scholarly journals Apprenticeship Learning: Transfer of Knowledge via Dataset Augmentation

2013 ◽  
pp. 432-443
Author(s):  
Miroslav Kobetski ◽  
Josephine Sullivan
Keyword(s):  
Learning Transfer ◽  
Transfer Of Knowledge ◽  
Apprenticeship Learning

Use of Cognitive Apprenticeship Framework in Online Learning

2011 ◽  
pp. 2202-2208
Author(s):  
Tina Parscal
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Learning Environments ◽  
Situated Learning ◽  
Learning Transfer ◽  
Cognitive Apprenticeship ◽  
Apprenticeship Learning ◽  
The Common ◽  
Problem Solving Process ◽  
Facilitation Techniques

Cognitive apprenticeship (Collins, Brown, & Newman, 1989) is an instructional framework that uses the underlying principles of traditional apprenticeship learning. The cognitive apprenticeship framework consists of the dimension of content, methods, sequence, and sociology. It focuses specifically on instructional modeling, coaching, and scaffolding. Through modeling, learners see expert facilitation techniques in a realistic setting. According to Schulte, Magenheim, Niere, and Schafer (2003), “the key issue is to make the problem solving process and the expert’s thinking visible to the learner” (p. 271). During coaching, learners receive guidance while they attempt to execute tasks and demonstrate skills. Scaffolding, the process of supporting learners while they acquire new skills, is provided and faded as learners begin to demonstrate mastery of these new skills. These techniques are employed in situated learning environments. Further, cognitive apprenticeship sets out to (a) identify an expert’s problem solving and critical thinking processes and make them visible to learners, (b) situate abstract task in authentic contexts, and (c) vary the diversity of situations in which problem solving may occur and articulate the common aspects in order to increase the potential for learning transfer (Collins, Brown and Newman, 1989).

scholarly journals Instructor-learner neural synchronization during elaborated feedback predicts learning transfer

2021 ◽  
Author(s):  
Yi Zhu ◽  
Victoria Leong ◽  
Yafeng Pan ◽  
Yingying Hou ◽  
Dingning Zhang ◽  
...  
Keyword(s):  
Real World ◽  
Correct Answer ◽  
Learning Transfer ◽  
Critical Role ◽  
Transfer Of Knowledge ◽  
Neural Synchronization ◽  
Complex Information ◽  
Learner Interactions ◽  
Real World Learning ◽  
Simple Feedback

AbstractThe provision of feedback with complex information beyond the correct answer, i.e., elaborated feedback, can powerfully shape learning outcomes such as transfer. However, an understanding of neurocognitive mechanisms that support elaborated feedback during instructor-learner interactions remains elusive. Here, a two-person interactive design is used during simultaneous recording of functional near-infrared spectroscopy (fNIRS) signals from adult instructor-learner dyads. Instructors either provided elaborated feedback (i.e., correct answer and an example) or simple feedback (i.e., correct answer only) to learners during a concept learning task. Our results showed that elaborated feedback produced comparable levels of retention to simple feedback, however, transfer was significantly enhanced by elaboration. We also noted significant instructor-learner neural synchronization in frontoparietal regions during the provision of elaborated feedback, especially when examples were provided. Further, interpersonal neural synchronization in the parietal cortex successfully predicted the transfer of knowledge to novel contexts. This prediction was retained for both learner-delayed and learner-preceding neural synchronization, supporting the interpretation that deeper-level representations of knowledge, such as abstract structure and personal interpretation, may promote the transfer of learning. These findings point toward interpersonal neural synchronization as a key neurocognitive mechanism that supports learning transfer effects, and may have important implications for real-world learning and pedagogical efficacy.Educational Impact and Implications StatementFeedback provides the information regarding the gap between what is achieved and what is aimed to be achieved, and thus plays a critical role in any learning processes. In real-world settings, feedback is oftentimes provided and received during social interactions, and contains complex information beyond the correct answer, that is elaborated feedback. This study sought to investigate neurocognitive mechanisms that support elaborated feedback during instructor-learner interactions using fNIRS hyperscanning. It was revealed that providing learners with elaborated feedback enhanced the transfer of knowledge to novel contexts relative to simple feedback. Instructor-learner neural synchronization was detected in frontoparietal regions during the provision of elaborated feedback, especially for examples. Parietal instructor-learner neural synchronization predicted the transfer. This study provides a novel lens, i.e., interpersonal neural synchronization, for people to understand more about how elaborated feedback takes effects on learning transfer, and may have critical implications for real-world learning and pedagogical efficacy.

Learning whilst working

2019 ◽  
Vol 61 (2) ◽  
pp. 187-200
Author(s):  
Norma D’Annunzio-Green ◽  
Paul Barron
Keyword(s):  
Human Resource ◽  
Learning Transfer ◽  
Academic Staff ◽  
Educational Interventions ◽  
Organisational Culture ◽  
Transfer Of Knowledge ◽  
Structured Interviews ◽  
Line Managers ◽  
Content Type ◽  
Work Related

Purpose The purpose of this paper is to examine student learner perceptions of benefits, barriers and enablers in learning whilst working, specifically focussing, on learning transfer from a university MSc in human resource management to students’ professional roles as human resource practitioners. Design/methodology/approach The study used in-depth semi-structured interviews with alumni of the programme who had graduated between one to three years previously. Findings The study found benefits (increased self-confidence, credibility and networking skills) as well as unanticipated challenges relating to individual learner characteristics, organisational culture and work-related support that hindered learning transfer. Research limitations/implications The study contributes to understanding the mechanisms required to support part-time learners on continuing vocational education programmes from a variety of stakeholders including students, their managers, their university and work colleagues, and academic staff. It highlights the benefits of activities designed to help students relate theory to practice and facilitate the transfer of knowledge between academic and practitioner environments. Practical implications The study highlights learner perspectives that are focussed on how organisational culture and line managers might play a more central role in influencing how people learn at work and facilitate the transfer of learning from formal educational interventions. Originality/value The study is valuable to academics and practitioners interested in improving learning transfer from formal educational to professional settings.

