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State-of-the-art computer technology has improved the integration of different types of representations and data and has provided new possibilities for manipulating results. Consequently, the use of computers has been widespread in urban design and the planning process. The potential that computer virtual environments brought for describing future developments to the public at large is enormous. Nevertheless, when imagery and realism dominate the communication process, they may obscure important issues that relate more to the underlying logic of urban design fabric. A sample of 23 university students from nonarchitecture courses and a sample of 23 students from architecture (contrasted group design) were used for analysing differences in their evaluation on form and content of a video presentation concerning an urban design project in Lisbon. The urban design project was focused on an important avenue of the city—Avenida da Liberdade. Several representation methods and different techniques for viewing images were used on video presentation: photography, colour film, 3D-rendered model with animation, plans, and photomontage. The results highlighted the power that imagery and realistic computer models have, when used in an unbalanced way, for overshadowing differences between subjects. This is because at the end of the questionnaire both groups had a positive opinion about the urban design project, but significant differences were found in relation to their evaluation and understanding of both content and form of video presentation.

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Universities are facing demanding challenges due to the rising of lifelong learning needs and the responsibility to accommodate new and emerging technologies in the learning process. On the European Higher Education Area "learning" takes a primordial limelight. Also, in a globalized society where information and communication technologies play a major role, employers require higher education graduates not only to be excellent in communication and in the use of information, but also to think creatively, to be able to innovate, cooperate and compete across borders. The spatial configuration of learning spaces and the facilities and initiatives they accommodate are rather important to provide effective environments for learning, where diverse studying and cultural activities combine, motivating students to become more knowledgeable and equipped with the interdisciplinary and high level skills the 21st century society requires. The main objective of this work is to present and discuss the contribution of the e-Learning Café project of the University of Porto and of the successful implementation of its program, focused on diverse pedagogical and cultural activities, to the acquisition of students' attitudes and skills essential to handle professional relationships and to facilitate learning, personal development and entrepreneurship.