The document discusses Edgar Dale's Cone of Experience and its implications for teaching. It begins by explaining the Cone of Experience model which arranges different types of sensory experiences from most concrete like direct experiences to most abstract like symbols. It notes the different sensory aids in the Cone and that experiences can overlap. The implications are that it provides a useful way to think about instructional materials and their application in the classroom. The document then discusses Jerome Bruner's three-fold analysis of experience and matches the levels to learning aids in Dale's Cone. It provides definitions and benefits of instructional media and its role in teaching. Principles and factors for selecting media are outlined. Finally, the ASSURE model of instructional design
2. 1. What is the cone of experience of Edgar Dale?
2. What are the sensory aids in the Cone of Experience?
3. What are its implications to teaching?
4. What is the three-fold analysis of experience of Jerome Bruner?
5. Which learning aids in Dale’s Cone of Experience correspond/s to each level in Bruner’s
model? Illustrate using a diagram.
6. Define Instructional Media. What are the benefits we can get out of it? What are its role
in the teaching-learning process?
7. What are the properties and other classifications of instructional media?
8. What are the principles and factors to consider in selecting and using instructional
media?
9. What is ASSURE Model of Media Planning?
10. How this model helps in attaining the College vision-mission?
3. The Cone of
Experience is a visual
model, a pictorial
device that presents
bands of experience
arranged according to
degree of abstraction
and not a degree of
difficulty. The farther
you go from the
4. of Experience?
The different kinds of sensory aid
often overlap and sometimes
blend into one another. Motion
pictures can be silent or they can
combine sight and sound.
Students may merely view a
demonstration or they may view it
then participate in it. One kind of
sensory experience is not
necessarily more educationally
useful than another. Sensory
5. 3. WHAT ARE
ITS
IMPLICATIONS
TO TEACHING?
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
6. 4. What is the three-fold analysis
of experience of Jerome Bruner?
Symbolic
Iconic
Enactive Increasing
ABSTRACTION
7. 5. Which learning aids in Dale’s Cone of
Experience correspond/s to each level in Bruner’s
model? Illustrate using a diagram.
ENACTIVE: Refers to the direct or actual
experiences or encounter with what is. This
is life on the raw, rich, and unedited. They
form the bases for all other learning
experiences.
8. Mis-Conceptions of the Cone
All teaching/learning must move from the bottom to
the top of the Cone.
One kind of experience on the Cone is more useful
than another
More emphasis should be put on the bottom levels of
the Cone
The upper level of the Cone is for older students while
the lower levels are for younger students
It overemphasizes the use of instructional media
9. Misrepresentations of the Cone
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web20guru.wikispaces.com/file/view/dalescone.gif
11. What does the Cone mean for instruction?
Dale (1938) taught teachers
that they should help their
students learn how the media
effects us, and to critically
evaluate it.
Teachers must evaluate the
benefit of the learning vs. the
amount of time required in
the lesson
How to effectively use
instructional media to
helping students move from
concrete to abstract thought
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12. Conclusion:
•The Cone of Experience
is a visual device to aid
teachers in the selection
of instructional media
•The Cone is based on the
movement from concrete
experiences to abstract
experiences
•The literal interpretation
of the Cone has resulted
in misconceptions of its
use
•The Cone has practical
applications in
classroom instruction
13. 6. Define Instructional Media. What are
the benefits we can get out of it? What
are its role in the teaching-learning
process?
INSTRUCTIONAL MEDIA:
encompasses all the materials and physical means
an instructor might use.
to implement instruction and facilitate students’
achievement of instructional objectives.
this may include traditional materials such as
chalkboards, handouts, charts and slides.
14. What are the benefits we can get out of it?
What are its role in the teaching-learning
process?
1. Standardization of the delivery of instruction.
2. More attention-grabbing instruction.
3. More retention in learning.
4. More interactive learning.
5. Reduced length of time required for instruction.
6. Provision for instruction whenever and wherever necessary.
7.Enhancement of positive attitudes of students to learning.
8. Shift of role of teachers from instructors to facilitators.
9. Individualization of learning.
10.More multi-sensory learning.
15. What are its role in the teaching-learning
process?
• Heinich , et al. 91996) identified the following roles of
instructional media in the teaching-learning process:
• 1. properly designed instructional media can enhance
and promote learning and support teacher-based
instruction.
• 2. media can be used effectively in formal education
situations where a teacher is not available or is
working with other students.
• 3. media can play important role in the education of
students with exceptionalities and disabilities.
16. 7. What are the properties and other
classifications of instructional media?
1. According to sense modality.
2. According to projection.
3. According to literacy requirement.
4. According to dimensions.
5. According to pacing of media content.
6. According to accessibility.
7. According to cost.
8. According to electronic requirement.
17. 8. What are the principles and factors to consider in
selecting and using instructional media?
Teachers could be guided by the following principles in selecting
instructional media.
