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Introduction
Elzbieta Sanojca currently works at the Department of Educational Sciences, Université de Rennes 2. Elzbieta does research in Adult Education. Their most recent publication is 'Les compétences collaboratives et leur développement en formation d’adultes : le cas d’une formation hybride'.
Publications
Publications (11)
This article proposes a renewed view of professionalization. It considers that the social part of professionalization is declining in the context of accelerated social change. It shows how the construction of one’s professionality is more likely to occur at an intimate individual level, whereas previously it was formed through a sense of belonging...
The aim of this presentation was to build and expand on a multiple-case study research conducted collaboratively by
four convenors of the ESREA “Workplace Life and Learning” network in 2021. The research was designed as an opportunity for the contributors to examine and contrast their approaches for enhancing employability capabilities of students...
Inscrite dans un projet doctoral, cette communication s’intéresse à la place de l’informel dans la construction de la professionnalité. Le projet porte spécifiquement sur la formation informelle des kinésithérapeutes, notamment à travers un certain usage des réseaux professionnels en ligne. Nos premières investigations permettent de mettre au jour...
While higher education institutions are increasingly interested in preparing a new generation of students to meet the demands of the workplace, there is still limited research on how work integrated learning (WIL) strategies can specifically benefit Gen Y's competency development. This multiple case study aims to (1) examine the rationale for consi...
While higher education institutions are increasingly interested in preparing a new generation of students to meet the demands of the workplace, there is still limited research on how work-integrated learning (WIL) strategies can specifically benefit Gen Y's learning, competency development, and employability. In this chapter, the authors aim to ext...
The concept of learning contexts is underpinned by different theoretical approaches and is open to a range of meanings in adult education. On the one hand, we can think about learning contexts as a phenomenon distributed across the social order of educational institutions, the workplace, home or community: they are embedded in practices. On the oth...
A l’heure où le besoin en compétences transversales est souvent affirmé en milieu professionnel et en formation des adultes, une confusion entoure encore les dispositifs de formation susceptibles de les développer. A partir de deux études récentes, l’une sur les compétences interculturelles, l’autre sur les compétences collaboratives, l’accent est...
Les compétences à coopérer/collaborer figurent au premier rang des savoirs à développer de nombreux référentiels éducatifs. Dans des sociétés transformées par les usages du numérique, elles portent des promesses d’efficience, d’innovation et de bien-être au travail. Pourtant, ces compétences sont aujourd’hui peu mises en avant dans les organisation...
Le développement du numérique qui démultiplie l’accès, la production et la diffusion des contenus s’accompagne de nouvelles méthodologies adaptées à la production collaborative. Efficientes et facteur d’innovation, elles nécessitent l’acquisition de nouvelles compétences que la formation-action « Animacoop » à l’animation de projets collaboratifs m...
