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.

中文翻译：

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启动成人学习者学习迁移：超越内容和交付

在成人教育中，我们拥有熟练的教学设计师、构建学习活动和提供内容方面的专业知识，我们拥有强大的学习理论可供借鉴，但有效的学习转移似乎仍然难以实现。最近关于学习迁移的文献评论表明，很大一部分成人学习没有成功迁移。该研究还表明，需要在个人、教学和组织层面支持转学。传统的教育实践通常不能提供足够的支架和社会学习来促进初始学习事件之外的学习迁移过程。本文讨论了在每个级别上支持正念学习迁移的三种做法。