For the teacher, the Transferflow model is first and foremost a planning tool that ensures coherence, purpose and progression in teaching.<\/p>\n\n\n\n
The planning is based on two basic principles:<\/p>\n\n\n\n
- \n
- Purpose before activities<\/strong> \u2013 the teaching is designed based on what the students should be able to apply in practice.<\/li>\n\n\n\n
- Backward planning<\/strong> \u2013 from project and practice back to skills and knowledge.<\/li>\n<\/ul>\n\n\n\n
The model's three planning steps are described below.<\/p>\n\n\n\n
1. From learning objectives to practice and project<\/h2>\n\n\n\n
![\"\"](\"http:\/\/onlearn.online\/wp-content\/uploads\/2025\/12\/Skaermbillede-2025-12-17-021250-1024x701.png\")
<\/figure>\n\n\n\nPlanning starts in the curriculum.
Here the relevant learning objectives are identified, but instead of stopping at the formulations, they are translated into a more practical question:<\/p>\n\n\n\nWhat do these learning objectives specifically mean for the student to be able to do?<\/em><\/p>\n\n\n\n
This interpretation forms the basis for deciding what you would like to see the student do in the project work at this point in the process<\/strong>.
The project functions here as a benchmark \u2013 not as a final test, but as a place where knowledge and skills are brought into play in a meaningful context.<\/p>\n\n\n\nThe central focus of this step is therefore:<\/p>\n\n\n\n
- \n
- What behavior, choices, or actions do I want to observe in the student?<\/li>\n\n\n\n
- How does this reflect the academic goals in the curriculum?<\/li>\n<\/ul>\n\n\n\n<\/div>\n\n\n\n
2. Scaffolding through synchronous activities<\/h2>\n\n\n\n
![\"\"](\"http:\/\/onlearn.online\/wp-content\/uploads\/2025\/12\/Skaermbillede-2025-12-17-031746.png\")
<\/figure>\n\n\n\nWhen the desired expression of the project is clear, the focus shifts to the synchronous part of the process.
Here, consideration is given to how, through scaffolded, collaborative tasks<\/strong>, students can be supported in gradually developing the skills necessary for the project work.<\/p>\n\n\n\nThe synchronous activities are designed with the aim of:<\/p>\n\n\n\n
- \n
- make complex professional practice manageable,<\/li>\n\n\n\n
- create space for testing, dialogue and feedback,<\/li>\n\n\n\n
- and give students the opportunity to practice in a controlled setting before working more independently.<\/li>\n<\/ul>\n\n\n\n
Scaffolding is not an end in itself, but a means to bring students closer to the practice that they will later be able to master more independently.<\/p>\n\n\n\n
<\/div>\n\n\n\n3. The knowledge base: planning asynchronous learning objects<\/h2>\n\n\n\n
![\"\"](\"http:\/\/onlearn.online\/wp-content\/uploads\/2025\/12\/Skaermbillede-2025-12-17-032057-1024x474.png\")
<\/figure>\n\n\n\nOnly in this step does the focus turn to the asynchronous part of the process.
The starting point is not: what can we tell the students?<\/em>
but rather:<\/p>\n\n\n\nWhat knowledge do students need to be able to solve the scaffolded tasks in the synchronous part?<\/em><\/p>\n\n\n\n
The asynchronous learning objects \u2013 e.g. videos, texts, examples and explanations \u2013 are designed as a knowledge base<\/strong> that supports further work.
The focus here is on:<\/p>\n\n\n\n- \n
- conceptual understanding,<\/li>\n\n\n\n
- professional contexts,<\/li>\n\n\n\n
- and clear communication of what is central \u2013 and why.<\/li>\n<\/ul>\n\n\n\n
The asynchronous part is thus not preparation in the traditional sense, but an integrated part of an overall didactic design.<\/p>\n\n\n\n
<\/div>\n\n\n\n
\n\n\n\n<\/div>\n\n\n\nAbout variation, learning styles and modalities<\/h2>\n\n\n\n
When teaching is planned in this way, it also becomes natural to consider variation in form, modality and task types<\/strong>.
Students acquire knowledge and skills in different ways, and a conscious choice of learning objects, activities and working methods can support this.<\/p>\n\n\n\nIn the Toolbox<\/em>, I have collected concrete ideas and examples of how to work with different learning styles and modalities in both asynchronous, synchronous and project-based courses.<\/p>\n\n\n\n
- Backward planning<\/strong> \u2013 from project and practice back to skills and knowledge.<\/li>\n<\/ul>\n\n\n\n