Case management : Le modèle de l’Ouest de l’île de Montréal

Des impératifs socio-économiques et la nécessité de retourner dans leur milieu des clientèles autrefois longuement hospitalisées ont contribué à l'émergence de nouvelles pratiques. Le Case Management permet d'intervenir en impliquant les réseaux naturels et professionnels d'aide. Plusieurs variantes de ce modèle existent mais elles sont souvent difficiles à implanter ou à gérer. Le modèle développé dans l'Ouest de l'île de Montréal propose une gestion souple, ouverte et décentralisée, fait une place importante à l'apport du client, et il a la particularité de privilégier la concertation entre tous les partenaires.Socio-economic imperatives as well as the necessity to return a clientele in the past institutionalized for long periods of time in their own milieu have contributed to the emergence of new practices. Case management allows to intervene by involving natural and professional networks of support. Various models of case management exist but are often difficult to implement or manage. The model developed in Montreal's west end proposes a flexible, open and decentralized management, gives an important place to the client, and is characterized by the collaboration of all partners.Los imperativos socioeconômicos y la necesidad de regresar a su medio personas que antes eran hospitalizadas por largo tiempo, han contribuido a la emergencia de nuevas prâcticas. El Case management permite de intervenir implicando las redes de ayuda naturales y profesionales. Existen varias variantes de este modelo pero a veces son difîciles de implantar o de administrar. El modelo desarrollado en el Oeste de la isla de Montreal propone una gestion flexible, abierta y descentralizada, acuerda un lugar importante a la participaciôn del cliente, y tiene la particularidad de privilegiar la concertaciôn entre todos los trabajadores implicados en el caso

Teaching Object-Oriented Programming Concepts Using Visual Basic .NET

This paper presents an object-oriented approach to Visual Basic .NET instruction to be delivered in a traditional academic semester for information system curricula. The paper first discusses some of the inherent problems with Visual Basic .NET instruction and then proposes an object-oriented approach. This approach includes a systematic set of programming projects to take students on a journey that traces the principles of the object-oriented, the event-driven, and the procedural paradigms into a coherent framework. The Unified Modeling Language Class Diagram notation is used to model an object-oriented system that is developed and enhanced throughout the duration of the course. Practical recommendations and programming exercises are provided and evaluated in the discussion. This course is intended to be at minimum a second programming course for information system students to satisfy IS 2002 guidelines

Learning Object System for the Delivery of Quality Education

ABSTRACT A learning object is "any digital resource that can be reused to support learning." Learning objects are based on the notion that multiple educational institutions could share the use, and cost of the creation and management of the learning objects. The theoretical result of sharing learning objects leads to a much lower cost per educational institution. Learning objects are based on the generative and constructive learning theories that assert that learning is an active process of constructing rather than acquiring knowledge; instruction is a process of supporting that construction rather than communicating knowledge. Learning objects are also based on sound design principles of the object-oriented paradigm in computer science. These combined theories provide a framework for learning objects as: accessible, reusable, interoperable, adaptable, granular, versionable, cohesive, and loosely coupled. The purpose of this literature-based research is to explain the theory of learning objects and their benefits to organizations. This paper explains how learning objects can improve the delivery of quality education

Migrating learning management systems: A case of a large public university

In the past 20 years, institutions of higher education have made major investments in Learning Management Systems (LMSs). As institutions have integrated the LMS into campus culture, the potential of migrating to not only an upgraded version of the LMS, but also an entirely different LMS, has become a reality. This qualitative research study examines the perspectives of five stakeholders involved with the migration of an LMS at a major research institution in the southeastern United States. Using Lewin’s (1947) Change Management Model and Enterprise Resource Planning (ERP) Model as analogies, this research seeks to understand the role and responsibilities of the various stakeholders, their decision-making, and the implications of the decisions on the migration process. Using Glaser and Strauss’s (1967) constant comparative method and Charmaz’s (2006) work related to grounded theory, four major categories emerged from our data: time as a catalyst for change, power of communication, compatibility of technologies, and faith in the system. The categories contribute to a preliminary model that may assist other institutions as they consider whether to migrate LMSs

Instructional elements in an online information literacy Open Educational Resource (OER) and their influence on learner achievement, satisfaction, and self-efficacy

This study tested the influence of instructional elements within an online Open Educational Resource (OER) focused on information literacy (IL) on outcome measures of IL achievement, learner satisfaction and IL self-efficacy among undergraduate students. An online OER was designed to address the domains of access, evaluation and communication of IL guided by the notion of instructional scaffolding and self-regulated learning. Participants were randomly placed into one of six different OER conditions: (a) full version with all instructional elements, (b) lean version, (c) version without tooltip text, (d) version without embedded practice questions, (e) version without learning objectives and (f) version without summaries. There were no significant differences found across the six conditions on the dependent measures. Participants averaged 58% for IL achievement, performing slightly better in the domain of access versus evaluate and communicate. Limitations include a controlled laboratory setting where participants were not necessarily motivated to complete the study tasks at a high level of achievement. Future research can explore more ecologically valid environments where learners might be more motivated, along with more rigorous intervention and assessment construction. This paper includes implications for educators and researchers to explore the established and innovative instructional elements that are natural affordances of an online OER in IL. This paper presents innovative IL instruction that does not require instructor or learner training and evaluates its effectiveness using a sound, replicable methodological approach to isolate the effects of the individual instructional elements

Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students

The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the Internet. Data were collected from N = 253 undergraduate students participating in a broader information literacy research study. Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different CFA models based on the ILSES’ construction, the researchers determined that a four-factor model fit the data with the following latent constructs: 1) Initiating the search strategy, 2) Assessing and comprehending the information, 3) Interpreting, synthesizing, and using the information, and 4) Evaluating the product and process. A discussion of these findings is provided in light of the evolving information environments in which undergraduate students are expected to use information for their academic, personal, and professional lives

Student Perspective of Organizational Uses of ePortfolios in Higher Education

Abstract: With the proliferation of ePortfolios in higher education, it is important for educators and other stakeholders to understand the perspective of the primary users of ePortfolios -the students. ePortfolios are student-centered devices and the ways students view, use and implement ePortfolios are revealing elements to aid educators in the successful implementation of ePortfolios systems in their learning environment. To this end, we describe the development of the Electronic Portfolio Student Perspective Instrument (EPSPI) and present the descriptive results of a first major data collection ( N=204) effort using EPSPI in a college of education. The EPSPI incorporates four domains related to ePortfolios from a student perspective: employment, visibility, assessment, and learning