This research presents a case study at a South African University, involving students who had studied mathematics in a pre-undergraduate Foundation Programme (FP) and who were currently in their first year of study in Information Technology (IT) at the same institution. The study investigated a possible relationship between the teaching approach used in the FP mathematics classroom and the extent of students’ abilities to use important mathematical practices, such as using procedures flexibly; using representation; understanding/explaining concepts; questioning; justifying claims; disagreeing; strategising; and generalising, in an undergraduate IT context. Focus group interviews and task-based interviews were used to answer three related questions: “To what extent are students aware of differences in teaching approaches between FP mathematics and undergraduate study?”; “To what extent do students believe that their experiences of the teaching approaches in the Foundation Programme mathematics class have helped them in undergraduate study in other courses?”; and “In what ways are the mathematical practices taught in the Foundation Programme used in undergraduate study in IT?” A bricolage of learning theories was used as a framework for understanding the possible relationships between teaching approach, development of mathematical practices and learning transfer. The students in the focus groups described the teaching approach used in the FP mathematics classes as studentcentred, whereas many of the undergraduate IT lectures and tutorials were described as teachercentred. The students felt that the approach used in the FP mathematics classroom was beneficial to further study, in that it taught them how to become responsible for their own learning and brought about deep understanding of the mathematical concepts learned in the FP. The task-based interviews showed that all students used mathematical practices to solve IT problems to a greater or lesser extent. The use of these mathematical practices was best understood as being influenced by all past cognitive, social and cultural experiences, and was therefore not a case of “transfer” in the traditional sense of the word. Instead, the use of mathematical practices could be described as an extreme case of “cognitive accommodation” from a cognitive constructivist perspective, or a case of “generality” from a situative perspective. Furthermore, an inter-relationship emerged between student-centred teaching, students’ productive disposition towards mathematics, and the extent of “transfer” of mathematical practices to the IT domain. This interesting relationship warrants further investigation.

