main phases: requirements definition, planning, design of learning activities, implementation, and evaluation. The whole process begins with an analysis of the students and the characteristics of the environment. Content analysis is conducted to explore the structure of the course. The identification of learning events, learning units, and instructional methods are included in the design of learning activities. As evaluation is a critical factor, this model incorporates a questionnaire, whose purpose is to ensure a well-designed blended learning course. This questionnaire tries to answer the key points that determine the structure of the course and to check the satisfaction of the learners with the context taught. One of the main contributions of this research is allowing the requalification of professionals who meet the needs of professional staff in Information and communications technology (ICT). [For the full proceedings, see ED621892.]

Since 1987, Faculty of Medicine of the University of Coimbra (FMUC) has been engaged in mobility programs, making efforts to encourage and support the internationalization of its students. Mobility programs are designed to strengthen the dimension and quality of the Higher Education, to encourage transnational cooperation between Universities, to improve transparency and academic recognition of studies and qualifications. The objective of this paper is to present a report on the evolution of mobility of the FMUC undergraduate students in the period between 2009 and 2019. A descriptive report was carried out. During this last decade, the FMUC has dealt with mobility applications from 1,500 incoming and 1,350 outgoing students to attend both classes and clinical traineeships as part of their Master's Degrees in Medicine. In the academic year 2015-2016 there was an increase in the number of applications, coinciding with the introduction of clinical internships in hospitals. The top countries where the FMUC sent students (538); and from where it received students (978) were, Italy, Spain and Brazil. In Portugal, the FMUC is one of the main medical schools with the largest number of students attending mobility programs, which has contributed to fostering the internationalization of undergraduate medical students' training. [For the full proceedings, see ED626585.]

The growing competitiveness of the markets, combined with technological advances resulting from I4.0 increased the need for work associated with the digitization of processes, as well as the digitalization of management tools used in shop floor contexts. Thus, this paper reports a practical case in a Portuguese company, in which the objective was to create a digital continuous improvement system, which promotes data access while simplifying the current process existing in the company under analysis. For this purpose, Microsoft SharePoint® was used, which enabled the creation of a technological solution, allowing the introduction of improvement ideas, while speeding up the process of analyzing and validating them, using visual management mechanisms combined with notification systems. It should be noted that the methodology adopted was based on an iterative and incremental approach, following the principles of design thinking, in a collaborative environment and with the involvement of users. The results of this project point to the growing need for tools that already exist on the shop floor, mostly lean, to be updated from a technological perspective. The dynamic character that information and communication technologies give them, allows for greater involvement of staff, as well as more prompt decision-making. [ABSTRACT FROM AUTHOR]

GeoGebraBook is a pedagogical resource in the form of a digital book created and developed for free on the GeoGebra online page. This paper presents preliminary research using GeoGebraBook to support explaining the area of a flat figure and the volume of a solid. The study was based on qualitative and quantitative research and involved forty-four Primary school students. Findings suggest that students are receptive to an exploration of GeoGebra applets, get involved in tasks and declare advantages using GeoGebraBook for their learning. The students identified the problem, investigated, debated, interpreted and produced possible justifications and solutions. We observed that the students collaborated to solve the proposed questions in a playful way. This didactic proposal proved to be an enriching experience for students. It served as a basis for the development of a new procedure for the consolidation of mathematical concepts based on the GeoGebra dynamic geometry app.

Augmented Reality (AR) technology and games can enhance motivation for learning. When combined with mobile devices, AR technology can promote authentic learning in outdoor environments, such as urban parks. These spaces can be used for Science Education, particularly, for environmental education and nature conservation. The EduPARK project combines these elements and follows a design-based research approach to develop an interactive mobile AR game to be explored by students, teachers and the general public, as visitors, in a specific urban park, integrating four interdisciplinary educational guides. The app development involved four cycles of user testing and evaluation for progressive refinement, according to the users' feedback in each cycle. The focus of this paper is to analyze the users' perceptions in the two last cycles of the app refinement, regarding its learning value and usability. The users were students of different school levels (24 of Basic Education; and 46 of Higher Education). Data collection involved a focus group interview, a questionnaire and the app's usage data. Content analysis, descriptive statistics, and System Usability Scale (SUS) computing were conducted. Results revealed that the EduPARK app promotes learning, enjoyment and is easy to use. It achieved an excellent usability, according to younger students (85.8 of average SUS) and a good usability according to older students (70.9). From the last refinement cycle, the app's final version has emerged, which is freely available to the public in the Google Store. In the future, more evaluation experiences are needed to better understand the benefits of this mobile AR game for learning in urban parks. [For the complete proceedings, see ED590271.]

