3. Jester T. Bantayan
Rheyal M. Atienza
Rez John T. Ranque
Jenimie G. Nieves
Prof.Ed. Student
ED.TECH 1
Edgar Dale's Cone of Experience
4. 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?
5. Edgar Dale (1900-1985) served on The Ohio State
University faculty from 1929 until 1970. He was an
internationally renowned pioneer in the utilization
of audio-visual materials in instruction. He also
made major research contributions in the teaching of
vocabulary and testing readability of texts. Jeanne S.
Chall, an 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
http://ehe.osu.edu/edtl/about/tradition.cfm#dale
6. First introduced in Dale’s
1946 book, Audio-Visual
Methods inTeaching
Designed to “show the
progression of learning
experiences” (Dale (1969) p. 108)
from the concrete to the
abstract
7. CONCRETE LEARNING ABSTRACT LEARNING
First-hand
experiences
Learner has some
control over the
outcome
Incorporates the use
of all five senses
Difficulty when not
enough previous
experience or
exposure to a concep
Every level of the
Cone uses abstract
thinking in come way
8. 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 thought
9. 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 media
11. Direct and Purposeful
Experiences
Direct, first hand
experiences
Have direct
participation in the
outcome
Use of all our
senses
Examples:
Working in a
homeless shelter
Tutoring younger
children
12. Models and mock-ups
“editing of reality”
Necessary when real
experience cannot be
used or are too
complicated
Examples
Use of a pilot simulator
Mock up of an auto plant
to show the auto making
process
13. Reconstructed experiences
Can be used to simplify an
event or idea to its most
important parts
Divided into two categories
Acting – actual
participation (more
concrete)
Observing – watching a
dramatization take place
(more abstract)
Monticello Students engaged in a mock trial
14. ICONIC EXPERIENCES ON THE CONE
Progressively moving toward greater use of
imagination
Successful use in a classroom depends on how
much imaginative involvement the method can
illicit from students
Involves:
Demonstrations
Study trips
Exhibits
Motion pictures
Educational television
Radio, recordings, and still pictures
15. Very little immediate physical action
Difficult only if one doesn’t have enough
direct experience to support the symbol
Used at all levels of the Cone in varying
importance
Involves:
• Visual symbols
• Verbal symbols
16. Cisco Systems, Incorporated. (2008). Multimodal learning through media: What the
research says. Fadel, C., & Lemke, C. Retrieved from
http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-
Media.pdf on February 10, 2009.
Dale, E. (1969). Audiovisual methods in teaching. New York: Dryden Press
Dooley, K. (2005). Advanced methods in distance education: Applications and practices
for educators, administrators and learners. Hershey, PA: Information Science Publishing.
Heinich, R., Molenda, M., & Russell, J. D. (1989). Instructional media and the new
technologies of instruction. New York: Macmillan.
Molenda, M. (2003). Cone of Experience. In Kovalchick, A., & Dawson, K. (Eds.).
Education and technology: An encyclopedia (p. 161-164). Santa Barbara, Calif: ABC-CLIO.
Seels, B. (1997). The relationship of media and ISD theory: The unrealized promise of
Dale’s cone of experience. Paper presented at the annual meeting of the Association for
Educational Communications and Technology. Albuquerque, New Mexico. (ERIC
Document Reproducation Service No. ED409869)
Turner, G. (2000). Teaching young adults: A handbook for teachers in further education.
Florence, KY: Routledge.
Elaboration Theory - http://www.learning-theories.com/elaboration-theory-
reigeluth.html
Anchored Instruction - http://tip.psychology.org/anchor.html
Editor's Notes
Welcome everyone! My name is Jester and I am excited to share with you Edgar Dale’s Cone of Experience. As the use of technology becomes more important in our daily lives, it has also become important as a classroom learning tool. It can be used to enhance learning experiences or even create new experiences. Think back to an academic learning experience you had in school. If technology was involved, how did it influence your experience? If it wasn’t involved, how could technology be applied today to enrich that experience for your students?[Take a few examples from the group to stimulate conversations and interest]
In today’s presentation I will address the following questions about Dale’s Cone of Experience.[read out loud]
Edgar Dale was an instructor at Ohio State University who specialized in the classroom use of audio-visual technologies. Dale’s Cone of Experience is considered to be the pioneer example of the marriage between learning and AV use.
Dale’s Cone first appeared in his 1946 textbook titled “ Audio-Visual Methods in Teaching. This text is the grail for any educator wanting to successfully integrate AV materials into instruction. Dale intentions were not for the Cone to represent all ways of learning but instead to create a visual with which to categorize the progression of AV material usage, from the concrete to abstract experience.
Concrete and Abstract learning are key concepts in the visual layout of the Cone. (Read slide aloud) Although Dale points out that every level of the Cone contains some form of abstractedness, such as words, he emphasizes that the lower levels of the Cone rely more on concrete experiences as foundations for later abstract exploration.
Dale outlined his intentions for the use of the Cone of Experience in the 1969 version of his Audio Visual Textbook. (read slide out loud)
Dale’s Cone of Experience is often mis-interpreted and more recently mis-represented. In Dale’s 1969 version of his Audio Visual text, he dedicates an entire section to refuting these mis-conceptions, which include (read slide aloud).
Now lets look at the real Cone and its contributions to education. Using Bruner’s three learning process levels, Dale grouped the Cone’s categories into Enactive, Iconic, and Symbolic experiences. (Read the slide out loud) Let’s start with the bottom of the Cone and explore the categories Dale considered the most concrete or enactive.
At the very bottom of the Cone we find the most concrete uses of experience. Direct and Purposeful Experiences are (read slide aloud).
Next in the Enactive category are contrived experiences which are (read slide aloud)
Finally to round out the enactive experiences, Dale has created the category of dramatized experiences which are (read slide out loud).
The next and largest set of categories on the Cone fall into the realm of iconic experiences. Iconic experiences encompasses (read the slide aloud).
The final two categories on the Cone involve symbolic experiences. Although considered the most abstract by Dale, symbolic experiences are the most used in traditional education, today. Symbolic experiences encompass (read slide out loud).