In the evolving educational landscape of the 21st century, innovative pedagogical methods like the Flipped Classroom (FC) and Personalized Learning (PL) have increased renown.The FC methodology revolutionizes traditional teaching by moving initial concept exposure outside the classroom, allowing in-class time for interactive and practical activities.This approach increases a dynamic learning environment, enhancing critical thinking, problem-solving, and collaboration skills.Successful FC implementation involves comprehensive educational experiences utilizing digital resources and active classroom interactions.PL adapts teaching to individual student needs, recognizing diverse learning speeds and cognitive styles.By leveraging technology, PL provides customized educational experiences that increase learner autonomy and motivation, leading to deeper understanding and engagement.A case study on teaching C programming using a Personalized Flipped Classroom (PFC) approach illustrates the practical application of these methodologies.The course design includes structured planning, multimedia resources, and continuous evaluation, promoting effective learning.Students engage with instructional videos and practical exercises, promoting autonomy and active participation.The course covers fundamental programming concepts, with a thematic progression that balances foundational understanding and advanced topics.Despite challenges like increased workload and digital competency gaps, the PFC approach demonstrates significant potential in enhancing student performance and skill development.

This contribution delves into the incorporation of Sustainable Development Goals (SDGs) into the Computer Engineering curriculum.The study addresses challenges associated with integrating SDGs as cross-cutting content in higher education.Employing a Problem-Based Learning approach, semester projects are aligned with SDGs, and their impact is systematically assessed.Key research questions guide the study, evaluating students' knowledge, perceptions, and the alignment of projects with SDGs.The methodology integrates SDG-focused learning units within the existing Problem-Based Learning structure.New activities, including initial training, initial assessment, impact assessment, and SDG learning assessment, guide and evaluate students' integration of SDGs.Results demonstrate successful implementation across three years of the Computer Engineering degree.The study involves a significant number of subjects, students, and teams, ensuring a comprehensive evaluation.A rubric assesses SDG impact, emphasizing justification and direct positive contributions to SDG objectives.

Web augmentation has gained prominence as a promising approach to elevate the user experience by tailoring web content to meet diverse user needs and preferences. It offers the potential to enhance accessibility and personalization, making web experiences more engaging and inclusive. This research study examines the use of web augmentation in the context of web engineering education and its influence on student motivation. The study investigates how the integration of web augmentation techniques motivates students and enhances their learning experience. A questionnaire was administered to gather data on student perceptions and motivation levels following their exposure to web augmentation in the web engineering subject. The findings reveal that the implementation of web augmentation in the web engineering subject has positively motivated students. Students express a strong preference for web augmentation as a learning tool, citing increased engagement and a more interactive learning environment. The findings support the adoption of web augmentation techniques as a valuable pedagogical tool, enhancing the learning experience and fostering student engagement. This study contributes to the field by addressing the gap in related work that focuses on the use of web augmentation specifically in educational settings.

Abstract Gamification has been widely used in education in recent years. Gamification has been proven to be a useful tool for students, as it motivates them and helps them to learn. The lack of motivation on the part of the students and their poor perception of the importance of software engineering has led to the definition of SESGA. This game has been designed and carried out on third year students of the computer science degree. SESGA has been designed for students to improve their knowledge of static code analysis, unit testing and Git. A software engineering project was carried out in groups, in which each of the students had to perform common software development tasks. The evaluation has measured the accomplishment, challenge, competence, guidance, immersion, playfulness and social involvement of SESGA obtaining remarkable results. It has also shown that SESGA has allowed students to have better academic results and the number of failures has decreased.

Abstract In the last years, the use of microservice architectures is spreading in Cyber-Physical Systems (CPSs) and Internet of Things (IoT) domains. CPSs are systems that integrate digital cyber computations with physical processes. The development of software for CPSs demands a constant maintenance to support new requirements, bug fixes, and deal with hardware obsolescence. The key in this process is code testing and more if the code is fragmented during the development of CPSs. It is important to remark that this process is challenging and time-consuming. In this paper, we report on the experience of instantiating of the microservice-based architecture for DevOps of CPSs to test elevator dispatching algorithms across different test levels (i.e., SiL, HiL and Operation). Such an architecture allows for a continuous deployment, monitoring and validation of CPSs. By integrating the approach with a real industrial case study, we demonstrate that our approach reduces significantly the time needed in the testing process and consequently, reduces the economic cost of the entire process.

Immersed in the digital era and fully experiencing the changes introduced by the new industrial revolution of the so-called Industry 4.0, there are still many aspects of industrial digitization to resolve. Interoperability among devices and machines is one of the challenges. Sensors, components and machines from different vendors work as independent silos offering large amounts of heterogeneous data which relational capabilities are not fully exploited. Quick development, deployment and testing of new software solutions that take advantage of those data is another important matter. The requirements in terms of equipment resources and engineering efforts is high when planning new implementations. Platforms that enable the efficient application of those solutions at the right level (machine, edge, plant or cloud) are also necessary.(p)(/p)This paper presents an industrial case study on the application of the Arrowhead framework. The framework is implemented in the Machine Tooling ecosystem and enables the integration of grinding machines with other sensors, components or machines. Different software engineering tools offered with Arrowhead are used to design new solutions in Cyber-Physical System and Internet of Things in Industry 4.0 and make them Arrowhead compliant, for fast deployment of platforms and applications (Dockers) or for testing purposes (Management tool). Finally, the potential of agile construction of new applications is analysed by providing an Human-Machine Interface at machine level and the provision of services for data consumption at cloud level.