Transfer of learning: paradoxes for learners |
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| Institution: | 1. Department of Ophthalmology and Visual Sciences, University of Michigan Medical School, Ann Arbor, Michigan;2. Institute for Health Policy and Innovation, University of Michigan, Ann Arbor, Michigan;1. University of Helsinki, Helsinki University Hospital, Department of Obstetrics and Gynecology, Helsinki, Finland;2. University of Helsinki, Hyvinkää Hospital, Hyvinkää, Finland;3. THL, National Institute for Health and Welfare, Helsinki, Finland;4. Karolinska Institute, Department of Neurobiology, Care Sciences and Society, Division of Family Medicine, Stockholm, Sweden;1. Department of Infection Prevention and Control, The Children''s Hospital of Philadelphia, Philadelphia, PA;2. Department of Pediatrics and Division of Infectious Diseases, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA;1. Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France;2. Univ. Grenoble Alpes, CNRS, Grenoble INP, LJK, 38000, Grenoble, France |
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| Abstract: | There are three kinds of transfer: from prior knowledge to learning, from learning to new learning, and from learning to application. The central thesis of this chapter is that all three should start from the dilemmas or paradoxes learners may have when trying to reach transfer. Six of these are described. They are finding relevant prior knowledge; the paradox of tacit knowledge; using relevant prior knowledge while learning; recognizing relevant situations and conditions; the paradox of near transfer and far transfer; and the paradoxical “what” of transfer, including learning to learn. In order to optimize transfer one needs to help learners solve the problems they encounter and to find ways out of the various dilemmas and paradoxes. For the three kinds of transfer exemplary studies are described that illustrate the kinds of solutions developed and their effectiveness. |
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