True North: Navigating for the Transfer of Learning in Legal Education

As lifelong learners, we all know the feelings of discomfort and bewilderment that can come from being asked to apply existing skills in a completely new situation. As legal educators, we have also experienced the frustration that comes from watching our students struggle to identify and transfer skills from one learning environment to another. For example, a first-semester law student who learns to analogize case law to a fact pattern in a legal writing problem typically will not see the deeper applications for those skills in a law school essay exam several weeks later. Similarly, when law students learn how an equitable doctrine like unclean hands applies to a particular torts problem in one class, only the smallest percentage will then see the potential application for the doctrine in a contracts course with another professor. Fortunately, research in “transfer of learning” offers the legal academy tools to help students encode knowledge – whether doctrine or skills – in such a way that they know better when and how to retrieve it for later use. This Article is the first to offer legal educators a comprehensive approach to the transfer of learning across the entire curriculum. It is also the first to propose that law schools should employ maps based on schema theory to help students encode knowledge for future transfer, as well as to conceptually integrate their courses. This approach uses meta-schema based on core lawyering skills—in both their abstract and applied forms—in order to help students attain a basic sense of orientation and to know how particular skills will manifest, depending on the contexts in which they are used. This “Core Skills Approach” then goes beyond the use of maps to encourage students to use maneuvers, including a wide array of transfer strategies, to cue previous knowledge across the conceptual bridges that span the distance between school and practice

The Journey After: A Phenomenological Examination of Teachers' Transfer of Learning from a Two-Year Professional Development Program.

Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018

Delivering Virtual Ethnicity Drama: A Pedagogical Design For Bridging Digital And Diversity Barriers

This study examines an original dramaturgical method for creating virtual world experience called virtual world drama. The instructional focus is improving students aptitude for analyzing ethnic identity by instilling both conceptual and multicultural competency. An exploratory research method is used, relying on observation (disguised and non-disguised) and survey information collected from a student sample spanning four academic quarters. Findings suggest that virtual world drama deepens the specificity of ethnic culture analysis and broadens the spectrum of ethnic culture awareness. In addition learning outcomes are evaluated based on improvements in ethnic aptitude collaboration, competence, and community

Power and Influence as Determinants of Re-Entry Behaviour

Organisations are hierarchical in nature.  The higher you are in the hierarchy, the more powerful you will be to take decisions and influence the work of others.  For this reason, managers and those higher up have very important roles to play in the positive transfer of learning.  They take decisions on the training event, resources for use, the deployment of skills acquired from training, and the creation of an enabling environment for transfer of Learning. Successful managers were observed as having power and influence in the organisation, and that “he who has influence has power” and vice versa.  Interdependence, seen as major feature of modern organisations, requires that the manger should be able to relate successfully with the diverse professional groups and departments in the organisation.  Some relationships are that of dependence while others are independent in nature.  In spite of the nature of the relationship, managers must strive to work harmoniously with all components, towards the achievement of organisational goals. Several means of acquiring power and influence in the organisation were discussed, but that of Owen (2007) was recommended as being the more comprehensive of all.  Appropriately applied to learning transfer, it is hoped the organisational objectives will be easily achieved when training is conducted. Keywords: Power, Influence, Re-Entry Behaviou

Placement experience and learning motivations in Higher Education: a comparison between practical- and study-based programmes

Purpose - Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in ‘real world’ situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. This report explores the changing learning motivations between students enrolled on: a) a practical-based programme, involving work placement (BA Adventure Education (Ad Ed)), and b) a study-based programme (BSc Sport and Exercise Science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach - A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/12. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings - Learning motivation was influenced by: a) knowledge of academic grades, b) link between theoretical content and work experience, c) opportunity for reflection, and d) multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value - Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification

“Crown for Women on Empowerment Program”: Studies of Important Position of Women in Poverty Alleviation Program in Banyumas

Women in rural areas with low education and experience are feared to be problems on poverty alleviation programs. Research forwomen position in poverty alleviation programs based onPNPM-Mandiri Perdesaan (rural empowerment) thus becomes strategic. This research seeks to find out, how the role of women in poverty programs?; and how important is the position of women in poverty alleviation programs?. Qualitative research has been carried out by conducting in-depth interviews and focus group discussion (FGD) to the members of women\u27s groups, activists, actors and managers of PNPM-Mandiri Perdesaan in Banyumas Regency. Triangulation and interactive data analysis has been carried out strictly and carefully. The results showed that social capital of women groups has proven to be a major force to support the success of the poverty alleviation program.This makes the position of women is very important in this program.The important position is characterized by a strong social capital, unity of purpose, solidarity of groups, an excellent adaptation to change, and internalization of the program so that the objectives can be achieved.This study believes that the inclusion of women in poverty alleviation programs in rural areas is one of the best ways