Recent data from several studies and surveys confirm that our society has entered the digital and information age. Some authors mention that information and communication technologies (ICT

Purpose The purpose of this paper is to overlook influential factors associated with the collaboration itself, and to explore the effect of these factors on inter-organizational relationship. Design/methodology/approach This paper analyses two different technology projects requiring inter-organization collaboration for implementing medicine traceability: end-to-end verification system and e-pedigree. Based on a survey where 72 pharmaceutical organizations exposed their perceptions about each technological project, collaboration factors are identified. Findings This paper shows that pharmaceutical organizations in this study perceived differently the cost and benefits from traceability project. Organizations involved experience neither organizational nor technological proximity, impacting negatively collaboration in the inter-organizational project. Practical implications To strengthen collaboration, organization from different levels should consider how close they are each other, and this is at the geographic, organizational and technological level. Geographic proximity is defined as physical closeness, organizational proximity can be understood as the degree to which organizations are similar in interests and structure, and technological proximity concerns the similarity between the systems used to mediate communication and store information. Originality/value This paper presents empirical evidence on inter-organizational collaboration for industrial projects (i.e. implementing medicine traceability systems). It demonstrates proximity is a significant factor in producing inter-organizational collaboration success. Indeed, organizations experiencing proximity have a better knowledge of actors involved in the inter-organization project.

Notre société numérique offre de nombreux avantages à bon nombre de citoyens. Cependant, les personnes qui présentent une déficience intellectuelle (DI) ou un trouble du spectre de l’autisme (TSA) doivent interagir avec un environnement numérique commun à l’ensemble des citoyens et inadapté à leurs besoins. Cette situation réfère à l’exclusion numérique. Malheureusement, peu de modèles sont disponibles afin de guider les intervenants et les chercheurs sur les moyens à mettre en place pour promouvoir une utilisation efficace et optimale des technologies par ces personnes. Notre équipe a développé une première modélisation des différents enjeux, représentée par une « pyramide d’accessibilité numérique ». En plus de bien identifier les éléments à prendre en compte lors de l’intervention technoclinique, la pyramide offre quelques pistes de solution pour promouvoir l’accessibilité à ces technologies.Our digital society contributes to social participation of many citizens. However, people with intellectual disability (ID) or autism spectrum disorder (ASD) must interact with a common digital environment unsuited to their needs. This fact refers to the digital exclusion. Unfortunately, in the field of ID and ASD few models are available to guide practitioners and researchers in the implementation of these technologies. Our team has developed a model presenting and integrating the challenges associated with their use. The pyramid of digital accessibility clearly identifies the dimensions that promote digital inclusion of these populations

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La littérature offre un portrait de l’utilisation des technologies de l’information et de la communication (TIC) faite par les personnes présentant une déficience intellectuelle (DI). Néanmoins, l’évolution de l’utilisation des TIC chez ses personnes au travers le temps n’est pas documentée. La présente étude a pour objectif de tracer l’évolution d’adultes présentant une trisomie 21 qui ont participé à un programme de formation à l’utilisation de l’iPad pendant 12 mois. Les résultats montrent une amélioration dans l’utilisation des TIC chez tous les participants, et ce, peu importe leur niveau d’aisance initiale. De plus, avec un accompagnement adéquat, les personnes présentant une DI peuvent développer leur autonomie numérique et être ainsi plus autodéterminées dans leur utilisation des TIC.

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The LEGO®-Scrum simulation-based training (SBT) described here shows how LEGO® bricks can help professionals learn first-hand about Scrum methodology, an Agile approach to software development projects. The chapter's objectives are 1) to present the modalities of the LEGO®-Scrum SBT, 2) to demonstrate how LEGO® bricks can help professionals learn, first-hand, about Scrum, and 3) to illustrate how this learning can be relevant and impactful for participants. Based on observations, interviews, and a data collection by questionnaire carried out with 198 participants, the proposed SBT appears to provide a significant, relevant, and valuable learning experience. In addition, four experienced Scrum masters and IT project managers, who played key roles in the SBT, argued that the LEGO®-Scrum SBT provides a realistic representation of real-world Scrum projects; that it is dynamic, complex, challenging, and motivating; and that participants' learning is evocative and relevant, since they learn by doing.

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