In adult education, we have skilled instructional designers, expertise in structuring learning events and delivering content, and we have robust learning theories to draw from, and yet the effective transfer of learning still seems elusive. Recent literature reviews on learning transfer indicate that a large percentage of adult learning does not successfully transfer. The research also suggests transfer needs to be supported at the individual, instructional, and organizational levels. Conventional educational practices often do not provide sufficient scaffolding and social learning to promote learning transfer processes beyond the initial learning event. This article discusses three practices to support mindful learning transfer at each of these levels. Educators are not only responsible for designing and delivering learning content but also scaffolding meaningful social interactions and the development of transfer skills.
This article records and documents the historical development of e‐learning policies at EU level by conducting a discourse and content analysis of four key e‐learning policy documents drafted and implemented by the European Commission over the past 20 years: Learning in the Information Society: Action Plan for a European Education Initiative (1996), the eLearning Action Plan (2001), the eLearning Programme (2003) and the Lifelong Learning Programme (2006). The themes teased out from the analysis reveal a gradual consolidation of e‐learning policy at EU level, indicating the emergence of an increasingly coherent and formal approach to supporting e‐learning initiatives for the benefit of actors at Member State level. The forging of a ‘European dimension’ in e‐learning projects represents the hallmark of these EU policies, but it remains to be seen whether the EU institutions will continue to devote similar attention to and place particular focus on e‐learning as a distinct policy priority in the years to come.
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