Knowledge transfer – three approaches for developing deeper learning
In a complex world where we can access so much information with a touch of a button it is vital for us, as educators, to consider how we can effectively transfer knowledge to our students. To facilitate this, we need to create dynamic and supportive learning environments for all our students that can promote deep understanding and the ability for them to transfer their knowledge to new contexts. Considering the Bristol Skills Profile – where the first skill is knowing (Barnett and Coate, 2005), the approaches set out below will be framed around the three guiding questions for academic skill development – how to express my ideas, how to develop learning strategies, how to think in and beyond my discipline.
How to express my ideas
Knowing facts and information is one aspect of knowledge, but to thrive in a complex world we need to apply this knowledge to different contexts. By promoting active learning in your teaching you can encourage students to engage actively with the material through discussions, group work, and hands-on activities. This helps deepen their understanding and the retention of knowledge. The collaborative aspect of discussions and group work can also support students to learn more effectively as they need to explain concepts to each other and work together to solve problems. As with any approach it is important to ensure you consider the principles of Universal Design for Learning and provide choice in how students engage actively as not all students will want to collaborate in the same way with peers.
How to develop effective learning strategies
In an ever-changing professional job market, we need to support our students in developing the skills and mindset needed for lifelong learning and professional success. To do this we should provide opportunities for reflection and feedback.
To support students’ skills in self-reflection, we should incorporate activities that prompt students to think about what they have learned and how they can apply this information. Practical ways to do this is by encouraging journals, portfolios or small discussion sessions. In addition, incorporating self-reflection activities where students can think about how their learning impacts their personal and professional identity, can help them integrate knowledge more deeply. These skills contribute to a greater self-awareness and can promote a more positive mindset, all of which can support the becoming aspect of the Bristol Skills Profile.
In terms of feedback, supporting our students to develop feedback literacy so that they value the process and can learn from it is an important skill. We should include feedback regularly and be constructive in our comments, always considering where we want our students to be in terms of their knowledge and skills. Considering different approaches to providing feedback, such as verbal feedback using screencasts, can also be useful to engage more of our students.
How to think in and beyond my discipline
Making knowledge meaningful and authentic by connecting theoretical knowledge to real-world scenarios can effectively support students in their learning. This can be done through case studies, internships, and practical examples that show how academic concepts are used in professional settings. Encourage students to bring in examples from their own experiences to make the learning more meaningful. With diverse cohorts of students it is also valuable to encourage them to draw connections between different subjects, especially if they are working across disciplines. This helps them see the broader relevance of their knowledge and fosters critical thinking, all of which are vital skills in this changing world.
By adopting these approaches, educators can support students to acquire knowledge while also cultivating the skills and mindset essential for continuous learning and career success.
Reference
Barnett, R. and Coate, K. 2005. Engaging the Curriculum in Higher Education. OUP
