Opening Prayer

MOTIVATION

Jester T. BantayanRheyal M. AtienzaRez John T. RanqueJenimie G. NievesProf.Ed. Student

ED.TECH 1

Edgar Dale's Cone of Experience

Questions to be Addressed:Who is Edgar Dale?What is the Cone of Experience?Is the Cone of Experienced based on

previous theories?What are mis-conceptions of the

Cone of Experience?How can the Cone help

instruction?

Edgar DaleEdgar Dale (1900-1985) served on The Ohio State University faculty from 1929 until 1970. He was an internationally renowned pioneer in the utilization of audio-visual materials in instruction. He also made major research contributions in the teaching of vocabulary and testing readability of texts. Jeanne S. Chall, an OSU Ph.D. graduate who went on to become a leading innovator in reading research. Perhaps Professor Dale's most famous concept was called the "cone of experience," a graphic depiction of the relationship between how information is presented in instruction and the outcomes for learners.

- Take from the Ohio State University Website

http://ehe.osu.edu/edtl/about/tradition.cfm#dale

What is The Cone of Experience?

First introduced in Dale’s 1946 book, Audio-Visual Methods in Teaching

Designed to “show the progression of learning experiences” (Dale (1969) p.

108) from the concrete to the abstract

Concrete vs. Abstract LearningCONCRETE LEARNING ABSTRACT LEARNING

First-hand experiences

Learner has some control over the outcome

Incorporates the use of all five senses

Difficulty when not enough previous experience or exposure to a concept

Every level of the Cone uses abstract thinking in come way

Intentions of the Cone of Experience

Dale (1969) wrote that May lead to a more useful

way of thinking about audio visual materials and their application in the classroom

The levels of the Cone are interactive

As one moves up the Cone there is not necessarily an increase in difficulty but rather an increase in abstract thought

Mis-Conceptions of the ConeAll teaching/learning must move from the bottom to

the top of the Cone.One kind of experience on the Cone is more

useful than anotherMore emphasis should be put on the bottom

levels of the ConeThe upper level of the Cone is for older

students while the lower levels are for younger students It overemphasizes the use of

instructional media

Enactive – direct experiences Direct, Purposeful Contrived Dramatized

Iconic – pictorial experiences Demonstrations Study trips Exhibits Educational television Motion pictures Recordings, radio, still pictures

Symbolic – highly abstract experiences Visual symbols Verbal symbols

Levels of the cone of experience

Direct and Purposeful Experiences Direct, first hand

experiences Have direct

participation in the outcome

Use of all our senses

Examples:Working in a

homeless shelterTutoring younger

children

Contrived Experiences Models and mock-ups “editing of reality” Necessary when real

experience cannot be used or are too complicated

Examples Use of a pilot simulator Mock up of an auto

plant to show the auto making process

Dramatized ExperiencesReconstructed

experiencesCan be used to simplify

an event or idea to its most important parts

Divided into two categoriesActing – actual

participation (more concrete)

Observing – watching a dramatization take place (more abstract)

Monticello Students engaged in a mock trial

ICONIC EXPERIENCES ON THE CONE Progressively moving toward greater use of

imagination Successful use in a classroom depends on how

much imaginative involvement the method can illicit from students

Involves: Demonstrations Study trips Exhibits Motion pictures Educational television Radio, recordings, and still pictures

Symbolic Experiences Very little immediate physical action Difficult only if one doesn’t have

enough direct experience to support the symbol

Used at all levels of the Cone in varying importance

Involves:• Visual symbols• Verbal symbols

Cisco Systems, Incorporated. (2008). Multimodal learning through media: What the research says. Fadel, C., & Lemke, C. Retrieved from http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf on February 10, 2009.

Dale, E. (1969). Audiovisual methods in teaching. New York: Dryden Press Dooley, K. (2005). Advanced methods in distance education: Applications and practices

for educators, administrators and learners. Hershey, PA: Information Science Publishing.

Heinich, R., Molenda, M., & Russell, J. D. (1989). Instructional media and the new technologies of instruction. New York: Macmillan.

Molenda, M. (2003). Cone of Experience. In Kovalchick, A., & Dawson, K. (Eds.). Education and technology: An encyclopedia (p. 161-164). Santa Barbara, Calif: ABC-CLIO.

Seels, B. (1997). The relationship of media and ISD theory: The unrealized promise of Dale’s cone of experience. Paper presented at the annual meeting of the Association for Educational Communications and Technology. Albuquerque, New Mexico. (ERIC Document Reproducation Service No. ED409869)

Turner, G. (2000). Teaching young adults: A handbook for teachers in further education. Florence, KY: Routledge.

Elaboration Theory - http://www.learning-theories.com/elaboration-theory-reigeluth.html

Anchored Instruction - http://tip.psychology.org/anchor.html

References