edu tech course

1. Introduction to
Instructional Technology
College of education
Al Ain University
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Objectives
You will be able to:
1.Demonstrate readiness to succeed in this online
course
2.Practice using technologies to be used throughout
the course
3.Practice the process of learning new technologies
quickly (as you will throughout this course)

3. What is Instructional
Technology?
 Instructional Technology is a term
widely used in the field of education.
 Over the years, many definitions have
been offered, but no single definition has
been universally accepted.
 The term instructional technology has
meant and will continue to mean
different things to different people.
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4. Definition of Instructional Technology
Most definitions of instructional technology
can be classified as one of two types:
 One type of definition equates instructional
technology with a particular set of
instructional media, often referred to as
audiovisual devices.
 The other type of definition describes
instructional technology as a process, often
labeled the systems approach process.
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5. Definition of Instructional Technology
Today, many professionals in the field think of
instructional technology as a systems approach
process. Accordingly, the commission on
Instructional Technology (1970) stated that:
“It is a systematic way of designing, carrying out, and
evaluating the total process of learning and teaching in
terms of specific objectives, based on research in
human learning and communication, and employing a
combination of human and nonhuman resources to
bring about more effective instruction”.
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Instructional Technology is the theory and practice of design,
development, utilization, management, and evaluation of
processes and resources for learning – Association for Educational
Communications and Technology (AECT)

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Instructional Technology is for:
 Enhancing Education through Improving Teaching and Learning
process by using technology
 Transforming Classrooms into Digital Learning Environments

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New Learning Environment
Traditional New
Teacher-centered instruction Student-centered learning
Single sense stimulation Multi-sensory stimulation
Single path progression Multi-path progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active/ exploratory/
inquiry- based learning
Factual/literal thinking Critical thinking,
Informed decisions
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real world context

9. Instructional Technology‫التعليم‬ ‫تقنيات‬
vs.
Educational Technology‫التربية‬ ‫تكتولوجيا‬
Instructional Technology is: The use of technological
processes as a tool specifically for teaching and learning
which facilitates access to information of all types.
Educational Technology is: The application of theory,
technology, and psychology to achieve the goal of education
and enhance the learning of individuals.

10.  It would seem that Instructional and Educational
Technology are synonymous. The simple definition for each
makes the distinction of their difference:
 Instructional Technology is the tool.
 Educational Technology is the procedure for using that
tool.
 That is to say Instructional Technology is part of
Educational Technology
 Mixing technology with education can provide unique,
effective and powerful opportunities for many different
types of instruction and learning.

11. Main Concepts that shaped the
field of Instructional Technology
All the following concepts helped shape the field
of instructional technology:
 Audiovisual Devices
 Systems Approach
 Individualized Instruction
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12. Audiovisual Devices
 An audiovisual device means any piece of equipment
that is used to engage the senses of sight and hearing.
 It includes a broad range of tools used in media, science,
education and entertainment.
 Examples ???????
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Different Types of Audio Visual Aids:
• LCD Projectors
• Digital Video Camera
• Overhead projectors
• Computer Based Displays
• Audio Equipment
• Video Wall
• Additional Equipment
• microphones
• Video Cameras
• Scanners

14. The Principle of Audiovisual
Devices Use
 “ We learn about things through our senses
and therefore real objects and illustrations
should be used to supplement oral and
written instruction.” (Johan Comenius: 1600)
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15. The Birth of Audiovisual
Movement
 This movement took place in the early
twentieth century.
 School museums ( served as central
administrative units for visual instructional
materials)
 Prior to the advent of the sound films, the
movement was eventually to be called Visual
instruction.
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16. What is Teaching/ learning Aids?
 All tools, instruments, materials, equipment, and
devices that are used in and outside of
classrooms to improve the teaching and learning
process.
 Examples : Books, Motion and still pictures,
slides, transparencies, boards, radio, TV., OHP.,
Computer, internet…..
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17. Why Use Teaching/ learning Aids?
Influence student academic performance.
Develop higher order thinking and problem
solving.
Improve student motivation, attitude, and interest
in learning.
Help to prepare students for the workforce.
Address the needs of low performing, and
learning disabled students.
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18. Teaching aids are useful to:
 reinforce what you are saying,
 ensure that your point is understood,
 signal what is important/essential,
 enable students to visualize or experience abstract
ideas or concepts in concrete forms or illustrations.
 engage students’ senses in the learning process,
 facilitate different learning styles.
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19. When Does Teaching/ learning
Aids Work?
Directly supports the curriculum objectives.
Provides opportunities for student collaboration.
Adjusts for student ability and prior experiences, and provides
feedback.
Is integrated into instruction.
Provides opportunities for students to design and implement
projects.
Is used in educational environments where teachers, school
community, and district support the use of technology in
education.
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20. Dale’s Cone of Experience
 Edgar Dale, often cited as the father of modern
media in education, was an American educator
who developed from his experience in teaching
and his observations of learners the “Cone of
Experience” in 1964(Educational Media,1960).
 It is also known as “The Cone Of Learning.”
 The cone of experience utility in selecting
instructional resources and activities is as
practical today as when Dale created it.
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21. Dale’s Cone of Experience
 Edgar Dale made several contributions to audio
and visual instruction, including a methodology
for analyzing the content of motion pictures.
 Dale introduced the Cone of Experience concept
in a textbook on audiovisual methods in
teaching. ‫الطرق‬
‫السمعية‬
‫والبصرية‬
‫في‬
‫التدريس‬
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 “The cone is a visual analogy, and like all analogies, it
does not bear an exact and detailed relationship to the
complex elements it represents.” - Edgar Dale
 Cone of experience- is a visual model, a pictorial device
that presents bands of experience arranged according to
degree of abstraction and not degree of difficulty.
The Cone of Experience