According to the National Institute on Drug Abuse, the abuse of alcohol, tobacco, and illicit drugs in United States costs over 740 billion yearly (https://www.drugabuse.gov/relatedtopics/trends-statistics, accessed March 2018). However, statistics like this rarely include the toll that alcohol tobacco, and illegal drugs takes on family members, employers, educators, or the incredible number of accidental deaths from overdoses, car accidents, etc. This paper examines the historical ways that substance abuse has been dealt with in the US, and includes Portugal's and Germany's new policies toward addicts as a possible way forward. It focuses on education as a vehicle for restorative means of dealing with the addiction pandemic. [For the complete Volume 16 proceedings, see ED586117.]

This paper refers to an ongoing PhD research (2011-2014) aimed at contributing to a better understanding of student questioning in the teaching, learning and assessment processes in higher education (HE), focusing on gender. The research is being conducted with first year chemistry students at the University of Aveiro in Portugal, and is intended to conceive and implement a number of strategies that promote student questioning in the different environments provided by the subject, such as classes and online interactions. The purpose of this particular paper is to bring clarity to significant literature published on the subject and to deepen our understanding of it, to be henceforward more capable of placing our original work in the context of existing literature. [For complete volume, see ED567040.]

This study used Bloom's Revised Taxonomy to examine 30 questions produced for a mobile quiz game with augmented reality contents to be explored in a formal learning context, in an urban green park, in Portugal. The game was co-created by 14 in-service teachers involved in a 50h training that aimed to promote the collaborative development of open digital educational resources that foster Science, Technology, Engineering and Mathematics (STEM) learning based on game approach and supported by mobile devices in outdoor settings. This is a qualitative study, based on the questions planning documents produced by the teacher trainees, which was treated using a hybrid process of inductive and deductive content analysis. The results indicate that teachers developed questions that, in the learner point of view, fall in the lower taxonomy levels, namely Remember, Understand, Apply and Analyze. Moreover, the most frequent type of question required "Direct application" of contents already known to real situations and mobilization of information expected to have been already covered at school, in a "Consolidation" approach. The empirical results suggest that the highest levels of Bloom's Revised Taxonomy (Evaluate and Create) are only achievable, during the process of game creation, and not while playing the game. Suggestions were made regarding future research, such as to analyze the process of game co-creation by teachers familiar with this classification system, to triangulate with the current study. This work is relevant for teacher trainees and teachers to promote higher quality game-based learning in teaching practices, as well as its associated resources. [For the complete proceedings, see ED639262.]

This research focuses on e-learning and its specific evolution applied to Basic and Secondary Education, taking into account new technological approaches, as evidenced by the marketing of school publishers in Portugal. Marketing strategies depend on educational complexity, and this research explores the possible impulse to promote e-learning in such environment. The research methodology focuses on the needs and motivations for a conceptual framework, including the development of e-learning supply processes, demand formation, and the interaction between supply and demand, which can be enhanced with appropriate public policies. The results of qualitative interpretations confirmed that beliefs about e-learning are generally influenced by most previous implementation processes and are still generally considered an unsurpassed failure. However, the evidence is modified by the new data on the impact that COVID-19 has on the entire educational organization process, specifically on technological dissemination and innovation. Price or free access and training offers forms the basis for the "mise en valeur" while marketing emphases the values of generosity, empathy and sharing of emotions. [For the full proceedings, see ED639633.]

