The document presents an exploration of the application of theoretical principles in distance education, discussing various learning theories and their relevance. It emphasizes the importance of incorporating empirical observations and integrating multiple teaching strategies to cater to diverse learner needs. Additionally, it critiques established metaphors of learning and advocates for a more dynamic understanding of knowledge construction.

1. Empirically Speaking – practical application of theoretical
principles in distance education
By RZP
For AU – EdD - Professor Fahy
EDDE801- Assignment 3
Sep. 15, 2015 – Adobe Connect presentation
1
Field of practice
Student audience
Empirical observation
Timeline
Rationale
Findings 2011-2014
Images courtesy of ClipArt

2. Why is behavirourism associated with a black box?
2
I don’t really know
20%
Learner
obtains Knowledge
20%
Learner viewed as
empty vessel
60%
Source: Christensen, T.K. (2008). The role of theory in instructional design: some views of an ID practitioner
http://performancexpress.org/wp-content/uploads/2011/10/PFI47_4_25.pdf Retrieved on August 30, 2015
Ormrod, J. E. (2009). Essentials of Educational Psychology (Second edition ed.). Columbus, Ohio, U.S.A.: Pearson.
GoogleDocs survey results (Sep. 2015): Why may “theory x” be associated with “metaphor y”?
obtains
shows

3. Learning Theories – vision metaphor
3
Source: Christensen, T.K. (2008). The role of theory in instructional design: some views of an ID practitioner
http://performancexpress.org/wp-content/uploads/2011/10/PFI47_4_25.pdf Retrieved on August 30, 2015
*Siemens, G. (2006). Knowing Knowledge. (pp.26-27) Lulu.com (November 5, 2006) ISBN-13: 978-143030230
GoogleDocs survey (Sep. 2015) results – role of learner
Constructing?
Connecting?
*“These established metaphors fall short in an era defined by rapid knowledge development.”
actively copies knowledge from others 40%
passively receives information 40%
I don't really know 20%
strategically uses knowledge 60%
passively processes knowledge 0%
I don't really know 40%
is viewed as part of the environment 0%
interacts with the environment to learn 80%
I don't really know 20%
globe 20%
television 0%
Stairs 0%
scaffold 40%
I can't think of any 40%
other 0%
Social Learning
Information Processing
Constructivism
Social Cultural Choose a metaphor

4. Role of learner – vision metaphor
4
Performer: obtains and shows knowledge
Observer: copies knowledge from others
Processor: strategizes to obtain and use knowledge
Explorer: discovers knowledge by interacting with
the environment and others in in it (cognitive)
Collaborator: interprets knowledge by collaborating,
negotiating and interacting (social)
Christensen, T.K. (2008). The role of theory in instructional design: some views of an ID practitioner
http://performancexpress.org/wp-content/uploads/2011/10/PFI47_4_25.pdf Retrieved on August 30, 2015
Ormrod, J. E. (2009). Essentials of Educational Psychology (Second edition ed.). Columbus, Ohio, U.S.A.: Pearson.
Siemens (2005): “Our metaphors of learning have become tired and worn.”
Retrieved September 07, 2015 http://www.elearnspace.org/Articles/networks.htm

5. Acknowledging classical and emerging concepts
5
Classical
1960s Wedemeyer - Independent Study
1960s Holmberg - Guided Didactic Conversation
1973/1983 Moore - Transactional Distance*
1990s Garrison et al -Community of Inquiry
1990s Simonson et al - Equivalency
~2005 Siemens & Downes - Connectivism
Thorndike
Siemens
Bloom
1800s
1900s
2000s
Node
Internode
Siemens, G. (2006). Knowing Knowledge. (p.29)
“Nodes are external entities which
we can use to form a network.”
Images courtesy of ClipArt
Holmberg, B. (1983). Guided didactic conversation in distance education.
Moore, M. G. (1973). Towards a theory of independent learning and teaching.
Wedemeyer, C. A. (1981). Learning at the Back Door: Reflections on Non-Traditional Learning in the Lifespan.
Dewey*

6. Integrating teaching strategies from various theoretical
approaches in distance education
6
Thorndike’s
Connectionism
Humanism Behaviourism
Programmed
learning
Cognitivism
Information
processing
Constructivism
Metacognition
Post-Constructivism?
Network of knowledge
Case studies
Role plays
Step-by-step
instruction/testing
Surface learning –
‘shovel-ware’
Deep learning –
self-questioning;
ePortfolios
Project-based
learning (PBL)
Curating and
creating artifacts
- ePortfolios
Twitter (#search)
OER (global repository)
Tutors, peers
Skim, scan, share
Curate, repurpose
Collaborating - ePortfolios
“To establish desirable connections, learners’ individual differences had to be taken into consideration.”
Thorndike in: Saettler, P. (1990). The Evolution of American Educational Technology. (p.56)
“We do not always construct (which is high cognitive load), but we do constantly connect.” (Siemens, 2006, p.27)