scholarly journals Marianist Educational Associates: Advancing and Promoting the.Mission of Catholic and Marianist Universities

2021 ◽  
Vol 24 (2) ◽  
pp. 62-83
Author(s):  
Corinne Brion ◽  
◽  
Allison Leigh ◽  
Keyword(s):  
Qualitative Study ◽  
Student Learning ◽  
Research Team ◽  
Learning Transfer ◽  
Empirical Studies ◽  
Professional Lives ◽  
Transfer Of Knowledge ◽  
Institutional Mission ◽  
Multidimensional Model ◽  
Religious Understanding

Preparing employees to become stewards of Marianist values has become a priority at Marianist institutions because employees impact the institutions’ environment, and faculty and staff directly impact student learning. To date, there is a lack of research conducted among employees of Marianist institutions on how new understandings of the institutional mission get transferred to their jobs. Additionally, there is a lack of empirical studies that examine what enhances and hinders the transfer of such understanding. Using the Multidimensional Model of Learning Transfer as a theoretical framework, the purpose of this qualitative study is to explore the extent to which employees attending a formation are able to transfer the newly acquired knowledge to their professional lives and to understand what inhibited and supported their transfer of knowledge. Findings reveal that participants did transfer some knowledge to their positions. Based on these findings, the research team offers recommendations to increase the transfer of new religious understanding.

The Influence of Leadership on the Transfer of Knowledge and Work Effectivity at Secretariat Office in Boven Digoel Regency

2020 ◽  
Vol 2 (4) ◽  
pp. 44-52
Author(s):  
Yoseph Awunim ◽  
Abdul Rahman Kadir ◽  
Mahlia Muis
Keyword(s):  
Data Analysis ◽  
Knowledge Transfer ◽  
Path Analysis ◽  
Positive Impact ◽  
Direct Impact ◽  
Transfer Of Knowledge ◽  
Analysis Model ◽  
Work Effectiveness ◽  
Statistical Results ◽  
Path Analysis Model

The research objective is to analyze the direct impact of leadership toward transfer knowledge and work effectiveness in Boven Digoel. Data analysis in this research is quantitative using a path analysis model (path analysis) with the help of Smart PLS Software version 3.2 .8. The research distributed questionnaires to 89 respondents of officers assigned at the secretariat office in Boven Digoel Regency. On the basis of statistical results, it was found that leadership can be said to have impacted positively and significant knowledge transfer and work effectiveness. The knowledge transfer also has a positive impact on work effectiveness.

Avaliação da eficácia da formação: transferência das aprendizagens para a atividade profissional: o caso de uma organização da Administração Local

2014 ◽  
Author(s):  
Ana Rita Maia de Almeida ◽  
José Manuel Gameiro Rebelo Santos
Keyword(s):  
Learning Transfer ◽  
Transfer System ◽  
Learning Transfer System Inventory

O estudo em questão apresenta como principal objetivo a identificação dos fatores que influenciam o processo de transferência das aprendizagens adquiridas na formação para o posto de trabalho. Assim, partiu-se de um caso concreto de uma organização, especificamente uma organização da Administração Local. Este organismo público apresenta um universo de cerca de 500 trabalhadores, e um crescente incremento ao nível da formação profissional, com uma média anual de horas de formação/ trabalhador de 27,8. Dado este crescente incremento ao nível da formação, considerou-se de extrema importância compreender quais os fatores que mais influência exercem para que a transferência das aprendizagens realmente ocorra. Assim, no sentido de operacionalizar estes fatores, utilizou-se o instrumento LTSI - Learning Transfer System Inventory (Holton e Bates, 2002), validado para a realidade portuguesa por Velada (2007). Neste estudo foram avaliadas duas ações de formação e o número de respondentes foi de 117 trabalhadores. De forma a complementar os dados obtidos através do questionário, foram aplicadas entrevistas às chefias da organização. Os resultados obtidos permitem concluir que os fatores que mais influenciam a transferência da formação para o posto de trabalho são: “Sanções dos Supervisores”, “Auto-eficácia de Desempenho”, “Esforço de Transferência – Expectativa de Desempenho”, “Capacidade Pessoal para Transferir”, “Transferabilidade” e “Abertura/ Resistência à Mudança”. Para Holton (1996), a transferência das aprendizagens sofre influência de quatro grandes categorias de fatores. Assim, de acordo com o estudo, os fatores que mais influenciam a transferência da formação, fazem parte da categoria de fatores “Características dos Formandos” e “Características do Posto de Trabalho”. Por outro lado, os fatores que menos influência exercem na transferência da formação para o posto de trabalho são “Resultados Pessoais Positivos” e “Resultados Pessoais Negativos”. Estes dois fatores fazem parte da categoria de fatores “Características do Posto de Trabalho”. Das entrevistas a chefias dos SMAS é possível concluir que a importância que é dada à formação profissional é bastante elevada, no entanto a validação desses conhecimentos adquiridos na formação, para o desempenho das funções, não é realizada. A utilização do LTSI constituiu uma mais-valia no estudo da transferência de aprendizagens para o posto de trabalho, contribuindo para a identificação de situações capazes de interferir na mesma, revelando-se pertinente e útil. Os resultados obtidos de um modo geral estão de acordo com outros estudos empíricos.

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