La Comarca Minera de Hidalgo (México) es desde mayo de 2017 un Geoparque Mundial de la UNESCO; dicha denominación se justifica por un geopatrimonio de relevancia internacional que incluye: (a) el sistema epitermal (Ag‒Au) de clase mundial de Pachuca‒Real del Monte; (b) la localidad tipo de la tridimita y la cristobalita; (c) los basaltos con disyunción columnar de Huasca de Ocampo (conocidos como Prismas Basálticos de Santa María Regla); y (d) el patrimonio industrial minero, que comprende vestigios prehispánicos y haciendas de beneficio coloniales. El geoparque se articula alrededor de una red de 31 geositios cuyo propósito general es la geoconservación y el aprovechamiento turístico y educativo del geopatrimonio. El mapa geoturístico del geoparque, presentado en esta contribución, se ha elaborado con el fin de que sea usado como un recurso educativo y, además, como una herramienta para la catalogación, aprovechamiento y conservación de la geodiversidad.

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Abstract. The Skill "Sustainability and Socia Commitment" is commonly accepted as essential in today's world. However it proves tricky to introduce into the curriculum, mainly because of lack of knowledgeable teachers. To address this issue we present a knowledge base that brings together scientific articles, books, videos, compilations of data, experiences, etc., related to sustainability and knowledge areas associated with computer science engineering. This is a valuable tool that should provide to the teacher accurate and useful information in the research task of finding links between her course and the "Sustainability and Social Commitment" skill.

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ICT in education innovators are creating new kinds of learning applications using all sorts of new technologies available: Web 2.0, Mobile, Gaming platforms and even Virtual Worlds. Mobile learning applications (m-learning) take advantage of the ubiquitousness of the mobile devices to explore new kinds of ways of learning. Learning Management Systems (LMS) are a consolidated kind of Web based learning software that over the last 15 years have evolved to meet the needs of the learning institution to basic, common online educational platforms. The LMS creates a Web based space for every course (Virtual classroom) that can be used to complement the presence learning activities (Blended Learning) or to fully deliver the course contents (Online Learning). Nowadays most learning organizations have integrated a LMS with their information systems (back-office, academic management, etc.) to a point where all learning activities (virtual and non virtual) have a counterpart (syllabus, assessments, scheduling, etc.) in the LMS virtual classrooms. M-learning is not destined to replace the current Web based learning applications, but to extend it, that is why Mobile Applications will need to be able to integrate with the LMS. It also makes sense to be able to access some of the services of the LMS Virtual Classroom from the mobile device. But, to accomplish this goal might not be a simple task. This chapter analyzes the complexities involved to achieve that goal, and describes some standard interoperability architectures and related research and development projects that will allow this kind of interaction between the LMS and the m-learning applications.