Educational Technology Presentation
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This document outlines different types of educational technology, arranged from most direct experiences to most abstract representations. It includes: direct experiences, contrived experiences like models, dramatized experiences, demonstrations, field trips, exhibits, audiovisual media like television and films, still pictures and recordings, and verbal and visual symbols like words, charts, and diagrams. The technologies are presented as a continuum from realistic reproductions to highly abstract representations.
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The document summarizes Dale's Cone of Experience model of learning, which proposes that learning progresses from concrete to abstract experiences. It shows a cone with different levels of experience - from direct experiences at the bottom to verbal symbols at the top. The bottom levels involve hands-on experiences while the upper levels are more abstract, involving symbols and language. The model emphasizes starting with concrete experiences before moving to more abstract levels of learning.
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The villager must transport a fox, duck, and bag of seaweed across a river using a small boat that can only hold one item at a time. The fox cannot be left with the duck, and the duck cannot be left with the seaweed, or one will eat the other. The solution is to: 1) Take the duck across, 2) Return and bring the fox, leaving the duck on the other side, 3) Take the seaweed across, 4) Return and take the duck across again, completing the transport safely.
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The document summarizes Edgar Dale's "cone of experience" model which illustrates that retention of knowledge increases based on learner involvement and use of multiple senses. At the bottom of the cone are direct experiences (90% retention) while at the top are abstract symbols (10% retention). The cone provides guidance for selecting instructional resources that maximize learner engagement. It remains a useful tool for teachers to evaluate how an activity's sensory components and active involvement can impact student understanding.
Educational philosophers
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Johann Herbart focused on moral education. He believed morality should be the center of education and identified five aspects of moral character. Herbart also proposed a model of teaching involving preparation, presentation, association, generalization, and application.
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Problem posing
Here are some possible mathematical problems that could be posed from the given situation:
1) The master worker can paint 1 square meter of the billboard per hour. The apprentice can paint 0.5 square meters per hour. If they work for 8 hours, how many square meters of the billboard can they paint?
2) The billboard measures 20 square meters. If the master worker and apprentice work together for x hours, write an equation to represent the relationship between the number of hours worked (x) and the area painted (y).
3) The billboard measures 20 square meters. The master worker and apprentice work together for 8 hours. How much of the billboard do they paint?
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The villager must transport a fox, duck, and bag of seaweed across a river using a small boat that can only hold one item at a time. The fox cannot be left with the duck, and the duck cannot be left with the seaweed, or one will eat the other. The solution is to: 1) Take the duck across, 2) Return and bring the fox, leaving the duck on the other side, 3) Take the seaweed across, 4) Return and take the duck across again, completing the transport safely.
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Educational philosophers
Friedrich Froebel is considered the founder of kindergarten. He was influenced by educators like Rousseau, Basedow, and Pestalozzi. Froebel believed education should lead children to understand their true nature as creative beings. His curriculum used gifts, occupations, and games to help children develop self-awareness and social skills.
Johann Herbart focused on moral education. He believed morality should be the center of education and identified five aspects of moral character. Herbart also proposed a model of teaching involving preparation, presentation, association, generalization, and application.
Herbert Spencer believed in a utilitarian education to prepare children for adult life. He supported the idea of survival of the
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Here are some possible mathematical problems that could be posed from the given situation:
1) The master worker can paint 1 square meter of the billboard per hour. The apprentice can paint 0.5 square meters per hour. If they work for 8 hours, how many square meters of the billboard can they paint?
2) The billboard measures 20 square meters. If the master worker and apprentice work together for x hours, write an equation to represent the relationship between the number of hours worked (x) and the area painted (y).
3) The billboard measures 20 square meters. The master worker and apprentice work together for 8 hours. How much of the billboard do they paint?
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The document discusses Edgar Dale's Cone of Experience, which is a model that depicts how information is presented in instruction and the resulting learner outcomes. It moves from more concrete experiences like direct experiences at the bottom to more abstract experiences like symbols at the top. The document provides examples of instructional methods and materials that correspond to each level of the cone, such as demonstrations, exhibits, educational videos. It aims to help teachers select appropriate instructional methods and media based on the cone. The cone is intended as a framework rather than a strict progression, and common misconceptions about it are addressed.
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The Cone of Experience is a model created by Edgar Dale that graphically represents the relationship between different types of learning experiences and their effectiveness. It ranges from direct, hands-on experiences at the bottom to abstract, symbolic representations at the top. The cone is meant to show that learning is generally most effective when it progresses from concrete to abstract. It influences teachers to incorporate a variety of instructional methods and media into their lessons to engage different types of learners.
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This document explores patterns in polygons based on their number of points. It presents data showing that the maximum number of chords in an n-point polygon is n(n-1)/2, and the maximum number of regions is 2n-1. These formulas are supported by data from diagrams of polygons with 1 to 5 points. While the formulas have been tested against examples, they have not yet been formally proven.
