How does knowledge transfer work? (february 25)

Knowledge transfer occurs when what has been learned is applied in new situations or contexts. It is not simply a matter of retaining information, but of being able to use it flexibly and effectively. A number of mechanisms and conditions are conducive to this process.

- Deep understanding: Understanding is the ability to link new knowledge to previous knowledge and to create a knowledge network. This involves organising and structuring information, representing it in different forms and making links. Simple memorisation is no guarantee of effective transfer.

- Knowledge activation: The retrieval of information from memory is associated with the activation of the neurons that carry this notion. To facilitate transfer, it is important to activate knowledge in different ways, using clues, questions, problem situations or practical exercises.

- Active generation: Activities that require the learner to actively generate responses or reformulate information promote transfer. For example, summarising, explaining to someone, making diagrams, mind maps or comparative tables.

- Spaced repetition: Consolidating information in memory requires regular repetition spaced out over time. Expanded repetition is more effective than massed revision.

- Contextualisation: Learning must be contextualised, by making links with concrete situations and real-life experiences. The more you know about a subject, the easier it is to relate new information and retain it.

- Accuracy and attention: Working on the accuracy and meaning of information is essential to avoid misunderstandings. A good attention span is also essential to facilitate transfer.

-Motivation and emotion: Learning is more effective when it is associated with positive emotions and arouses a personal interest in the learner. Learners also need to be motivated by what is at stake, by showing them the benefits in the short, medium and long term.

- Experimentation and action: Activities in which learners are active and physically involved encourage them to reappropriate and generalise their knowledge. Role-playing and experimentation are the techniques to be favoured.

- The flipped classroom: This approach makes it possible to work on the prerequisites beforehand and to devote face-to-face time to transfer activities, such as questions, exercises or debates.

- Formative assessment: Regular assessments help to identify difficulties and adjust learning. Feedback allows mental models to be adjusted.

- Collaborative work: Group work allows learners to exchange ideas, argue, produce and communicate, which encourages the development of psychosocial skills and the transfer of knowledge.

- Edutainment: Using games in a learning context stimulates commitment, motivation and memorisation, which can improve transfer.

The importance of feedback:

-Feedback is essential for adjusting mental models and consolidating knowledge. Feedback from an outsider helps to check the quality of the work and its understanding.

In conclusion, knowledge transfer is a complex process that requires deep understanding, regular activation, active involvement and appropriate teaching methods. The aim is to enable learners to use their knowledge in new situations and contexts. It is important not to confuse knowledge transfer with simple memorisation.