THIS IS NOT REALLY MY WORK. I JUST EDITED SOME OF THE SLIDES HERE. it is aboput edgar's dale cone of experience

1. The “Cone of Experience”

2. What is Dale’s cone of experience?
• The cone of experience is a
pictorial device use 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.

3. Edgar Dale
Edgar Dale (1900-1985) served on The
Ohio State University faculty from 1929
until 1970. He was an internationally
renowned pioneer in the utilization of
audio-visual materials in instruction. He
also made major research contributions
in the teaching of vocabulary and
testing readability of texts. Jeanne S.
Chall, an OSU Ph.D. graduate who went
on to become a leading innovator in
reading research. Perhaps Professor
Dale's most famous concept was called
the "cone of experience," a graphic
depiction of the relationship between
how information is presented in
instruction and the outcomes for
learners.

4. 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.
Principles on the cone of Experience:

5. Direct experience allows us to use all senses.
 Verbal symbols involve only hearing.
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.
Principles on the cone of Experience:

6. Motion pictures (also television) is where it is on the
cone because it is an observational experience with little
or no opportunity to participate or use senses other than
seeing and hearing.
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
Principles on the cone of Experience:

9. ENACTIVE EXPERIENCES

10. 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

11. Contrived Experiences
 an “editing” of reality
 substitutes for confusing or
unmanageable first – hand experiences
 easier to handle, manipulate or operate
 Disadvantages:
simplification leads to misconceptions,
distorted views, and incomplete pictures
of reality no freedom to handle expensive
or fragile models, mock – ups,
specimens, etc.

12. Dramatized Experiences
 help get closer to certain realities that are no
longer available at first hand
 stirring and attention getting
 participant learns to understand intimately the
character he portrays
 teaches cooperative work
 Disadvantages:
time consuming without
commensurate results
participation is limited to few
individuals

13. ICONIC EXPERIENCES

14. Demonstrations
 visualized explanation of an important fact or idea or
process
 may require nothing more than observation or students
may be asked to do what has just been shown how to do
 Disadvantages:
ideas or processes might not be interpreted
or conceived very well visibility to all learners
Examples:
How to make a peanut butter and jelly
sandwich
How to play the piano
How to lift a fingerprint

15. Study 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
inadequacy of the community’s
resources

16. 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

17. Television and Motion Pictures
 a solution to time and space constraints
 provides “windows to the world”
 effective for presenting movement, continuity of ideas
or events
 substitute for dangerous direct learning experiences
 Limitations:
Expensive
viewing problems
timing with classroom lessons
 misconceptions about time, size,
and
ideas

18. Recordings, Radio, Still Pictures
 attention – getting, particularly projected views
 concretize verbal abstraction
 Limitations:
size of pictures or illustrations
expensiveness of projected
materials and equipment timing
difficulties between radio
shows and classroom lessons Examples:
Time Life Magazine
Listening to old radio
broadcasts
Listening to period
music

19. SYMBOLIC EXPERIENCES

20. Visual Symbols
 chalkboard/whiteboard, flat maps, diagrams,
charts
 fits the tempo of presentation of idea, topic or
situation
 very easy to procure and prepare
 Limitations:lack of ability to use the media size of
visuals simplification of visual materials
leads to misconceptions
Examples:
Chalkboard
Flat maps
Diagrams
charts

21. Verbal Symbols
 principal medium of communication
 bear no physical resemblance to the objects or ideas for
which they stand
 may be a word for concretion, idea, scientific principle,
formula or philosophic aphorism
 Disadvantage: highly abstract
 Two types
 Written words – more abstract
 Spoken words – less abstract

24. Reference:
Dale, E. (1954). Audio-Visual Methods in
Teaching. NY: Dryden Press.