Edgar Dale’s Cone of Experience

1. EDGAR DALE’S CONE OF EXPERIENCE
Asst. Prof. Tawee Sranamkam, Ph.D.
Faculty of Education
KhonKaenUniversity

2. OBJECTIVES:
1.Who is Edgar Dale?
2.What is the Cone of Experience?
3.Which theories, Cone of Experience based-on?
4.Who could used Cone of Experience?
5.How can the Cone of Experience help instruction?

3. EDGAR DALE
Edgar Dale(1900 –1985) was an Americaneducationist who developed the Cone of Experience.
He made several contributions to audio and visual instruction, including a methodology for analyzing the content of motion pictures.
Born and raised in North Dakota he received a B.A. and M.A. from theUniversity of North Dakotaand a Ph.D. from theUniversity of Chicago.
His doctoral thesis was titled,"Factual Basis for Curriculum Revision in Arithmetic with Special Reference to Children's Understanding of Business Terms."
Edgar Dale (1900-1985)
Father of Modern Media in Education
Reference: http://en.wikipedia.org/wiki/Edgar_Dale

4. CONE OF EXPERIENCE
Reference: http://realismtheories.weebly.com/dales-cone-of-experience.html
First introduced in Dale’s Book, 1946: Audio Visual Methods in Teaching
Design to show the progression of “Learning Experience” from concrete to abstract

5. CONCRETE VS ABSTRACT LEARNING
Concrete Learning
First hand Experience.
Learner have some control over the outcome.
Incorporates the use of 5 senses.
Abstract Learning
Difficulty to do and corporate.
Must enough previous experience.
Students cannot control anything.

6. INFLUENCE ON THE CONE OF EXPERIENCE
Hoban, Hoban and Zisman’sVisual Media Graph
Values of the Educational Technology is based on their degree of realism
Jerome Bruner’s Theory of Instruction
Three levels in the Learning process
Enactive -Direct experience
Iconic –Representation of experience
Symbolic –Word or Visual symbols
The process of learning must begin in concrete experience and move towards the Abstract if mastery is to be obtained.

7. MIS-CONCEPTIONS OF THE CONE:
All teaching/learning must move from bottom to the top of the Cone. (X)
One kind of experience on the Cone is more useful than the another. (X)
More emphasis should be put on the bottom levels of the Cone. (X)
The upper levels of the Cone is for older students, while the lower levels are for the younger students. (X)
It over emphasizes the use of instructional media. (X)
Reference: http://www.biztechreport.com/story/198-use-your-head

8. 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

9. RETENTION RATE LEVELS (%)
0
10
20
30
40
50
60
70
80
90

10. INTERPRETING THE CONE
The cone is based on the relationships of various educational experiences to reality (real life).
The bottom level of the cone, "direct purposeful experiences," represents reality or the closest things to real, everyday life.

11. MORE INTERPRETATION
The opportunity for a learner to use a variety or several senses (sight, smell, hearing, touching, movement) is considered in the cone.
Direct experience allows us to use all senses. As you move up the cone, fewer senses are involved at each level.

12. Active Learning: about 4 steps on based

13. REVERSE CONE OF LEARNING

14. ACTIVE LEARNING FOR STUDENTS CENTERED

15. WHERE IS ACTIVE LEARNING?
IBL: Inquiry-Based Learning
PBL: Problem-Based Learning
CBL: Case-Based Learning
General Learning

16. EXAMPLE: ACTIVE LEARNING STRATEGIES

17. EXAMPLE: ACTIVE LEARNING MODEL

18. SOME QUESTIONS

19. HOMEWORK 5: DESIGN INFOGRAPHICS FOR YOUR ACTIVE LEARNING 21STCLASSROOM
Active Learning

20. THANK YOU FOR ATTENTIONTHANK FOR ALL EDUCATION MEDIA