- Demonstrates ability to describe common research methods in Educational Technology
- Demonstrates ability to read and evaluate Educational Technology research
- Applies research findings to the solution of common problems in Educational Technology
- Transfer of Learning Literature Review, EDCI 51300 Foundations of Learning Design and Technology, Fall 2011.
One of the first courses I took after beginning the program was EDCI 51300, Foundations of Learning Design and Technology. The course was a challenge, as I don’t have an undergraduate background in education. But I have an interest in the cognitive issues that affect learning. I chose the transfer of learning as the topic of my final paper, because I believe that the transfer of learning from the circumstances under which material is acquired to new situations is a critical bridge that needs to be established for learning to have a positive and lasting impact on the learner. My professional interests are within distance education. While distance education is not a specific topic of the artifact I’ve included, one of my learning goals is to understand the factors that influence the success and effectiveness of distance education learners and online programs. I believe that an understanding of the transfer process may enable us to address the some of the unique challenges of learning in an online environment.
Meeting the Competency
The Transfer of Learning Literature review paper demonstrates an ability to describe and evaluate research and to apply research to common problems in Educational Technology. In the introduction that frames the paper, transfer is defined in both its classic use and in terms of how it is currently being investigated. Throughout the literature review, noteworthy studies were cited that support the concept of transfer and brought the issue forward to a discussion of recent research. I reviewed key concepts, implications for instructional design, and critiques of the transfer of learning. This examination was then used to formulate possible directions for research, for example, suggesting how traditional models of transfer (Perkins & Salomon, 1992) may be applied to studies of differences in learning contexts (Morton, 2006), and how framing models (Engle, 2006; Engle, et al., 2011) may impact instructor-created social learning contexts and level of student involvement in transfer.