concept of [the] transfer [of learning] has traditionally rested upon the
idea that learning simply consists of acquiring knowledge and skill in
one context and reapplying it to another... The main problem with this
concept... is that it completely neglects the influence of context, resources
and people upon the process of learning and... misconceives the process
workplaces are viewed as 'activity systems', with their own divisions of
labour, rules and procedures, it is possible to replace the notion of 'transferability'
with the concept of 'boundary crossing'... This reflects the recognition
that students engage successfully in different tasks and in different contexts...
Such an approach takes account of the fact that learning is a process both
of self-organisation and enculturation and that these processes occur while
individuals participate in cultural practices, frequently while interacting
with more knowledgeable others in the workplace..." (Griffiths et al.,
2000a, pp. 33f.)