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1. The Cone of Experiences
2. Direct Purposeful Experiences
3. Contrived Experiences
4. Dramatized Experiences
5. Demonstrations
6. Study Trips
7. Exhibits
8. Educational Televisions
9. Motion Pictures
10.Recordings, Radio, Still Pictures
11.Visual Symbols
12.Verbal Symbols
The Cone of Experience

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Direct purposeful experiences- these are first hand
experiences which serve as the foundation of our learning. In
the teaching learning process, it is learning by doing.
Contrived experiences- In here, we make use of a
representative models or mock-ups of reality.
Dramatized experiences- By dramatization, we can
participate in a reconstructed experience, even though the
original event is far removed from us in time.
The Cone of Experience

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Demonstrations- It is a visualized explanation of
an important fact, idea, process by the use of
photographs, drawing, films, displays, or guided
motion.
Study Trips- these are excursions, educational
trips, and visits conducted to observe an event that
is unavailable within the classroom.
The Cone of Experience

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Exhibits- these are displays to be seen by
expectations.
Television and motion pictures- television and
motion pictures can reconstruct the reality of the
past so effectively that we are made to feel we are
there.
The Cone of Experience

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Still pictures, Recordings, Radio-these are visual and
auditory devices which may be used by an individual or a
group.
Visual symbols- these are no longer realistic reproduction
of physical things for these are highly abstract
representations
Verbal symbols- they are not like the objects or ideas for
which they stand. They usually do not contain visual clues to
their meaning. Written words fall under this category. It may
be a word for a concrete object (book), an idea (freedom of
speech), a scientific principle (the principle of balance), a
formula (e=mc²)
The Cone of Experience

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• Dale’s Cone of Experience is a model that includes
several theories related to instructional design and
learning processes.
• During the 1960s, Edgar Dale theorized that learners
retain more information by what they “do” as opposed
to what is “heard”, “read” or “observed”.
• His research led to the development of the Cone of
Experience. Today, this “learning by doing” has
become known as “experiential learning” or “action
learning”. The cone is diagramed and explained in the
next sections.

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34. Be aware
People generally remember…….
 10% of what they read.
 20% of what they hear.
 30% of what they see.
 50% of what they hear and see – video.
 70% of what they say or write.
 90% of what they say as they do something.
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How Can Instructors Use the Cone of Experience?
• According to Dale’s research, the least effective method at the top,
involves learning from information presented through verbal
symbols, i.e., listening to spoken words.
• The most effective methods at the bottom, involves direct,
purposeful learning experiences, such as hands-on or field
experience.
• Direct purposeful experiences represents reality or the closet things
to real, everyday life.

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• The cone charts reveals that “action-learning” techniques
result in up to 90% retention (remembering). People learn
best when they use perceptual learning styles. Perceptual
learning styles are sensory based.
• The more sensory channels possible in interacting with a
resource, the better chance that many students can learn
from it.
• According to Dale, instructors should design
instructional activities that build upon more real-life
experiences.

37. Interpreting the Cone
 The cone is based on the relationships of
various instructional experiences to reality
(real life).
 The bottom level of the cone, "direct
purposeful experiences,“ ‫الخبرة‬
‫المباشرة‬
‫الهادفة‬
/
‫المباشرة‬
represents reality or the closest things to real,
everyday life.
 Direct experience allows us to use all senses.
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38. Interpreting the Cone
 Contrived experiences ‫المعدلة‬ ‫الخبرة‬
/
‫المباشرة‬ ‫غير‬
are ones that are highly participatory and
simulate real life situations or activities.
 Dramatized experiences ‫الممثلة‬ ‫الخبرات‬ are
defined as experiences in which the
learner acts out a role or activity.
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39. Interpreting the Cone
 The more sensory channels possible in
interacting with a resource, the better the
chance that many students can learn from
it.
 As you move up the cone, fewer senses
are involved at each level.
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40. Interpreting the Cone
 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.
 Think about a student reading material without any
pictures or other visuals or a student listening to a
lecture that is nothing but words.???
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41. The place of motion pictures
 Motion pictures ‫التوضيحية‬ ‫العروض‬is an observational
experience with little or no opportunity to
participate or use senses other than seeing and
hearing.
 The Dale’s cone levels below the motion picture
level provide opportunities for the learner to get
experience in more ways, using more senses.
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The cone of experience
1. The Cone of Experience “The cone is a visual analogy, and like all
analogies, it does not bear an exact and detailed relationship to the
complex elements it represents.” - Edgar Dale
2. Cone of experience- is a visual model, a pictorial device that presents
bands of experience arranged according to degree of abstraction and not
degree of difficulty.
3. The Cone of Experiences •Direct Purposeful Experiences •Contrived
Experiences •Dramatized Experiences •Demonstrations •Study Trips
•Exhibits •Educational Televisions •Motion Pictures •Recordings, Radio,
Still Pictures •Visual Symbols •Verbal Symbols
4. Verbal Symbols Visual Symbols Recordings, Radio, Still Pictures Motion
Pictures Educational Television Exhibits Study Trips Demonstrations
Dramatized Experiences Contrived Experiences Direct Purposeful
Experience Figure 3. The Cone Of Experiences

