LESSON 3.

Edgar Dale’s Cone of Experience

Background
Years ago an educator named Edgar Dale (Educational Media, 1960), often cited as the father of
modern media in education, developed from his experience in teaching and his observations of learners
the "cone of experience”. The cone's utility in selecting instructional resources and activities is as
practical today as when Dale created it.

People generally remember …

• 10% of what they read
• 20% of what they hear
• 30% of what they see
• 50% of what they hear and see - video
• 70% of what they say or write
• 90% of what they say as they do somethin

2.2 Interpreting the Cone

• The cone is based on the relationships of

various educational experiences to reality
(real life).
• The bottom level of the cone, "direct
purposeful experiences," represents reality
or the closest things to real, everyday life.
• Direct experience allows us to use all senses.
• The opportunity for a learner to use a
variety or several senses (sight, smell,
hearing, touching, movement) is
considered in the cone.
• As you move up the cone, fewer senses are
involved at each level.
• The more sensory channels possible in
interacting with a resource, the better the
chance that many students can learn from it.

• Each level of the cone above its base moves a

learner a step further away from real- life
experiences, so experiences focusing only on
the use of verbal symbols are the furthest Dale’s Cone & Teaching
removed from real life.

• Think about a student reading material

without any pictures or other visuals or a
student listening to a lecture that is nothing
but word

2.2 TYPES OF LEARNERS

1. Visual
2. Auditory
3. Tactile/Kinesthetic
4. Multisensory

2.3 MEDIA
Media are channels of communication between the source and the receiver. Examples include video,
television, diagrams, printed materials, computers, and instructors. These are considered instructional
media when they carry messages with an instructional purpose. The purpose of media is to facilitate
communication.
2.4 The Concrete – Abstract Continuum

Instructional media that incorporate concrete experiences help students integrate prior experience and
thus facilitate learning of abstract concepts.

Verbal

Symbols
Symbolic
Visual Symbols

Recordings – Radio

Still Pictures Iconic

Motion Pictures

Television

Exhibits

Field Trips

Demonstrations Enactive
Enactive
Dramatized Experiences

Contrived Experiences

Direct, Purposeful Experiences

Figure:
Edgar Dale’s “Cone of Experience” paralleled by Jerome Bruner’s descriptive scheme for labelling
instructional activities.

2.3 THE ROLES OF MEDIA IN LEARNING

2.3.1 Instructor Directed Instruction

Iconic
Media is utilized as supplemental support of the live instructor in the classroom. Properly designed
instructional media can enhance and promote learning and support teacher-based instruction. Wittich
& Fowlkes (1946) earlier presented that when teachers introduced films, relating them to learning
objectives, the amount of information students gained from films increased.

Ausubel (1968) developed the concept of advance organizers as an aid to effective instruction. An
advance organizer is intended to create a mindset for reception of instruction. It can be integrated in
the introduction to lesson content, a statement of principles contained in the information to be
presented, a statement of learning objectives, and so on.

2.3.2 Instructor-Independent Instruction

Media can be used effectively in formal education situations where a teacher is not available or is
working with other students. Media are often “packaged” for this purpose: objectives are listed,
guidance in achieving objectives is given, materials are assembled and self-evaluation guidelines are
assembled.

2.3.3 Media Portfolios

A portfolio is a collection of student work that illustrates growth over a period of time. It includes such
artifacts as student-produced illustrated books, videos, and audio-visual presentations.
Portfolios allow students to do the following:
 Gather, organize and share information
 Analyze relationship
 Test hypotheses
 Communicate the results effectively
 Record a variety of performance
 Reflect on their learning and activities
 Emphasize their goals, outcomes and priorities
 Demonstrate their creativity and personality
 Portfolios could contain the following artifacts:
 Written documents such as poems, stories or research papers
 Media presentations, such as slide sets or photo essays
 Audio recordings of debates, panel discussions, or oral presentations
 Video recordings of students’ athletic, musical or dancing skills
 Computer multimedia projects incorporating print, data, graphics, and moving images

Electronic Portfolios

It is the production of portfolios utilizing computer with video and audio digitizing cards,
printers, scanners, and digital cameras. Electronic portfolios are a means of organizing,
designing, and viewing traditional styles of portfolios.

