Project in Educational Technology Prepared by: Angelie C. Alcantara 2EED-1a Araullo University

1. Angelie C. Alcantara
2EEd-1A

2. OBJECTIVES:
 Who is Edgar Dale?
 What is the Cone of Experience?
 Who could use Cone of Experience?
 How can the Cone of Experience help instruction?

3. EDGAR DALE
Edgar Dale
(1900-1985)
Father of Modern
Media in Education

4. Cone Of Experience
 First introduce in
Dale’s Book, 1946:
Audiovisual
Methods in
Teaching
 Design to show the
progression of
“Learning
Experience” from
concrete to abstract

5. Concrete Vs. Abstract Learning
Abstract Learning
 Difficulty to do and
corporate
 Learner have limited
control over the outcome
 Base on schema or past
experience

6. 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

7. Retention Rate Levels

8. Direct Purposeful Experiences
 Firsthand experiences that serve as the foundation of
learning.
 Basically what the students can learn by doing it.
 This way of teaching is known to be the most effective
way of teaching the students because experiences are
the best teacher.

9. Contrived Experiences
 Edited copies of reality and are used as substitute
for real things when it is not practical or not
possible to bring or do the real thing in the
classroom.
 We have models, mock up, specimens and
objectives or artifacts and simulation. These are
varied types of contrived experiences.

10. Dramatized Experiences
 Dramatic experiences cater to student's multiple
intelligences.
 Dramatic experiences range from the formal plays,
pageants to less formal tableau,pantomime,puppets and
role- playing
 Teaching with dramatized experiences could also include
the use of different kinds of puppets which can present
ideas with extreme simplicity.

11. DEMONSTRATION
 Shows learners how to do a task using sequential
instructions with the end goal of having learners
perform the tasks independently.
 Demonstrations can be used to provide examples
that enhance lectures and to offer effective
hands-on, inquiry-based learning opportunities
in classes or labs.

12. Field Trip
 A visit (as to a factory, farm, or museum) made (as by
students and a teacher) for purposes of firsthand
observation.
 A field trip or excursion is a journey by a group of
people to a place away from their normal environment.
 The purpose of the trip is usually observation for
education

13. EXHIBIT
 An exhibit is an item that is shown off for the public,
such as a painting on display at a gallery or a historical
document shown under glass at a museum.
 The main thing to remember about an exhibit is that it
refers to something presented formally and in a public
setting.

14. Educational Television
 Television that is intended to teach and instruct the
viewer, especially television intended to educate
children

15. Motion Pictures
 a sequence of consecutive pictures of objects
photographed in motion by a specially designed
camera and thrown on a screen by a projector in such
rapid succession as to give the illusion of natural
movement.
 motion pictures, the art, technique, or business of
producing motion pictures. Also called movie, moving
picture.

16. Recordings, Radio, Still Pictures
 Can often be understood by those who cannot read.
 Helpful to students who cannot deal with the
motion or pace of a real event or television.
 Examples:
 Magazines
 Radio Broadcasts
 Period Music

17. VISUAL SYMBOLS
 Visual symbols are representations of direct reality,
which comes in the form of signs and symbols.
 Examples of different kinds of visual symbols are
drawings, sketches, cartoons, comics or strip drawing,
diagrams, charts and graphs, maps, and posters.

18. Verbal Symbols
 Are only symbolic representations, but they still can be
quite powerful and flexible.
 As we use language, we are both expressing our
thoughts and creating our thoughts, even deciding
what is worth thinking about.

20. Conclusion: