In recent years, there has been a surge in the development and use of artificial intelligence (AI) systems in various fields, including education. One such application is the AI-based tutoring system, which can provide personalized learning experiences to students. These systems leverage advanced algorithms to analyze student performance, identify knowledge gaps, and deliver targeted feedback and guidance. One of the significant challenges educators and researchers face in the context of AI-based tutoring systems is the lack of reliability in the systems. The accuracy, effectiveness, and responsibility of AI systems are critical factors that determine their reliability. Accuracy challenges for AI algorithms in tutoring systems include accurately modeling individual learner profiles, providing tailored content that aligns with each student's pace and understanding, addressing diverse learning strategies, and ensuring the feedback is specific and actionable. Overcoming data sparsity and ensuring algorithmic transparency and fairness are also significant hurdles. Challenges in ensuring effectiveness include developing algorithms that accurately adapt to individual learning needs, processing natural language effectively, maintaining engagement, and providing contextually relevant feedback. Responsibility challenges include ensuring data privacy and security, preventing algorithm biases affecting learning outcomes, and maintaining ethical standards in AI interactions. Balancing automation with human oversight to support diverse learning needs without compromising educational integrity is also crucial. Considering these challenges, this study discusses the critical factors for reliable AI in tutoring systems from perspectives of accuracy, effectiveness, and responsibility. The research has a descriptive character and qualitative analysis, applying the systematic literature review (SLR) method. The analysis of 43 studies in the last five years made it possible to find some interesting results. In summary, the accuracy of AI in Tutoring Systems is impacted by data quality and preprocessing, choice of appropriate metrics, advanced learning techniques, dataset diversity, and correct selection of hyperparameters. As for the factors that influence the effectiveness of these systems, the personalization of learning and the ability of the systems to adapt to individual needs through personalized pedagogical interventions stand out, using techniques such as recurrent neural networks to predict the quality of interactions. However, challenges related to understanding learning emotions reinforce the complexity of building effective models based on emotion induction. Concerning the responsible use of AI in tutoring systems, it is crucial to consider the privacy and security of student data, adopt collaborative human-machine approaches, and align the use of AI with institutional governance, promoting a safe and ethical learning environment. As a main contribution, we highlight an enlightening discussion of the critical factors for a reliable AI in the context of tutoring systems, identifying quality studies on the subject to support researchers.

This research-to-practice full paper proposes an automated solution for forming groups of students in computing higher education with the Problem-Based Learning (PBL) approach. PBL is a pedagogical model that promotes the development of professional skills (knowledge, skills, and attitudes) for problem-solving through collaborative learning. In this context, effective team building is essential to the success of PBL, as it can enhance student learning and development. The formation of teams using the PBL approach involves effort and observation of several aspects, which makes manual grouping inefficient in formatting balanced groups. In addition, both the instructor and the student can participate in the grouping decision process, considering the constraints defined by the instructor and the student's satisfaction with the recommendations made. In this sense, when using an automated approach that considers these criteria and possibilities for forming groups, it is possible to streamline the process of structuring teams and mitigate the formation of groups with low potential for success. This study proposes an automated solution for forming groups of students using the DSR (Design Science Research) method applied in evolutionary cycles. It considers the following research question: RQ) How can balanced groups in computing higher education with PBL be formed automatically, considering predefined criteria, attributes, and affinities between their members? This solution considers multiple attributes of the individuals involved and the organizer's criteria for dividing groups, using a semantic structure for group formation. The solution also allows students to negotiate based on affinity with peers and satisfaction with the group. System prototypes were created and evaluated throughout the DSR cycles to evaluate the proposal, demonstrating compliance with the defined restrictions and indication of balanced teams. As primary limitations, we point out challenges in student data collection that hinder group formation. The DSR method iteratively improved solutions, but more application cycles will be necessary to ensure the solution's robustness. In future work, further analysis should link team performance to group formation, focusing on criteria for balanced groups in PBL courses.

