Lesson 5

Lesson 5

The Cone of Experience

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 material in instruction.

-          Professor Dale’s most famous concept was called “Cone of Experience”, a graphic depiction of the relationship between how information is presented in instruction and the outcomes for learners.

ABSTRACTION      

                                      

The Cone of Experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.

Dale (1969) asserts that:

The pattern of arrangement of the bands of experience is not difficulty but degree of abstraction – the amount of immediate sensory participation that is involved.

Does the Cone of Experience mean that all teaching and learning must move systematically from base to pinnacle, from direct purposeful experiences to verbal symbols?

Dale (1969) categorically says:

No. We continually shuttle back and forth among various kinds of experiences. Everyday each of us acquires new concrete experiences – through walking on the street, gardening, dramatics, and endless other means. Such learning by doing, such pleasurable return to the concrete is natural throughout our lives – and at every age level. On the other hand, both the older child and the young pupil make abstractions every day and may need help in doing this well.

What are the bands of experience in Dale’s Cone of Experience?

Direct purposeful experiences – These are the first hand experiences which serve as the foundation of our learning. We build up our reservoir of meaningful information and ideas through seeing, hearing, touching, tasting and smelling.

Contrived experiences – In here, we make use of a representative models or mock ups of reality for practical reasons and so that we can make the real-life accessible to the student’s perceptions and understanding.

Dramatized experiences – By dramatization, we can participate in a reconstructed experience, even though the original event is far removed from us in time.

Demonstrations– It is a visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays, or guided motions.

Study trips – These are excursions, educational trips, and visits conducted to observe an event that is unavailable within the classroom.

Exhibits – These are displays to be seen by spectators. They may consist of working models arranged meaningfully or photographs with models, charts, and posters.

Television and motion pictures – Television and motions picture can reconstruct the reality of the past so effectively that we are made to feel we are there.

Still pictures, recordings and radio – These are visual and auditory devices which may be used by an individual or a group. Still pictures lack the sound and motion of a sound film. The radio broadcast of an actual event may often be likened to a televised broadcast minus its visual dimension.

Visual symbols - These are no longer realistic reproduction of physical things for these are highly abstract representations. Ex: charts, graphs, maps, and diagrams.

Verbal symbols – They are not like the objects or ideas for which they stand. They usually do not contain visual clues to their meaning. Written words fall under this category. It may be a word for a concrete object (book), an idea (freedom or speech), a scientific principle (the principle of balance, a formula (e=mc2)

Jerome S. Bruner

-           Harvard psychologists, he presents a three-tiered model of learning where he points out that every area of knowledge can be presented and learned in three distinct steps.

§  First  through a series of actions ENACTIVE

§  Second through a series of illustrations ICONIC

§  Third through a series of symbols SYMBOLIC

Lesson 4

Lesson 4

Systematic Approach to Teaching

-          A plan that emphasizes the parts may pay the cost of falling to consider the whole, and plain that emphasizes the whole must pay the cost of falling get down to the real depth with respect to the parts.

What is Systematic?      

Methodical in procedure or plan (systematic approach)

Organize; relating to or consisting of a system.

Logical – presented or formulated as a coherent body ideas or principle (systematic thought)

Efficient – effective in class that marked by thoroughness and regularity (systematic efforts)

Systematic Approach to Teaching

The systems approach views the entire educational program as a system of closely interrelated parts.

It is an orchestrated learning pattern with all parts harmoniously integrated into 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 instructions with the new ones such as the computer.

-          The focus of systematic instructional planning is the student

-          It tells about the systematic approach to teaching in which the focus in the teaching is the students.

Examples of Learning Activities:

1.    Reading

2.    Writing

3.    Interviewing

4.    Reporting or doing a presentation

5.    Discussing

6.    Thinking

7.    Reflecting

8.    Dramatizing

9.    Visualizing

10.  Creating

11.  Judging

12.  Evaluating

Systematized Instruction  

 

Define Objectives – instruction begins with the definition of instructional objectives that consider the student’s needs, interests and readiness.

