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      <title>Canvas by Valeria Padilla-Moreno</title>
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      <description>Post anything anywhere</description>
      <language>en-us</language>
      <pubDate>2024-06-04 01:41:43 UTC</pubDate>
      <lastBuildDate>2024-06-04 06:10:26 UTC</lastBuildDate>
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         <title>Transfer of Learning: Article, Video, &amp; List of Definitions</title>
         <author>vpadilla0024_1_1</author>
         <link>https://padlet.com/vpadilla0024_1_1/n42rynalc1g8l588/wish/3017165648</link>
         <description><![CDATA[<p>The video and list of definitions, in comparison to the article, made it easier to understand transfer of learning; what it is, what it looks like, what the influencing factors are, and how to promote it within the classrooms. Think of prior knowledge. When we use it and apply it to new concepts or different situations, we are transferring knowledge.  When it is successful, students are able to apply concepts learned in one setting to another setting with minimal difficulty, and easily identify the correlation between the two. An example provided includes applying punctuation rules and proper grammar to write a job application letter. There are two influencing factors: depth of initial learning and similarity between contexts. However, unless the teacher makes the connections clear and ensures that the prior knowledge is being tapped into appropriately, transfer of learning becomes less likely to occur successfully. But as the article makes clear and the video reaffirms, transfer of learning is not always certain especially in the case of far transfer (i.e. when, according to the definitions list, the two contexts share little similarity). Near transfer (i.e. when the two contexts are very similar) seems almost logical and even an innate reaction for an individual to make a connection and transfer the knowledge. The abundance of "identical elements" in the near transfer model is, according to the article, why it appears to have more success in transferring knowledge; it makes it much easier to do. Consequently, the lack of "identical elements" is what makes far transfer improbable, especially when the transfer is negative (i.e. meaning , again according to the definitions list, the students prior knowledge is at odds with the new knowledge acquired). The video suggests teachers provide hints which make the "conditions of applicability explicit" for their students when practicing transfer of knowledge so that they are exposed to the same concepts, but in various contexts. </p>]]></description>
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         <pubDate>2024-06-04 02:04:54 UTC</pubDate>
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