Discussion Outline Cone of Experience Pie Graph on Senses and
Perception Reasons for Using Instructional Media in the Classroom
Guidelines in the Selection of Instructional Media Distracters of
Instruction Contributions of Instructional Technology to the
Learning Process
The Cone of Experience
What is Dales cone of experience? The cone of experience is a
pictorial device used to explain the interrelationships of the
various types of audio-visual media, as well as their individual
positions in the learning process. The cone's utility in selecting
instructional resources and activities is as practical today as
when Dale created it.
Cone of Experience
Verbal Symbols
Visual Symbols Recordings, Radio, Still Pictures
Motion Pictures
Television
Exhibits
Field Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Direct, Purposeful Experiences
Principles on the cone of Experience: The cone is based on the
relationships of various educational experiences to reality (real
life), and the bottom level of the cone, "direct purposeful
experiences," represents reality or the closest things to real,
everyday life. The opportunity for a learner to use a variety or
several senses (sight, smell, hearing, touching, movement) is
considered in the cone.
Direct experience allows us to use all senses. Verbal symbols
involve only hearing. 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 removed from real life.
Motion pictures (also television) is where it is on the cone
because it is an observational experience with little or no
opportunity to participate or use senses other than seeing and
hearing.Contrived experiences are ones that are highly
participatory and simulate real life situations or activities.
Dramatized experiences are defined experiences in which the learner
acts out a role or activity. as
Verbal Symbols principal medium of communication bear no
physical resemblance to the objects or ideas for which they
stand
may be a word for concretion, idea, scientific principle,
formula or philosophic aphorism Disadvantage: highly abstract
Visual Symbols chalkboard/whiteboard, flat maps, diagrams,
charts
fits the tempo of presentation of idea, topic or situation very
easy to procure and prepare Limitations:lack of ability to use the
media size of visuals simplification of visual materials leads to
misconceptions
Recordings, Radio, Still Pictures attention getting,
particularly projected views concretized verbal abstraction
Limitations:size of pictures or illustrations expensiveness of
projected materials and equipment timing difficulties between radio
shows and classroom lessons
Television and Motion Pictures a solution to time and space
constraints
provides windows to the world effective for presenting movement,
continuity of ideas or events substitute for dangerous direct
learning experiences Limitations:Expensive viewing problems timing
with classroom lessons misconceptions about time, size, and
ideas
Exhibits present objects or processes otherwise impossible
inside the classroom exposure to new ideas, discoveries,
inventions
problems that may be encountered: too little space time
consuming maintenance
Demonstrations visualized explanation of an important fact or
idea or process
may require nothing more than observation or students may be
asked to do what has just been shown how to do Disadvantages: ideas
or processes might not be interpreted or conceived very well
visibility to all learners
Field Trips undertaken primarily for the purpose of experiencing
something that cannot be encountered within the classroom a rich
experience in learning about objects, systems, and situations
Disadvantages:time-consuming expensive high exposure to danger
/accidents inadequacy of the communitys resources
Dramatized Experiences help get closer to certain realities that
are no longer available at first hand stirring and attention
getting participant learns to understand intimately the character
he portrays teaches cooperative work Disadvantages:time consuming
without commensurate results participation is limited to few
individuals
Contrived Experiences an editing of reality
substitutes for confusing or unmanageable first hand experiences
easier to handle, manipulate or operate Disadvantages:
simplification leads to misconceptions, distorted views, and
incomplete pictures of reality no freedom to handle expensive or
fragile models, mock ups, specimens, etc.
Direct, Purposeful Experiences unabridged version of life itself
direct participation with responsibility for the outcome
the basis for the most effective and lasting learning
Disadvantage:not all things can be learned through direct, first
hand experiencing
Reference: Dale, E. (1954). Audio-Visual Methods in Teaching.
NY: Dryden Press.
Pie Graph on Senses and Perception
Pie Graph on Senses and Perception1.5% 3.5% 1.5%Sight Sound
Smell
11%
TouchTaste
83%
Retention Rate Levels Learning is an active process. Retention
level practically increases as students are actively involve in
various learning activities.
Researchers found out that the most effective approaches
resulting in 75% and 90% retention rates, respectively are learning
by doing and learning by teaching others
90 80 70 60 50 40 30 20 10 0Hearing
Reading 10%
Hearing 20%
Seeing 30%
Hearing and Seeing 50%
Saying 70%
Saying Doing 90%
What I hear, I forget. What I see, I remember. What I do, I
understand
References: Corpus, Brenda B. and Salandanan, Gloria G. (2007)
Principles of Teaching 1. Quezon City: Lorimar Publishing, Inc.
Garo, Candelaria D. (2004) Educational Technology . Mandaluyong
City National Book Store.
Lucido, Paz I. and Borabo (1997) Educational Technology. Quezon
City: Katha Publishing Co., Inc.Newby, Timothy J, Stepich, Donald
A., Lehman, James D. and Russell James D. (2000) Instructional
Technology for Teaching and Learning. New Jersey: Prentice-Hall,
Inc.
Reasons for Using Instructional Media in the Classroom
Source: Kemp, J. & Smellie, D. (1994). Planning, producing,
and using instructional technologies. 7th edition. NY: Harper
Collins
Happening too quickly
Media used: films, charts, movies, specimens
Too complex to be appreciated Media used: Mock-ups, models,
diagrams, charts, pictures
Too small to be observed Media used: Telescope, microscope,
lens, drawings, films, slides, models, pictures
Too large to be easily comprehended Media used: models,
mock-ups, films, slides, diagrams
Too dangerous to permit live observation Media used: simulators,
films, slides, diagrams
Taking some place some distance away in time and space Media
used: simulators, films, field trips, dramas, slides, pictures
Guidelines in the Selection of Instructional Materials
Source: Garo, C. (2007). Teaching educational technology.
Manila: Rex Publishing.
Determine the needs. What are you trying to accomplish? What
needs might specific instructional media address.
Check a variety of sources
Library resource Commercial producers distributors
Obtain and preview the materials
Size
Durability
ColorEconomy Easy to Handle Relevance Novelty
Try the materials out with students How well do they like the
materials? How effectively do the materials help them learn?
Compare any competing materials Its effectiveness and appeal to
students
Make your selection
Select the material that works best for your students/learning
situation
Distracters of Instruction
Contributions of Instructional Technology to the Instructional
Process