TOPIC : CONE. DEFINITION OF CONE HOMOGENEOUS EQUATION OF CONE HOMOGENEOUS EQUATION OF CONE.
Edgar Dale’s Cone of Experience
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Transcript of Edgar Dale’s Cone of Experience
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EDGAR DALE’S
CONE OF EXPERIENCE
Asst. Prof. Tawee Sranamkam, Ph.D.
Faculty of Education
Khon Kaen University
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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?
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EDGAR DALE
Edgar Dale (1900 – 1985) was an American educationist
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 the University of North Dakota and a Ph.D.
from the University 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
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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
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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.
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INFLUENCE ON THE CONE OF EXPERIENCE
Hoban, Hoban and Zisman’s Visual
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.
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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
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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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RETENTION RATE LEVELS (%)
0
10
20
30
40
50
60
70
80
90
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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.
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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.
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Active Learning: about 4 steps on based
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REVERSE CONE OF LEARNING
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ACTIVE LEARNING FOR STUDENTS CENTERED
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WHERE IS ACTIVE LEARNING?
IBL: Inquiry-Based Learning
PBL: Problem-Based Learning
CBL: Case-Based Learning
General Learning
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EXAMPLE: ACTIVE LEARNING STRATEGIES
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EXAMPLE: ACTIVE LEARNING MODEL
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SOME QUESTIONS
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HOMEWORK 5: DESIGN INFOGRAPHICS FOR YOUR ACTIVE LEARNING 21ST CLASSROOM
Active Learning
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THANK YOU FOR ATTENTION
THANK FOR ALL EDUCATION MEDIA