Conceptual maps have several pedagogical resources that make them a promising tool for teaching, learning and assessing knowledge. In this article, we present partial results of a systematic mapping of the literature whose objective was to identify studies and researches regarding computational solutions that have been used to evaluate the learning through the conceptual mapping. The results show the existence of challenges to evaluate conceptual maps that considers its construction process.

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O mercado de computação exige profissionais que tenham não apenas as habilidades técnicas, como também as comportamentais. A PUCPR e a Apple estabeleceram um ateliê de software cujo objetivo é capacitar desenvolvedores para gerar aplicações móveis, utilizando o método Challenge Based Learning (CBL) e a prática reflexiva. O objetivo desta pesquisa foi compreender as contribuições da prática reflexiva no desenvolvimento de competências profissionais, por meio de estudo de caso, utilizando entrevistas semiestruturadas e ciclos de codificação da Grounded Theory. Os resultados demonstram que os estudantes desenvolveram habilidades valiosas para a prática profissional de engenheiro de software.

Palavras-chave: design de interação, artefatos de design, aplicativos móveis. O objetivo deste trabalho é apresentar o processo de design de interação de um protótipo de um aplicativo de mobile learning para interessados no jogo de tênis, focado na avaliação do saque, um dos fundamentos do esporte mais difíceis de dominar. O aplicativo será uma ferramenta para auxiliar o treinador na análise do movimento corporal do saque, trazendo benefícios para o treinamento dos atletas. O relato sobre o processo de design e os diversos artefatos gerados ao longo do mesmo pode ser de interesse tanto de acadêmicos quanto profissionais da área de desenvolvimento de aplicativos móveis.

The growth of the mobile phone market has been generating a great demand for professionals qualified for applications (APPs) development. The required profile includes technical skills, also known as hard skills, and behavioral or soft skills. The training of these professionals in speed, quantity, and quality demanded by the market poses a significant challenge for educational institutions. Apple and PUCPR have established a partnership to build a software studio to develop such talents using the Challenge Based Learning (CBL) method and associated practices whose effects need to be studied. This research aims to analyze the contributions of reflective practice in a software studio to teach the main professional competencies regarding app development, including hard and soft skills. The research method was the case study, based on semi-structured interviews with 28 participants in three cycles. The collected data were analyzed with open and axial coding from Grounded Theory and Atlas.ti tool. The results demonstrate that reflective practice, applied in a software studio environment that uses CBL was able to help students to map new ideas and acquire valuable hard and soft skills. The study pointed out that reflective practice is an effective instrument for developing the skills required by the app market, which demands innovation and quality at high speed.