Alterações motoras e cognitivas são frequentes em pacientes com acidente vascular cerebral (AVC). As sequelas após o AVC comprometem o movimento voluntário do membro superior parético (MSP), impactando na funcionalidade e qualidade de vida do indivíduo. O treino em realidade virtual (RV) tem sido proposto como uma ferramenta útil no processo de reabilitação, oferecendo condições favoráveis para a aprendizagem motora. Embora diversos estudos tenham mostrado resultados positivos com esse tipo de treinamento, a transferência dos ganhos obtidos em RV para movimentos similares realizados em ambiente real (AR) em pacientes com AVC ainda não foi satisfatoriamente comprovada. Assim, o objetivo deste estudo foi avaliar a transferência dos possíveis ganhos motores obtidos após o treinamento do MSP em RV, para movimentos similares realizados em AR em pacientes com sequelas crônicas de AVC. Para isso foi realizado um estudo experimental controlado, aleatorizado, simples cego, a fim de comparar o desempenho motor do MSP em AR antes e depois de um treinamento em RV com quatro jogos do sistema Nintendo Wii (NW), entre grupo experimental (GE - n=22), e grupo controle (GC - n=19) que não realizou treino motor e recebeu orientações em relação aos cuidados gerais nas atividades de vida diária (AVDs). As demandas motoras dos jogos envolveram movimentos de flexão de ombros e cotovelos em velocidade e amplitude variáveis, e, de forma menos ativa, a abdução do ombro. A transferência dos dois grupos foi avaliada por meio dos testes de precisão e velocidade de movimentos sequenciais em AR e pela mensuração da amplitude de movimento por meio da goniometria; os testes avaliaram o desempenho dos movimentos de flexão e abdução de ombro e flexão de cotovelo do MSP. Os testes foram realizados antes do treinamento / orientações (AT), depois do treinamento / orientações (DT), 48 horas após o início do treinamento / orientações (48DT) e 7 dias após o primeiro treinamento / orientações (7DT). Para analisar os resultados, foram realizadas análises de variância de medidas repetidas. Para os efeitos que alcançaram nível de significância, foi realizado o Teste Pós Hoc de Tukey para a verificação de eventuais diferenças entre eles. Os resultados indicam que os pacientes com AVC foram capazes de melhorar o seu desempenho nos quatro jogos e manter os ganhos até 7 dias após o início do treinamento. Os testes de transferência de precisão motora e velocidade que avaliaram flexão de ombro e cotovelo, mostraram que os participantes do GE aumentaram a velocidade desses movimentos. Já a mensuração da amplitude de movimento de flexão de ombro e cotovelo, indicaram um aumento no grau de amplitude de movimento no GE. Não observou-se transferência para as avaliações de abdução do ombro. Pacientes com sequelas crônicas de AVC apresentaram uma aprendizagem motora significativa após treinamento com RV e transferiram o ganho obtido para a função motora do MSP. Com base nessas evidências, o treinamento em RV utilizando NW pode ser considerado uma estratégia útil para melhorar a amplitude de movimento articular e velocidade de movimento do MSP, mesmo em pacientes com AVC crônico / Motor and cognitive changes are common in patients with stroke. The sequelae after a stroke affect the paretic´s upper limb (PUL), impacting the functionality and individual life quality. Virtual Reality (VR) training has been proposed as a useful tool in a rehabilitation process, offering favourable conditions for the motor learning process. Although several studies have shown positive results with this type of training, the gain transfer in VR for similar movements performed in real environment (RE) in patients with stroke have not yet been satisfactorily proven. Therefore, the objective of this study was to evaluate the transfer of possible motor gains after the PUL training in VR for similar movements performed in RE in patients with chronic post stroke sequelae. For this, there have been conducted a blind randomized clinical trial to compare the PUL motor performance in RE before and after training in VR based on four Nintendo Wii gaming system (NW), conducted by the experimental group (EG - n = 22), with the performance of a control group (CG - n = 19). The control group performed no motor training, but received guidance on the general care in activities of daily living (ADLs). Games motor demands involved shoulder and / or elbow flexion in different speed and amplitude, and less actively, shoulder abduction. The transfer of the two groups was evaluated by testing the accuracy and speed of sequential movements in RE and the measurement of motion amplitude using a goniometer; this tests evaluated the performance of flexion and shoulder abduction and elbow flexion PUL. The tests were performed before training / orientation (BT), after training / orientation (AT), 48 hours after the start of training / orientation (48AT) and 7 days after the first training / orientation (7AT). To analyze the results, there was performed repeated measures analysis of variance. For the effects that reached statistical significance, it was performed Tukey\'s post hoc test to check for any differences between them. The results indicate that patients with stroke were able to improve their performance in the four games, and to maintain the gains up to 7 days after start training. The motor precision transfer and speed test that evaluated shoulder and elbow flexion showed that participants in the experimental group increased speed of these movements. And the measurement of the amplitude of shoulder flexion and elbow, indicated an increase in range of motion degree in experimental group. It was not observed positive transfer to the shoulder abduction assessments. Patients with chronic stroke´s sequelae showed a significant motor learning after training with VR and more importantly, they transferred the gain for the motor function of the PUL. Based on this evidence, training in VR using NW can be considered a useful strategy to improve range of joint motion and movement speed of the PUL, even in patients with chronic stroke

The purpose of business training programs is to improve performance, which improved performance changes leadership behaviors based on the knowledge, skills, and abilities (KSAs) learned in training. One of the most common criticisms of leadership training is the tendency to focus on teaching theory but not on applying theory into practice, that is, transfer of learning. Research usually ends at the point of identifying, describing, or measuring factors that influence transfer. Ongoing research must identify what constructs in the transfer of learning process should be effectively changed or managed. There is a gap in research on the degree to which performance improvement through KSAs learned in a simulation training program actually transfer to the work environment. Additional research is needed that examines the relationship between transfer of learning and intent to transfer, which are critical outcomes in the field of human resource management and development. The purpose of the study was to examine the relationship between intent to transfer and four constructs in the transfer of learning process during a simulation-based leadership training program. Participants completed self-report assessments that measured the relationships between intent to transfer and four constructs: ability, motivation, work environment, and learner readiness. A correlational design was administered using a population of mid-level managers in a telecommunications organization.