This Research Full Paper delves into the competencies essential for remote software development, specifically focusing on the soft skills demanded by Information and Communication Technology (ICT) companies, drawing insights from real-world job market data. In remote work, accelerated by the COVID-19 pandemic, non-technical proficiencies have emerged as pivotal due to the inherent challenges in communication, collaboration, time zone disparities, and project management complexity. The paper emphasizes the significance of technical (hard) and interpersonal (soft) skills for software professionals operating remotely. While technical prowess with software languages and platforms remains crucial, soft skills such as effective communication, collaboration, innovation, business-oriented, and problem-solving are indispensable for navigating the intricacies of remote work environments. Clear communication fosters mutual understanding; collaboration facilitates remote teamwork and problem-solving, and critical thinking enables developers to address challenges creatively. The growing importance of soft skills is evident in global job advertisements within the Software Industry. However, despite their significance, there's a lack of explicit emphasis on soft skills in computing curricula. The study defines the research domain to address this gap by analyzing job demands from leading ICT companies worldwide, referencing Forbes Global 2000 ranking (Forbes, for short) and Good Place to Work (GPTW) companies. Through a detailed analysis of over 700 job vacancies from Forbes and GPTW companies on the LinkedIn platform in March 2023, the study identifies and evaluates the most sought-after soft skills, categorized by company rankings, career paths, and a comparative overview between the two rankings. The research methodology combines a literature review method, thematic analysis, taxonomy synthesis, and data collection through the LinkedIn platform. Overall, the paper sheds light on the evolving landscape of remote software development, highlighting the critical role of soft skills alongside technical competencies, and provides valuable insights for industry practitioners and academia in understanding and addressing the demands of the digital workplace.

This research full paper proposes an intelligent tutoring system (ITS) to support the study of software project management, considering the students' learning styles. The learning process is a complex and multifaceted phenomenon that varies significantly from one person to another. Everyone absorbs knowledge differently because each has learning characteristics that directly impact the learning process. Ignoring these differences can result in inefficient and demotivating teaching. Therefore, teachers must invest time in understanding each student's learning style, strengths, and weaknesses, which can be overwhelming, especially in classrooms with a high student-teacher ratio. In this scenario, AI-based technology can be a strong ally. For example, chatbot technology offers an opportunity to adapt to these individual differences and to enable a more engaging and friendly approach for students, contributing to an active and interactive learning environment when exercising the role of a study companion and, why not, a bit of study guide. In this context, this paper proposes developing and applying a chatbot-based ITS called Juh to identify each student's learning style and, based on this understanding, present study activities appropriate to their learning style. The ITS uses meaningful learning theory to personalize the learning journey, detecting five profiles: active, constructive, intentional, authentic, and cooperative. This study chose project management (PM) as its knowledge area, particularly project management methodologies, aiming to evaluate the benefits of this research proposal. In this context, this research proposes to answer the following research question: RQ) How can the study of project management be supported actively and interactively, considering the students' learning styles? As its main contribution, the solution aims to offer support in the introduction to the study of project management and improve the learning experience according to the individual characteristics of each student, maximizing the assimilation of knowledge. Therefore, the difference lies in exploring how and what to learn. The solution was developed using the Design Science Research method and the low code Blip platform. After prototyping and evaluating the ITS with PM and education experts, promising points about the approach were observed, with users highlighting improvements in productivity and ease of use of the tutoring system.

This Research Full Paper reports an experience related to the Training Program 4.0 to encourage technological innovation focused on developing professional skills, especially soft skills, in undergraduate and graduate students. As the primary motivation for this program, the constant technological evolution and consequent demand for continuing education of information technology professionals stand out. Also, considering the complexity of problems solved with technology and an increasingly demanding market, computing education has been transforming, focusing on technical skills, such as cloud technologies and AI, and non-technical skills, such as self-initiative, communication, and collaboration. In this context, continuing education initiatives through teaching and learning approaches centered on practice are beneficial for forming professional skills. This study describes an experience of one of the units of the Training Program 4.0 focused on innovation for the automotive sector, based on the report and discussion of three projects. As a main contribution, the report proposes a PBL process for innovation projects, transforming it into a PBL training that can be planned, executed, monitored, and continuously improved. Using an appropriate assessment model makes it possible to manage soft skills throughout the projects, carrying out necessary interventions. To present evidence of the use of the proposed PBL Process, the results of the projects are discussed, showing how Soft skills can be managed in the context of innovation projects or other educational contexts, such as courses or disciplines.

