Project Project in in Edtech1 Edtech1Summited to:Summited to:Prof.Mary Gene PanesProf.Mary Gene PanesTeacherTeacher

Summited Summited by:by: Ralynne A. Ralynne A. SingularSingular StudentStudent

Lesson 5 : Lesson 5 : Cone of Cone of ExperienceExperience

The Cone was originally developed by Edgar The Cone was originally developed by Edgar Dale in 1946. It was intended as a way to Dale in 1946. It was intended as a way to describe various learning experiences. describe various learning experiences.  Essentially, the Cone shows the progression  Essentially, the Cone shows the progression of experiences from the most concrete (of experiences from the most concrete (at the at the bottom of the conebottom of the cone) to the most abstract () to the most abstract (at at the top of the conethe top of the cone).  It is important to note ).  It is important to note that Dale never intended the Cone to depict a that Dale never intended the Cone to depict a value judgment of experiences; in other value judgment of experiences; in other words, his argument was not that more words, his argument was not that more concrete experiences were better than more concrete experiences were better than more abstract ones. Dale believed that any and all abstract ones. Dale believed that any and all of the approaches could and should be used, of the approaches could and should be used, depending on the needs of the learnerdepending on the needs of the learner

The Cone of Experience is a visual model The Cone of Experience is a visual model meant to summarise Dale’s classification meant to summarise Dale’s classification system for the varied types of mediated system for the varied types of mediated learning experiences.learning experiences.The original labels for Dale’s ten categories in The original labels for Dale’s ten categories in the Cone of Experience were:the Cone of Experience were:1.    Direct, Purposeful Experiences1.    Direct, Purposeful Experiences2.    Contrived Experiences2.    Contrived Experiences3.    Dramatic Participation3.    Dramatic Participation4.    Demonstrations4.    Demonstrations5.    Field Trips5.    Field Trips6.    Exhibits6.    Exhibits7.    Motion Pictures7.    Motion Pictures8.    Radio, Recordings, Still Pictures8.    Radio, Recordings, Still Pictures9.    Visual Symbols and9.    Visual Symbols and10.  Verbal Symbols10.  Verbal Symbols

1. Direct purposeful experience- it is 1. Direct purposeful experience- it is the first hand experience which serve the first hand experience which serve as the foundation of our learning. It is as the foundation of our learning. It is learning by doing. We build up our learning by doing. We build up our reservoir of meaningful information reservoir of meaningful information and ideas through seeing, hearing, and ideas through seeing, hearing, touching, tasting and smelling.touching, tasting and smelling.                                                                 

2. Contrived experiences- In 2. Contrived experiences- In here we make use of a here we make use of a representative models or representative models or mocks up of reality for mocks up of reality for practical reasons.practical reasons.

                    

3. Dramatized experiences- 3. Dramatized experiences- Through dramatization we can Through dramatization we can participate in a reconstructed participate in a reconstructed experience, even though the experience, even though the original event is far removed original event is far removed from us in time.from us in time.

4. Demonstrations- It is a 4. Demonstrations- It is a visualized explanation of an visualized explanation of an important fact, idea or process by important fact, idea or process by the use of photographs, drawings, the use of photographs, drawings, films, displays or guided motions.films, displays or guided motions.

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5.Study trips- these are 5.Study trips- these are excursions, educational trips, and excursions, educational trips, and visits conducted to observe an visits conducted to observe an event that is unavailable within event that is unavailable within the classroom.the classroom.

6. Exhibits- there are displays to 6. Exhibits- there are displays to be seen by spectators.They may be seen by spectators.They may consist of working models arranged consist of working models arranged meaningfully or photographs with meaningfully or photographs with models, charts, and posters.models, charts, and posters.

7. Television and motion pictures- 7. Television and motion pictures- television and motion pictures can television and motion pictures can reconstruct the reality of the past reconstruct the reality of the past so effectively that we are made to so effectively that we are made to feel we are there.feel we are there.

8. Visual symbols- these are no 8. Visual symbols- these are no longer realistic reproduction of longer realistic reproduction of physical things for these are highly physical things for these are highly abstract representations. Examples abstract representations. Examples are charts, graphs, maps, and are charts, graphs, maps, and diagrams.diagrams.

9. Verbal symbols- they are not 9. Verbal symbols- they are not like the objects or ideas for which like the objects or ideas for which they stand. they usually do not they stand. they usually do not contain visual clues to their contain visual clues to their meaning.meaning.

When Dale researched learning and teaching When Dale researched learning and teaching methods he found that much of what we found methods he found that much of what we found to be true of direct and indirect (and of concrete to be true of direct and indirect (and of concrete and abstract) experience could be summarised and abstract) experience could be summarised in a pyramid or ‘pictorial device’ Dales called in a pyramid or ‘pictorial device’ Dales called ‘the Cone of Experience’. In his book ‘Audio ‘the Cone of Experience’. In his book ‘Audio visual methods in teaching’ – 1957, he stated visual methods in teaching’ – 1957, he stated that the cone was not offered as a perfect or that the cone was not offered as a perfect or mechanically flawless picture to be taken mechanically flawless picture to be taken absolutely literally. It was merely designed as a absolutely literally. It was merely designed as a visual aid to help explain the interrelationships visual aid to help explain the interrelationships of the various types of audio-visual materials, of the various types of audio-visual materials, as well as their individual ‘positions’ in the as well as their individual ‘positions’ in the learning process.learning process.

Dale points out that it would be a Dale points out that it would be a dangerous mistake to regard the dangerous mistake to regard the bands on the cone as rigid, inflexible bands on the cone as rigid, inflexible divisions.divisions.He said “The cone device is a visual He said “The cone device is a visual metaphor of learning experiences, metaphor of learning experiences, in which the various types of audio-in which the various types of audio-visual materials are arranged in the visual materials are arranged in the order of increasing abstractness as order of increasing abstractness as one proceeds from direct one proceeds from direct experiences”experiences”

People RememberPeople RememberIt is said that people remember:It is said that people remember:§  10% of what they read§  10% of what they read§  20% of what they hear§  20% of what they hear§  30% of what they see§  30% of what they see§  50% of what they see and hear§  50% of what they see and hear§  70% of what they write and say§  70% of what they write and say§  90% of what they say as they do§  90% of what they say as they do

The percentages –> 10% of what they read 20% The percentages –> 10% of what they read 20% of what they hear 30% of what they see 50% of of what they hear 30% of what they see 50% of what they hear and see 70% of what they say or what they hear and see 70% of what they say or write 90% of what they say as they do a thing are write 90% of what they say as they do a thing are not from Dale. The bogus percentages appear to not from Dale. The bogus percentages appear to have been first published by an employee of have been first published by an employee of Mobil Oil Company in 1967, writing in the Mobil Oil Company in 1967, writing in the magazine “Film and Audio-Visual magazine “Film and Audio-Visual Communications”.Communications”.These percentages have since been discredited. These percentages have since been discredited. THEY ARE FICTION! This is one of the great THEY ARE FICTION! This is one of the great training/ people development myths.training/ people development myths.

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