ONLINE ASSIGNMENT EDU02 - Dales Cone of Experience
DALES CONE OF
EXPERIENCE
The cone of experience is a model that incorporates
several theories related to instructional design and learning process. Dale proposed
the cone of experience in his book “AUDIO-VISUAL METHODS IN TEACHING”. This was
the earliest attempt to classify audio-visual aids according to their
effectiveness in communicating ideas. The Cone of Experience is merely a visual
aid explaining the inter relationships of the various types of audio-visual
materials as well as their individual position in the learning process.
In his first edition of
Audio-visual Methods in Teaching‟ (1946), Dale expanded Dewey‟s concept of the
continuity of learning through experience by developing the “Cone of
Experience” which relates a concrete to abstract continuum to audio-visual
media options.
In the second edition
in 1969 Dale regarded the cone as a “visual
analogy” to show the progression of learning experiences from concrete
to abstract.
In the last edition in 1969 itself Dale integrated
Bruner‟s three modes of learning into the cone by categorizing learning
experiences into three modes; enactive (learning by doing), iconic (learning
through observation) and symbolic experiences (learning through abstraction).
On expanding the cone,
1) Direct purposeful experiences
First hand experiences which serves as the foundation
of learning. In this level, more senses are used in order to build up the
knowledge. Also, in this level, the learner learned by doing things by
himself/herself. Learning happens through actual hands-on experiences. This
level explains and proves that the more senses that are involved in learning,
the more and better the learning will be. This level also proves that
educational technology is not limited to the modern gadgets and software, even
the simplest opportunity that you give to each child could help them.
Example
At room temperature, ammonia is a colorless gas with a very
pungent odour. This odour
is familiar to many people because ammonia is used commonly in cleaning
products and smelling salts. Ammonia gas can be dissolved in water.
Thus the pungent smell of ammonia while conducting chemical
reactions can be felt directly by a learner with his/her sense of smelling.
2) Contrived experiences
In this level representative models and mock-ups are
being used in order to provide an experience that as close as reality. This
level is very practical and it makes learning experience more accessible to the
learner. Eg: conducting class election, mock-up of a clock, model of engine
etc.
Example
Experiments can be
done in practical labs in order to make learning easier and more accessible to
children.
Below is an
attachment to a youtube video which shows the testing of ammonium gas.
3) Dramatized experiences
In this level,
learners can participate in a reconstructed experience that could give them
better understanding of the event or of a concept. Through dramatized
experiences, learners become more familiar with the concept as they emerge
themselves to the “as-if” situation. Dramatized experiences are divided into
two;
Acting (roleplay)-
actual participation (more concrete)
Observing- watching
a dramatization (more abstract)
Example
In a world where we increasingly look towards science
and technology to find answers that will help us secure a fair and sustainable
future, it is imperative that people become empowered to make informed
decisions about issues rooted in science. To achieve this, science
communicators must make science-related information engaging and relevant. In
short, it is about making people care. That is why we need to go beyond
presenting facts and evidence, towards creating emotional connections between
scientists and publics.
The below attachment shows a drama by few students
which imparts the importance of science and technology.
4) Demonstrations
It is a visualized
explanation of important facts, ideas or processes through the use of pictures,
drawings, films and other types of media in order to facilitate clear and
effective learning. In this level, things are shown based on how they are done.
Example
The below example
shows the different types of chemical reactions that are shown using pictures,
which can be easily memorized and learned so that the student will be able to
differentiate between these types easily.
5) Field trip/study trip
This level extends
the learning experience through excursions and visits on the different places
that are not available inside the classroom. Through this level, the learning
experience will not be limited to the classroom setting but rather extended in
a more complex environment.
Example
Countless products require the use of specialized
chemicals or mixtures of chemicals in order to get made. If you can get access
to a plant where students can see the result of professional chemistry it can
be an unforgettable experience. Some good examples would be metal (where
elements are mixed to create different grades of steel), computer components
(where chemicals are used to create raw materials and others are used to make
them market-ready) or plants where chemicals themselves are prepared for sale.
6) Exhibits
It is somewhat a
combination of some of the first levels in the cone. Actually, exhibits are
combination of several mock-ups and models. Most of the time, exhibits are
experiences that is “for your eyes” only but some exhibits includes sensory
experiences which could be related to direct purposeful experiences. In this
level, meanings and ideas are presented to the learners in a more abstract
manner. This experience allows students to see the meaning and relevance of
things based on the different pictures and representations presented.
Example
Below is an example
for an exhibition which is based on building a chemical city based on recycling
chemical wastes.
7) Television, motion pictures, still pictures, recordings and radio.
These two stages are
explained together since they are related to one another. For television and
motion pictures, it implies values and messages through television and films.
On the other hand, still pictures, recordings and radio are visual and auditory
devices that can be used by a learner or group of learners that could enhance
and extend learning experience.
Example
The movie “Mission mangal” is based on the life of
scientists at the Indian Space
Research Organisation who contributed to India's first interplanetary
expedition Mars Orbiter Mission. This would create an interest in children
to know more about the topic would make their interest build up in learning the
topic
8) Visual symbols and verbal symbols
The last two stages
are often used hand-in-hand. These two levels are the most complex and abstract
among all the components of the cone of experience. In visual symbols charts,
maps, graphs and diagrams are often used for abstract representations. On the
other hand, verbal symbols do not involve visual representation or clues to
their meanings. Mostly the things involved in this level are words, ideas,
principles, formulas and the likes.
Example
Normal classroom
teaching using blackboard and chalk as well as verbal communication is an
example of this category. The chemical reactions of various elements can be
written in blackboard and taught by giving proper explanation verbally.
Dale’s Cone has been frequently misunderstood and misused.
Dale’s Cone is often confounded with the “Remembering Cone” or “Bogus Cone”
(Subramony, 2003, p. 27) which claims that learners will generally remember 10
per cent of what they read, 20 per cent of what they hear, 30 per cent of what
they see, 50 per cent of what they hear and see, 70 per cent of what they say,
and 90 per cent of what they both say and do.
For example, Dale’s Cone has been used to maintain that more
realistic and direct experience is always better. However, Dale (1969)
demurred, writing that, “Too much reliance on concrete experience may actually
obstruct the process of meaningful generalization” (p. 130). Also, Dale noted
that providing realistic learning experiences may not be efficient in terms of
cost, time, and efforts. Instead, Dale suggested that teachers should balance
combinations of concrete and abstract learning experiences.
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