Higher Education in Computing (ESC) has changed significantly in the last decade, addressing the competencies development as a mix of knowledge, skills, and attitudes demanded by complex problem-solving in real-world situations. Pressured by the constant evolution of technology, the importance of the human aspects in technological projects, and the demand for qualified professionals much greater than the supply, the reference curricula have shifted from specialized and content-based training to training focused on practice and competencies development. In this context, active learning approaches based on practical experiences, such as PBL (Problem-Based Learning), can be used as an educational strategy in line with the new guidelines for teaching computing. PBL also faces challenges; therefore, it is not always possible to fully implement it. These challenges involve new elements to the learning environment concerning human resources, practical and stimulating activities, continuous assessment process, infrastructure aligned with the labor market, and, almost always, curricular reforms, considering that problem-solving is multidisciplinary. As it is not always possible to have the ideal environment for PBL, institutions have implemented creative models, allowing a change in educational strategy even without significant structural and organizational changes in their curricula. This study describes the design and implementation of an interdisciplinary PBL experience in an adverse context with low resources. For this, real problems integrate three disciplines of an undergraduate curriculum in Information Systems (IS), offered in the same timeline: Enterprise Management Systems (EMS), Project Management (PM), and Business Process Management (BPM). These subjects are independent within the curriculum; therefore, interdisciplinarity is implemented on the initiative of the three teachers. To resolve problems through interdisciplinary projects, a collaborative teaching plan is carried out by professors of the three disciplines, PBL tutors, and IT managers in the role of real clients of the projects. As a research method, we used the PDCA process (Plan-Do-Check-Act) to describe the experience planning and its conduction, results, and lessons learned. As a main contribution, we highlight the interdisciplinary proposal of PBL based on collaboration between teachers and a case study showing how to use this proposal. This report argues that we can implement new successful PBL experiences, using the results of the current study as an argument for the broader adoption of PBL in CHE.

This Research Full Paper presents a proposal founded on the Constructive Alignment Theory and supported by Artificial Intelligence (AI) technologies, aiming to monitor professional competencies in Computing Higher Education (CHE) based on Problem- Based Learning (PBL). Within CHE, there is a growing movement to change an educational paradigm that goes beyond knowledge-based education. Therefore, active learning methodologies such as the PBL, have become increasingly popular to develop student’s technical knowledge, skills, and attitudes, translating in professional competencies. In this context, this research advocates the Constructive Alignment Theory by Biggs to monitor professional competencies in PBL experiences. Biggs suggests the alignment between the learning results from the student’s perspective and the objectives defined by the teacher in the course planning. This follow-up can be done in various ways and include many data sources like the usual student feedback questionnaires. However, it requires a lot of effort from the teacher/pedagogical team and involves difficulties related to effort, workload, and time spent to make improvements. SO, how to monitor students' professional competencies in an automated way, having as references the Constructive Alignment Theory and the course planning? For this, we propose an AI- based tool for processing student feedback, called SkillSight, helping teachers monitor competencies considering the learning outcomes. From Design Science Research cycles, the first evaluation results showed a good acceptance of this tool and suggestions for improvements, especially at the results visualization.

Research skills are directly related to studying a problem thoroughly, investigating possible solutions, critically analyzing how to solve them, discussing, testing possibilities collaboratively, and adapting or creating new solutions. An undergraduate computing student with these competencies needs to understand and use different research methods, have a business vision, investigate technological alternatives, understand innovation models and their viability and, above all, know how to solve a problem systematically and collaboratively. Considering that these competencies are essentials in computing professionals, the following research question was defined: "How to stimulate research skills of undergraduate computing students?". Regarding answering that question, this Research Full Paper describes the design and implementation of an exchange program in the Research Laboratories of a public university in 2018 and 2019, aiming to foster research skills in undergraduate computing students. These experiences showed real benefits regarding students' performance in research, development, and innovation activities, besides improvement points for better management and execution. As the main contribution, it is possible to highlight the proposal for an exchange model between research laboratories, in which undergraduate students in Computing participate in research activities conducted in the PBL modality, learning through complex problems resolution under continuous monitoring and feedback.