1.Principle of Appropriateness
instructional materials must promote the general and
specific goals of the class
instructional materials must be appropriate to the level
intended in terms of vocabulary level, difficulty of
concepts, methods of development, and interest appeal.
Instructional must be either basic or supplementary to the
curriculum.
2. Principle of Authenticity
Instructional materials must present accurate, up-to-date,
dependable information.
18. 3. Principle of Interest
Instructional materials must catch the interest of the
learners. It must stimulate curiosity or satisfy the learner’s
need to know. It must have the power to motivate,
encourage creativity, and imaginative response among
users.
4. Principle of organization and Balance
Instructional material must be well organized and well
balanced in content.
Purpose of the material must clearly stated or perceived.
There should be logical organization, clarity, and
accordance with principles of learning such as
reinforcement, transfer, and application in the materials.
5. Principle of Cost
If there are available substitutes for costly materials, these
substitutes maybe considered first.
19. What are the factors to consider in
selecting and using instructional media?
Considering the principles mentioned, the
following factors are to be considered in
selecting instructional media:
1. Relevance of the media to the lesson
objectives.
2. suitability to students’ age, learning
abilities and styles, and reading level.
3. Accuracy and novelty of media
4. Provision of learner participation.
5. Provision feedback
20. What are the factors to consider in
selecting and using instructional media?
6. Appeal
7. Availability
8. Adaptability
9. Ease in the use or Operation of the
media
10. Learning environment
11. Cost
12. Objectivity
13. Maintenance
14. Technical quality
21. 9. What is ASSURE Model of
Media Planning?
Assure model is a procedural guide for planning and delivering
instruction that incorporates media, assumes that training or
instruction really is required.
ASSURE stands for:
ANALYZE LEARNERS
STATE OBJECTIVES
SELECT MEDIA AND MATERIALS
UTILIZE MATERIALS
REQUIRE LEARNER PERFORMANCE
EVALUATE/REVISE
22. 10.How this model helps in attaining the
college vision-mission?
stated philosophy of most schools and colleges is to help
students fulfill their full potential, not to produce clone-like
replications of a standard mold. The ASSURE model supports the field
of educational technology. It is based on the principal that no one
student acquires information in the same way. While the ASSURE
model is used to systematically design instruction, it steps away from
the traditional means of instruction, (textbooks, lectures, etc) to the
use of technology to deliver the instruction. (Academy of Teaching
Excellence,2002). In conclusion, the ASSURE model has six
components each stated philosophy of most schools and colleges is to
help students fulfill their full potential, not to produce clone-like
replications of a standard mold. The ASSURE model supports the field
of educational technology. It is based on the principal that no one
student acquires information in the same way. While the ASSURE
model is used to systematically design instruction, it steps away from
the traditional means of instruction, (textbooks, lectures, etc) to the
use of technology to deliver the instruction. (Academy of Teaching
Excellence,2002). In conclusion, the ASSURE model has six
components each necessary for the successful implementation of the
instruction, including: 1) Analyze learners, 2) State Objectives, 3)
Select Methods, Media, and Materials, 4) Utilize Media and Materials,
5) Require learner Participation, and 6) Evaluate and Revisenecessary
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Dooley, K. (2005). Advanced methods in distance education: Applications and
practices for educators, administrators and learners. Hershey, PA: Information
Science Publishing.
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.
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eriences&rlz=1C2PRFE_enPH650PH650&biw=1034&bih=639&tbm=isch&tbo=u&s
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https://en.wikipedia.org/wiki/Educational_technology#Media
Editor's Notes
As the use of technology becomes more important in our daily lives, it has also become important as a classroom learning tool. It can be used to enhance learning experiences or even create new experiences. Think back to an academic learning experience you had in school. If technology was involved, how did it influence your experience? If it wasn’t involved, how could technology be applied today to enrich that experience for your students?
Dale’s Cone first appeared in his 1946 textbook titled “ Audio-Visual Methods in Teaching. This text is the grail for any educator wanting to successfully integrate AV materials into instruction. Dale intentions were not for the Cone to represent all ways of learning but instead to create a visual with which to categorize the progression of AV material usage, from the concrete to abstract experience.
Dale outlined his intentions for the use of the Cone of Experience in the 1969 version of his Audio Visual Textbook.
Dale’s Cone of Experience is often mis-interpreted and more recently mis-represented. In Dale’s 1969 version of his Audio Visual text, he dedicates an entire section to refuting these mis-conceptions.
Probably the most widely accepted, yet totally incorrect representation of Dale’s Cone are the examples you see here. Dale’s original Cone does not include the retention percentages nor had Dale ever mentioned them in his writings. These percentages have been attributed to a government report in the 1950’s and has since been refuted. There is no evidence as to who first attached these percentages to Dale’s Cone, but they have unfortunately stuck.
Now lets look at the real Cone and its contributions to education. Using Bruner’s three learning process levels, Dale grouped the Cone’s categories into Enactive, Iconic, and Symbolic experiences. Let’s start with the bottom of the Cone and explore the categories Dale considered the most concrete or enactive.