Communicating in languages other than one's mother language is a demanding task. Even when mastering basic skills in a foreign language, communication is challenging unless you are a frequent user. The vocabulary and grammar rules tend naturally to be forgotten over time. This is even more critical when distinct channels are used by one's mother language and a given foreign language; this is the current setting when communication among deaf and non-deaf users is undergoing, even in the same country. We expect that the use of technology may assist users in such cases, notably through the Figure Out application. Figure Out is a mobile application designed to translate text, automatically captured by the mobile camera, to a given language. This application will allow translation from and to any language, including sign languages. The aim is to enable everyday users like, students, and all individuals to access information in their first language or the one they choose. By simplifying access to information, the application will improve accessibility, inclusion, and communication, namely between the deaf and non-deaf communities. With Figure Out it is possible to enhance the access of, students, tourists, and the deaf population to education, culture, and international mobility while reducing communication barriers. [For the full proceedings, see ED639633.]

In recent years, European reindustrialization has occurred, specifically in the textile and clothing sector in Portugal, Spain and Romania, from the application of the Just In Time (JIT) methodology with the result of the need more skilled labour available in the European Union. The paper presents aspects concerning the CosTUmE project that contributes to the diminishing of skills’ gaps between the qualification offer and clothing industry needs, to attract young trainees to graduate technical qualifications and to stimulate professionals to update their skills. Also, this work presents the comprehensive tools that were developed in order to raise the awareness of companies to support the employees in the process of upskilling and to provide tools for European mobility and implementation of the updated Clothing Technician profile for validation and recognition in Portugal, Spain and Romania. The training package integrates practical explanation of the Clothing Technician Profile with resources and exercises to integrate learning outcomes and work-based learning. In concrete, the training package contains guidelines, study cases and strategies to motivate and support the trainee, and to support the learning process. The tutorial guide for mobility describes the mobility purposes with the main documents used for recognising the mobility in Europe. The comprehensive tools target all VET providers, trainees, companies, trade unions, sectors associations and other entities that work or help with mobility process. The anticipation of needed skills and the promotion of cooperation between industry and vocational and educational training are considered relevant actions to be implemented in the next period. [ABSTRACT FROM AUTHOR]

Learning has been moving out of classrooms into virtual and physical spaces for over a decade now (Naismith, Lonsdale, Vavoula, & Sharples, 2004). It is becoming mobile "in space", i.e. carried across various domains (workplace, home, places of leisure), "in time", as it encompasses different moments of the day, and in terms of "learning purpose", which may be related to work, self-improvement or leisure (Vavoula & Sharples, 2002). In line with the principles of learning in an informal, incidental and mobile way, an open source and geolocalised application for learning foreign languages with a smartphone is being implemented within Key Action 2 of the Erasmus Plus European framework by the project called ILOCALAPP--Incidentally Learning Other Cultures and Languages--(Ceccherelli et al., 2016). ILOCALAPP will result in an app to aid in learning Finnish, Italian, Polish and Portuguese embedded within their respective cultural practices. The target group is mobility students, so the app will be situated in the university city where international students arrive, i.e. the Finnish language content will unfold in Rovaniemi, Italian in Bologna, Polish in Poznan, and Portuguese in Coimbra. The learning content will blend in the students' everyday contexts, whereby the app would be used incidentally in a game-like manner, thus providing enjoyable learning moments throughout their daily activities in an informal way. [For the complete volume of short papers, see ED572005.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

The evolution of ICT and its adoption in higher education is driving greater interactivity in teaching and learning processes. The teaching/learning paradigm has been changing. Both educational actors, teacher and student, are increasingly adapting to use technologies. This article presents a study that enhances how technologies can be used in the teaching and learning process, through a mathematics content platform, for higher education students. A survey of the state of the art was made in order to demonstrate some advantages of the teaching-learning process, the teacher's and student's behavior profiles and their role in relation to the use of new technologies. The main objective of this study is to analyze the student's view on the use of the E-OWL platform in the learning process, and thus contribute to the development of more interactive and motivating learning environments. The privileged instrument in this study was the questionnaire, applied after the use of the platform in an educational context, to students of the Computer Graphics and Multimedia Engineering degree. The results obtained revealed that students demonstrate ease in using the E-OWL platform and that was useful in supporting the course, stimulating continuous study and allowing self-regulation of learning, confirming the relevance of an increasing adoption of ICT in an e-learning context. [For the full proceedings, see ED621620.]