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Gagne condition of learning
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The document discusses the Cone of Experience, which is a visual model representing different levels of experience from direct, purposeful experiences to more abstract verbal symbols. It lists the levels from most concrete to abstract as: direct experience, contrived experience, dramatized experience, demonstration experience, study trips, exhibits, educational television, motion pictures, still pictures/recordings/radio, visual symbols, and verbal symbols. The implications are that teaching should use multiple materials to help students conceptualize, avoid teaching symbolically without concrete foundations, and bring students to more abstract thinking while building on concrete experiences.
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The Cone of Experience is a model that arranges different types of educational experiences from most concrete to most abstract. Experiences closer to the bottom are more hands-on, like direct experiences, while those near the top rely more on symbols, like verbal descriptions. The model is intended to show how experiences can vary in their level of abstraction or realness, not difficulty. It includes categories from direct experiences to verbal symbols, with each one building on the previous types of experiences moving up the cone.
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Manipulatives are hands-on learning tools that help students learn concepts concretely before moving to more abstract understandings. They allow students to explore ideas through active manipulation, helping cement understandings in ways that passive learning cannot. There are concrete, abstract, and virtual forms of manipulatives, each with advantages and disadvantages. Integrating different types of age-appropriate manipulatives into lessons can benefit student learning across subjects by appealing to different learning styles and building concrete foundations for abstract concepts according to Piaget's theories of cognitive development.
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Principles and Strategies of Teaching
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The document discusses Edgar Dale's Cone of Experience, which is a model that depicts how information is presented in instruction and the resulting learner outcomes. It moves from more concrete experiences like direct experiences at the bottom to more abstract experiences like symbols at the top. The document provides examples of instructional methods and materials that correspond to each level of the cone, such as demonstrations, exhibits, educational videos. It aims to help teachers select appropriate instructional methods and media based on the cone. The cone is intended as a framework rather than a strict progression, and common misconceptions about it are addressed.
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The Cone of Experience is a model created by Edgar Dale that graphically represents the relationship between different types of learning experiences and their effectiveness. It ranges from direct, hands-on experiences at the bottom to abstract, symbolic representations at the top. The cone is meant to show that learning is generally most effective when it progresses from concrete to abstract. It influences teachers to incorporate a variety of instructional methods and media into their lessons to engage different types of learners.
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Bruner
Jerome Bruner was an influential American psychologist born in 1915. He developed theories of cognitive development and the constructivist learning theory. Bruner believed that learning occurs through active construction and discovery, with students building new ideas upon their current and prior knowledge. He proposed three modes of representation for learning - enactive (learning by doing), iconic (learning by visualizing), and symbolic (learning by using symbols). Bruner felt that the role of the teacher is to facilitate student-centered active learning through discovery and problem-solving. His work has had a lasting impact on education by promoting active, hands-on, student-centered learning experiences.
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The Cone of Experience is a model that arranges learning experiences from concrete to abstract, with direct experiences like field trips at the bottom and verbal symbols like written words at the top. It was introduced by Edgar Dale in 1946 to show the progression of learning. The cone is not intended to represent degrees of difficulty, but rather degrees of abstraction. When teaching, the goal is to strike a balance between concrete and abstract experiences and not rely too heavily on either, in order to develop students' conceptual understanding and higher-order thinking skills.
Gagne condition of learning
Robert Gagne was an American psychologist known for his theory of instruction, called the Conditions of Learning. The theory outlines five categories of learning - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes - which each require different types of instruction. Gagne also proposed nine instructional events that should be included in a lesson to support different cognitive processes involved in learning. The theory has been widely applied to instructional design, especially in military training settings due to the well-defined nature of many military tasks.
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The document discusses the Cone of Experience, which is a visual model representing different levels of experience from direct, purposeful experiences to more abstract verbal symbols. It lists the levels from most concrete to abstract as: direct experience, contrived experience, dramatized experience, demonstration experience, study trips, exhibits, educational television, motion pictures, still pictures/recordings/radio, visual symbols, and verbal symbols. The implications are that teaching should use multiple materials to help students conceptualize, avoid teaching symbolically without concrete foundations, and bring students to more abstract thinking while building on concrete experiences.
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The Cone of Experience is a model that arranges different types of educational experiences from most concrete to most abstract. Experiences closer to the bottom are more hands-on, like direct experiences, while those near the top rely more on symbols, like verbal descriptions. The model is intended to show how experiences can vary in their level of abstraction or realness, not difficulty. It includes categories from direct experiences to verbal symbols, with each one building on the previous types of experiences moving up the cone.
