O transplante autólogo de células-tronco hematopoéticas é indicado no tratamento de doenças autoimunes graves e refratárias ou que comprometem a qualidade de vida do paciente. Tal tratamento possui sólidas bases experimentais e clínicas e para alguns já apresenta superioridade ao tratamento convencional. No entanto, é um procedimento considerado agressivo, de alto custo financeiro, que pode acarretar eventos adversos, complicações, fatores de tensão física e psíquica para o paciente e sua família. Essa complexidade exige uma assistência de enfermagem especializada, capaz de assistir o paciente em cada uma das fases do tratamento, a fim de identificar os riscos, as intercorrências e propondo intervenções adequadas. Além disso, é fundamental que o paciente adquira conhecimentos e habilidades para se adaptar às condições impostas pela terapêutica, assim reunirá recursos de autonomia para realizar seu autocuidado. Frente ao exposto, as tecnologias podem ajudar e facilitar a aprendizagem, pois abordam o conteúdo por meio de várias formas e formatos. Nesse contexto, a enfermagem depara-se com o desafio de integrar o uso da Internet® no cuidado prestado ao paciente. A utilização dessa rede enfoca, principalmente, a disponibilização de informação de saúde ou estabelecimento de contato virtual para providenciar informação acessada de forma rápida e adequada à demanda da pessoa. Desta forma, o objetivo deste estudo foi desenvolver um ambiente virtual de aprendizagem com orientações sobre transplante autólogo de células-tronco hematopoéticas para doenças autoimunes. Trata-se de um estudo metodológico, com o objetivo de desenvolver o ambiente virtual de aprendizagem, website, com orientações sobre transplante autólogo de células-tronco hematopoéticas para doenças autoimunes. O website foi construído conforme o modelo de design instrucional, o qual percorreu as seguintes etapas: análise, design, desenvolvimento e implementação. Este foi desenvolvido em plataforma web, na linguagem de marcação Hypertext Markup Language, utilizando-se o programa WebAcappella, Responsive Website Creator 5 e disponibilizado no endereço eletrônico: http://www.transplantardai.com.br. O conteúdo do website foi estruturado nos seguintes tópicos: História, Transplante, Doenças Autoimunes, Links Interessantes, Orientações, Fala Equipe e Dúvidas Frequentes. Os ícones e menus foram criados de modo que o conteúdo atraia o usuário, sem cansar ou distraí-lo, a fim de otimizar os recursos disponíveis no ambiente e facilitar o acesso à busca dessas informações. Assim sendo, o presente estudo desenvolveu um ambiente virtual de aprendizagem que pode ser uma ferramenta utilizada para orientar, cuidar e interagir / Autologous hematopoietic stem cell transplantation is indicated for the treatment of severe or refractory autoimmune diseases, or those which compromise patients\' quality of life. This treatment has solid experimental and clinical foundations, and in some cases, it outranks conventional treatments. However, it is considered an aggressive and high-cost procedure that may lead to adverse events, complications, and factors of physical and psychic tension to patients and their families. This complexity requires specialized nursing care, capable of assisting patients in each phase of the treatment, so as to identify risks and propose appropriate interventions. In addition, patients must acquire knowledge and skills to adapt to the conditions imposed by the treatment, thus gathering autonomy resources to perform self-care. In the light of this, technologies can help and facilitate learning, as they approach content in several ways and formats. In this context, nursing faces the challenge of integrating the use of the Internet® in the care provided to patients. The use of this network focuses, mainly, on making health information available or establishing virtual contact to provide information that can be accessed fast and that is suitable to the person\'s demand. This was a methodological study, with the aim of developing a virtual learning environment and a website, with instructions on autologous hematopoietic stem cell transplantation for autoimmune diseases. The website was built according to an instructional design model, through the following steps: analysis, design, development, and implementation. It was developed on a web platform, using the Hypertext Markup Language and the programs WebAcappella and Responsive Website Creator 5, being available at http://www.transplantardai.com.br. The website content was structured in the following topics: History, Transplantation, Autoimmune diseases, Interesting links, Instructions, Talk to the team and Frequently asked questions. The icons and menus were created so that the content would be attractive to users, without making them tired or distracting them, in order to optimize the resources available in the environment and facilitate access to the search for information. Therefore, the present study developed a virtual learning environment that can be used for guidance, caring, and interaction

