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?

Verbal SymbolsEdgar Dale (1900-1985) served on The Ohio

Two typesState University faculty from 1929 until 1970.

Written words more abstractHe was an internationally renowned pioneer

Spoken words less abstractin the utilization of audio-visual materials in instruction. He also made major research

Examples:contributions in the teaching of vocabulary and testing readability of texts. Jeanne S. Chall,

Discussionan 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

Explanation/lecturehttp://ehe.osu.edu/edtl/about/tradition.cfm#dale

Visual Symbols

No longer involves reproducing real situations Chalkboard and overhead projector the most widely Edgar Dale was born in a small rural town in North

used media

Dakot on April 27, 1900. He received a Bachelors and

Help students see an idea, event, or process

Masters degree from the University of North Dakota through Examples:

correspondence courses. In 1920, he graduated with a Ph. D.from the University of Chicago. Dale has always worked in

Diagrams

Chalkboard

some facet of education. He has worked as a public school teacher and as a superintendent of schools in Webster, North

Dakota. As an educational, Dale developed the Cone of

Experience and made many contributions to audio and visual

instructions. Consequently, writing three books dealing with Audio-Visual Methods in Teaching.

Dale was an active and participating member of many organizations. He had a strong profession presence with the Division of Audiovisual Instruction of the National Education Association, the Educational Film Library Association, and the National Society fer the Study of Educational and a number of others. He has also received many awards for his work and accomplishments. Edgar Dale was a leader in the areas of reading, journalism, and the field of instructional

Charttechnology. When Dale passed he was a professor of education at Ohio State University where he worked in communication

Symbolic Experiences

Very little immediate physical action

Difficult only if one doesnt have enough direct experience to support the symbol

Used at all levels of the Cone in varying

importanceOur experiences vary according to the degree in

Involveswhich they involve us physical

Visual symbols

or in thought

Verbal symbolsWhat is the Cone of Experience?

Recordings, Radio, and Still Pictures First introduced in Dales 1946 book, Audio-

Can often be understood by those who cannot Visual Methods in Teaching

read Designed to show the progression of learning

Helpful to students who cannot deal with theexperiences from the concrete to the abstract

motion or pace of a real event or television(Dale (1969) p. 108)

Examples: Time Life Magazine Listening to old radio broadcasts

Principles of the Cone

Motion Pictures The cone is based on the relationships of various

Can omit unnecessary or unimportant materialeducational experiences to reality

Used to slow down a fast process Viewing, seeing and hearing experience The opportunity for a learner to use a variety or

Can re-create events with simplistic drama thatseveral senses

even slower students can grasp Each level of the cone above its base moves learner a step further away from real-life experiencesImportance of the Cone

Determines the resources how far it is from real-life situation Determines what kind of experiences you want to provide your learners Determines how many senses can learners use in interacting the resources Dertermines how can this resources augment verbal& symbolic representationEducational Television and

Concrete vs Abstract Learning Motion Pictures

Concrete Learning

Abstract Learning Television

First-hand experiences Difficulty when not enough

previous experience or exposure

to a concept Bring immediate interaction with events from

Learner has some control

around the world

over the outcome Edit an event to create clearer understanding than

Every level of the Cone uses

if experienced actual event first hand

abstract thinking in come way

Incorporates the use

Examples:

of all five sens TV coverage of 9/11

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 mediaInfluence on the

Exhibits

Cone of Experience

Hoban, Hoban & Zismans Visual Media Graph

Something seen by a spectator Value of educational technology is

Two types

based on their degree of realism

Jerome Bruners Theory of Instruction Three levels in the learning process

Enactive-direct experience Iconic-representation of experience

Ready made

Home-made Symbolic-words or visual symbols The process of learning must begin in concrete

Museum

Classroom project experience and move toward the abstract if

Career fair

National History mastery is to be obtained.

Day competition

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 thoughtStudy Trips

Misrepresentations of the Cone

Watch people do things in real situations

Observe an event that is unavailable in the classroom

Examples: Class trip to Washington D.C.Study trip to Fort Santiago in

Philippines

Levels of the Cone of Experience

Demonstration

Visualized explanation of an important fact, idea, or process

Shows how certain things are done

Examples:

How to play the piano How to lift a fingerprint

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 symbolsIconic Experience on the Cone

Direct and Purposeful Experience

Direct, first hand experiences Progressively moving toward greater use

Have direct participation in the outcomeof imagination Successful use in a classroom depends on

Use of all our senseshow much imaginative involvement themethod can illicit from students

Examples: Involves: Working in a homeless shelter Tutoring younger children Demonstrations

Study trips

Exhibits

Motion pictures

Educational television

Radio, recordings, and still pictures

Contrieved Experiences

Dramatized Experiences Models and mock-ups

Reconstructed experiences editing of reality

Can be used to simplify an event or idea to its Necessary when real experience cannot be used

most important parts or are too complicated

Divided into two categories Examples

Acting actual participation (more concrete)

Observing watching a dramatization

take place (more abstract)Mock up of an globe to show the

Skeleton as a mock up it

Dramatized Expeiences can range from the

maps and the different countries

the different joints and

formal plas, pageants to less formal tableau, bones

pantomime, puppets and role-playing