This is an excerpt from an e-mail sent to my Research Director, Dr. Yolanda Gayol of Fielding Graduate University, who is based in Washington, D.C.:

To:

Dr. Gayol I have some of my thoughts on the title of the Dissertation and the formation of the title. I feel that the term Empirical Education pertains to the observational context and is somewhat related to the "outside" reference in terms of teaching aspects in that the focal may be considered observational and therefore related to the external influences. In terms of the Experential Educational aspects, we can say that it may be termed more on the "inside to outside" learning modes of delivery in terms of the education of the student, and that experential related teaching can be presented as self-initiated teaching processes which are supported by inner motivational learning.

More thoughts on the Empirical Education: Observational in Distance Learning, only by observation of the written form of communication and within the constructs of language theory (of which I will be discussing more in my Dissertation presentation) and the modes of learning and extent revealed. The so-called "Shell" approach ( of which I have paraphrased to express the layers or levels of learning) can further elucidate further levels of breadth of understanding. The "Shell" approach engages in the transposition of literally or literal communication where the learner is the teacher herself of dimensions of approaches in engaged learning and transcends the general basis of required learning processes typically utilized in Distance Theory of Education. The more distant, and more complex the dimension of learning engagement, the more levels of Shell layering are present. In terms of the contexual approach to the layering of levels of Shell Theory, the learner can proceed through the "Analog" or "Digital" application of learning self-initiated processes. The outer level of the Shell Theory indicates that the learner must approach the preliminary foundations of the contexual subject area by filling in the void of the knowledge base and proceeding further along the tracks of the knowledge basis-set. As she/he develops the articulation point of the self-initiated teaching process, the learner forms quetions and thought processes which are indicative of his or her breadth of progression of movement along the planes and dimensions as emphasized by the MATRIX MODEL (of which I will be presenting and discussing in more detail during my progress of the Dissertation) of the learning process.

In the case of the "analog" process of learning development, the continuum of the model indicates that the analog model lay a constructive pathway and link all of the necessary sequences which are jointly verifiable and support the progression of delivery and learning. In the case of the "Digital" MATRIX MODEL of learning, the point-to-point pathways progression can be made which support a step-wise and more flexible venue of learning sequence and pathway support. The digital pathway is a more abstract pathway which allows more freedom and versatilityin development as compared to those of the analog sequential pathway. The digital pathway dictates a point-to-point progression of learning which is discrete in design and allows for cross jumping of ideas that are liberally step-wise in the facilitation of ideas. Design is an approximation of the articulation of ideas which entail the objective and reason for and behind the learning process. The Shell Theory of learning and the MATRIX MODEL of Analog and Digital Learning and representation process are features of a way in which the process of the Empirical and Experential model of Contexual Theory are expressed.

Margith A. Strand