O transplante autólogo de células-tronco hematopoéticas é indicado no tratamento de doenças autoimunes graves e refratárias ou que comprometem a qualidade de vida do paciente. Tal tratamento possui sólidas bases experimentais e clínicas e para alguns já apresenta superioridade ao tratamento convencional. No entanto, é um procedimento considerado agressivo, de alto custo financeiro, que pode acarretar eventos adversos, complicações, fatores de tensão física e psíquica para o paciente e sua família. Essa complexidade exige uma assistência de enfermagem especializada, capaz de assistir o paciente em cada uma das fases do tratamento, a fim de identificar os riscos, as intercorrências e propondo intervenções adequadas. Além disso, é fundamental que o paciente adquira conhecimentos e habilidades para se adaptar às condições impostas pela terapêutica, assim reunirá recursos de autonomia para realizar seu autocuidado. Frente ao exposto, as tecnologias podem ajudar e facilitar a aprendizagem, pois abordam o conteúdo por meio de várias formas e formatos. Nesse contexto, a enfermagem depara-se com o desafio de integrar o uso da Internet® no cuidado prestado ao paciente. A utilização dessa rede enfoca, principalmente, a disponibilização de informação de saúde ou estabelecimento de contato virtual para providenciar informação acessada de forma rápida e adequada à demanda da pessoa. Desta forma, o objetivo deste estudo foi desenvolver um ambiente virtual de aprendizagem com orientações sobre transplante autólogo de células-tronco hematopoéticas para doenças autoimunes. Trata-se de um estudo metodológico, com o objetivo de desenvolver o ambiente virtual de aprendizagem, website, com orientações sobre transplante autólogo de células-tronco hematopoéticas para doenças autoimunes. O website foi construído conforme o modelo de design instrucional, o qual percorreu as seguintes etapas: análise, design, desenvolvimento e implementação. Este foi desenvolvido em plataforma web, na linguagem de marcação Hypertext Markup Language, utilizando-se o programa WebAcappella, Responsive Website Creator 5 e disponibilizado no endereço eletrônico: http://www.transplantardai.com.br. O conteúdo do website foi estruturado nos seguintes tópicos: História, Transplante, Doenças Autoimunes, Links Interessantes, Orientações, Fala Equipe e Dúvidas Frequentes. Os ícones e menus foram criados de modo que o conteúdo atraia o usuário, sem cansar ou distraí-lo, a fim de otimizar os recursos disponíveis no ambiente e facilitar o acesso à busca dessas informações. Assim sendo, o presente estudo desenvolveu um ambiente virtual de aprendizagem que pode ser uma ferramenta utilizada para orientar, cuidar e interagir / Autologous hematopoietic stem cell transplantation is indicated for the treatment of severe or refractory autoimmune diseases, or those which compromise patients\' quality of life. This treatment has solid experimental and clinical foundations, and in some cases, it outranks conventional treatments. However, it is considered an aggressive and high-cost procedure that may lead to adverse events, complications, and factors of physical and psychic tension to patients and their families. This complexity requires specialized nursing care, capable of assisting patients in each phase of the treatment, so as to identify risks and propose appropriate interventions. In addition, patients must acquire knowledge and skills to adapt to the conditions imposed by the treatment, thus gathering autonomy resources to perform self-care. In the light of this, technologies can help and facilitate learning, as they approach content in several ways and formats. In this context, nursing faces the challenge of integrating the use of the Internet® in the care provided to patients. The use of this network focuses, mainly, on making health information available or establishing virtual contact to provide information that can be accessed fast and that is suitable to the person\'s demand. This was a methodological study, with the aim of developing a virtual learning environment and a website, with instructions on autologous hematopoietic stem cell transplantation for autoimmune diseases. The website was built according to an instructional design model, through the following steps: analysis, design, development, and implementation. It was developed on a web platform, using the Hypertext Markup Language and the programs WebAcappella and Responsive Website Creator 5, being available at http://www.transplantardai.com.br. The website content was structured in the following topics: History, Transplantation, Autoimmune diseases, Interesting links, Instructions, Talk to the team and Frequently asked questions. The icons and menus were created so that the content would be attractive to users, without making them tired or distracting them, in order to optimize the resources available in the environment and facilitate access to the search for information. Therefore, the present study developed a virtual learning environment that can be used for guidance, caring, and interaction

Diploma thesis "Using the Internet to teach physics at school" discusses the possibility of using the Internet as tools for teaching physics at elementary school. Its use in teaching would also improve the computer literacy of teachers and pupils. It would meet the key competencies for learning, problem solving, communication, social and personal, civic and labor. The practical part of the thesis contains the knowledge of teaching physics in the 8th classroom of elementary school, where the results are then compared using the Internet in teaching and learning without the use of the Internet. There are also links and reviews of sorted physical websites and thein use in teaching. The last part of work is a questionnaire for teachers of physics at the elementary school and its evaluation.