Currently, there is still an opposition of teachers to the implementation of new technologies in an educational context. Although several studies point out the relevance of the use of information and communication technologies in pedagogical practices, providing educational contexts more focused on learning practices and fostering more active and autonomous professionals. In this context, this article emphasizes the purpose of using Information and Communication Technologies (ICT), as well as virtual learning environments, in the higher education system, to support the teaching-learning processes. In this article, a state of the art was carried out, in order to demonstrate some advantages of the teaching-learning process, the teacher's and student behaviour profiles and its role in relation to the use of new technologies. The objective of this study was to analyse the impact of using a digital platform on the teaching-learning process in an educational context. An e-learning digital platform, "INTERNOVA," developed within the scope of the INTERNOVAMARKET-FOOD project (0437_internovamarket-food_1_E - Internovamarket accelerator program to increase the competitiveness of the food sector in Galicia-Northern), within the curricular unit of Food Safety and Certification of the Master in Food Engineering's curriculum. In order to assess the impact of the training course on the students' learning outcomes, a survey was applied to master's students and Food Engineering research fellows (participants). The same survey was applied before the training and after it in order to compare both results. At the end of each training course, another survey was addressed to all the participants asking about the organization, quality and the easiness of the platform. The results obtained show that the students had no difficulties in using the platform, having revealed that they would like to continue using it more frequently. The data obtained are an evidence of the participants' learning improvement and their involvement in the learning process through the "INTERNOVA" platform. With this work, it can be concluded that the ICT applied to a curricular program can be a very important support in the teaching-learning process. In this context, it is important to recommend well-designed curricular programs so that teachers can improve their teaching practices, enhancing students' digital skills, and thus contributing to the development of more active and autonomous professionals. [For the full proceedings, see ED621620.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2020, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2020 received 240 submissions, from more than 45 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. 75 submissions (overall, 31% acceptance rate) were accepted for presentation in the conference. The conference also included: - One keynote presentation by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester; Chair, Association of Clinical Psychologists, United Kingdom). - One Special Talk by Prof. Dr. Matthias Ammann (PhD, Department of Social Sciences, Uminho; Psychotherapist and psychoanalyst at Equilibrium Oporto; Climate activist, Portugal). We would like to express our gratitude to our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2020. The proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2019 proceedings, see ED604954.]

Simulation-based learning environments are used extensively to support learning in complex business systems. Nevertheless, studies show that subjects have great difficulty in understanding and managing dynamic systems, mainly due to cognitive processing difficulties. Previous research has addressed some aspects of model transparency and instructional strategy and produced inconclusive results about their impact on learning effectiveness. This study explores the learning and performance effects of using transparent simulations (that is, showing users the internal structure of models) and applying structural and behavioural debriefings focussed respectively on the critical variables and relations and on the relation between model structure, patterns of actions, and system behaviour. We present a set of hypotheses about the influence of the model transparency and debriefing conditions on participants' performance and comprehension of the system dynamics. In a simulation experiment, participants interacted with a system dynamics model, representing the growth of a business venture. Participants provided with the more transparent strategy and exposed to structure and behavioural debriefings achieved higher performance and demonstrated better comprehension of the model dynamics. However, our findings indicate that while these conditions are beneficial for understanding the business system dynamics, making only the simulator transparent, even combined with structural debriefing, is more limited in its effect. Three out of the six hypotheses were confirmed. Structural debriefing (in conjunction with model transparency) positively influences performance, behavioural debriefing (combined with model transparency) positively influences both model dynamics comprehension and performance.