Advantages over traditional portfolios:

 Expand the size of audience
 More fun and interesting
 Storage space
 Navigation

Drawbacks:
 Equipment
 Access
 Security
 Time

Additional information regarding assembling media portfolio visit:

http://www.prenhall.com/heinich

2.4 Ten Method Categories

Presentation
It is a one-way communication controlled by the source, with no immediate response from or
interaction with learners.
Demonstration
In this method of instruction, learners view a real or lifelike example of the skill or procedure to
be learned. The objective may be for the learner to imitate a physical performance or to adopt
the attitudes or values exemplified by someone who serves as the role model.
Discussion
Discussion involves the exchange of ideas and opinions among students or among students and
teacher. Discussion can be used to prepare learners for a presentation by arousing their
curiosity or by directing their attention to key points. Postpresentation discussions are essential
as a forum for questions and answers and for ensuring that students understand what the
instructor intended.
Drill-and-Practice
Learners are led through a series of practice exercises designed to increase fluency in a new skill
or refresh and existing one. Use of the method assumes that learners previously have received
some instruction on the concept, principle or procedure that is to be practiced.
Tutorial
A tutor, (person, computer software or special printed materials) presents the content, poses a
question or problem, requests a learner’s response, supplies appropriate feedback, and provides
practice until the learner demonstrates a predetermined level of competence. Tutorial
arrangements include:
 Instructor-to-learner
 Learner-to-learner
 Computer-to-learner
 Print-to-learner

Cooperative Learning
In this method, learners are trained to develop skills in working and learning together because
their eventual workplaces will require teamwork. Cooperative learning proponents are critics of
competitive learning where emphasis is more on test taking and grading.
 Gaming
Gaming provides a playful environment in which learners follow prescribed rules as they try to
attain a challenging goal. Games often require learners to use problem-solving skills or to
demonstrate mastery of specific content demanding a high degree of accuracy and efficiency.
Simulation
Simulation involves learners confronting a scaled-down version of real-life situation. It allows
realistic practice without the expense or risks otherwise involved. It involves participant dialog,
manipulation of materials and equipment, or interaction with a computer.
Discovery
The discovery method uses an inductive, or inquiry approach to learning; it presents problems
to be solved through trial and error. The rules or procedures that learners discover may be
derived from previous experience, based on information on reference books, or stored in a
computer database.
Problem Solving
Problem solving involves placing students in the active role of being confronted with a novel
problem situated in the real world. Students start with limited knowledge, but through peer
collaboration and consultation they develop, explain and defend a solution or position on the
problem. It uses reality-based, problem centered materials that are often presented by media
(e.g., written cases, computer-based situations and videotaped vignettes).

2.5 TECHNOLOGY
Technology and Learning: Terms, definitions and application
 Technology according to Galbraith (p.12, 1967) is “the systematic application of scientific or
other organized knowledge to practical tasks”.
 Seels & Richey (p.9, 1994) defined instructional technology as “the theory and practice of
design, development, utilization, management and evaluation of processes and resources of
learning. Some developers of programmed instruction called it technology for learning.
 The term technologies for learning is used to refer to both the products and the process of
technology as they are applied to human learning.
 The word learning is highlighted and used in this book instead of instruction to put on the
spotlight on the learning process rather than on the instruction process as it is possible for
learning to occur without instruction.

2.6 TYPES OF CONVENTIONAL EDUCATIONAL TECHNOLOGY

1. Direct, purposeful Experience
- Games
- Experiments
2. Contrived Experience
- Three-dimensional materials
- Objects
- Specimens
- Mock-ups
- Diorama
3. Dramatized Experience
- Drama
- Pageant
- Psycho-Drama
- Socio-Drama
DEFINITION of TERMS
1. Games – it refers to an educational approach diverted into games in which students are
tested in terms of their cognitive ability and alertness; to develop mental and physical skills
2. Experiment- scientific test: a test, especially a scientific one, carried out in order to discover
whether a theory is correct or what the results of a particular course of action would be a
chemistry experiment
3. Three –dimensional materials – this referred to as solid objects characterized by three
dimensions such as length, width/thickness and height; often represented by actual objects
4. Objects – something that may be felt or seen; can be examined mentally or something that
can arouse emotional response
5. Specimen -sample of body material: a sample used for testing and diagnosis, e.g. of urine
6. Mock- ups - make model of something: to make a full-scale working model of something so
that it can undergo testing or be used to aid
 7. Diorama- display case: a three-dimensional representation of a scene in which objects or
models are arranged in a natural setting against a realistic background, e.g. in a museum
8. Drama- theater producing or performing plays: the performance, production, or writing of
plays considered as a job, activity, or subject to be studied
9. Pageant - parade, procession, cavalcade, carnival, display, spectacle, show, play
- Large-scale play representing historical event: a large-scale stage production representing
historical or legendary events, especially local ones, in scenes or tableaux in which dramatic
interest is less important than
10. Psycho –Drama- a story recreated for a play revolving on the life of a certain character with
psychological problem or of a mentally disturbed person
11. Socio –Drama - a performing play relating to human society
4. Demonstration Boards
- Chalkboard
- Bulletin Board
- Multipurpose Board
- Cloth Board
- Peg Board
- Flip Chart
5. Field Trip
- Museum
- Community Resources
6. Still Pictures
- Drawings
- Charts
- Graphs
- Posters
- Cartoons

