Abstract. Patient Centered Design (PCD) is a particular type of User CenteredDesign (UCD) where the end-user is a patient that will use an Information and Communications Technology (ICT) solution for healthcare. It focuses on needs, wants and skills of the product's primary user and implies involving end-users in the decision-making and development process of the solution. e-Therapy aims to provide support to therapy sessions through ICT solutions. It has grown in the last years and in the mental health arena is being used for specific therapeutic contexts. It is an especially difficult environment due to specificities of the patients' conditions and where the physical access to patients is restricted and, sometimes, not even possible. Thus, a PCD approach can be accomplished through the health professionals involved, applying some of the most wellknown methods of UCD: interviews, questionnaires, focus groups and participatory design. eSchi is an e-Therapy tool that complements traditional practices for the cognitive rehabilitation and training of schizophrenic patients. It was successfully developed using a PCD approach.

The use of the Internet and social networks have increased dramatically during the COVID quarantine mainly because several activities were moved online. In education, numerous stakeholders stayed at home and their academic plans were modified and adapted to an entire virtual environment. This was the case of a live event (Science Café) whose purpose was to disseminate knowledge through Facebook and YouTube. Thus, this study aimed at verifying if there was knowledge construction in social networks through user interactions by using 1,083 comments posted by the audience. Comments were coded according to validated frameworks for language taxonomy and collaborative knowledge construction. Results show that the predominant interaction is that in which viewers pose questions to speakers. Our analyses also revealed that attendees hardly reached the highest levels of knowledge construction through unguided interaction. Often, user interactions went beyond emotional expressions towards evaluation and therefore, could reach a higher level of knowledge construction. This study shows that social networks may offer informal spaces for deliberation and collaborative interaction with the potential to support learning if guided properly. This research aims to contribute empirical evidence to the growing body of literature that online interactions in informal environments may provide productive learning.

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