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The document presents Edgar Dale's Cone of Experience, which arranges educational experiences from most to least abstract. At the base are direct experiences, followed by increasingly abstract experiences like contrived experiences, demonstrations, exhibits, and recordings. At the top are visual and verbal symbols, which are the most abstract representations and furthest removed from reality. The cone is meant as a visual model to show that students learn best through hands-on experiences but that more abstract forms can also be effective teaching tools.
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The document describes Edgar Dale's Cone of Experience, which arranges different types of learning experiences from concrete to abstract. At the bottom of the cone are direct experiences like seeing, hearing, touching, tasting and smelling. Moving up the cone, experiences become more abstract and represented, including contrived experiences using models, dramatizations, demonstrations, exhibits, audiovisual media, still images, recordings, symbols and words. The key point is that the cone illustrates how our experiences can become more abstract as we move further from directly experiencing an event ourselves.
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A quick yet comprehensive explanation about the Cone of Experience and Bruner's 3 Tiered Experiences.
P resentation
The document discusses different types of educational tools and experiences that can be used for teaching and learning, including verbal symbols, visual symbols, recordings, radio, still pictures, motion pictures, educational television, exhibits, study trips, demonstrations, dramatized experiences, contrived experiences, and direct purposeful experiences. It notes that direct purposeful experiences serve as the foundation of learning, while other tools like models, mock-ups, dramatization, and reconstructions can make real-life experiences more accessible and understandable for students.
Axl Ross Royo
The document discusses Edgar Dale's Cone of Experience, which categorizes different types of learning experiences from most concrete to most abstract. It lists several types of experiences including direct experiences, contrived experiences, dramatized experiences, demonstrations, study trips, exhibits, television/motion pictures, still pictures/recordings/radio, visual symbols, and verbal symbols. These experiences range from first-hand experiences like seeing and touching to more abstract representations using words and diagrams.
The cone of experience
The document discusses Edgar Dale's Cone of Experience, which is a visual model that outlines various levels of experience from direct experiences to abstract symbols. It presents a hierarchy moving from more concrete to more abstract experiences including direct experiences, exhibits, films, visual symbols, and verbal symbols. The cone is an analogy used to represent this hierarchy but does not bear an exact relationship to the complex elements it represents.
cone of experienceadadadadaddadadada.pptx
The document describes Edgar Dale's Cone of Experience, which arranges different types of learning experiences from most concrete to most abstract. At the bottom are direct experiences involving senses like seeing, hearing, touching. Moving up are indirect experiences using models, dramatizations, and demonstrations. Higher levels include field trips, exhibits, films, pictures, and symbols like charts and written words. The cone shows that more abstract experiences build on more concrete foundation experiences.
THE CONE OF EXPERIENCE
THIS IS NOT REALLY MY WORK. I JUST EDITED SOME OF THE SLIDES HERE.
it is aboput edgar's dale cone of experience
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Educational Technology Presentation
- 2. Direct Purposeful Experience Contrived Experiences Dramatized Experiences Demonstration Study Trips/Field Trips Exhibits Television and Motion Pictures Still pictures, Recordings, Radio Verbal Symbols Visual Symbols Educational Technology 1
- 3. Is a visual model, a pictorial device that presents bands of experience arrange according to the degree of abstraction and not the degree of difficulty. Educational Technology 1
- 5. The first hand experiences which serve as the foundation of our learning. Build up reservoir of meaningful information and ideas through seeing ,hearing, touching, tasting, and smelling. Educational Technology 1
- 6. It make up of models or mock ups for reality for practical reasons and so that we can make the real-life accessible to the students’ perceptions and understanding. Educational Technology 1
- 7. By dramatization. Reconstructed experience. Educational Technology 1
- 8. It is a visualized explanation of an important fact, idea, or process by the use of: › Photographs › Drawings › Films › Displays/guided motions Educational Technology 1
- 9. These are excursions, educational trip, and visits conducted to observe an event that is unavailable within the classroom. Educational Technology 1
- 10. These are the displays to be seen by spectators. These may consists of working models arranged meaningfully or: › photographs with models › Charts › posters Include sensory experiences where spectators are allowed to touch or manipulate models display. Educational Technology 1
- 11. Television and motion picture can reconstruct the reality of the past so effectively that are made to feel we are there. Educational Technology 1
- 12. These are the visual and auditory devices which may be used by an individual or a group. Still pictures lack the sound and motion of a sound film. The radio broadcast of an actual event may be often be likened to a televise broadcast minus its visual dimension. Educational Technology 1
- 13. There are no longer realistic reproduction of physical things for these are highly abstract representation. Examples: › Charts › Graphs › Maps › Diagrams Educational Technology 1
- 14. There are not like the objects or ideas for which they stand. They usually do not contain visual clues to their meaning. Written words fall in this category. It can be: Word for a concrete object(book) An idea(freedom of speech) A scientific principle(the principle of balance) A formula(e=mc2) Educational Technology 1