Prof. Monica Fedeli Ph.D. currently Associate Professor in Teaching and Learning Methods and Organi-zational Development at University of Padova. She has been Adjunct Professor at Boston University, at Michigan State University, at Julius Maximilian University of Wurzburg, Germany, and Visiting Profes-sor at California University Berkeley, School of Education.
- active teaching
- participatory teaching and learning
- faculty development
- university business dialogue
- women leadership
- and professional development
She published more than 70 articles, books, and book chapters in variety of national and international journals, and book series.
CG5: Policies and online-learning environment for adult and higher education‘s emerging needs
Co-Moderator: Dr. Concetta Tino
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!
- FEDELI, M. & BIEREMA, L. L. (EDS.). (2019): Connecting adult learning and knowledge management. Strategies for learning a change in higher education and organizations. Svizzera: Springer International Publishing.
- FEDELI, M. (2019): Linking faculty development to organizational development: Teaching4Learning@Unipd. In M. Fedeli & L.L. Bierema (Eds.). Connecting adult learning and knowledge management. Strategies for learning and change in higher education and organizations (pp. 51-68). Svizzera: Springer International Publishing.
- FEDELI, M. (2019): Active Learning o Lecturing? Strategie per integrare la lezione frontale e active learning. Educational Reflective Practices, 9, 1, 113-135, Doi: 10.3280/ERP2019-001007.