Arbetet som presenteras i rapporten beskriver utvecklingen av en lärarhandledning för undervisning om internet. Bakgrunden är kraven i grundskolans läroplan (Lgr22), och mer specifikt kursplanen i Teknik för årskurs 7-9, på att avhandla internet i undervisningen. Utöver detta utgår arbetet från en ambition att beakta internet som globalt socio-tekniskt system och ge användaren av handledningen stöd för att genomföra undervisningen med hänsyn tagen till rådande teoribildning avseende framgångsrik undervisning om tekniska system och systemtänkande. Designprocessen har varit inkrementell och iterativ. I steg redovisas hur lärarhandledningen växt fram från en ursprunglig intention om en kortare lektionssekvens, utan djupare förankring i lärandeteori eller med stöd för bedömningsaktiviteter, till en anpassningsbar och modulbaserad handledning med processorienterat och utforskande arbetssätt som ledstjärna. Under designprocessen har styrdokumentens krav länkats till uttalade lärandemål och relevanta bedömningsaktiviteter har formulerats. Systemperspektivet har adderats liksom didaktiskt motiverade principer och läraktiviteter/moduler. De senare utformade med hänsyn till bedömningsbarhet formativt och/eller summativt samt att ge förutsättningar till varierad redovisning av kunskaper och förmågor som sammantaget gynnar en likvärdig bedömning av elevprestationer. Särskild vikt har lagts vid att läraktiviteter också ska ha en viss redundans gentemot lärandemål för att lärarhandledningen ska vara robust mot genomföranden där vissa moduler av olika skäl väljs bort. En bärande idé för handledningen har i linje med styrdokumenten också varit att bidra till att intresse och lust att lära hos eleverna. Engagemang hos eleverna uppnås utöver det elevaktiva utforskande arbetssättet bland annat genom elevinflytande över delar av innehållet, i synnerhet de moment som handlar om bra och mindre bra sidor hos webben utifrån ett användarperspektiv. En rudimentär utvärdering av tre lärare i målgruppen visar på användbarhet och uppskattning i främst tre avseenden, i) en möjlighet till anpassning till olika förutsättningar genom moduluppbyggnad, ii) en tydlig konstruktiv länkning till lärandemål och bedömningskriterier samt iii) ett stöd för vilka konsekvenser en eventuell anpassning innebär i de sistnämnda avseendena. Avseende vidareutveckling av den föreliggande lärarhandledningen har två förslag identifierats. Dels i) en digitalisering av handledningen som gör den mer lättillgänglig och enklare att underhålla. Som webbaserad kan det modulbaserade upplägget konfigureras av lärare med de moment som hen finner lämpligt och omedelbart få återkoppling avseende konsekvenser i relation till lärandemål och bedömningskriterier. Dels ii) ett tillägg av en modul som säkrar en tydligare måluppfyllnad gentemot läroplanens skrivningar om risker och säkerhet i teknikanvändning. / The work presented in the report describes the development of a teacher’s guide for teaching about the Internet. The background is the requirements in the primary school curriculum (Lgr22), and more specifically the curriculum in Technology for grades 7-9, to deal with the internet in teaching. In addition to this, the work is based on an ambition to consider the internet as a global socio-technical system and to give the user of the tutorial support to carry out the teaching considering current theory formation regarding successful teaching about technical systems and systems thinking. The design process has been incremental and iterative. In stages, it is reported how the teacher’s tutorial grew from an original intention of a shorter lesson sequence without deeper anchoring in learning theory or with support for assessment activities to an adaptable and module-based guide with a process-oriented and exploratory working method as guidance. During the design process, the requirements of the governing documents have been linked to stated learning objectives and relevant assessment activities have been formulated. The systems perspective has been added as well as didactically motivated principles and learning activities/modules. The latter is designed regarding assessability formative and/or summative and provides conditions for varied reporting of knowledge and abilities which overall favours an equivalent assessment of student performance. Special emphasis has been placed on the fact that learning activities must also have a certain redundancy concerning learning objectives so that the teacher’s guidance must be robust against implementation where certain modules are selected for various reasons. A guiding idea for the tutorial, in line with the governing documents, has also been to contribute to students’ interest and desire to learn. Student engagement is achieved in addition to the student-active exploratory working method, among other things, through student influence over parts of the content, in particular the elements that deal with the front pages and dark alleys of the web, from a user perspective. A rudimentary evaluation of three teachers in the target group shows usability and appreciation in mainly three respects, i) an opportunity to adapt to different conditions through module structure, ii) a clear constructive link to learning goals and assessment criteria and, iii) a support for what consequences a possible adaptation means in the latter respects. Regarding the further development of the present teacher’s guide, two proposals have been identified. First i) a digitalization of the manual that makes it more easily accessible and easier to maintain. As web-based, the module-based approach can be configured by teachers with the elements they deem appropriate and receive feedback regarding consequences to learning goals and assessment criteria. Secondly ii) an additional module that ensures clearer goal fulfilment compared to the curriculum’s writings about risks and safety in the use of technology.