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Intern
    Adult Education Academy

    Dr. Concetta Tino





    What excites you about adult learning and education?  
    "Understanding the transformative power of learning experiences on adult learners and their personal agency."


    Why did you choose to do research in the field of adult learning and education? 
    "Because this research field offers the opportunity  to keep up with social transformation and changes."




     

     

    Concetta Tino, PhD, currently, she is a researcher Fellow in Continuing Education and teach in different courses of master and bachelor’s degree at University of Padua.

    • teachers professional development
    • Work-Related Learning
    • formative assessment and feedback
    • the development of soft skills and professional competences for students and teachers within Work-Related Learning experiences
    • Women leadership

    She published many arti-cles, books and chapters.

    CG5: Policies and online-learning environment for adult and higher education‘s emerging needs

    Co-Moderator: Prof. Monica Fedeli 

    The COVID-19 pandemic has forced us to develop a new vision in every area of our lives, showing how fragile we are. The education is one of the areas that has registered the most significant impact, causing a relevant transformation at organizational, teaching and learning approaches. Teachers and educators were forced to rethink the way to deliver their courses at distance or in Hyflex mode, identifying new teaching strategies and learning new technological tools; students were forced to attend learning paths completely different compared to those they had chosen. After more than one-year educational systems are preparing for the post-Covid-19 era characterized by “new normal”, where the aim of educational organizations is not just to ensure the delivery of the courses, but also to change places of learning and develop new spaces of learning. Although, the transformation of spaces of learning started some decades ago, the Covid-19 pandemic has sharply increased the transformative process, opening entire new spaces of distance education and learning. As consequence, one of the new teaching challenges has become the development of effective online spaces of learning. Developing a pedagogically effective instructional design model is essential (Chen, 2016) now more than ever, but the realization depends on individuals involved, policies, and re-sources.

    In this sense, the relevance of this comparative group work is to understand the efforts made by the different countries for supporting higher and adult education during the crisis, and for the new normal, both from practical and political point of view.
    The expected learning outcomes of this comparative group are related to:

    • knowledge about online instructional designs; the identification of the online instructional designs that have been developed or adopted in higher and adult education organizations, through the collection of qualitative data;
    • understand the importance of policies for supporting the innovation required by the new normal.

     

    For more information about the comparative group have a look at our programme!

    1. TINO, C., & M. Fedeli. (2021): Teaching practices can support the natural learning brain process: a study on students’ perceptions in Higher Education. RESEARCH TRENDS IN HUMANITIES Education & Philosophy, 8, 42-55.
    2. TINO, C., & Stefanini A. (2021): Un modello di didattica universitaria sincrona: percezioni di studenti/esse. Form@re - Open Journal per la formazione in rete, 21(1), 172-187.
    3. TINO, C., Tore, R., Fedeli, M. (2021). Ingegneria come percorso di studio e di carriera per le studentesse: fattori che ne determinano la scelta. AG AboutGender. International journal of gender studies, 10(19), 240-267. DOI: 10.15167/2279- 5057/AG2021.10.19.1254
    4. TINO, C. (2020): An integrative interpretation of personal and contextual factors of students’resistance to Active Learning and teaching strategies. Studies in Adult Education and Learning, Andragoška spoznanja Journal,26 (2),59-74.
    5. TINO, C.; GRION, V. (2019): Competenze trasversali in Alternanza Scuola-Lavoro: prospettive di insegnanti e studenti e processi valutativi messi in atto. In: Giornale Italiano della Ricerca Educativa. Heft 22, S. 243-269.
    6. TINO, C.; FEDELI, M. (2019): Traduzione, validazione e affidabilità della versione italiana del questionario Boundary spanning Behaviors. In: Formazione, lavoro, persona. Heft IX (27), S. 58-69.
    7. TINO, C. (2018): L’alternanza Scuola-Lavoro. Le dimensioni-chiave per promuovere Partnership Strategiche. Boundary spanners: un nuovo profilo professionale per le figure scolastiche dell’alternanza scuola-lavoro. Milano-Torino.
    8. TINO C. (2018): The Voice of Teachers Involved in School-Work Alternance Programmes. In Boffo,V., & Fedeli, M. (Eds.), Employability and competences. Innovative curricula for new professions (pp.151-161). Firenze: Firenze University Press
    9. TINO C., Guimares, P., Frison, D., & Fedeli, M. (2017): COMPALL-Joint Module: Diversity ofparticipants and models of curricular and local implementation. In R. Egetenmeyer, P. Guimares, & B. Nemeth (Eds), Joint Modules and Internationalization in Higher Education. Reflections on the Joint Module “Comparative Studies in Adult Education and Lifelong Learning (pp.159-171). Frankfurt: Peter Lang. ISBN-978-3-631-73625-8

     

                                                                                                                                                                                   

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