Transfer reflects an information processing or training perspective. It focuses on whether the learning that happens in a learning scenario (e.g., class, workshop, reading) actually changes how you behave. It is more often a way of examining learning in corporate/industry training but can apply to any areas. Think of training on girl scout cookie sales, from personal trainers, from doctors or therapists, and parenting. The goal of all of those learning experiences is to change behavior. As with any transfer, there are opportunities for loss of information and error. When planning for transfer, often one considers various roles, such as trainer, learner, manager, peers.
Amazingly WOW Planet. (2019). Funny-information transfer in UK - Communication Error Game [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=DhO0J0XsJCs
Theories supporting transfer of training.
Yamnill, S., & McLean, G. N. (2001). Theories supporting transfer of training. Human Resource Development Quarterly, 12(2), 195. https://doi.org/10.1002/hrdq.7
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Learning as the Basis for Continuing Professional Education
Daley, B. J., & Cervero, R. M. (2016). Learning as the Basis for Continuing Professional Education. New Directions for Adult and Continuing Education, 2016(151), 19–29. https://doi.org/10.1002/ace.20192
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Cognitive Apprenticeship (Brown, Collins, and Duguid – 1989). (2011, December 9). 7 Principles of Learning; 7 Principles of Learning. https://principlesoflearning.wordpress.com/dissertation/chapter-3-literature-review-2/the-social-perspective/cognitive-apprenticeship-brown-collins-and-duguid-1989/
Cognitive apprenticeship: Implications for continuing professional education
Farmer, J. A., Buckmaster, A., & LeGrand, B. (1992). Cognitive apprenticeship: Implications for continuing professional education. New Directions for Adult and Continuing Education, 1992(55), 41–49. https://doi.org/10.1002/ace.36719925506
Transformative learning involves challenging one’s assumptions with critical thinking and probing questions, often involves reflection and metacognition, and can change the way that you see the world. As you delve into this topic, consider what kinds of learning and topics might lend themselves to a transformative experience.
Self-Directed and Transformative Instructional Development
Cranton, P. (1994). Self-Directed and Transformative Instructional Development. The Journal of Higher Education (Columbus), 65(6), 726–. https://doi.org/10.2307/2943826
Dirkx, J. M., Mezirow, J., & Cranton, P. (2006). Musings and Reflections on the Meaning, Context, and Process of Transformative Learning: A Dialogue Between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123–139. https://doi.org/10.1177/1541344606287503
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Transfer and transformation sound amazing, optimistic, beautiful. If only it were that easy. One challenge of adults as learners is that all of that experience we want to build on and maturity of cognition we want to activate for learning also create various barriers and sources of resistance to change. When exploring these two pieces, consider how this impacts how you might design learning.
BC Organization Development Network. (2012). An Evening with Robert Kegan and Immunity to Change [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=FFYnVmGu9ZI
Helsing, D., Howell, A., Kegan, R., & Lahey, L. (2008). Putting the “Development” in Professional Development: Understanding and Overturning Educational Leaders’ Immunities to Change. Harvard Educational Review, 78(3), 437–465. https://doi.org/10.17763/haer.78.3.888l759g1qm54660
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