A brief description on level of learning based on Edgar Cone of Experience

1. Edgar Cone of Learning
(Cone of Experience)
Col Zulfiquer Ahmed Amin
M Phil, MPH, PGD (Health Economics), MBBS
Armed Forces Medical Institute (AFMI)

2. Dale’s Cone of Experience is a model that incorporates several
theories related to instructional design and learning processes.
Edgar Dale theorized that learners retain more information by what
they “do” as opposed to what is “heard”, “read” or “observed”.

3. What is Dale’s cone of experience?
· The cone of experience is a pictorial device used to explain the
interrelationships of the various types of audio-visual media, as
well as their individual “positions” in the learning process.
· The cone's utility in selecting instructional resources and
activities is as practical today as when Dale created it.
According to Dale’s research, the least effective method at the
top, involves learning from information presented through verbal
symbols, i.e., listening to spoken words. The most effective
methods at the bottom, involves direct, purposeful learning
experiences, such as hands-on or field experience.

5. According to Dale’s Cone of Experience, the base of the cone is
characterized by more concrete (Having physical existence)
experiences, such as direct experiences (real-life experiences),
contrived experiences (interactive models), and dramatic
participation (role plays). Direct purposeful experiences represents
reality or the closet things to real, everyday life. The common
theme among these levels is learners are “doing.”

6. The middle of the cone is slightly more abstract (Having
existence in thought) and is characterized by learners realistically
“observing” the experience. These levels are differentiated from
the lower levels of the cone because students do not interact
directly with the phenomenon. Levels in this section of the cone
include demonstrations, field trips, exhibits, motion pictures,
and audio recordings or still pictures. The peak of the cone is the
most abstract where the experiences are represented non-
realistically by symbols, either visual or verbal i.e. listening to the
spoken word.

9. Principles on the cone of Experience:
• The cone is based on the relationships of various educational
experiences to reality (real life), and the bottom level of the
cone, "direct purposeful experiences," represents reality or
the closest things to real, everyday life.
• 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.

10. ● The more sensory channels possible in interacting with a
resource, the better the chance that many students can learn
from it.
● Each level of the cone above its base moves a learner a
step further away from real- life experiences, so experiences
focusing only on the use of verbal symbols are the furthest
removed from real life.
● Contrived experiences are ones that are highly
participatory and simulate real life situations or activities.
● Dramatized experiences are defined as experiences in
which the learner acts out a role or activity.

11. Verbal Symbol
• Limitations: -Highly abstract

12. Visual Symbol
Limitations: -Size of visuals simplification of visual materials leads
to misconceptions

13. Recordings, Radio, Still Pictures
• Attention – Getting.
• Concretized verbal abstraction.
• Limitations: “one dimensional aids” because
they use only one sense organ that is either eye
(seeing) or ear (hearing).

14. Television and Motion Pictures
• A solution to time and space constraints.
• Provides “windows to the world”.
• Effective for presenting movement.
• Substitute for dangerous direct learning experiences.
• Limitations:
-Expensive.
-Timing with classroom lessons.
-Misconceptions about time, size, and ideas.

15. Exhibits
• Present objects or processes otherwise impossible
inside the classroom.
• Exposure to new ideas, discoveries, inventions.
• Problems that may be encountered:
-Too little space.
-Time – consuming.
-Maintenance.

16. Demonstrations
• Visualized explanation of an important fact
or idea or process.
• May require nothing more than observation.
• Disadvantages: Ideas or processes might not
be conceived very well to all learners

17. Field Trips
• Undertaken primarily for the purpose of experiencing
something that cannot be encountered within the classroom.
• A rich experience in learning about objects, systems,
and situations.
• Disadvantages:
-Time-consuming.
-Expensive.
-High exposure to danger.
-Accidents

18. Dramatized Experiences
• Disadvantages:
-Time consuming.
-Participation is limited to few individuals

19. Contrived Experiences
• Disadvantages:
-Simplification leads to misconceptions,
-Distorted views, and
-Incomplete pictures of reality.
-No freedom to handle expensive or fragile models.

20. Direct, Purposeful Experiences
• Unabridged version of life itself.
• Direct participation with responsibility for the
outcome.
• The basis for the most effective and lasting
learning.
• Disadvantage: not all things can be learned
through direct, first hand experiencing.

21. Dale’s cone of Experience provides teaching and learning models
that allows teachers to understand how to increase the retention
rate of learners by involving the learner. It guides the instructors
to adopt the right mode of learning practices.