This paper is concerned with a small pilot study to ascertain the use of, and changes in the use of e-learning to promote the learning of foreign and additional languages in a variety of countries in Europe. It was undertaken by individual researchers in an attempt to examine how the drive towards the teaching of new languages, encouraged by the European Commission is progressing. In addition the researchers were anxious to ascertain if in the last two years there had been any noticeable changes in the amount and type of e-learning/technology used in language teaching. Questionnaires were issued to school leaders to discover the type of school being researched, for example numbers and ages of students and numbers of staff. The teaching of languages other than the main language of the country was explored either as additional language teaching of the home language (EAL) or instruction in foreign languages (MFL). In addition specialist teachers were asked about their use of e-learning to aid the teaching of languages and if this use had changed in recent years. At present, results from five countries Netherlands, Poland, Portugal, Turkey, and England have been received with those from Greece and Ireland as yet to be processed. The results show a great variety in the amount of EAL language and new foreign language teaching occurring and a great variance in the use and application of e-learning despite the drive towards e-learning which is so prominently on the political agenda. [For complete volume, see ED567118.]

Web 2.0 has afforded a number of opportunities for foreign language learning due to its open, participatory and social nature. A crucial aspect is authenticity--both situational and interactional--since students become involved in meaningful tasks, interacting in the target language with an authentic audience. In this paper we will reflect upon the potential of Web 2.0 tools, namely social networks, wikis and podcasts in enhancing foreign language learning opportunities at higher education level under the Bologna process. An action research project was carried out with undergraduate tourism students from Portugal. During two semesters, interactional tasks using Web 2.0 applications and involving the construction of collaborative outputs were designed and implemented, with the main goal of promoting and developing interactive communication skills in English amongst students with low levels of motivation and prior learning. Data was collected at different stages of the project aided by different data collection tools, namely questionnaires, focus group interviews, individual interviews, written reflections and corpus analyses, and a combination of quantitative and qualitative approaches was used. Results point towards impacts on students' language awareness, which has contributed to the creation of opportunities for language self-development, enhancing autonomous learning. In addition, it increased motivation for language learning by providing more opportunities for authentic input, social interaction and collaboration through the target language. Finally, the development of meta-competences such as metacognition and meta-learning can be highlighted. [For the complete volume, see ED574893.]

East Timor has reached independence in 2002, after two periods of colonialism and after severe violence, especially following 1999. As a result, the country was almost destroyed, and lost its qualified workforce in all sectors, including education. To ensure national independence it is necessary to reconstruct and build the basic infrastructures for all sectors, and mainly, prepare a technical and professional elite expected to ensure the autonomy of the society and the sovereignty of the state. In this context, education plays a key role. Thus, the Timorese Government has supported several approaches to empower national education, mainly through teacher education. Due to the lack of qualified teacher trainers, East Timor has resorted to the support of teachers from Portuguese-speaking countries, such as Portugal. In this paper we describe and discuss how a module of a bachelor's course carried out in East Timor was designed and implemented by Portuguese teachers. Furthermore, we reflect upon the singularities of such an experience, highlighting the challenges and the obstacles found by the trainers and the trainees. [For complete volume, see ED567040.]

Having knowledge about students' learning styles allows the teachers to improve their expertise in order to supply suitable support and challenge in learning environments. This paper presents the initial results of a research project that aims at investigating the relationship between university students' learning styles and disciplinary fields. This study is being conducted at the University of Aveiro, in Portugal. The Learning Styles Inventory was administered to a sample of 186 students from different academic backgrounds. The overall results do not confirm the association, previously established by Kolb, between learning styles and disciplines. Actually, almost all students possess the accommodating style as dominant. Implications of these findings are discussed and topics for further research are proposed. [For complete volume, see ED567040.]

One of the challenges higher education institutions face is to effectively endow science primary teachers with competences on "how", "where", "when" and "whether" to use technological resources (software and hardware) in teaching contexts. Teachers' Technological Pedagogical Content Knowledge (TPCK) requires knowing about how to represent subject matter (i.e. sciences) with technology from a socio-constructivist approach. A qualitative methodology following a design-based-approach is adopted in this study with the intention to develop a design framework of technology enhanced science education for the professional development of primary teachers. The study identifies strategies for TPCK development of science primary teachers, particularly in higher education (under and postgraduation courses). The paper presents some of the results of the study, which suggest that the combination of problem-based approaches (pedagogy) with research-based technological resources (technology) could be a way to develop innovative science lessons for pupils. [For complete volume, see ED567040.]

