Transfer of Learning [Definition; Kinds of transfer of learning; Factors affecting transfer & Facilitating transfer of learning] What views do you keep in mind in your teaching-learning practices? Examination point of view? OR Contextual point of view? Why Schooling.??? The ultimate goal of learning is to have access to information for a wide set of purposesthat the learning will in some way transfer to other circumstances. Consider different subjects you studied in your school age and see how those learning experiences facilitate or impede your current learning. Transfer of Learning Teaching for transfer is one of the seldom-specified but most important goals in education. We want students to gain knowledge and skills that they can use both in school and outside of school, immediately and in the future. What is Transfer of learning? The process of carrying over habits of thinking, knowledge, skills and attitudes from one learning situation to another is known as the transfer of training or transfer of learning. Key Terms Positive Transfer and Negative Transfer Kinds of Transfer of Learning I. Near Transfer Near transfer of skills and knowledge are applied the same way every time the skills and knowledge are used. Near transfer training usually involves tasks that are procedural. A person who knows how to drive a car can transfer these existing skills to learn how to drive a bus. Advantage the skills and knowledge are easier to train and transfer of learning is usually a success. Disadvantage the circumstances change, the learner is unlikely to be able to adapt their skills and knowledge to that change. II.Far Transfer Far transfer tasks involve skills and knowledge being applied in situations that change. With far transfer tasks, instructional designers need to design instruction where learners are trained to adapt guidelines to changing situations or environments. A person who learned the principles of wind flow to design a windmill can transfer that knowledge to direct the sail on a sailboat. Advantage the learner is able to make judgments and adapt to different situations. Disadvantage far transfer skills and knowledge are more difficult to instruct and transfer of learning is therefore less likely. Salomon & Perkins (1988) developed the low-road/high- road theory on transfer of learning, and has proven to be a more fruitful theory. Low-road transfer refers to developing some knowledge/skill to a high level of automaticity. High-road transfer involves cognitive understanding; purposeful and conscious analysis; mindfulness; and application of strategies that cut across disciplines. Low road transferHigh road transfer Occurs when previous learning automatically, often unconsciously transfers to another situation E.g. being able to drive all makes of car after knowing how to drive one The key to low road transfer is practicing a skill often and in a variety of situations until your performance becomes automatic Is conscious application of abstract knowledge to a new situation E.g. applying SQ3R reading The key to high road transfer is mindful abstractions, or the deliberate identification of the principle, main idea, strategy or procedure that is not tied to one specific situation but could apply to many. Principles Aim or reason for learning Meaningful and age appropriate teaching materials Practice at regular intervals Use materials at variety of situations Constant feedback or reinforcement Repeated practice Facilitating Transfer of Learning Think about what the students need to know for success in life Give students many opportunities for real world situations Relate school learning to-out of school-experiences Teach for depth understanding Help students participate in defining concepts Teach students to de-contextualize ideas. Factors Affecting Transfer: Transfer depends upon ones ability to generalize and the ability to perceive relationships between two situations. (Eg. Teaching Algebra) The mere presence of identical elements in two situations does not result in effective transfer. (Language) Bad habits of work may transfer from one situation to another. If the subject matter is taught in isolation from the problems of daily life, the utility of the knowledge gained is extremely limited. Emphasis should be given on developing ideals and attitudes. Educational Implications Initial learning is necessary for transfer, and a considerable amount is known about the kinds of learning experiences that support transfer. Knowledge that is overly contextualized can reduce transfer; abstract representations of knowledge can help promote transfer. Transfer is best viewed as an active, dynamic process rather than a passive end-product of a particular set of learning experiences. All new learning involves transfer based on previous learning, and this fact has important implications for the design of instruction that helps students learn. Reference: Krause, K., Bochner, S. and Duchesne, S. (2003). Educational Psychology for Learning and Teaching. Victoria, Nelson Australia Pty. Limited. Santrock, J. W. (2001). Educational Psychology. New York, McGraw-Hill Companies, Inc., USA..