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Learning Engineering Applies the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
The bottom line is that people bring a set of beliefs, behaviors, motivators, feelings, prior knowledge, prior misconceptions, and mindsets to every new learning experience, and these are influenced by the experiences formed in the communities in which they live. People can compartmentalize their cultural identities, adopting more than one set of cultural norms. For example, a student may reflect one set of behavioral habits and beliefs when in a school or work setting and a different set at home. However, while this tendency to compartmentalize may be helpful to counteract negative external influences on learning, it can also hinder the transfer of learning to new contexts.
Developing Students' Professional Identity through Writing and Peer Review
Published in Michael J. Madson, Teaching Writing in the Health Professions, 2021
Barbara J. D’Angelo, Barry M. Maid
Related to transfer, but looking at it from a different perspective, is the idea of threshold concepts (more fully reviewed in Chapter 7). In the edited collection Naming What We Know,22 writing studies scholars defined for the first time possible threshold concepts for writing studies. This text has become foundational to the discipline as it relates to the concept of transfer of learning. Similarly, the identification of threshold concepts is being applied pedagogically and in research on disciplinary teaching, learning, and practice in nursing. For example, McAllister et al.23 identified threshold concepts for nursing using a review of the nursing literature. However, the rigor of their and others’ approaches has been questioned, as they did not clearly link or articulate their research or process to identify them, as Crookes et al.24 note. Martindale’s25 dissertation (which was supervised by Ray Land) utilizes the threshold concept theoretical framework for her study on nursing student education in the United Kingdom within the context of learning evidence-based practice and research. While she does not identify threshold concepts specifically, she does identify five themes utilizing the threshold concepts framework. Threshold concepts, then, are familiar to nursing as a field and as a pedagogical underpinning, as they are in writing studies.
Functional Neurology
Published in James Crossley, Functional Exercise and Rehabilitation, 2021
Sensory perception is developed with task-specific training to enhance the underlying understanding of specific events. Learning has to be ‘task-specific’. Transfer of learning between tasks and skills, or from one activity to another, is poor. Knowledge is also difficult to teach because the cues that experts rely on are often both subtle and complex.
Understanding online self-directed learning using point of care information systems (POCIS): A plot study using a capability approach perspective
Published in Medical Teacher, 2022
Da Zhang, Li Xiao, Jingqi Duan, Xinxin Chang, Kieran Walsh, John Sandars, Jeremy Brown, Xiaorong Dang, Wei Shen, Junjie Du, Yanjie Cao
The CA-SP framework proposes that each learner who approaches SDL in the context of CME has one or more unique, specific, and individualised learning needs that are valued as being important by the learner for the clinical care of patients. The learner has an aspiration that these ‘valued learning needs’ can be achieved from the variety of different resources provided by the POCIS and subsequently applied to clinical practice. This is called their ‘Aspiration Set’. The new learning that is achieved is known as the learner’s ‘Capability Set’. A major aspect of CME is learning in response to an individual’s learning needs identified through clinical practice, with the intention to transfer the learning to clinical care. In the transfer of learning to practice, the learner’s capability set is applied to their clinical practice and the achieved change in clinical performance and outcomes is known as the ‘Functionings’. Sen also highlights that a variety of enabling and constraining factors (known as ‘Conversion Factors’) will determine the extent to which the individual can choose or achieve both their capability set and their functionings (Hamilton 2019).
TDCS of the Primary Motor Cortex: Learning the Absolute Dimension of a Complex Motor Task
Published in Journal of Motor Behavior, 2021
Juliana Otoni Parma, Vitor Leandro da Silva Profeta, André Gustavo Pereira de Andrade, Guilherme Menezes Lage, Tércio Apolinário-Souza
Suzuki et al. (2017) suggest that the distinctive effects of tDCS are due to the differences in the prior strengthen of the cortical circuitry activated when practicing the skill. Considering that memory involves an interaction between formation of new representations and development of generalizations of similar experiences (Poo et al., 2016), it is possible that learners with better initial performances, despite being naïve to golf putting, had previous experiences with similar demands to those of golf putting. These demands possibly led to a previous consolidation of part of the neural circuitry important to the novel task. Beneficial transfer of learning occurs if learning of a novel skill can be facilitated by using similar elements to those of previous skills (Martin & Morris, 2001). Our results suggest that the effects of bihemispheric M1 stimulation in learning complex motor skills are more outstanding in the early stages of engram consolidation. The role of M1 in motor learning has been largely related to early consolidation, while its role in later stages is not clear yet (Paz & Vaadia, 2009). Therefore, bihemispheric M1 stimulation seems to affect more the learners in the early stage of consolidation than the ones with previous similar experiences.
Training junior faculty to become clinical teachers: The value of personalized coaching
Published in Medical Teacher, 2020
Nadia M. Bajwa, Jehanne De Grasset, Marie-Claude Audétat, Nicole Jastrow, Hélène Richard-Lepouriel, Melissa Dominicé Dao, Mathieu R. Nendaz, Noëlle Junod Perron
We set out to measure the impact of our faculty development program on our institutional learning climate. The transfer of the taught skills to the clinical environment was evident in the improvements in resident ratings of faculty role-modeling, coaching, articulation, and exploration skills. Transfer of learning to the workplace is a complex issue influenced by several variables such as learner characteristics, training design, and work environment (Burke and Hutchins 2007; De Rijdt et al. 2013). We set out to create a faculty development program that would maximize the conditions for transfer of learning (Burke and Hutchins 2007). Firstly, both formats were feasible for our participants and teachers. While longitudinal in nature, our intervention allowed enough time to build a community of practice. Secondly, the OSTE format utilized both behavioral modeling and error-based examples as learning material during the coaching sessions to enhance transfer (Burke and Hutchins 2007). Thirdly, the OSTEs were contextualized to the specific department of the participant allowing participants to feel more comfortable with the training materials and by promoting buy-in by participants who could easily transfer the training to their clinical setting (Lave 1996; MacDonald 2001; Plack et al. 2015).