Mobile Learning (M-learning) is an emerging area of distance education that takes advantage of the ubiquitous power of mobile devices, enabling the teaching and learning process by increasing access to information and supporting different types of learning. This article is part of a larger study, exploratory and descriptive, in which the use of mobile devices as a mediation tool in the teaching and learning process in a Portuguese higher school of health was analyzed. The instrument of data collection was a survey, which, in this case, 634 students responded to, with the aim of describing their use of mobile devices in learning contexts. From the data analysis, we perceive that the students mostly acquired their first mobile device at the age of 10 years old. Of these 98% use the Smartphone, mobile phone and tablet every day, and these mobile devices are of the following brands: Samsung (33%), Apple (15%), and Nokia (10%). The Android operating system prevails (70%) over iOS (15%). The features of the mobile devices most used by the students were SMS, alarm clock, and Internet access, with percentages of use greater than or equal to 90%. The importance attributed to the Apps for study and learning is indifferent or rejected for 72% of students. We can conclude, on account of our results, that the participants have, according to our perspective, the two conditions necessary to engage in mobile learning, namely: (i) positive perceptions about mobile devices, essentially in their ability to provide pedagogical advantages; (ii) owning a mobile device, meaning it is possible to implement a Bring your OWN device (BYOD) strategy. [For the complete proceedings, see ED601100.]

The purpose of this research was to know what the effect of the use of multiple representations (MR) was in the development of the students' cognitive structures. This research was conducted in three Grade 12 classes, in a total of 68 students. A Word Association Test (WAT) was used as data collection instrument. The results from WAT show that students' cognitive structures progressed from pre-test to pos-test, with an increase in the number of response words and connections between words. [For the full proceedings, see ED619611.]

We live in an age of change regarding mentalities and a consequent time of change in the learning processes. In this sense, it is necessary to create new methodologies and alternative practices to learn, teach and, more importantly, to learn how to learn. In recent years there has been a widespread commitment to use Information and Communication Technologies as a tool to support teaching. It is in this context that this work is inserted. The aim is to validate a digital educational resource of school that will be able to contribute to the aid of students of traditional education and also of those hospitalized and/or prevented from being present in the classroom. The proposed model was validated through a case study developed during the second and third periods of the 2014/2015 school year, involving special education students, in a hospital context, students of Mathematics A of the 12th grade of a Porto school and high school mathematics teachers. [For the full proceedings, see ED621557.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2019, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2019 received 322 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 107 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The conference also included: (1) One keynote presentation by Prof. Dr. Glenys Parry (PhD, CPsychol, FBPsS, Emeritus Professor, School of Health & Related Research, University of Sheffield, United Kingdom). (2) Two Special Talks, one by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Luís Delgado (Applied Psychology Research Center Capabilities and Inclusion (APPsyCI) -- University Institute, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2018 proceedings, see ED604953.]

Smartphones and tablets have become essential tools in users' daily life, as they include a whole range of digital services, enlarging the connection to the virtual world. Nonetheless, the use of these tools in the educational context, known as mobile learning, is still a recent and scarcely embraced practice. A 1-day MOOC (massive open online course) was devised to raise awareness of the potential of mobile devices in the teaching-learning process, aiming at increasing lower secondary education teachers´ adhesion to this approach. This article is intended to present the experience of creating the first out of four course modules/units. This module, entitled "Contexts", is focused on the change of paradigm in educational contexts due to the fact that mobile devices enable ubiquitous learning. The pedagogical strategies adopted in the development of the module, the technologies used to meet the needs and the purposes are described. Participants' comments on the debate activities were analysed and they reinforce the need to invest in infrastructures, to promote teachers' proactivity and to ensure preconditions for a success of the integration of mobile devices. Participants pointed out both teachers and schools as barriers to the introduction of mobile learning, highlighting teachers' lack of motivation and commitment as well as school infrastructure problems. Conclusions drawn from this experience point to an increasing interest in mobile learning and participants' awareness of both its advantages and the obstacles to implementing it. [For the complete proceedings, see ED590271.]

