1. 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

2. The “Cone of Experience”

3. What is Dale’s 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.

4. Cone of Experience Direct, Purposeful Experiences
Verbal
Symbols
Cone of Experience
Visual Symbols
Recordings, Radio,
Still Pictures
Motion Pictures
Television
Exhibits
Field Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Direct, Purposeful Experiences

5. 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.

6. 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.

7. 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 as experiences in which the learner acts out a
role or activity.

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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 community’s resources

16. 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

17. 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.

18. 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

19. Reference: Dale, E. (1954). Audio-Visual Methods in Teaching
Reference: Dale, E. (1954). Audio-Visual Methods in Teaching. NY: Dryden Press.

20. Pie Graph on Senses and Perception

21. Pie Graph on Senses and Perception
11%
83%
1.5%
3.5%
Sight
Sound
Smell
Touch
Taste

22. 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

23. What I hear, I forget. What I see, I remember. What I do, I understand
Reading
10%
Hearing
20%
Seeing
30%
Hearing and
50%
Hearing Saying
Doing
90%
Saying
70%
What I hear, I forget.
What I see, I remember.
What I do, I understand

24. 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.

25. 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

26. Happening too quickly
Media used: films, charts, movies, specimens

27. Too complex to be appreciated
Media used:
Mock-ups, models, diagrams, charts, pictures

28. Too small to be observed
Media used:
Telescope, microscope, lens, drawings, films, slides, models, pictures

29. Too large to be easily comprehended
Media used:
models, mock-ups, films, slides, diagrams

30. Too dangerous to permit live observation
Media used:
simulators, films, slides, diagrams

31. Taking some place some distance away in time and space
Media used:
simulators, films, field trips, dramas, slides, pictures

32. Guidelines in the Selection of Instructional Materials
Source: Garo, C. (2007). Teaching educational technology. Manila: Rex Publishing.

33. Determine the needs. What are you trying to accomplish?
What needs might specific instructional media address.

34. Check a variety of sources
Library resource
Commercial producers
distributors

35. Obtain and preview the materials

36. Durability
Size
Color
Economy
Easy to
Handle
Relevance
Novelty

37. Try the materials out with students
How well do they like the materials?
How effectively do the materials help them learn?

38. Compare any competing materials
Its effectiveness and appeal to students

39. Make your selection
Select the material that works best for your students/learning situation

40. Distracters of Instruction

41. Contributions of Instructional Technology to the Instructional Process