Choose Appropriate Methods – on the basis of these objectives the teacher selects the appropriate teaching method to be used.

Choose Appropriate Experience – in turn, based on the teaching method selected, the appropriate teaching learning experiences, an appropriate materials, equipment and facilities will also be selected.

Select Materials, Equipment and Facilities – the use of learning materials, equipment and facilities necessitates assigning the personnel to assists the teacher.

Assign Personnel Role – defining the role of any personnel involved in the preparation, setting and returning of this learning resources would also help in the learning process.

Implement the Instruction – with the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities and learning materials with the help of other personnel whose role has been defined by the teacher.

Evaluate Outcomes – after instruction, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained.

Refine the Process–if the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objective was not attained, then teacher diagnoses was not learned and finds out why it was not learned in order to introduced remedial measure for improved student performance and attainment for instructional objectives.

Examples of Leaning Resources for Instructional Use:

1.    Textbooks

2.    Workbook

3.    Programmed material

4.    Computer

5.    Television program

6.    Flat pictures

7.    Maps

8.    Charts

9.    Cartoons

10.  Slides

11.  Posters

12.  Models

13.  Mock-up

14.  Flannel Board mate

15.  Chalkboard

16.  Real object

Lesson 3

Lesson 3

The Roles of Educational Technology in Learning

“Technology makes the world a new place”

Traditional role of technology:

ü  Delivery vehicles for instructional lessons.

Traditional way:

ü  Technology serves as a teacher.

Constructivist role:      

ü  Partners in the learning process.

ü  Technology is a learning tool to learn with, not from.

From a constructivist perspective, the following are the roles of technology in learning:

ü  Learning to solve problems with technology.

Technology as tool to support knowledge construction:

ü  For representing learner’s ideas, understandings and beliefs.

ü  For producing organized, multimedia knowledge bases by learners.

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

ü  For accessing needed information.

ü  For comparing perspectives, beliefs and world views.

Technology as context to support learning-by-doing:

ü  For representing and stimulating meaningful real-world problems, situations and context.

ü  For representing beliefs, perspectives, arguments and stories of others.

ü  For defining a safe, controllable problem space for student thinking.

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

ü  For collaborating with others.

ü  For discussing, arguing and building consensus among members of community.

ü  For supporting discourse among knowledge-building community.

Technology as intellectual partner to support learning-by-reflecting:

ü  For helping others to articulate and represent what they know.

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

ü  For supporting learners internal negotiations and meaning making.

ü  For constructing personal representations of meaning for supporting mindful thinking.

Lesson 2

Lesson 2

Technology: Boon or Bane

Technology is in our hands. We can use it to build or destroy.

“Is Technology a BOON or BANE?

Stated more simply is it:      

·         A BLESSING or a CURSE?

·         A BLESSING or a DETRIMENT to a person’s development?

Technology is BOON

Technology is a blessing for a 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 process and to the humanization of life.

With TV, you can watch events as they happen all over the globe.

Your teaching and learning can be more novel, stimulating, exciting engaging with the use of multimedia in the classroom.

 Many human lives saved because of speedy notifications via cellphones.

With cellphones, web cams you will be closer to someone miles and miles away.

TECHNOLOGY is BANE

When not used properly, technology becomes a detriment to learning and development.

Examples: Erode marital relationships.

                 It can destroy relationships.

In Education, technology is Bane when:

The learner is made to accept as Gospel truth information they get from the Internet.

The learner surfs the Internet for pornography.

The learner has a uncritical mind on images floating on televisions and computers that represent modernity and progress.

The TV makes the 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 cellphone, we spend most of time in the classroom or in workplace texting.

We use overuse and abuse TV or film viewing as a strategy to kill time.

Lesson 1

Lesson 1

What is Educational Technology?

