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Transfer [microform] : Using Learning in New Contexts / Josie Misko
Bib ID 5583863
Format MicroformMicroform, BookBook
Author
Misko, Josie
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1995 
50 p. 
ISBN 9780863972072
0863972071
Summary

The literature on the extent to which knowledge, skills, and attitudes learned in one area transfer to another was reviewed for the purpose of identifying issues that policymakers and providers of vocational education should consider when planning programs to prepare students for further education and life. The review focused on the following issues: (1) whether training for transfer makes a difference; (2) the importance of context-specific knowledge in development of expertise; (3) factors that facilitate or inhibit transfer of training (motivation, confidence, original learning, prior knowledge, repeated practice, varied practice, prompting, task similarity, task familiarity, cognitive processing, feedback, and ability); (4) techniques of teaching for transfer (understanding how students learn, protecting traditional disciplines and knowledge bases, helping students make connections, teaching students to manipulate information, providing authentic learning experiences, providing opportunities for active participation, teaching for transferability of generic skills, and teaching for transfer of dispositional knowledge); and (5) models of testing for transfer by assessing cognitive skill. Overall, the studies reviewed presented a case for explicit teaching of transfer skills where teaching takes into account the importance of prior and context-specific knowledge. (Appended are information about various mechanisms promoting transfer of learning and techniques for measuring cognitive skill development. Contains 85 references.) (MN)

Notes

Availability: National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia.

Practitioners.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Classroom Environment.  |  Classroom Techniques.  |  Cognitive Development.  |  Cognitive Processes.  |  Cognitive Tests.  |  Context Effect.  |  Foreign Countries.  |  General Education.  |  Literature Reviews.  |  Prior Learning.  |  Skill Development.  |  State of the Art Reviews.  |  Student Evaluation.  |  Teaching Methods.  |  Thinking Skills.  |  Transfer of Training.  |  Vocational Education.  |  Australia
Form/genre Information Analyses.
Other authors/contributors National Centre for Vocational Education Research, Leabrook (Australia)
Available From ERIC 
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008 080220s1995    xxu ||| b     ||| | eng d
020 |a9780863972072
020 |a0863972071
035 |9(ericd)ED383895
037 |aED383895|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aMisko, Josie.
245 1 0 |aTransfer|h[microform] :|bUsing Learning in New Contexts /|cJosie Misko.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1995.
300 |a50 p.
500 |aAvailability: National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia.|5ericd
520 |aThe literature on the extent to which knowledge, skills, and attitudes learned in one area transfer to another was reviewed for the purpose of identifying issues that policymakers and providers of vocational education should consider when planning programs to prepare students for further education and life. The review focused on the following issues: (1) whether training for transfer makes a difference; (2) the importance of context-specific knowledge in development of expertise; (3) factors that facilitate or inhibit transfer of training (motivation, confidence, original learning, prior knowledge, repeated practice, varied practice, prompting, task similarity, task familiarity, cognitive processing, feedback, and ability); (4) techniques of teaching for transfer (understanding how students learn, protecting traditional disciplines and knowledge bases, helping students make connections, teaching students to manipulate information, providing authentic learning experiences, providing opportunities for active participation, teaching for transferability of generic skills, and teaching for transfer of dispositional knowledge); and (5) models of testing for transfer by assessing cognitive skill. Overall, the studies reviewed presented a case for explicit teaching of transfer skills where teaching takes into account the importance of prior and context-specific knowledge. (Appended are information about various mechanisms promoting transfer of learning and techniques for measuring cognitive skill development. Contains 85 references.) (MN)
521 8 |aPractitioners.|bericd
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aClassroom Environment.|2ericd
650 0 7 |aClassroom Techniques.|2ericd
650 0 7 |aCognitive Development.|2ericd
650 1 7 |aCognitive Processes.|2ericd
650 0 7 |aCognitive Tests.|2ericd
650 0 7 |aContext Effect.|2ericd
650 0 7 |aForeign Countries.|2ericd
650 1 7 |aGeneral Education.|2ericd
650 0 7 |aLiterature Reviews.|2ericd
650 0 7 |aPrior Learning.|2ericd
650 1 7 |aSkill Development.|2ericd
650 0 7 |aState of the Art Reviews.|2ericd
650 0 7 |aStudent Evaluation.|2ericd
650 0 7 |aTeaching Methods.|2ericd
650 1 7 |aThinking Skills.|2ericd
650 1 7 |aTransfer of Training.|2ericd
650 1 7 |aVocational Education.|2ericd
653 0 |aAustralia
655 7 |aInformation Analyses.|2ericd
710 2 |aNational Centre for Vocational Education Research, Leabrook (Australia).
984 |aANL|cmc 2253 ED383895|d77000000389384
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