Edgar dale s cone of experience
-
Upload
kristofer-carlos-ian-gomez -
Category
Education
-
view
2.241 -
download
19
Transcript of Edgar dale s cone of experience
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 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
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 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
Hoban, Hoban & Zisman’s Visual Media Graph Value of educational technology is based on their degree
of realism
Jerome Bruner’s Theory of Instruction Three levels in the learning process
Enactive – direct experience
Iconic – representation of experience
Symbolic – words or visual symbols
The process of learning must begin in concrete experiences and move toward the abstract if mastery is to be obtained.
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 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
Misrepresentations of the Conewww.biij.org/2008/1/e16/fig4.gif
www.compstrategies.com/.../img002.gif
www.cals.ncsu.edu/agexed/sae/ppt1/img012.GIF
web20guru.wikispaces.com/file/view/dalescone.gif
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
Direct and Purposeful
Experiences
Direct, first hand
experiences
Have direct
participation in the
outcome
Use of all our
senses
Examples:
Working in a
homeless shelter
Tutoring younger
children
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
Reconstructed experiences
Can be used to simplify an event or idea to its most important parts
Divided into two categories Acting – 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
Demonstrations
• Visualized explanation of an important fact, idea, or process
• Shows how certain things are done
• Examples:
▫ How to make a peanut butter and jelly sandwich
▫ How to play the piano
▫ How to lift a fingerprint
www.ttr.com/model1.html
Flame Salt Test Demonstration- You Tube (right click to open link)•http://www.youtube.com/watch?v=YFqq1rL8PjQ
Study Trips
Watch people do things in real situations
Observe an event that is unavailable in the classroom
Examples:
Civil War Re-enactment
Old World Wisconsin
Class trip to Washington D.C.
Exhibits
Something seen by
a spectator
Two types
Ready made
○ Museum
○ Career fair
Home-made
○ Classroom project
○ National History Day
competition
Educational Television and
Motion Pictures
Television Motion Pictures
Bring immediate
interaction with events
from around the world
Edit an event to create
clearer understanding
than if experienced
actual event first hand
Example:
TV coverage of 9/11
Can omit unnecessary or unimportant material
Used to slow down a fast process
Viewing, seeing and hearing experience
Can re-create events with simplistic drama that even slower students can grasp
Recordings, Radio, and Still Pictures Can often be understood
by those who cannot read
Helpful to students who cannot deal with the motion or pace of a real event or television
Examples: Time Life Magazine Listening to old radio
broadcasts Listening to period music
copyservices.tamu.edu/clipart/clip09/index.html
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
VISUAL SYMBOLS
No longer involves reproducing real situations
Chalkboard and overhead projector the most widely used media
Help students see an idea, event, or process
Examples: Chalkboard
Flat maps
Diagrams
charts
http://pro.corbis.com
http://419.bittenus.com/6/6ballgameslottery/geography.gif
Two types
› Written words – more
abstract
› Spoken words – less
abstract
Examples:
› Discussion
› Explanation/lecture
Concrete or Abstract Learning?
How could Dale’s Cone of
Experience have changed this
lesson for Calvin?
What instructional
media could his teacher have used to have
helped Calvin find meaning in
this lesson?
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
http://elzeeyed.com/ydome/wpcontent/uploads/2007/08/teacher_cartoon.gif
Other Instructional Technology
Learning Theories Anchored Instruction
◦ Developed by John Bransford at Vanderbilt University
◦ Principles:
1. Learning and teaching activities should be anchored around a case-study or problem
2. Curriculum materials should allow students to explore a lesson through instructional media
Elaboration Theory◦ Charles Reigeluth (Indiana University) and his colleagues
in the late 1970s
◦ Elaboration theory is an instructional design theory that emphasizes the creation of a learning sequence from simple to more complex content in order to create deeper understanding.
How do you use technology in your instruction?
Does the use of technology enhance learning?
Do today’s technology savvy students require
greater usage of technology than in the past?
How can you use technology to create learning
experiences?
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
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