Curriculum design of University Degrees in Spain is mainly based on scheduling atomic, self-contained semester subjects during a 4-year period. This scheduling is driven by one major constraint: to ensure that previous subject pre-requisites are met for each course. Thus, basic subjects without college-level pre-requisites are typically scheduled in the first year, first semester, while the rest are properly planned in a sequential manner, complying the aforementioned condition. This is, basically, the only proof of inter-subject coordination in such degrees, taking place at the design stage. During the academic period, however, there is no vertical nor horizontal inter-subject coordination, not even among closely-related subjects.In order to increase inter-subject coordination and to exploit its potential benefit for students, the projectbased learning (PBL) methodology shows on the scene. This approach organizes learning around student-driven projects aiming to solve real-life problems. This close applicability to the real world expedites intrinsic motivation of students, and consequently, their learning process tends to be deeper and more significant. Furthermore, PBL applied at the inter-subject level increases curriculum cohesion and makes students more engaged and compromised with its global objectives.In this paper we describe the design of PBL models involving two pairs of programming-related subjects from the Computer Engineering Degree at the Universitat Politècnica de València. The first one associates the "Programming" with the "Data Structures and Algorithms" subject, while the second one engages the "Introduction to Video-Games Programming" with the "Digital Image Synthesis" one. It is an ambitious pilot programme that will require a high coordination effort among participating professors and student teams.

With its various available frameworks and possible devices, augmented reality is a proven useful tool in various industrial processes such as maintenance, repairing, training, reconfiguration, and even monitoring tasks of production lines in large factories. Despite its advantages, augmented reality still does not usually give meaning to the elements it complements, staying in a physical or geometric layer of its environment and without providing information that may be of great interest to industrial operators in carrying out their work. An expert’s remote human assistance is becoming an exciting complement in these environments, but this is expensive or even impossible in many cases. This paper shows how a machine learning semantic layer can complement augmented reality solutions in the industry by providing an intelligent layer, sometimes even beyond some expert’s skills. This layer, using state-of-the-art models, can provide visual validation and new inputs, natural language interaction, and automatic anomaly detection. All this new level of semantic context can be integrated into almost any current augmented reality system, improving the operator’s job with additional contextual information, new multimodal interaction and validation, increasing their work comfort, operational times, and security.

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Institute of Electrical and Electronics Engineers Flipping Game Development This work describes the implementation of a flip teaching alternative in an introductory game development course, using resources from a MOOC (Massive Open On-Line Course). The results proved to achieve better grades and higher satisfaction to previous and similar lecture-based courses. Students nowadays have a profile that is generally different from that of a few years ago. They are accustomed to using the Internet and multimedia material to learn the things they need. They generally do not look at manuals or technical books, nor do they delve through great quantities of written information. They are much more likely watch videos and tutorials and then learn by doing rather than reading, using software that they instinctively know how to use from the first moment. They do not favour the traditional elements of teaching support if they have an alternative. They expect innovation in their learning process and may lose interest if they are not continually doing things.