7. Why apply theoretical principles in distance education?
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Design instruction
Create meaningful learning events
Focus on the situation
Consider the instructional problem
Identify theories/models
Use theoretical perspective as guide
“We dance and court the knowledge of others in ways the original creators did not intend.” (Siemens, 2006, p.7)
“Although acclaimed as the great interpreter of Dewey, it seems clear that Kilpatrick ended by transforming Dewey’s ideas into
something quite different than Dewey had originally intended.” (Saettler, 1990, p. 60)

8. Learning
Humanism, Behaviourism
Cognitivism, Constructivism
Empirical evidence
“Different theories reflect different
positions on the nature of knowledge…
there is some form of empirical evidence
to support each”**
Emerging
Connectivism: Siemens
Equivalency: Simonson
Taxonomy of the Many*: Anderson, Dron (2007)
Social learning 2.0
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Theoretical principles – application in DE
*Metaphor: virtual classroom
Source: * http://www.slideshare.net/terrya/ecel-copenhagen-2007-terry-anderson
Tony Bates: ** http://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
Surowiecki, J.(2005). The Wisdom of Crowds. Anchor Books.( pp. xv.)
*Metaphor: virtual community of practice
*Metaphor: wisdom of crowds
Network
Collective
Groups
1, 2, 3

9. Empirically Speaking – practical application of theoretical
principles in distance education
Learning Theories DE Theories
9
Classical Emerging
If I have seen further than others, it is by standing upon the shoulders of Giants.
Sir Isaac Newton in a letter dated mid 1600s (idea borrowed from another “giant”)
“The quote above is attributed to Sir Isaac Newton, and comes from a letter to his erstwhile friend
and later rival, Robert Hooke, sent in 1676: ‘If I have seen further it is by standing on ye shoulders of Giants’.”
http://0-eds.a.ebscohost.com.aupac.lib.athabascau.ca/eds/pdfviewer/pdfviewer?sid=29f224f5-213f-45cb-ad25-20ee1175f2ca%40sessionmgr4003&vid=5&hid=4102
retrieved 15 September, 2015 from AU Library

10. References: some of the work cited
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of Child Development, 6. Six theories of child development (pp. 1–60). Greenwich, CT:
JAI Press.
Bandura, Albert (1997). Self-efficacy: The exercise of control. New York: Freeman. p. 604. ISBN 978-0-7167-2626-5
Brown, J.S.(2002) USDLA Journal: Journal of the United States Distance Learning Association. v16 n2, February, 2002
Dewey, J. (1966). Democracy and Education - An Introduction to the Philosophy of Education. NY.: The Free Press - A Division of MacMillan Publishing Co., Inc.
Dewey, J., & Tufts, J. H. (1959). Ethics. NY.: Henry Holt and Company.
Holmberg, B. (1983). Guided didactic conversation in distance education. In D. Sewart, D. Keegan, and B. Holmberg (Eds.), Distance education: International
perspectives (p. 114-122). London: Croom Helm. Retrieved 2015-07-06 http://www.c3l.uni-oldenburg.de/cde/support/readings/holm83.pdf
Levine, S.Joseph et al (2005). Making Distance Education Work: Understanding Learning and Learners at a Distance. LearnerAssociates.net LLC
Keegan, D. (1990). Foundations of Distance Education. New York: Routledge.
Knowles, Malcolm S. (1950) Informal Adult Education, Chicago: Association Press, pages 9-10.
Moore, Michael G. 1973).Toward a Theory of Independent Learning and Teaching - http://192.107.92.31/Corsi_2005/bibliografia%20e-learning/theory.pdf
retrieved, 2015-05-25
http://www.slideshare.net/kshelton/equivalency-theory retrieved 2015-08-01
http://www.slideshare.net/terrya/ecel-copenhagen-2007-terry-anderson retrieved 2015-08-05
"Marshall McLuhan: The Medium and the Messenger". Philipmarchand.com. Retrieved 2015-04-23.
Moore, M. G. & Shin, N. (Eds.).(2000). '"Charles Wedemeyer: The Father of Distance Education" in Michael G. Moore and Namin Shin (Eds.), Speaking
Personally about Distance Education: Foundations of Contemporary Practice. University Park, PA: Pennsylvania State University Press.
Ragan, L.C. Ragan (1999). Good Teaching Is Good Teaching: An Emerging Set of Guiding Principles and Practices for the Design
and Development of Distance Education.
Saettler, P. (1990). The Evolution of American Educational Technology.
Siemens, G. (2005). Connectivism: Learning as Network-Creation http://www.elearnspace.org/Articles/networks.htm retrieved 2015-07-07
Siemens, G. (2006). Knowing knowledge. Vancouver, BC, Canada: Lulu Press
Siemens, G. & Tittenberger, P. (2009) (http://ltc.umanitoba.ca/blogs/cetl/)
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education, 4th edition. Upper
Saddle River, NJ: Pearson Education, Inc.
Surowiecki, J.(2005). The Wisdom of Crowds. Anchor Books. pp. xv.
Wedemeyer, C. A., & Childs, G.B. (1961). New Perspectives in University Correspondence Study. Chicago: Center for the Study of Liberal Education for Adults.
Wedemeyer, C. A. (1981). Learning at the Back Door: Reflections on Non-Traditional Learning in the Lifespan. Madison, WI: University of Wisconsin Press.
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