Educational Technology – is the application of technology in the educative process that takes place in education institutions.

Technology in Education – is the application of technology in the operation of education institutions.

Instructional Technology – it refers to aspects of educational technology that are concerned with instructions.

Technology Integration – is using learning technologies to introduce, supplement and extend skills.

Benefits from using Educational Technology

1.    Increase the quality of learning and the degree of its mastery through the use of special effects of unique programming that are considered individualized, valid and accessible.

2.    Decrease the time spent in instruction for learners to achieve desired learning objectives.

3.    Increase efficiency of teachers.

4.    Reduce educational cost without affecting quality of instruction.

Guidelines in using Educational Technology

1.    Determine the purpose for which the instructional materials are to be used.

2.    Define the objectives to determine the appropriateness of the material.

3.    Know the content of the material.

4.    Exercise flexibility so that the materials satisfy different purposes.

5.    Consider/diversity/variety of materials.

6.    Relate materials to age, ability, maturity and interest of students.

7.    Arrange the conditions so that the materials do not interrupt the momentum of the lesson.

8.    Prepare the students for what they will see, hear and do as lessons unfold.

9.    Operate equipment needed for efficient use.

10.  Summarize experiences gained and follow up with further relevant discussion.

11.  Evaluate the results of the use materials together with the instructional process, to determine effectiveness.

Why use Media in instruction?

      Methods of teaching are instructional techniques that facilitate learning while

Media are the means of implementing those methods.

Commonly used media/materials for instruction

1.    Print media/materials – considered to be the most dominant and the primary means of communicating subject matter to students. (the principal aid to teaching and learning)

Examples of Print Media/Materials:

-       Books

-       Textbooks

-       Periodicals such as newspapers, magazines, journals, handouts, manuals

2.    Still pictures and graphics – useful means of expressing ideas; employ lines, patterns, colors and shades to convey information

Examples:

-       Pictures

-       Graphics such as maps, diagrams, charts/graphs, tables, posters and cartoons

-       Visual display devices such as chalkboards, whiteboard, magnetic board, bulletin boards

-       Projection devices such as slide and film-strip projectors, opaque projectors and over-head projectors

3.    Sound recordings and radio

-       Phonograph records

-       Audiotapes

-       Compact disc

-       Radio

4.    Film and television

5.    Video recording

-       Videotapes and discs

-       Cables and satellites

-       Camcorders

6.    Computer-Based Learning (CBL) – enables the students to study almost anytime and convenient locations and with varying ability levels; provides multimedia, interactive instruction, practice and testing that in turn helps teachers further in terms of diagnosis and guidance. (computer software)

7.    The Web

General Principles/Criteria for Selection of Instructional Materials

1.    Appropriateness – materials must catch the general and specific objectives of the lessons; must be appropriate to the:

-       Difficulty of concepts taught

-       Vocabulary level of students

-       Methods used in teaching

-       Interest of learners

2.    Authenticity – materials must present accurate, up-to-date, and reliable information.

3.    Interest and appeal to users – materials must have the power to catch the interest of users, motivate them for learning and stimulate.

4.    Organizations and balance – materials must be very clear, well-organized, logically sequenced.

5.    Cost effectiveness/economy – materials used must be relative to the cost of other similar materials, their durability, and the number of student-users.

6.    Breadth – the scope of materials must suit many different types of learners and learning purposes.

The Commandments for Creating Learning Materials

1.    Do not overcrowd.

2.    Be consistent.

3.    Use appropriate typefaces and point use.

4.    Use bold and italics for emphasis, but don’t overuse them.

5.    Use titles, headings and subheadings to clarify and guide.

6.    Use numbers to direct through sequences.

7.    Use graphics and illustrations to reinforce ideas.

8.    Use symbols and icons as identifying markers.

9.    Use color/video/audio/music to stimulate but do not to overpower the senses.

10.  Produce the materials with technical excellence-good quality, good-audio, clear, etc.