Learning Transfer in Adult Education: New Directions for Adult and Continuing Education, Number 137

ISBN-13: 9781118640951 / Angielski / Miękka / 2013 / 104 str.

Leann M. R. Kaiser;Karen Kaminski;Jeffrey M. Foley

Opis

Learning transfer is the use of skills and knowledge acquired in one situation or setting in a different environment. It is, fundamentally, the point of education. By consciously building it into our curricula, syllabi, and practice, we can greatly enhance the likelihood that students will integrate their learning and their lives. This issue examines learning transfer across the breadth of adult education. The authors approach the question practically, looking at techniques such as experiential or problem-based learning and the use of classroom technology as well as the perspectives of brain research, the effects of race and culture, and the context and complications of personal change. Each chapter offers practitioners a thoughtful outlook that will help them plan for and implement learning transfer in their particular area of focus.

This is 137^th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Spis treści

EDITORS NOTES 1
Leann M. R. Kaiser, Karen Kaminski, Jeffrey M. Foley

1. Learning Transfer and Its Intentionality in Adult and Continuing Education 5
Jeffrey M. Foley, Leann M. R. Kaiser

While transfer of learning is the ultimate goal of any instructional setting, adult educators have few resources they can rely on to support planning for transfer. This chapter offers an introduction to the concept of learning transfer and initial ideas for building this into our educational practices.

2. Leveraging Experiential Learning Techniques for Transfer 17
Nate Furman, Jim Sibthorp

This chapter describes how experiential learning techniques can be helpful in encouraging learning transfer as these techniques can foster a depth of learning and cognitive recall necessary for transfer.

3. Problem–Based Learning: A Learning Environment for Enhancing Learning Transfer 27
Woei Hung

Problem–based learning helps students make connections between theory and real–world application. This chapter provides practical methods for using problem–based learning to enhance the likelihood
of learning transfer.

4. Considering Components, Types, and Degrees of Authenticity in Designing Technology to Support Transfer 39
Patricia L. Hardré

This chapter discusses the concept of authenticity in relation to using technology to enhance learning and support transfer.

5. Brain–Friendly Teaching Supports Learning Transfer 49
Jacqueline McGinty, Jean Radin, Karen Kaminski

The authors present the workings of the human brain and how this knowledge can be used to create brain–friendly learning environments that support transfer of learning.

6. Racial and Cultural Factors and Learning Transfer 61
Rosemary Closson

This chapter addresses the potential infl uence of including ethnicity or culture as a variable in the learning transfer process.

7. Understanding Transfer as Personal Change: Concerns, Intentions, and Resistance 71
Jeani C. Young

Personal change stemming from learning experiences is the focus of this chapter. Models of change and transition are used to explain the occurrence of and resistance to transfer.

8. Applying Transfer in Practice 83
Karen Kaminski, Jeffrey M. Foley, Leann M. R. Kaiser

The authors offer a synthesis of the ideas presented in previous chapters by encouraging an application of learning transfer to adult learning settings.

Index 91

Blurb

Learning transfer is the use of skills and knowledge acquired in one situation or setting in a different environment. It is, fundamentally, the point of education. Learners should be able to apply the knowledge, perspectives, and skills gained in a class or workshop to their work, their homes, or their communities. Generally, though, such transfer is not explicitly considered in pedagogical design outside some formal education and job settings. By consciously building it into our curricula, syllabi, and practice, we can greatly enhance the likelihood that students will integrate their learning and their lives.

This issue of New Directions for Adult and Continuing Education examines learning transfer across the breadth of adult education. The authors approach the question practically, looking at techniques such as experiential or problem–based learning and the use of classroom technology as well as the perspectives of brain research, the effects of race and culture, and the context and complications of personal change. Each chapter offers practitioners a thoughtful outlook that will help them plan for and implement learning transfer in their particular area of focus