The increasing popularity of tablets in society generally has sparked much interest in their educational potential and while a number of studies on the use of tablets in schools have been conducted world-wide most of these have been conducted in English-speaking and well-resourced education jurisdictions such as the UK, Australia, New Zealand and the USA. Studies conducted on the use of tablets in non-English speaking and educationally under-resourced countries are less wide-spread. This research conducted as part of an EU Erasmus+ Project (Micool), focusses on the introduction of iPads in a remote, rural region of Portugal where persistent under investment in education, particularly educational IT, has been acutely felt for almost a decade. Using a case study methodology this study reveals how many of the benefits associated with using mobile technologies in other educational jurisdictions were also replicated here, and how innovative teachers, despite working within a very traditional and rigid system, used the devices to suit their specific curriculum and classroom needs. Furthermore, this study will also reveal how international events such as the financial and economic collapse of 2008/2009 negatively impacted national education policies in a European country, the effects of which were acutely manifested in this school, particularly when it came to IT provision and support. [For the complete proceedings, see ED579282.]

The article is a study based on MathE (Improve Math Skills in Higher Education) project, funded by the European Commission under the Erasmus+ Programme, KA2 - Strategic Partnerships for Higher Education. The project, coordinated by Pixel (Italy) in cooperation with the project applicant and scientific coordinator, Instituto Politécnico de Bragança (Portugal), is being implemented within a partnership made up of technical universities and educational centres from Ireland, Lithuania, Portugal and Romania. The project starts from students' low skills in mathematics. It aims to enhance the quality of teaching Mathematics through digital technologies and to improve teachers' pedagogies and assessment methods with a view to overcoming students' gaps in Mathematics. To this end, the partnership has suggested effective solutions so that teachers can prepare students for a world where mathematics finds application in diverse fields. The project helps teachers of mathematics to identify their students' gaps and provides them with the necessary resources and innovative assessment methods to meet their students' needs. The paper presents the project's main objectives, activities and outputs. It gives insights into the project's main digital outputs: the self-need assessment and the final assessment. The former toolkit allows students to carry out a self-evaluation of their knowledge on selected mathematics topicswhile the latter allows teachers to elaborate final assessments for their students on the topics they would like to evaluate. Students can apply when a final assessment is available and also use materials from the collection of video lessons on Math topics in order to improve their knowledge. [ABSTRACT FROM AUTHOR]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

This paper draws upon research aiming at investigating teaching and learning at higher education within the socalled Bologna Process. It discusses the ways in which students learn at Engineering Education and it analyses their implications for redesigning initial training and rethinking teachers' role. Data were gathered through interviews and questionnaires. A questionnaire was designed including both closed and open-ended questions. Four levels of information were included: biographic data (gender, age, initial training, current job position, etc), academic education (reasons for choosing Mechanical Engineering, reasons for selecting University of Minho, expectations about Mechanical Engineering course, etc), transition from University to labor market (difficulties faced, scope and nature of the work, etc) and graduate and post-graduate interests (areas, type and organization for high level courses, specific courses, Masters' and PhD courses). Background characteristics, such as years of experience, academic years of experience at the current job were also included. Overall, findings suggest a positive evaluation of initial training, namely the ways students adapted to university, relationship between students, and length of their practicum. They also highlight a number of issues to be improved: a more hands-on approach, a better pedagogical intervention from lecturers, a more adequate articulation between content knowledge at secondary school and university education. [ABSTRACT FROM AUTHOR]

Inserted in the area of education in the field of specialty of the technologies of information and communication in the education, the focus of this research is the production of knowledge about the MOOC (Massive Open Online Courses) within the educational community, through the formulation of a conceptual framework for the continuous training. The accelerated expansion and spread of digital technologies has made the Massive Open Online Course (MOOC) a mass distribution of knowledge, providing access to a more open and flexible education. Nevertheless, being a relatively recent phenomenon, it is still not considered properly or excessively clarified, thus motivating us to carry out this study, seeking to know this reality more deeply. Thus, the focus of the future study is to develop a framework for MOOC in the context of continuing teacher education. [For the complete proceedings, see ED579335.]