Learning and development (L&D) professionals in a Fortune 500 company were unable to determine whether managers who completed leadership development courses were transferring what they learned to their work practices. The purpose of this qualitative single instrumental case study was to uncover the factors that accelerated or impeded the transfer of training for employees in the workplace. The conceptual framework was social cognitive learning theory with emphasis on the triadic reciprocal causation model. Guiding questions were used to explore 2 areas: (a) how managers described their preparedness to transfer the training to their jobs, and (b) how managers described their perceptions of the transfer of training from the concepts learned in class to practical job application. Data were collected through one-on-one online interviews with 12 managers who had completed a leadership development course. Data analysis included organizing the data; reading them multiple times; developing codes, categories, and themes; and interpreting the findings. Over 90% of the participants stated that they felt prepared to implement the training after the class. However, only half reported a moderate to high level of confidence incorporating the training into their work. A 3-day professional development project was designed to heighten awareness of the benefits of advancing the transference and application of training with a strong focus on driving social change in the workplace through improved interpersonal skills between managers and their direct reports.

In this experiment I investigated the relationship between set-switching and transfer learning, both of which presumably invoke executive functioning (EF), which may in turn be correlated with intelligence. Set-switching was measured by a computerized version of the Wisconsin Card Sort Task. Another computer task was written to measure learning-transfer ability. The data indicate little correlation between the ability to transfer learning and the capacity for set-switching. That is, these abilities may draw from independent cognitive mechanisms. The major difference may be requirement to utilize previous learning in a new way in the learning-transfer task.

Transfer Learning is an emerging framework for learning from data that aims at intelligently transferring information between tasks. This is achieved by developing algorithms that can perform multiple tasks simultaneously, as well as translating previously acquired knowledge to novel learning problems. In this thesis, we investigate the application of Gaussian Processes to various forms of transfer learning with a focus on classification problems. This process initiates with a thorough introduction to the framework of Transfer learning, providing a clear taxonomy of the areas of research. Following that, we continue by reviewing the recent advances on Multi-task learning for regression with Gaussian processes, and compare the performance of some of these methods on a real data set. This review gives insights about the strengths and weaknesses of each method, which acts as a point of reference to apply these methods to other forms of transfer learning. The main contributions of this thesis are reported in the three following chapters. The third chapter investigates the application of Multi-task Gaussian processes to classification problems. We extend a previously proposed model to the classification scenario, providing three inference methods due to the non-Gaussian likelihood the classification paradigm imposes. The forth chapter extends the multi-task scenario to the semi-supervised case. Using labeled and unlabeled data, we construct a novel covariance function that is able to capture the geometry of the distribution of each task. This setup allows unlabeled data to be utilised to infer the level of correlation between the tasks. Moreover, we also discuss the potential use of this model to situations where no labeled data are available for certain tasks. The fifth chapter investigates a novel form of transfer learning called meta-generalising. The question at hand is if, after training on a sufficient number of tasks, it is possible to make predictions on a novel task. In this situation, the predictor is embedded in an environment of multiple tasks but has no information about the origins of the test task. This elevates the concept of generalising from the level of data to the level of tasks. We employ a model based on a hierarchy of Gaussian processes, in a mixtures of expert sense, to make predictions based on the relation between the distributions of the novel and the training tasks. Each chapter is accompanied with a thorough experimental part giving insights about the potentials and the limits of the proposed methods.

In this experiment I investigated the relationship between set-switching and transfer learning, both of which presumably invoke executive functioning (EF), which may in turn be correlated with intelligence. Set-switching was measured by a computerized version of the Wisconsin Card Sort Task. Another computer task was written to measure learning-transfer ability. The data indicate little correlation between the ability to transfer learning and the capacity for set-switching. That is, these abilities may draw from independent cognitive mechanisms. The major difference may be requirement to utilize previous learning in a new way in the learning-transfer task.

