Types and Principles of Transfer of Learning PDF

TYPES AND PRINCIPLES OF TRANSFER OF LEARNING A. Describe the levels of transfer B. Describe the kinds of transfer C. Describe the types of transfer D. Describe the principles of transfer of learning Transfer of learning refers to the influence of past learning on current and futur...

TYPES AND PRINCIPLES OF TRANSFER OF LEARNING A. Describe the levels of transfer B. Describe the kinds of transfer C. Describe the types of transfer D. Describe the principles of transfer of learning Transfer of learning refers to the influence of past learning on current and future learning and to the application or adaptation of previous or current learning to similar or novel situations (Haskell, 2001). Since virtually all learning involves connecting past learning to new situations, all transfer of learning. However, because nothing ever recurs in exactly identical ways or in exactly identical contexts, the fundamental problem in transfer involves perceiving when and how something is identical to or equivalent to something else. Haskell perceives other problems that plaque our understanding of transfer involves perceiving when and how something is identical to or equivalent to something else. Haskell perceives other problems that plague our understanding of transfer: the need to differentiate between levels of transfer and kinds of transfer and the need to develop taxonomy for each. Accordingly, both of Haskell's taxonomies of learning will be described below. LEVELS OF TRANSFER Haskell's (2001) taxonomy for levels of transfer - as system of classification directly reflecting precise degrees of similarity - has generally been absent in the transfer literature. Each level of transfer within this taxonomy, therefore, adds greater specificity when judging the impact of connecting past learning to new situations. Level 1. Nonspecific Transfer Non-specific transfer implies that all learning essentially is transfer of learning because all learning is dependent upon being connected to past learning. This level of transfer, though true and thoroughly necessary, is perhaps unimportant in light of daily experience of transfer. Level 2 Application Transfer Application transfer refers to the application of what we have learner to specific situations. For example, after having learned about computer programming, we are then able to genuinely apply this knowledge to actually program a computer. Level 3. Context Transfer Context transfer, in contrast, refers to the application of what we have learned under slightly different situations. A lack of transfer may occur if the context changes, even if the learned task itself does not change. We experience this type of transfer when “place learning” plays TLSED 3200 AVDELAFUENTE a central role in learning because learning may be retrieved due to cues being provided by the physical place itself. For example, some of us have failed to recognize someone even though they may be staring at us. Level 4: Near transfer Near transfer occurs when we transfer previous knowledge to new situations closely similar to, yet not identical to, initial situations. Transferring our experiences associated with driving a car with a manual transmission to driving a truck with a manual transmission reflects an example of near procedural transfer. Level 5. Far Transfer Far transfer entails the application of learning to situations entirely dissimilar to the initial learning. This level of transfer of learning reflects analogical reasoning, for example, learning about logarithms in algebra and applying this knowledge in assessing the growth of bacteria in microbiology. Level 6. Displacement or Creative Transfer Displacement or creative transfer results in the creation of a new concept because of the interaction of the newly perceived similarity between the new and the old. This type of transfer of learning involves more than the mere insight that something is similar to something else. For example, the effects of the downward pull of the earth’s uniform gravitational field that we experience while standing on earth is equivalent to the effects that we experience while standing in an elevator that is accelerating upwards at precisely the right rate. This transfer of learning, that acceleration and gravity is actually the same thing, refers to the Principle of Equivalence—a basic postulate of Einstein’s Theory of General Relativity Kinds of Transfer Haskell’s (2001) taxonomy for kinds of transfer implies that types of transfer may be classified into two categories: (1) what type of knowledge is the transfer predicated on? (2) What specific kind of transfer is involved? TLSED 3200 AVDELAFUENTE Transfer based on types of knowledge According to Haskell’s (2001) first category of kinds transfer is classified based on the type of knowledge involved i.e. declarative, procedural, strategic, conditional, and theoretical knowledge. First four types are typically mentioned by psychologist working with cognition and instruction while fifth one is added by Haskell. 1. Declarative knowledge essentially is the knowledge of or about anything. For example, a person either knows or does not know about perfectly black body. 2. Procedural knowledge is basically how-to knowledge. For example, successfully identifying a computer does not guarantee that we know how to program it. 3. Strategic knowledge involves knowledge of our own cognitive processes, including how learning and memory develop. It occurs quintessentially when we self-monitor our progress during any learning attempt. 4. Conditional knowledge is knowledge of or awareness of when our knowledge may be applied in ways that are context-appropriate. 5. Theoretical knowledge consists of our understanding of various explanatory connections regarding phenomena, cause and effect, and in-depth level relationships. Although the five types of knowledge are frequently difficult in practice to separate, Haskell (2001) offers several reasons to support his statement that declarative knowledge is the most crucial type for successful transfer: (a) declarative knowledge establishes the preconditions essential for the other four types; (b) the other four are either directly generated by or included in it; (c) a general framework for the assimilation of additional detailed new information is provided by it; (d) the elaboration of new information is frequently facilitated by it; and (e) helpful mental models to aid in grasping new information is often provided by it. Transfer based on kinds of transfer Haskell’s (2001) second category for classifying kinds of transfer is predicated on the specific kind of transfer. According to Haskell, we should not infer that any of these fourteen specific kinds of transfer are inevitably mutually exclusive: 1. Content-to-content transfer, or declarative-to-declarative transfer, occurs when a person utilizes knowledge in one subject area in order to learn another area. More specifically, this kind of transfer implies two things: existing knowledge in a content area may expedite or interfere with routine learning, and new knowledge may be learned that is somewhat different from what was originally learned. Knowledge TLSED 3200 AVDELAFUENTE  about triangles, squares, and circles from geometry, for example, can benefit one taking art classes. 