Quantifying transfer of learning is a difficult task. Many attempts to substantiate the efficacy of any particular learning theory for facilitating learning transfer have come up short. In Haskell's (2001) view, "Transfer is the basis of mental abstraction, analogical relations, classification, generalization, generic thinking, induction, invariance, isomorphic relations, logical inference, metaphor, and constructing mental models" (p. 26). That's a lot to be captured by a single learning theory. Reflecting on past personal educational experiences where I'm certain there was a transfer of learning, I am equally at a loss to quantify everything that actually facilitated the transfer. There are, however, several aspects to those experiences which, while not fully revealing the transfer process, do provide insight into some key elements.
Seeing vs. Visualizing
Seeing vs. Visualizing
Seeing vs. Visualizing
Quantifying transfer of learning is a difficult task. Many attempts to substantiate the efficacy of any particular learning theory for facilitating learning transfer have come up short. In Haskell's (2001) view, "Transfer is the basis of mental abstraction, analogical relations, classification, generalization, generic thinking, induction, invariance, isomorphic relations, logical inference, metaphor, and constructing mental models" (p. 26). That's a lot to be captured by a single learning theory. Reflecting on past personal educational experiences where I'm certain there was a transfer of learning, I am equally at a loss to quantify everything that actually facilitated the transfer. There are, however, several aspects to those experiences which, while not fully revealing the transfer process, do provide insight into some key elements.