abstract: Most new first-year composition (FYC) students already have a great deal of writing experience. Much of this experience comes from writing in digital spaces, such as Facebook, Twitter, Instagram, and Pinterest. This type of writing is often invisible to students: they may not consider it to be writing at all. This dissertation seeks to better understand the actual connections between writing in online spaces and writing in FYC, to see the connections students see between these types of writing, and to work toward a theory for making use of those connections in the FYC classroom. The following interconnected articles focus specifically on Facebook--the largest and most ubiquitous social network site (SNS)-- as a means to better understand students' digital literacy practices. Initial data was gathered through a large-scale survey of FYC students about their Facebook use and how they saw that use as connected to composition and writing. Chapter 1 uses the data to suggest that FYC students are not likely to see a connection between Facebook and FYC but that such a connection exists. The second chapter uses the same data to demonstrate that men and women are approaching Facebook slightly differently and to explore what that may mean for FYC teachers. The third chapter uses 10 one-on-one interviews with FYC students to further explore Facebook literacies. The interviews suggest that the literacy of Facebook is actually quite complex and includes many modes of communication in addition to writing, such as pictures, links, and "likes." The final chapter explores the issue of transfer. While transfer is popular in composition literature, studies tend to focus on forward-reading and not backward-reaching transfer. This final chapter stresses the importance of this type of transfer, especially when looking back at digital literacy knowledge that students have gained through writing online. While these articles are intended as stand-alone pieces, together they demonstrate the complex nature of literacies on Facebook, how they connection to FYC, and how FYC teachers may use them in their classrooms. They serve as a starting off point for discussions of effective integration of digital literacies into composition pedagogies. / Dissertation/Thesis / Doctoral Dissertation English 2014

Alterações motoras e cognitivas são frequentes em pacientes com acidente vascular cerebral (AVC). As sequelas após o AVC comprometem o movimento voluntário do membro superior parético (MSP), impactando na funcionalidade e qualidade de vida do indivíduo. O treino em realidade virtual (RV) tem sido proposto como uma ferramenta útil no processo de reabilitação, oferecendo condições favoráveis para a aprendizagem motora. Embora diversos estudos tenham mostrado resultados positivos com esse tipo de treinamento, a transferência dos ganhos obtidos em RV para movimentos similares realizados em ambiente real (AR) em pacientes com AVC ainda não foi satisfatoriamente comprovada. Assim, o objetivo deste estudo foi avaliar a transferência dos possíveis ganhos motores obtidos após o treinamento do MSP em RV, para movimentos similares realizados em AR em pacientes com sequelas crônicas de AVC. Para isso foi realizado um estudo experimental controlado, aleatorizado, simples cego, a fim de comparar o desempenho motor do MSP em AR antes e depois de um treinamento em RV com quatro jogos do sistema Nintendo Wii (NW), entre grupo experimental (GE - n=22), e grupo controle (GC - n=19) que não realizou treino motor e recebeu orientações em relação aos cuidados gerais nas atividades de vida diária (AVDs). As demandas motoras dos jogos envolveram movimentos de flexão de ombros e cotovelos em velocidade e amplitude variáveis, e, de forma menos ativa, a abdução do ombro. A transferência dos dois grupos foi avaliada por meio dos testes de precisão e velocidade de movimentos sequenciais em AR e pela mensuração da amplitude de movimento por meio da goniometria; os testes avaliaram o desempenho dos movimentos de flexão e abdução de ombro e flexão de cotovelo do MSP. Os testes foram realizados antes do treinamento / orientações (AT), depois do treinamento / orientações (DT), 48 horas após o início do treinamento / orientações (48DT) e 7 dias após o primeiro treinamento / orientações (7DT). Para analisar os resultados, foram realizadas análises de variância de medidas repetidas. Para os efeitos que alcançaram nível de significância, foi realizado o Teste Pós Hoc de Tukey para a verificação de eventuais diferenças entre eles. Os resultados indicam que os pacientes com AVC foram capazes de melhorar o seu desempenho nos quatro jogos e manter os ganhos até 7 dias após o início do treinamento. Os testes de transferência de precisão motora e velocidade que avaliaram flexão de ombro e cotovelo, mostraram que os participantes do GE aumentaram a velocidade desses movimentos. Já a mensuração da amplitude de movimento de flexão de ombro e cotovelo, indicaram um aumento no grau de amplitude de movimento no GE. Não observou-se transferência para as avaliações de abdução do ombro. Pacientes com sequelas crônicas de AVC apresentaram uma aprendizagem motora significativa após treinamento com RV e transferiram o ganho obtido para a função motora do MSP. Com base nessas evidências, o treinamento em RV utilizando NW pode ser considerado uma estratégia útil para melhorar a amplitude de movimento articular e velocidade de movimento do MSP, mesmo em pacientes com AVC crônico / Motor and cognitive changes are common in patients with stroke. The sequelae after a stroke affect the paretic´s upper limb (PUL), impacting the functionality and individual life quality. Virtual Reality (VR) training has been proposed as a useful tool in a rehabilitation process, offering favourable conditions for the motor learning process. Although several studies have shown positive results with this type of training, the gain transfer in VR for similar movements performed in real environment (RE) in patients with stroke have not yet been satisfactorily proven. Therefore, the objective of this study was to evaluate the transfer of possible motor gains after the PUL training in VR for similar movements performed in RE in patients with chronic post stroke sequelae. For this, there have been conducted a blind randomized clinical trial to compare the PUL motor performance in RE before and after training in VR based on four Nintendo Wii gaming system (NW), conducted by the experimental group (EG - n = 22), with the performance of a control group (CG - n = 19). The control group performed no motor training, but received guidance on the general care in activities of daily living (ADLs). Games motor demands involved shoulder and / or elbow flexion in different speed and amplitude, and less actively, shoulder abduction. The transfer of the two groups was evaluated by testing the accuracy and speed of sequential movements in RE and the measurement of motion amplitude using a goniometer; this tests evaluated the performance of flexion and shoulder abduction and elbow flexion PUL. The tests were performed before training / orientation (BT), after training / orientation (AT), 48 hours after the start of training / orientation (48AT) and 7 days after the first training / orientation (7AT). To analyze the results, there was performed repeated measures analysis of variance. For the effects that reached statistical significance, it was performed Tukey\'s post hoc test to check for any differences between them. The results indicate that patients with stroke were able to improve their performance in the four games, and to maintain the gains up to 7 days after start training. The motor precision transfer and speed test that evaluated shoulder and elbow flexion showed that participants in the experimental group increased speed of these movements. And the measurement of the amplitude of shoulder flexion and elbow, indicated an increase in range of motion degree in experimental group. It was not observed positive transfer to the shoulder abduction assessments. Patients with chronic stroke´s sequelae showed a significant motor learning after training with VR and more importantly, they transferred the gain for the motor function of the PUL. Based on this evidence, training in VR using NW can be considered a useful strategy to improve range of joint motion and movement speed of the PUL, even in patients with chronic stroke

