Enhancing Knowledge Transfer
“How can design for learning with technology facilitate knowledge transfer from educational to non-educational contexts?” To answer this question, we start with a review of five theoretical approaches to transfer: behaviorist, cognitive, situated, partici
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troduction Fundamentally, transfer concerns a person or group putting something that has been learned in one context to use in another. This basic notion cuts across more specific conceptualizations of what the “something” is and of what is involved in its “move” between contexts. These more specific questions have been debated within educational research for over a century (Tuomi-Gröhn & Engeström, 2003, Carraher & Schliemann, 2002). They comprise further questions, e.g., how transfer is achieved and whether it is achieved differently for different types of knowledge. Over the last decades, the need to answer these questions has been accentuated by societal developments such as globalization and rapid technological progress. Diversity and frequent change of learning and work settings increasingly require people to traverse between contexts and therefore to put their knowledge to use in new ones. In response, a recent focus at both policy and practice level has become so-called transferable skills: communication, team working, problem-solving, organization skills, etc. (OECD, 2010; Princeton Career Services, n.d.; University of Cambridge, n.d.). Still, it is an open question whether such skills really exist and, if yes, which type(s) of knowledge they are constituted by or, if no, whether the problem of
N. B. Dohn (*) · R. Hachmann Department of Design and Communication, University of Southern Denmark, Kolding, Denmark e-mail: [email protected]; [email protected]; http://www.sdu.dk/ansat/nina.aspx; http://designs4learning.dk/ L. Markauskaite Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia e-mail: [email protected]; http://sydney.edu.au/education_social_work/ about/staff/profiles/lina.markauskaite.php © Springer Nature Switzerland AG 2020 M. J. Bishop et al. (eds.), Handbook of Research in Educational Communications and Technology, https://doi.org/10.1007/978-3-030-36119-8_5
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t ransfer has been circumvented by dubbing – that is, whether situation-specific processes have been named “transferable” without analyzing what would be required for their re-embedding in other situations and without evidence for their actual reusability. Educational research and practice is thus challenged to investigate transfer and to design for enhancing its occurrence. Educational technology – understood broadly as information and communication technology designed to support teaching and learning – appears able to play an important role in meeting this challenge. For example, mobile educational technology is characterized by portability across contexts and by spatial and temporal flexibility of use. These characteristics may help diminish the significance of a spatiotemporal separation of contexts. Another promising characteristic is the potential for multisensory stimulation. This may enhance learners’ opportunities for recalling knowledge and for identifying ways of making it relevant to new situations. The problem statement for this chapter reads: How can design
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