This Research Full Paper presents an overview of student assessment proposals for Problem-Based Learning (PBL) in Computing Education. Computing teaching has many challenges, as it requires different skills from students, often subjective and difficult to assess. In fact, technical knowledge alone is not enough to fully understand what is being taught, but the interpretive and logical skills to deal with practical problems and non-technical skills such as group work, creativity, critical vision, ability to cooperate and communicate. Active learning methodologies as Problem-Based Learning (PBL) have been used to dealing with such challenges, broadly developing technical and non-techniques skills in students. However, despite the benefits of PBL, the student assessment process is one of the points that present its own adversities and, therefore, an aspect that deserves greater attention. To better understand the nuances of this process and how it can contributes to the teaching and learning process based on PBL, this study aimed to investigate primary studies in the last two decades, seeking answers to the following research questions: RQ1) What assessment models are being used?; RQ2) Which aspects are evaluated?; RQ3) What criteria and media have been defined?; RQ4) Who gets involved in the assessment process?; RQ5) What is the ideal frequency to conduct the evaluations?; RQ6) What can these models reveal? As a research method, this study used the Systematic Literature Review method proposed by Kitchenham. As main conclusions, it was possible to identify that: generally, computing education based on PBL occurs at the undergraduate level, having as main educational objective the teaching of technical content; in practice, the need for a diverse teaching team is not reflected, the traditional student-teacher remains; to evaluate students, it is necessary to consider several aspects, technical and non-technical, defining specific criteria for each one of them; the main benefits for students are related to changes in behavior, development of soft skills and better absorption of technical knowledge; as main challenges for students, the difficulty to understand the nuances of the proposed problem and to be the main responsible for devising a solution for it without the figure of a teacher to give a clear definition of how to do it stands out.

This a Research Full Paper. The requirements of Software Engineering need a learning environment that is not only practical but true to the reality of the market. As a student centered approach, Problem-Based Learning (PBL) enables students to be collaborative and attitude-oriented during problem-solving. Despite this, PBL has its cultural challenges. Thus, this work intends to better understand how the students learn and behave through student meaningful learning profiles and Myers Briggs Type Indicator (MBTI). Based on the principle that these students participate or participated in a discipline that used the PBL method and are students of a course in Computer Science area. In this context, this article proposes a descriptive study to make initial analyses and kick start the research. Based on this study and its early results, we can conclude that learning dimensions require greater stimulation and is perceived an initial relationship between personality profiles and meaningful learning profiles.

This Research to Practice Full Paper presents a proposal for monitoring student progress in Problem-Based Learning (PBL). The adoption of the PBL approach has been growing in computer education, where problem-solving and group work are essential. Despite the compatibility and benefits of PBL, some challenges remain, in particular, with respect to the assessment process. For an effective assessment process, it needs to be well defined and managed by both teachers and students themselves, considering that, in PBL, the students are at the center of the teaching and learning process, they are active, and self-regulating. In this context, this paper proposes an interface for student progress monitoring (a “student board”) based on an authentic assessment model called PBL-SEE. Constructed using the Design Science Research (DSR) method, this interface was initially prototyped and validated by PBL specialists. The results showed a good acceptance of the student board and important recommendations for improvements.

This Innovate Practice Full Paper presents a case of use of the PBL Planner toolkit, a tool that assists collaborative teaching planning in the PBL approach, from preserving its principles. The PBL (Problem-Based Learning) methodology provides many advantages to those adopting it in the teaching-learning process. To this end, a good planning that guides the usage of the methodology towards the goals established by the teacher is fundamental, in order to prevent core aspects to be neglected. However, there is a lack of specific solutions to help teachers to plan their teaching. This is even more pronounced in the specific case of PBL. As a solution to this problem, this paper proposes a tool composed by a PBL Canvas and a set of cards, used to guide the teaching planning in PBL, called PBL Planner Toolkit. Initial results indicate a good acceptance of the tool, as well as evidence of its efficacy its adoption, elicited through the application of a survey that evaluated the usage of the PBL Planner Toolkit.

