Educational Technology 1: Hulyo 2016

Lesson 5 : Cone of Experience

Cone of Experience

The Cone was originally developed by Edgar Dale in 1946. It was intended as a way to describe various learning experiences. Essentially, the Cone shows the progression of experiences from the most concrete (at the bottom of the cone) to the mostabstract (at the top of the cone). It is important to note that Dale never intended the Cone to depict a value judgment of experiences; in other words, his argument was not that more concrete experiences were better than more abstract ones. Dale believed that any and all of the approaches could and should be used, depending on the needs of the learner

The Cone of Experience is a visual model meant to summarise Dale’s classification system for the varied types of mediated learning experiences.

The original labels for Dale’s ten categories in the Cone of Experience were:

1. Direct, Purposeful Experiences

2. Contrived Experiences

3. Dramatic Participation

4. Demonstrations

5. Field Trips

6. Exhibits

7. Motion Pictures

8. Radio, Recordings, Still Pictures

9. Visual Symbols

10. Verbal Symbols

When Dale researched learning and teaching methods he found that much of what we found to be true of direct and indirect (and of concrete and abstract) experience could be summarised in a pyramid or ‘pictorial device’ Dales called ‘the Cone of Experience’. In his book ‘Audio visual methods in teaching’ – 1957, he stated that the cone was not offered as a perfect or mechanically flawless picture to be taken absolutely literally. It was merely designed as a visual aid to help explain the interrelationships of the various types of audio-visual materials, as well as their individual ‘positions’ in the learning process.

Dale points out that it would be a dangerous mistake to regard the bands on the cone as rigid, inflexible divisions.

He said “The cone device is a visual metaphor of learning experiences, in which the various types of audio-visual materials are arranged in the order of increasing abstractness as one proceeds from direct experiences”

People Remember

It is said that people remember:

§ 10% of what they read

§ 20% of what they hear

§ 30% of what they see

§ 50% of what they see and hear

§ 70% of what they write and say

§ 90% of what they say as they do

The percentages –> 10% of what they read 20% of what they hear 30% of what they see 50% of what they hear and see 70% of what they say or write 90% of what they say as they do a thing are not from Dale. The bogus percentages appear to have been first published by an employee of Mobil Oil Company in 1967, writing in the magazine “Film and Audio-Visual Communications”.

These percentages have since been discredited. THEY ARE FICTION! This is one of the great training/ people development myths.

Lesson 4: Sytematic Approach to Teaching

Sytematic Approach to Teaching

The systematic approach to teaching provides a method for the functional organization and development of instruction. This method applies to preparation of materials for classroom use, as well as for print and non-print media. Inputs to the systems approach include well defined objectives, analysis of the intended audience, special criteria desired by the customer, analysis and use of existing resources, and a team of instructional system specialists, subject matter experts, writers, and visual specialists. Outputs are functional relations trees, functional block diagrams, a teaching sequence chart, and frames (a combination of words and visuals on a specific topic from the teaching sequence chart). The three step production flow consists of content requirements, content development, and use. Material is divided into levels of detail, so that the student studies only until he has reached the level he needs. At each level of detail, the material is treated as a whole, then in its parts, and finally recombined into a functional whole. Visuals illustrating the concepts are included.

The system approach views the entire educational program as a system of interrelated parts. It is an orchestrated learning pattern with all parts harmoniously integrated in to the whole: the school, the teacher, the students, the objectives, the media, the materials, and assessment tools and procedures. Such an approach integrates the older, more familiar methods and tools of instruction with the new ones such as the computer.

SYSTEMATIZED INSTRUCTION

· Define objectives

Considers the student’s need, interest and readiness.

· Choose appropriate method

To be utilized and used by the teacher

· Choose appropriate exercises

Learning Activities that could spell out the instructional objectives.

· Assigning personnel roles

Who are the persons involved in the instruction and their tasks.

· Implement the instruction

Actual mode of instruction in which all plans are being utilized.

· Evaluate Outcomes

Examining if the instructional objective was attained or not

· Refine the process

Getting the system fixed before entering to other cycle.

Lesson 3: Roles of Educational Technology in Learning

Roles of Educational Technology in Learning

Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons or in a constructivist way as partners in the learning process.

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

1. TECHNOLOGY AS TOOLS TO SUPPORT KNOWLEDGE CONSTRUCTION

–For representing learners’ ideas, understandings and beliefs

–For producing organized, multimedia knowledge bases by learners

2. TECHNOLOGY AS INFORMATION VEHICLES FOR EXPLORING KNOWLEDGE TO SUPPORT LEARNING-BY-CONSTRUCTING

–For accessing needed information

–For comparing perspective, beliefs and world views

3. TECHNOLOGY AS CONTEXT TO SUPPORT LEARNING-BY-DOING

–for representing and simulating meaningful real-world problems, situations and contexts

–For representing beliefs, perspectives, arguments, and stories of others

–For defining a safe, controllable problem space for student thinking

4. TECHNOLOGY AS SOCIAL MEDIUM TO SUPPORT LEARNING BY CONVERSING

–For collaborating with others

–For discussing, arguing, and building consensus among members of community

–For supporting discourse among knowledge-building communities

5. TECHNOLOGY AS INTELLECTUAL PARTNER 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 and meaning making

–For constructing personal representations of meaning for supporting mindful thinking

Lesson 2: Technology: Boon or Bane?

Technology: Boon or Bane?

Boon- is a thing that is beneficial or useful. It is also called "Advantage".

Bane- it is a curse or destruction. It is also called "Disadvantage".

The Educational Technology is boon when:

Technology is a blessing for man. With technology, there is a lot that we can do which we could not do then.
Technology contributes much to the improvement of the teaching-learning progress and to the humanization of life.
With cellphones, webcams, we can be closer to someone miles and miles away
Many human lives saved because of speedy notifications via cellphone.
Your teaching and learning have become more novel, stimulating, exciting, fresh and engaging with the use of multimedia in the classroom.
With your TV, you can watch events as they happen all over the globe.

The Educational Technology is bane when:

When not used properly, technology becomes a detriment to learning and development.
The learner is made to accept as Gospel truth information they get from the Internet.
The learner has an uncritical mind on images floating on televisions and computers that represent modernity and progress.
The TV makes learner a mere spectator not an active participant in the drama of life.
The learner gets glued to his computer for computer-assisted instruction unmindful of the world and so fails to develop the ability to relate to others.
We make use of the Internet to do character assassination of people whom we hardly like.
Because of our cell phone, we spend most of our time in the classroom or in our working place texting.
We use overuse and abuse TV or film viewing as a strategy to kill time.
The abuse and misuse of the Internet will have far reaching unfavorable effects on his moral life.

The integration of technology in the instructional process must be geared towards:

1. Interactive and meaningful learning.
2. The development of creative and critical thinking.
3. The development and nurturing of teamwork.
4. Effective and efficient teaching.