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.

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.

The well-known active methodology of Project-Based Learning (PBL) is being used more and more at different educational levels due to a large number of advantages it presents. For example, PBL has demonstrated that it increases students' motivation, develops their autonomy and capacity for selfcriticism, reinforces the ability to exchange ideas and collaborate, and promotes creativity, among other advantages. Due to these benefits, several educational institutions are introducing the PBL methodology in their teaching-learning processes.The implementation phase of this type of methodology should be planned, managed, and carried out carefully, considering several aspects. One of utmost importance is collecting and registering all the critical information related to the contents, materials and activities of the subjects participating in the collaborative project through the PBL methodology. In this sense, the objective of this paper is to propose the definition of a coordinated PBL Teaching Guide that includes all this relevant information; containing, mainly: (i) PBL Project description; (ii) recommended previous knowledge; (iii) learning objectives and outcomes; (iv) PBL model milestones; (v) PBL model planning; (vi) evaluation; and (vii) bibliography. Furthermore, this proposal will define the formal guidelines for students and lecturers to define and frame all the related aspects to carry out the proposed PBL model.The definition of the PBL Teaching Guide will be based on a case study that involves the following two subjects from the Computer Engineering Degree that are taught at the Escola Politècnica Superior d'Alcoi (EPSA) -Universitat Politècnica de València (UPV): "Programming" and "Data Structures and Algorithms". This proposal has been developed in the context of an innovation and educational improvement project applied in the EPSA during the last two years, covering five degrees, 55 subjects, and more than 10 different PBL models.

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