Tutorial Education Program (TEP) is an initiative from Brazilian government to develop education quality in different areas of knowledge, as its main aim to decrease students' evasion and promotion of academic success. PET-Informatica group from Federal University of Pernambuco (UFPE) has invested in these activities, in particular, to teach programming, one of the disciplines in which students have lower grades in technology courses. In this context, this paper describes an experience of an extension course in Python, using the active learning approach Problem-Based Learning (PBL). This course, ministered in two weeks, made possible the construction of a PBL model to teach Python, based in the xPBL methodology described by Santos & Rodrigues (2016) and the lessons learned with this practical experiment. As the main contribution, this experience stands out the possibility to apply this course to different audiences with different levels of education, and also the dissemination of PBL approach in teaching programming.

Problem Based Learning approach (PBL) is an instructive constructivist method which promotes, as its main feature, the use of real life problems to initiate and motivate the comprehension of new concepts, stimulating the abilities and actions that are needed for the solutions of such problems. PBL is strongly fundamented in well defined principles. Thus, it is fundamentally important that teachers and students implement PBL in conformity to its principles. Once these principles are addressed, PBL brings a collaborative and interactive learning process between all participants. On the other hand, many teachers and students implement PBL without the necessary theoretical and practical base for the educational changes and appropriate technology resource support, putting PBL's quality and authenticity at risk, making it less efficient. In the attempt to overcome these challenges, this paper presents the usage of a virtual learning environment called PBL-Coach, which promoted technological support to an array of actions based in the principles and characteristics originated from learning theories about PBL in a year 8 class of Physics at Tara International School, in Raison, Himachal Pradesh, India, with the objective of helping teachers and students in the implementation of an authentic learning process with useful and relevant technological support. The implementation of PBL at Tara International School brought satisfactory results, reflected in the students' high level of learning, which was demonstrated in the 360 degrees evaluation and in que quality of the solutions for the problem. This experience was also inspiring for other teachers and students that became involved with the methodology. Since this was a short term learning experience implemented for children, only a full 3-week PDCA cycle was executed, along with metrics such the students' performance and understanding, the curriculum exploring and teamwork, problem resolution, presentation and 360 degree evaluation.

Teaching Computer has led to the design of an educational model that is increasingly making use of market practices linked to business corporations. Within this scenario, a practical and dynamic learning system is being fostered that allows simulations to be carried out in real contexts through problem resolution. Based on constructivist theories, PBL (Problem-Based Learning) is a teaching method that is focused on the students and its main characteristic is that it uses real-world problems to create the learning content and teach the skills required for their solution. However, the adoption of this approach is not an easy task, since it is accompanied by abrupt changes in the traditional paradigm of education, which require changes in the attitudes of the actors involved. In addition, the planning and monitoring of the PBL, involve complex activities that are difficult to manage, especially with regard to determining the quality and compliance of the processes used for problem resolution. Additionally, the Computer Science courses require working on projects provided by real clients, within a dynamic and iterative development process. This strengthens the need to introduce strategies and technologies to support the implementation and management of the method and, enable its effectiveness to be monitored In addition, it provides continuous feedback, and assesses the results generated from the evaluation of the solutions produced during the teaching-learning process. Thus, it is essential to adopt strategies that allow a better management of teaching practice, improved learning by the students and a means of validating the clients involved. From this perspective, this paper presents a virtual teaching and learning environment, called PBLMaestro, which has been designed to support the workflow of a methodology for the implementation of PBL in teaching Computer Science, called xPBL. With the aid of xPBL, it is possible to perform the management of courses using the dynamics of a cycle and series of stages to allow a better control of management processes, by linking real problems to well-defined educational goals. In the case of teacher planning, we were used elements described in xPBL methodology, aligned with educational goals defined from the Bloom Revised Taxonomy. With regard to student tracking, we used the authentic assessment model and mechanisms of Learning Analytics. Gamification strategies were included to increase engagement, retention and motivation, and push notification messages were displayed in a mobile application the PBLMaestro was validated by means of application the environment in the context of the discipline “Network Design” of Computer Science Course, and the results are analyzed in this study. In addition, semi-structured interviews were conducted with the teachers and there was a high degree of satisfaction among the tutors, students and customers who used the service, with regard to the usability and consistency of the proposed environment as well as with its improvements and changes. Although the environment was improved in the area of computer science, it is possible that it can provide support to the STEM context with some customizations.