IV. Types of Demonstration Board

a. Chalkboard-
• once called blackboards
• Come in a variety of colors
• On them can be drawn units or adjuncts to your messages

Tips for effective use of chalkboard are:

1. Face class/audience when talking. Do not talk to the board; not turn your back to the class
any more than absolutely necessary.
2. Print, rather than use script. Size of letters should be legible to students at the back of the
class.
3. Hold chalk so that it does not make scratching noise.
4. Use colored chalk for emphasis.
5. Do not stand in front of what you wrote.
6. Put extensive writing/drawing before class/session.

b. Bulletin Board Displays

• Boards for posting bulletins or brief news announcements of urgent interest
• The decorative bulletin board can lend visual stimulation.

Tips for Bulletin board Displays:

1. Generate a theme and adopt it as a headline
2. Wording should be simple and according to viewer’s language.
3. Gather or produce materials such as photos.
4. Select background material (cloth, aluminum foil or colored paper)
5. Lines can be made from ribbon, yarn, string wire or paper strips.
6. Letters can be freehand drawn from lettering guide, cut from construction paper.
7. Appraise display from technical standpoint

C. Multipurpose Boards
• Multipurpose boards are boards which can be used for many purposes.
• They are also called “visual aid panels” and may have steel backing for magnetic display of
display of visuals.
• Non-glare surfaces can also be used to project films, slides, overhead transparencies.
 d. Cloth Board
Flannel, felt or hook-and loop materials can be stretched over a sturdy backing, such as
plywood
e. Pegboards
• They are useful for display heavy objects, such as 3-dimensional material and visuals.
• Metal hooks can be inserted into the pegboard to hold hooks, papers, and other objects

f. Flip Chart
• It is a pad of large-sized paper is fastened and mounted on a wooden or metal easel.
• A flip chart is a stationary item resembling a whiteboard, typically supported on a tripod or four-
legged easel.
• A pad of paper sheets is typically fixed to the upper edge. Such charts are commonly used for
presentation.

Various Forms of Flip Chart

1. Metallic Tripod (or easel) Stand
2. Metallic Mount in Wheels
3. Stand-alone flip chart

Flip Charts are used in many different settings such as:

a. In any type of presentation where the paper pads are pre-filled with information on a
given topic
b. For capturing information in meeting and brainstorming sessions
c. In classrooms and teaching institutions of any kind
d. To record relevant information in manufacturing plants
e. A creative drawing board for Art students
f. A palette for artists in “life-drawing” classes
g. For strategy coaching for sports teams
h. For teaching
5. FIELD TRIPS
UNDERTAKING FIELD TRIPS/STUDIES
1. Also termed study tours or nature exploration, they are undertaken in connection with the
lesson in order to provide first-hand information about specific topics.
2. Growth and behavior of organisms are best observed and learned while they are setting or
habitat. Destruction of their homes is avoided.
3. Planned visits afford the much-needed familiarization with the real world around them. Love of
nature could lead to awareness of conservation measures they should undertake.
4. Preparations before field trip could be in the form of some guide questions to be answered
during or after the trip.
5. Reminders regarding proper decorum, appropriate attire and behavior must be given.
6. Such educational journeys to famous and historic places awaken their interest and love of
country, thus developing the spirit of nationalism at an early age.

