Jérôme Eneau

From Autonomy to Reciprocity, or Vice Versa? French Personalism's Contribution to a New Perspective on Self-Directed Learning

After many years of research focused on the individual and psychological aspects of self-directed learning, the field has taken into consideration the context and situation surrounding the education of an adult, placing the development of individual autonomy into a constructivist perspective. But it is only recently, in France at least, that researchers have begun to look more closely at the interpersonal dimensions of learning and that new theoretical approaches have introduced the ideas of reciprocity and exchange, allowing the consideration of the construction of this autonomy in new ways. Referring particularly to French personalist philosophy, following Mouniers and Ricœurs line of thought, Labelles theory of educational reciprocity reverses the perspective, seeing the process of an adults autonomization as the result of the reciprocal relationship between him or her and another person.

From self-directed learning to self-formation: transforming the self through Bildung

Work on transformative learning and Bildung remains little known and utilized in France, yet there is another emancipatory tradition of adult education, one that is both “developmental and existential” and that connects self-education, or self-formation (autoformation in French), to the development of adult autonomy.

Développement professionnel infirmier en promotion de la santé

This research aims to help the nursing staff and it will help them to develop the skills to use among the school community. On top of her ordinary skills and beyond simple prescriptions, a nurse also has to teach and promote health. It is believed that there is a link between the professional and the personal development. This research deals with the different approaches of (N=30) nurses working within different schools in « Ille et Vilaine ». Nurses ?experiences have been questioned to identify how this professional development centered on three issues : awareness ; identity process and what group they belong to. This qualitive research lies on varied tools that use a compared analysis based on two different types : an oral interview and a pondering written part.

Open Learner Models, Trust and Knowledge Management for Life Long Learning

ACM Reference Format: Serge Garlatti, Jean Marie Gilliot, Sacha Kieffer, Jérôme Eneau, Geneviève Lameul, Patricia Serrena-Alvadaro, Hala Skaf-Molli, and Emmanuel Desmontils. 2018. Open Learner Models, Trust and Knowledge Management for Life Long Learning: . InWWW ’18 Companion: The 2018 Web Conference Companion, April 23–27, 2018, Lyon, France, Jennifer B. Sartor, Theo D’Hondt, andWolfgang DeMeuter (Eds.). ACM, New York, NY, USA, Article 4, 2 pages. https://doi.org/10.1145/3184558.3193129

Towards a Self-Regulated Learning in a Lifelong Learning Perspective

The professional development presents many difficulties related to speed of change and the explosion of knowledge that requires people to learn at many intervals throughout their lives. This study proposes a combined Self-Regulated Learning Process, functional and technical architectures in a Lifelong Learning perspective. The Self-Regulated Learning is carried out using Semantic Open Learner Models. We illustrate our process through some services examples. This work is dedicated to the Lifelong Learning active community and more specifically to researchers in Technology Enhanced Learning, pedagogical engineers, and learners who meets difficulties in integrating multidisciplinary expertise, technology and know-how throughout their life.

La démarche qualité des organismes de formation : de la professionnalisation des acteurs à la reconnaissance des organisations ?

Le propos est ici de comprendre la complexite des articulations entre reconnaissance de l’organisation et professionnalisation des acteurs en examinant les rapports qu’entretient une action de professionnalisation de formateurs a travers un dispositif experimental et la demarche qualite dans laquelle il s’inscrit. Celle-ci vise la labellisation des organismes de formation a travers la mise en place, au niveau regional, d’une Charte pour la Qualite de la Formation Professionnelle. Tout d’abord sont envisages les liens entre professionnalisation et reconnaissance, ou se jouent a la fois le developpement professionnel des acteurs et l’evaluation-certification des organismes de formation. Puis, sur la base d’une approche qualitative croisee (enquete par entretiens et observations), nous analysons la professionnalisation de l’offre par la reconnaissance des formateurs et des organismes de formation. Celle-ci revele une alternative forte entre conformation institutionnelle et confirmation du professionnalisme des acteurs que nous mettons en discussion.

Le stage en formation alternée dans l’enseignement supérieur : pour quel développement professionnel ?

This research aims to analyze the professionalization process of Master students in an adult education program, based in the University of Rennes (Brittany). The material uses ten reflexive analysis papers, produced by the students for each end of their year session (Master 1 and Master 2). This reflexive production, which aims to formalize and clarify the articulation of theoretical and praxeological aspects of the Master program, shows the integrative experience acquired during the year. The analysis of these papers allows us to characterize the process of professional development from a model articulating three dimensions : 1) the identity dynamics linked with the process of professionalization, 2) the progressive professional socialization required by this professionalization, 3) the development of a specific posture, as a reflexive practitioner. The methodology employs a content analysis through inter-rater method. The results of this research offer a discussion on theoretical and practical levels, both for a better comprehension of professional development and for the trainers or program managers, to support this process of professionalization.