LESSON 5

The Cone of Experience

“The cone is a visual analogy, and like all analogies, it does not bear an exact and detailed relationship to the complex elements it presents,”-Edgar Dale

INTRODUCTION

                After discussion on the system’s approach to instruction, let us tackle Edgar Dale’s Cone of Experience to get acquainted with various instructional media which form part of the system’s approach to instruction.

Figure 3 The Cone of Experience

How Can Instructors Use the Cone of Experience?
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. Direct purposeful
experiences represents reality or the closet things to real, everyday life.
The cone charts the average retention rate for various methods of teaching. The further you progress down
the cone, the greater the learning and the more information is likely to be retained. It also suggests that when
choosing an instructional method it is important to remember that involving students in the process strengthens
knowledge retention.
It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they use
perceptual learning styles. Perceptual learning styles are sensory based. The more sensory channels possible in
interacting with a resource, the better chance that many students can learn from it. According to Dale, instructors
should design instructional activities that build upon more real-life experiences.
Dales’ cone of experience is a tool to help instructors make decisions about resources and
activities. The instructor can ask the following:
• Where will the student’s experience with this instructional resource fit on the cone? How far is it
removed from real-life?
• What kind of learning experience do you want to provide in the classroom?
• How does this instructional resource augment the information supplied by the textbook?
• What and how many senses can students use to learn this instructional material?
• Does the instructional material enhance learning?

UNDERSTANDING:

The combination of the of the 8 cone of experience,  we applied to remind us about our personal experience.

Lesson 4

Systematic Approach to Teaching

“ A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts”-C. West Churchman

INTRODUCTION

                The broad definition of Educational Technology encompasses systems or designs of instruction. In this Lesson, let’s discuss a system’s or a systematic approach to instruction.

Figure 1: systematize Instruction

ABSTRACTION

Systematic Approach to Teaching

                As depicted in the chart, the focus of systematic instructional planning is the student. Instruction begins with the definition of instructional objectives that consider the student’s needs, interest and readiness. On the basis of these objectives, the teacher selects the appropriate learning experience and appropriate materials, equipment and facilities will also be selected.

                The use of learning materials, equipment and facilities necessitates assigning the appropriate personnel to assist the teacher and defining the role of any personnel involved in the preparation, stting and returning of these learning resourses.

UNDERSTANDING

                The phases or elements are connected to one another. If the element or one phase of the instructional process fails, the outcome which is learning is adversely affected. The attainment of the learning objectiveis dependent of synergy of all elements of all actors involved in the process.

LESSON 3

The Roles of Educational technology in Learning

“Technology makes the world a new a new phase.”

Focus questions.

·         What are the roles of educational technology in learning?

INTRODUCTION

            After understanding the comprehensive meaning of educational technology, let us now dwell the roles of educational technology in the teaching-learning process.

ACTIVITY

ANALYSIS

            Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons or in a constructivist way as partner in the learning process. In the traditional way, the learner learns from the learning technology and the technology serves as a teacher.

            In the constructivist approach, technology is a learning tool to learn with, not from.

It makes the learner

·         Gather

·         Think

·         Analyze

·         Synthesize information

·         And construct meaning with what technology presents.

Technology serves as a medium in representing what the learner knows and what the learner knows and what he/she is learning.

ABSTRACTION

            From a constructivist perspective, the following are the roles of technology in learning: (Jonassen, at al 1999)

·         Technology as tools to support knowledge construction: for representing learner’s ideas, understandings and beliefs

For producing organized, multimedia knowledge bases by learners

·         Technology as information vehicles for exploring knowledge to support learning-by-constructing:

For accessing needed information

For comparing perspectives, beliefs and world views

·         Technology as context to support learning-by-doing:

For representing and stimulating meaningful real- world problems, situation and contexts

For representing beliefs, perspectives, arguments, and stories to others

For defining a safe, controllable problem space for student thinking

·         Technology as a social medium to support learning by conversing:

For collaborating with others

For discussing, and building consensus among the learners members of the community

For supporting discourse among knowledge-building communities

·         Technology as intellectual partner(jonassen 1996) to support learning-by-reflecting:

For helping learners to articulate and represent what they know

For reflecting on what they have learned and how they came to know it

For supporting learners internal negotiations a building making

For constructing personal representations of meaning for supporting mindful thinking