A. Some common learning sites accessible in the nearby community are as follows:
• Nurseries
• Mini-zoo
• Fruit tree orchards
• Open rice fields
• Electrical and chemical plants
• Factories
• Medical clinics
• Town libraries
• Broadcast studios
• Marketplace

B. Local Industries
• Hogs and poultry raisings
• Fishing
• Ceramics
• Weaving
• Other livelihood occupations could provide short training experiences
 C. Establishing Linkages with the Community
• Familiarity with local government officials and security groups together with their duties
and responsibilities arouse active participation in improving community living.
• Professional and experts from the community could serve as additional sources of
information through interviews and special lectures.

V. GRAPHIC MATERIALS
• Graphic Materials are non-photographic or photograph materials, two-dimensional materials
designed specifically to communicate message to the viewer.
• They often include verbal as well as symbolic visual cues.

Types of Graphic Materials:

1. Still Pictures such as natural or man-made things
2. Drawings such as sketches of persons, places, thing and concept
3. Photographs; postcards; illustrations from books, periodicals, and catalogs are the most
common still pictures used in instruction
Some types of still pictures are drawings, charts, graphs, posters and cartoons. They are
most common type of traditional educational technology used in the classroom since then.

2. DRAWINGS
 Drawing, sketches, and diagrams employ the graphic arrangement of lines to represent persons,
places, things and concepts.
 Diagrams are usually intended to show relationships or to help explain processes.
 Because drawings are less likely to be detailed and more to the instructional point, it can be
easier to understand than photographs.

3. CHARTS
• Charts are graphic representations of abstract relationships such as:
1. Chronologies
2. Quantities
3. Hierarchies

• Chart should be clear, well defined in purpose, with the minimum of visual information
• Cluttered and confusing charts do not help
• The rule for graphics is “Keep it Simple”
Types of Charts
1. Organizational Charts show the relationship or “chain of command” in an organization such
as company, corporation, civic group or government department.
2. Classification charts are similar to organization charts but are used chiefly to classify or
categorize objects, events or species.
3. Time Lines illustrate chronological relationships between events. They are most often used
to show time relationships of historical events or the relationship of famous people and
events. Pictures and drawings can be added to the time line to illustrate important concepts.

GRAPHIC MATERIALS
Types of Charts
4. Tabular Charts (or tables) contain numerical information, or data.
5. Flowcharts (or process charts) show a sequence, procedure, or, as the name implies, the
flow of a process.
4. GRAPHS
• Graphs provide a visual representation of numerical data.
• They also show relationships between units of the data and trends in the data.
• They are visually interesting.

• The four types of graphs are:

1. Bar
2. Pictorial
3. Circle (pie)
4. Line
Types of Graphs
1. Bar graphs are easy to read and can be used with elementary age students.
2. Pictorial graphs are an alternate form of the bar graph, in which a series of simple
drawings is used to represent the value.
 3. Circle or Pie graphs are relatively easy to interpret. In this type of graph, a circle or “pie”
is divided into segments, each representing a part or percentage of the whole.
4. Line graphs are the most precise and complex of all graphs. Line graphs are based on
two scales at right angles. Each point has a value on the vertical scale and the value on
the horizontal scale.
5. POSTERS
• A poster is any piece of printed paper designed to be attached to a wall or vertical surface.
• Posters are designed to be both eye-catching and convey information and may be used for
many purposes.
• They are a frequent tool of advertisers
• Collector’s posters and vintage posters are usually framed and matted.
• Posters may be of any size.
Types of Posters:
1. Propaganda and political posters. These refer to the publicity to promote something or
an information put out by an organized or government to promote a policy, idea or
cause.
2. Advertising posters they are used for advertising products like film. Music, comic books
and travel destinations being notable examples.
3. Event posters are used to advertize events. This can be sort of public event, from a rally
to a play. They can be hung around places where people go.
4. Educational posters are used in academia to promote or explain research work shown
during conferences, either as a complement to a talk or scientific paper, or as a
publication.
5. Classroom posters are a standard feature of classroom worldwide such as
*historical movie relevant to a current topic of study;
*alphabet and grammar
*numeracy and scientific table
*safety and other instructions
*artworks and displays by the students
6. Affirmation posters refer to decorative posters that are meant to be motivational and
inspirational. Example: a scene from nature and word such as “Leadership” or “Opportunity”
6. CARTOONS
• A cartoon is a form of two-dimensional visual art.
• Modern usage of Cartoons:
1. drawing or painting intended for satire
2. caricature or humor
• An artist who creates cartoons is called a cartoonist.