Ensuring satisfactory results by using problem-based learning in education in the Computing area is challenging. Faithfully maintaining the philosophy of PBL requires not only full compliance with its principles but also that its processes are managed efficiently. To facilitate the adoption of PBL, especially as to managing its processes, this article puts forward a framework based on Demig's PDCA cycle. The framework highlights its ability to re-use artifacts and recommends models for the stages of planning, implementation, monitoring and corrective actions. Special attention is paid to the components that are essential to the framework: xPBL methodology, maturity models, such as PBL-Test and valuation models, and authentic assessment. Results on the applicability of the framework during an under-graduate modular Computing course are also presented.

The Problem-Based Learning method has become an alternative to develop problem solving skills and abilities strongly required by the current labor market. However, studies indicate that due to the subjectivity of PBL concepts and the lack effective instruments for its implementation, the PBL teaching planning is compromised and strongly dependent on the teacher's ability. In addition, related studies indicate the existence of guidelines to support high level planning for the courses and disciplines in PBL such as infrastructure. Given that context, this paper proposes a tool for supporting PBL planning in Computing Education based on Backward Design Model that will lead teachers to structure their planning in order to comply with PBL processes and principles, maximizing the adherence of proposed activities to the PBL culture considering usability principles. The validation comprised the usability and acceptance evaluation of the tool proposed as well as its structure for conducting teachers planning their learning activities as much adherent as possible to PBL process and principles. The results analyzed indicate good usability scores and acceptance of the tool proposed through usability questionnaires as well as indicated the approach would assist in PBL educational planning process, supporting to maximize maturity in PBL.

The Software Engineering sector has been demanding an education model that targets real market practices more and more exactly. This includes bearing in mind that, in the market, a software project is subject to numerous restrictions of time, budget and other resources required for its development. In this context, this article describes the application of a learning methodology based on problems, called xPBL. This methodology consists of elements that enable a learning environment to be built that in its essence is practical and contains real learning, and that ensure that this is supported by processes that make it possible to evaluate the effectiveness of the PBL approach from various perspectives: namely, the student's, the teacher's and that of the methodological approach itself. Based on this case study, evidence of the applicability of xPBL is demonstrated as is how the behavior should be understood of all stakeholders involved in the process of teaching and learning in one of the most complex disciplines of Software Engineering.

In order to exploit the benefits of PBL and mitigate the risk of failure when implementing it, the NEXT (iNnovative Educational experience in Technology) research group has been working on methods and tools focused on managing the PBL approach as applied to Computing. In this context, this article proposes a teaching and learning methodology based on PBL, called xPBL, consisting of elements that reinforce PBL principles, namely: real and relevant problems; a practical environment; an innovative and flexible curriculum; an authentic assessment process; close monitoring by technical tutors and process tutors, and finally, professional practitioners as teachers and tutors. Based on these elements, the paper describes the design of a PBL approach for a Design course, grounded on acquired knowledge of Design content and past PBL experiences in Software Engineering courses. This approach provides an insightful guide to implementing PBL from xPBL methodology, and provides instruments based on management techniques such as 5W2H (what, why, who, when, where, how and how much) and the production of artifacts to support the conception process of courses based on PBL.