43. Dale’s Cone of Experience and
Computer
 The computer is not a part of the original cone
of experience.
 When Dale formulated the cone of experience,
computers were not a part of educational or
home settings.
 So, we don't know where Dale would have
placed it.
 What do you think? Where should computer be
placed?????
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44. The Importance of Dale's Cone
The importance of Dale's cone of experience
is helping teachers make decisions about
selecting resources or activities.
Using their knowledge of the cone, teachers
can ask themselves several questions about the
potential value of a resource or activity to
student learning as the following:
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45. Important Questions
The instructor can ask the following:
 Where will the student’s experience with this instructional
resource fit on the cone?
 How far is experience removed from real life?
 What kind of learning experience do you want to provide in
the classroom?
 How does this instructional resource increase the
information supplied by the textbook?
 What and how many senses can students use to learn this
instructional material?
 Does the instructional material enhance learning? 45

46. Important Questions
 How does this resource augment the
verbal and visual symbols supplied in
the textbook?
 What and how many senses can
learners use when interacting with this
resource?
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47. In Conclusion
We know that the purpose of selecting resources
in augmentation (growth) to a textbook is to help
students use senses, to get concrete experience, to
learn more, and to enable them apply basic
knowledge to real life and work.
How will you make those selections? The
embodied principles in Dale's cone of experience can
help.
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48. The Systems Approach
 The system is a collection of interacting or interrelated
elements forming a complex whole that have a common
purpose.
 The systems approach is an attempt to put together all the
system’s elements to achieve the specified purposes.
 The systems approach was described by Bela Banathy (1968)
(wrote one of the first books totally dedicated to Instructional
System Design) as:
a self-correcting, logical process for the planning, development,
and implementation of instruction to achieve the desired
outcomes.
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49. The Systems Approach
 The systems approach provides a procedural framework within
which the purpose of the system is first specified and then
analyzed in order to find the best way to achieve it.
 On the basis of this analysis, the components that are most
suitable to the successful performance of the system can be
selected…..
 Finally, continuous evaluation of the system provides a basis for
planned change in improving economy and performance.
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The systems approach is closer to the present ADDIE or
ISD model .
• ADDIE (Analysis, Design, Development, Implement, and
Evaluate)
• (ISD) Instructional System Design

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53. The Systems Approach
Of the other concepts that were used by the systems approach
and contributed to the development of instructional technology
are the following:
1. Programmed Instruction.
2. Task Analysis.
3. Behavioral Objectives.
4. Criterion-referenced Testing.
5. Formative and summative Evaluations.
6. Recent developments (e.g. systems approach models,
graduate programs, books, journals, cognitive psychology).
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54. The Systems Approach
From the previous discussion, we note the
following two observations:
 Before discovering the systems approach,
focus was on audiovisual devices as
teaching aids.
 After discovering the systems approach,
focus is on the process.
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55. Individualized Instruction
 Dunn (1984) stated: “One of the primary tenets of
the systems approach to education is that of
gearing instruction to the individual student.”
 The systems approach can be used to design
instruction that will be delivered to students on an
individual basis, or
 It can be used to design instruction that will be
delivered simultaneously to a group of learners.
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56. Individualized Instruction
 Instruction that is geared to meet the needs of the
individual student may be labeled individualized
instruction.
 Individualized instruction techniques that may be
employed include:
 Allowing learners to set their own individual pace as they proceed
through an instructional sequence.
 They permit the choosing of instructional methods, media, and
materials for each learner in light of individual characteristics, and
 Allowing the selection of the objectives each learner wants to
pursue.
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57. Forms of Individualized
Instruction
The following are some forms of individualized instruction:
 Personalized system of instruction (Keller Plan)
Allowing each student to proceed through an instructional sequence at his
own rate.
 Learning for Mastery (Bloom)
Bloom (1968) proposed an instructional system that allowed instructional
time and materials to vary so as to allow practically all students to master
each learning task.
 Computer-assisted instruction
Due to its interactive capabilities, the computer can be programmed to
adapt instruction to the needs of individual learner.
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58. Thank you……
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