Dale's Cone of Experience

Edgar Dale was a theorist in the areas of reading and journalism and a leader in the humanistic/communications tradition of the field of instructional technology.  He wrote three books dealing with "Audio-Visual Methods in Teaching." Dale believed that learning becomes more meaningful when abstract learning and concrete experience are related. 

Edgar Dale created the cone of experience (1946) that he explained in his book on audiovisual methods in teaching.  The Cone of Experience is a graphical representation of Dale’s model of visual classification on ways of learning experiences.  The theory assisted in the development of utilizing audio-visual methods in teaching that were used within the instructional technology field.  The conical shape was used to create the symbolic depiction of learning from the most concrete level of experience located at the bottom of the cone to the most abstract level of experience located at the point of the cone.  The cone implemented a series of varied experiences from the very basic to enhanced learning experiences with the intent to immerse the learner further within the subject matter in order to retain a greater knowledge of the material.  The learner is meant to utilize a variety of senses (movement, sight, hearing, touching) at different intervals of experiences to create a direct learning process.  The original categories of Dale’s cone of experience starting from the top of the cone to bottom are as follows:  Verbal Symbols; Visual Symbols; Radio-Recordings-Still Pictures; Motion Pictures; Exhibits; Field Trips; Demonstrations; Dramatic Participation; Contrived Experiences; and Direct Purposeful Experiences. 

Edgar Dale made changes within the cone of experience as advances in technology brought new and immersive ways of learning into teaching.  In Dale’s second edition to his book (1954), he made the change of Dramatic Participation to Dramatized Experiences and added television.  

Dale’s cone of experience is a model that incorporates several theories related to the use of media in instructional design and learning processes (Simonson, et. al., 2009). During the 1960s, Edgar Dale coined this theory by suggesting that “learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed” (Anderson, 1989).

Based on Dale’s theory, there is a hierarchy for experiencing real learning. The lowest part of the cone allows learners to us a variety of senses because they are experiencing “direct purposeful experiences” (Simonson, 2009, p.92). As one moves up the cone, direct purposeful experiences are not required as much in the learning process because the events are less abstract and doesn’t rely on a person’s past experiences.

The cone of experience has great implications for DE. It offers a perspective for DE instructors as they design instruction. If considered, the cone of experience can provide learners unique opportunities at all levels of the cone. The variety of media introduced to the learner has the potential of meeting the learner where he or she is on the cone of experience. The DE instructor can use the cone of experience to guide instructional design for a variety of audiences.

 

  

 

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 Learning Theories

The term behaviorism refers to the school of psychology founded by John B. Watson based on the belief that behaviors can be measured, trained, and changed. Behaviorism was established with the publication of Watson's classic paper Psychology as the Behaviorist Views It (1913).

Behaviorism, also known as behavioral psychology, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shapes our behaviors.

According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states. This school of thought suggests that only observable behaviors should be studied, since internal states such as cognitions, emotions and moods are too subjective. 

 Cognitivism is "the psychology of learning which emphasizes human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually" (Cognitivism) and is also known as cognitive development. The underlying concepts of cognitivism involve how we think and gain knowledge. Cognitivism involves examining learning, memory, problem solving skills, and intelligence.  Cognitive theorists may want to understand how problem solving changes throughout childhood, how cultural differences affect the way we view our own academic achievements, language development, and much more. (Feldman, Cognitivism)

Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know. We believe that a constructivist epistemology is useful to teachers if used as a referent; that is, as a way to make sense of what they see, think, and do. Our research indicates that teachers' beliefs about how people learn (their personal epistemology), whether verbalized or not, often help them make sense of, and guide, their practice. 

Cooperative and Collaborative Learning

      Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students   from different schools working together over the Internet on a shared assignment are both examples of collaborative learning.

     Cooperative learning, which will be the primary focus of this workshop, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.

In small groups, students can share strengths and also develop their weaker skills. They develop their interpersonal skills. They learn to deal with conflict. When cooperative groups are guided by clear objectives, students engage in numerous activities that improve their understanding of subjects explored.

In order to create an environment in which cooperative learning can take place, three things are necessary. First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task students work together on must be clearly defined. The cooperative and collaborative learning techniques presented here should help make this possible for teachers.

Also, in cooperative learning small groups provide a place where:

• learners actively participate;
• teachers become learners at times, and learners sometimes teach;
• respect is given to every member;
• projects and questions interest and challenge students;
• diversity is celebrated, and all contributions are valued;
• students learn skills for resolving conflicts when they arise;
• members draw upon their past experience and knowledge;
• goals are clearly identified and used as a guide;
• research tools such as Internet access are made available;
• students are invested in their own learning. 
  
  My comments :
  The explanation above is from the experts, I take it from Google. But for me the cooperative learning is the way we learn is by doing one cooperation to others to solve the problem together, and the collaborative one is we learn by doing cooperation, but we still maintain and focus in our own concern.