<div>Previous studies indicated that calculus courses are considered `weed-out' courses as a lot of students in STEM majors struggle to pass. Instructors and researchers explored various instructional methods to facilitate calculus learning, however, more tailored instructional strategies are still needed. Inventing Contrasting Case is a strategy that has been proven effective in transfer, yet, its effect when combined with the motivational factor and across various content areas should be investigated further. Therefore, this study investigated the relationship between participants' motivation, instruction condition, and the performance on the direct application and transfer problems using Calculus 1 content. The data was collected from undergraduate students in STEM majors at a Midwestern university who were required to complete a Calculus 1 course to attain their degree. Eighty-one students participated for the study. Participants were assigned to either the iCalCulus (iCC) group or the Tell and Practice (TP) group. The study consisted of two separate sessions. In Session 1, participants were provided with a motivation survey, calculus course experience survey, pre-requisite knowledge check test, ICC task or TP task, and post-test. Seven days later, participants took a delayed post-test (Sesson 2). Google Forms was used to create study materials. The results from Bayesian independent sample t-test analyses indicated that the iCC group did not outperform the TP group in direct application problems. In addition, the iCC group did not outperform the TP group in PFL problems in either test. However, the ICC group outperformed the TP group in the further PFL problems from the delayed post-test (BF01 = .096, p = .003). The results from Bayesian one-way ANCOVA analyses indicated that there was the moderate idence that supports the effect of group condition on direct application, Preparation for Future Learning (PFL) performance from the post-test, while controlling for the average pre-requisite knowledge check test score and motivational level. The results also indicated that there was from moderate to strong evidence to support that group condition had an eect on PFL performance from the delayed post-test (Session 2), and the further PFL performance from both post-test and delayed post-test while controlling for the average pre-requisite knowledge check test score. In addition, motivational level was shown to not be an effective moderator between instructional condition and performance in PFL problems. The results from GLM repeated measure analyses showed the ICC strategy had a more significant effect on the participants regarding PFL performance and further PFL performance over time as there was a significant cross-over interaction effect between the time and the instruction condition (p = .012, <b>η_p²= .</b>08 for PFL performance and p = .003, <b>η_p²</b> = .11 for further PFL performance). The direction for potential future studies is addressed in the conclusion section including the importance of developing curriculum to train students' transfer ability; and a new type of assessment to measure transfer is offered for consideration.</div>