2. Procedural-to-procedural transfer, or skill-to-skill transfer, involves a person applying procedures learned in a specific skill area to another skill area. Procedures in this context imply a sequence of actions. For example, skills derived from driving a car normally transfers to driving a truck. 3. Declarative-to-procedural transfer helps a person to actually do something because a person has learned something about whatever he/she wish to do. For example, knowledge about various types of mushrooms enables a person to safely pick mushrooms in the wild. 4. Procedural-to-declarative transfer enables a person to acquire additional abstract knowledge about an area when he/she already has practical experience in that area. For example, practical experience in digging for fossils may help a person in learning theoretical knowledge about paleontology. 5. Strategic transfer occurs when a person gains knowledge concerning his/her cognitive processes, such as learning and memory, by monitoring their cognitive activities while learning. 6. Conditional transfer enables a person to decide when his/her knowledge regarding when to apply what in a specific context may be appropriate for being transferred to another context. For example, knowledge about the basic trigonometric properties of triangles may be appropriate for solving vector problems in physics. 7. Theoretical transfer occurs when a person is able to transfer his/her in-depth understanding of cause-and-effect relationships in one area to another. For instance, a spectrum produced by a prism and a rainbow produced by sunlight and raindrops are the same. 8. General or nonspecific transfer enables a person’s past knowledge that is not specific to a training situation to be transferred to additional situations despite there being no conspicuous similarities between the past and the present situations. Knowledge about vectors in calculus will help in understanding meteorology. 9. Literal transfer, a form of near transfer, entails the direct application of knowledge or procedures in a novel learning situation. 10. Vertical transfer is required whenever learning necessitates prerequisite skills. For example, skills at writing letters of the alphabet are useful to writing words. 11. Lateral transfer occurs when a person transfers past learning to the identical level in a knowledge hierarchy. Using the skills associated with driving a car to learn how to drive a truck is an example of lateral transfer. TLSED 3200 AVDELAFUENTE  12. Reverse transfer, or backward transfer, involves modifying or reviewing a person’s schemata relative to his/her similarities to novel information. This type of transfer essentially reverses the direction of how a person typically perceives process transfer. For example, a student, confronted with a particular problem in economics, might specify its general demands, examine her/his repertoire, and realize that calculus can benefit her/him. 13. Proportional transfer basically is a more abstract type of transfer. Recognizing the Golden Mean or Divine Proportion--the irrational number 1.618- -in the various growth patterns of numerous things—for example, the spiral that shells form or the way a fern curves is an example. 14. Relational transfer occurs when a person perceives two things to be sharing the same structure, despite the lack of any underlying causal relationship. Mathematical analogies are frequently used to illustrate this type of transfer. A bat’s wing and a whale’s flipper are an example of what is referred to in biology as a homology, when two species’ external appearance correspond in form despite having different underlying causal relationship Newer Strategies Relevant to Transfer of Learning Microlearning Formats “Microlearning is a method of learning that delivers content to employees in short, very specific bursts (think “bite-sized learning” or “learning nuggets”). Microlearning activities are usually completed in less than four minutes, making them digestible and manageable.” The concept of microlearning is based on neurocognitive theories, such as Cognitive Load Theory, which emphasizes the benefits of reducing information overload and understanding how the brain interprets and retains information better in chunked out, focused, shorter and consistently reinforced formats. If possible, TOL overall can benefit from microlearning through microteaching strategies that harness innovative formats before, during, after and throughout the continual learning process in order to increase the efectiveness and retention of learned material. Examples of impactful Microlearning activities include: Video clips Podcasts “Coffee Break” Webinars Infographics TLSED 3200 AVDELAFUENTE  Brief Q&A formats Supervisor, Peer & Social Network Supports Mobile App “Push Notifications” Tutorials User-Generated Content Gamification Blended Learning Blended learning (also called hybrid learning or mixed learning) refers to “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace” while still receiving at least some education in the traditional face-to-face format. What does the research say about Blended Learning? Overall, students learning in a blended environment have been shown to, on average, perform modestly better than students learning in a solely face-to-face environment. Students learning in a blended environment, mixing online learning with face-to- face instruction, had a larger advantage over students learning in a solely online environment. Online instruction should be collaborative or instructor-directed rather than having online learners work independently. Online and face-to-face conditions should be varied in terms of curriculum materials and aspects of instructional approach in addition to the medium of 8 instruction. Elements such as online quizzes or videos do not appear to affect the amount that students learn in an online environment. Inclusion of more media in an online environment does not appear to affect learning. Including online quizzes does not appear to be more effective compared to other tactics such as assigning homework. Online learners should be given control of their interactions with media and should be prompted to engage in learner reflection. Manipulations that trigger learner activity or reflection have been shown to be effective when students pursue online learning as individuals, as has triggering self-monitoring of understanding Reference: Santos, M. L. (n.d.). Transfer of Learning. Department of Language, Culture, and Arts Education. TLSED 3200 AVDELAFUENTE