The Common European Framework of Reference (CEFR) lays strong emphasis on task-based language teaching (TBLT). However, this approach constitutes a challenge for many foreign language teachers, not so much because they are not familiar with the approach or its benefits, but because of the requirements and practical conditions to be met. Most national curricula are clear about the importance of TBLT. The reality of the classroom does not mirror it. The consortium, coordinated by the University of Algarve, is constituted by Higher Education Institutions and secondary schools working in tandem from ten countries (Germany, Greece, Hungary, Italy, the Netherlands, Portugal, Serbia, Spain, Turkey, and the UK). The consortium proposes to build on the outcomes of previous Comenius projects, extending previously acquired knowledge to other partners and constructing a transnational strategy for information and communications technology (ICT)-based task design management. This entails setting up regional networks to promote the languages of the partners involved in the project. [For full proceedings, see ED565087.]

Role-plays have been almost ubiquitous in foreign language classes and their potential has been widely recognised. In the last decade, the dissemination of Web 2.0 has created a wide range of possibilities for this type of activity, including conducting online role-plays between institutions, the opportunity to combine synchronous and asynchronous communication tools and also articulate online with face-to-face interactions. Online role-plays are first and foremost a social process in which knowledge is emergent resulting from interactions between participants. It is also an activity that mirrors contextualised everyday situations and students are faced with new information, promoting research and reflection, thus enhancing autonomy. Within a dialogical and dialectical perspective of English language learning, the following research question was developed: how can online role-plays in English language learning in higher education be integrated in order to enhance the development of communicative competence? In order to answer the research question, an action research project was carried out, according to the model proposed by Stringer (2007), and an online role-play was implemented over six weeks in the English II course unit from the degree in Tourism at the Polytechnic Institute of Viseu, Portugal. [For full proceedings, see ED565044.]

For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the University of Gothenburg in collaboration with Chalmers University of Technology. The local committee members represented three collaborating institutions: "Faculty of Education, the University of Gothenburg"; "Department of Languages and Literatures, the University of Gothenburg"; and "Division for Language and Communication, Chalmers University of Technology." This year's conference theme was "CALL: using, learning, knowing." The conference seeked to establish the current state of the art, how using technologies shape what and how we learn, and what we consider we know from research and development within CALL. These three dimensions are in a continuous fux and interplay as an upward spiral, contributing together to create a dynamic learning experience for the student. There were presentations presented at the conference. 59 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)

Nowadays, parental' education background plays a vital role in school students' academic performance. Mother's attention towards students' curriculum completion is apparent, but her educational background favours getting the highest marks. Exploring the impact of mother's academic background on the students' academic performance is a challenging task. A statistical inferential study was done to identify the significant effect of mothers' education (medu - none, primary, 5th -9th, secondary, higher) on Portuguese secondary school students' academic performance (G3-final grade). The dataset was collected from two public schools in Portugal. The target dataset consists of 649 instances with 33 features was used for the study. Among 33 features, 28 are nominal type, and 5 are scale type. The authors considered the final grade as the dependent variable and medu as the independent variable, the samples were found to lack normality w.r.t medu (p < 0.05) but confirmed homogeneity in variance (p > 0.05). Therefore, the datasets experiment with two non-parametric statistical methods were used. The Kruskal-Walis one-way ANOVA test was used to find the significant difference between mother education literacy groups and pairwise comparison as posthoc test done with Mann-Whitney test using the SPSS 19 tool. There were significant differences in final grade towards medu groups with Chi² (4) =57.21, p < 0.05. Higher education study groups have a high impact (Md=906.50) on the final grade compared to other groups using posthoc test. The study's findings shall be fruitful for Educational stakeholders (students, teachers, parents, and school management). [ABSTRACT FROM AUTHOR]