Using the red‐blue exercise to facilitate learning transfer: theory and practice

Presents findings from the use of the red‐blue exercise over time which demonstrate the existence of discrepant reasoning in the application of learning. Claims this observation raises issues about the learning process and barriers to learning, and leads to the need for trainers to understand these issues in order to devise strategies to ensure that intended learning outcomes are met as effectively as possible. Uses the theoretical work of Argyris and Schon related to theories of action, distancing and disconnectedness, to explain the outcomes observed. Aims to allow trainers and educators to understand better the broader contextual and cultural aspects which affect the learning outcomes they are seeking to achieve. Discusses the implications for the design and delivery of certain types of training or educational events, and the realization of their learning outcomes.