In computing courses, the teaching and learning approach normally emphasizes theoretical knowledge at the expense of practical knowledge. The major disadvantages of this approach are learners' lack of motivation during class and their quickly forgetting the knowledge they have acquired. With a view to overcoming these difficulties, Problem Based Learning (PBL), an institutional method of teaching, has been applied to teaching computing disciplines. Despite the growth of the practice of PBL in various disciplines of Computing, there is little evidence of its specific characteristics in this area, the effectiveness of different PBL methodological approaches, or of benefits and challenges encountered. In this context, this paper presents a systematic mapping study in order to identify studies which involve best practices when using the PBL method in Computing between 1997 and 2011, answering five research questions: “What are the main characteristics of PBL that support teaching in Computing?”; “What are the criteria for applying PBL effectively in this area?”; “How is the PBL methodology applied?”, “What are the advantages and benefits of applying PBL in Computing?” and, finally, “What are the main challenges about learning in PBL in Computing?”.

The dynamism and intensity of the adoption of practical learning problems (PBL) provide adverse effects contrary to traditional learning approaches. The difficulty in defining clear educational objectives aligned to appropriate forms of assessment is also a recurring challenge in the management of learning environments. As a response to this state of affairs, this paper presents an approach to a system for managing learning based on PBL that makes use of Bloom's revised taxonomy to support planning and assessment activities. The model was implemented using prototypes with low-fidelity screens and its applicability with regard to the conduct of teaching using PBL was found to be valid.

The increasing application of student-centered teaching approaches to solve real problems, driven by the market's demand for professionals with better skills, has prompted the use of PBL in different areas, including in Computing. However, since this represents a paradigm shift in education, its implementation is not always well understood, which adversely affects its effectiveness. Within this context, this paper puts forward a model for assessing the maturity of teaching processes under the PBL approach, the PBL-Test, with a view to identifying points for improvement. The concept of maturity is defined in terms of teaching processes adhering to PBL principles, taken from an analysis of the following authors: Savery & Duffy (1995), Barrows (2001) Peterson (1997) and Alessio (2004). With a view to validating the applicability of the model, an empirical study was conducted by applying the PBL-Test to three skills in the Computing area. Results showed that although the model has shown it needs further enhancement, it has already been possible to identify improvements in PBL teaching processes that clearly affect the effectiveness of the approach.

Given the demand in the area of Software Engineering for solutions that actually contribute to modern organizations, the search for qualified professionals who have considerable practical experience has been growing day-by-day. Set against this background is the learning process of traditional teaching, in which the Student is largely a mere recipient of information, including concepts and theoretical foundations, and is seldom given practice in problem solving. Therefore with a view to minimizing this problem, teaching and learning methods such as the Problem Based Learning (PBL) have emerged in higher education as an approach to foster changes in teaching and learning processes, which are aligned to the new requirements of the labor market and redefine the roles of those involved in educational processes. To evaluate these processes, a case study on skills training to teach Usability Testing is discussed, and important results presented that show the applicability of the proposed approach for teaching Software Engineering.

The continuous growth of the use of Information and Communication Technology in different sectors of the market calls out for software professionals with the qualifications needed to solve complex and diverse problems. Innovative teaching methodologies, such as the "Software Internship" model and PBL teaching approaches that are learner-centered and focus on bringing market reality to the learning environment, have been developed and implemented with a view to meeting this demand. However, the effectiveness of these methods cannot always be satisfactorily proved. Prompted by this, this paper proposes a model for assessing students based on real market practices while preserving the authenticity of the learning environment. To evaluate this model, a case study on skills training for software specialists for the Telecom market is discussed, and presents important results that show the applicability of the proposed model for teaching Software Engineering.

The Information Communication and Technology – ICT industry is facing a market of constant changes and challenges. These characteristics demand the ICT professionals to have a wide vision of the problem, rather than just knowledge on the technology. In this context, the objective of this article is to propose an innovative pedagogical methodology based on PBL (Problem Based Learning) to improve the learning effectiveness in software engineering, through the implementation of software factories, where students can work together to solve real problems. This methodology is running in a graduate course in Software Engineering managed by CESAR , a research institute with experience in the development of innovative software. Some important results about this course are presented and discussed in this paper.