Reading Notes: First Interpretation of the Systems Approach

The pedagogy of distance education attempts to provide a

structured theoretical system that can be translated into the
creation of educational programs of the highest quality and
integrity.

Moore/Kearsely (2005 p.23) present a conceptual model of

distance education pedagogically based on the principles of
Keegan(1990 and 1998). Moore defines a system broken down
into subsystems that include “knowledge sources, design,
delivery, interaction, learning, and management.” (p.?) Of
particular interest is a discussion of the chain of action that
leads from the definition of media to the practical choice of
technology. In DE, media is not the same as technology but when
the purpose of the media is defined, a technology can be chosen
to serve this need.(Holmberg, Moore.)

The course design team would begin with systematic study of

the nature of the course. The can first examine whether the
course cab best be represented by a “top down” or a “bottom up”
approach (Holmberg 2005). For example, mathematics is best
suited to a bottom-up approach. The abstract aspects of the
subject can only be discussed once the particulars are
understood. The study of philosophy often begins with the
introduction of abstract ideas that are broken down into
particulars. It is best served by a “top down” approach.

Once the up/down nature is determined, it is possible to select a

synchronous or asynchronous technology as the media choice.
Asynchronous technology would suit the study of subjects like
philosophy, which benefit from the reflection of concepts over
time. Synchronous technologies would benefit the study of
mathematics require less reflection more immediate feedback.
Once synchronicity is determined, the section of the actual
media is simplified. A system like WebTycho would suit
asynchronous learning while an interactive web seminar would
be valuable for synchronous learning. In practice, this model
would be expanded to include subjects that combine features of
both synchronicity and asynchronicity resulting in a number of
technology combinations. With the optimal choices of technology
determined, the distance educator could begin to plan and
implement the distance program