Augmented Reality applications have become the newest technology used in the Cultural Heritage domain. These applications can be used in education and tourism. Various methods and software tools provide the means of designing such applications. This study provides an overview of the most recent Augmented Reality projects in Cultural Heritage sites in urban environments, comparing tracking methods, devices, themes, and settings used in each project. The most frequently used tracking method is camera-based, with handheld devices being almost entirely preferred in such projects. There is an even distribution of themes, while outdoor scenarios are the preferred setting.

Although there is a great interest on MOOCs, it is not clear what a MOOC should provide to learners enabling them to achieve their objectives. This paper proposes the MOOC Affordances Model (MOOC-AM) for characterizing a MOOC. The MOOC-AM consists of eight dimensions of affordances: 1) Massiveness, 2) Openness, 3) Interaction, Communication, Cooperation & Collaboration, 4) Personalization & Adaptation, 5) Autonomy, Choice & Control, 6) Support, Scaffolding, Help, Facilitation, Assistance, Feedback & Recommendations, 7) Mobility & Ubiquity, and 8) Accreditation, Certification & Assessment. In order to illustrate the application of the MOOC-AM, MOOCs on Programming in Python were examined regarding the affordances they provide. The findings reveal that none MOOC excels in all eight affordances. Learners, educators, designers, developers, and policy makers could consider this MOOC-AM to make appropriate decisions.