DALE’S CONE OF

EXPERIENCE
Who is Edgar Dale?
- Edgar dale was born on April 27, 1900 and grew
up on their family farm in North Dakota, Benson,
Minnesota, United States.

- Earned a bachelor's degree from the University

of North Dakota, a master's degree from
Columbia University, and a PhD from the
University of Chicago.

- A professor of education at a number

of universities, including Ohio State
University and the University of
Hawaii.
- Dale also played a key role in the development of
educational technology. He helped to establish the
first instructional television station in the United
States.

- He was an internationally renowned

pioneer in the utilization of audio-
visual material in instruction.

- “The Father of Modern Media in

Education.”

Who is Edgar Dale?

 Who is Edgar Dale?
- Edgar Dale is an American educator and communication theorist
who developed the "Cone of Experience”, in the mid-20th century.

- He passed away in March 8, 1985, but his legacy lives on

through the Cone of Experience and his many
contributions to the field of education.
Who is Edgar Dale?
 •

DALE’S CONE OF EXPERIENCE

First introduce in Dale's 1946 book, "Audio-visual
Methods in Teaching."

Learners retain more information by what they “do” as

opposed to what is “heard”, “read” or “observed”.

Model that incorporates several theories related to

instructional design and learning processes.
• Illustrates the concreteness levels
of learning
• Takes the shape of an inverted
cone and originally has 11 levels.
• Visual analogy of the progression of
abstract learning experiences to
concrete ones

DALE’S CONE OF EXPERIENCE

DALE’S CONE OF EXPERIENCE

CONCRETE VS. ABTRACT

- Purposeful experience - Verbal symbols and
that is seen, handled, messages are highly abstract
tasted, touch, felt and . They do not have a
smelled. physical resemblance to the
objects or ideas.
 THE MODELS

1.Direct, Purposeful Experience

• First hand experience

• Brings direct participation in the outcome and uses all of
our senses
 THE MODELS
EXAMPLES:
1. Doing a Powerpoint Presentation 1.Direct, Purposeful
Experience

• First hand
experience
2. Making a laboratory Experiment
• Brings direct
participation in the
outcome and uses all
of our senses
2. Contrived Experience

•Edited copies of reality

•Used as substitutes for real things when it is not
practical or possible to bring or do the real thing
in the classroom.

THE MODELS
 THE MODELS
2. Contrived EXAMPLES:
Experience 1. Model

•Edited copies of
reality
•Used as substitutes
2. Mock up
for real things when it
is not practical or
possible to bring or do
the real thing in the
classroom.
 THE MODELS
EXAMPLES:
1. Model 3. Specimen

2. Mock up 4. Object
 THE MODELS

3. Dramatized Experience

• A process of communication in which both

participants and spectators are engaged
• Can range from formal plays, pageants, to less
formal tableau, pantomime, puppets and role playing
 THE MODELS
3. Dramatized Experience

• A process of communication in which both participants and

spectators are engaged
• Can range from formal plays, pageants, to less formal tableau,
pantomime, puppets and role playing

EXAMPLES:
1. Acting- actual participation
2. Observing- watching a dramatization take place
 THE MODELS
4. Demonstration

• It shows how certain things are and it visualizes of an

important fact or idea.
 THE MODELS
5. Field Trips
The purpose of the field trips or study trips is usually
observation for education, non-experimental research or to
provide students with experiences outside their everyday
activitues such as going camping with teachers and their
classmates.
Classroom practices:
• Study trips can be recreationala and educational.
• Can be done inside the school or outside the institutions (indoors and
outdoors).
6. Exhibits
• In education, the arranged working models are exhibited n
a meaningful way.
• Experiences that are for the eyes only; great way to present
students with exposure to new ideas, discoveries and
inventions that would be difficult to display in a classroom
setting.

THE MODELS
7. Educational Television
• Educational television is the use of television program in the
field of distance education.
• May be in the form of individual tlevision programs or
dedicated specialty channels that is often associatedd with
cable television in the United States as Public, educational
and government access (PEG) channel providers.

THE MODELS
8. Motion Picture
• Used to slow down a fast process.
• It can omit the unnecessary or unimportant
material.

THE MODELS
THE MODELS

9. Audio and Pictures

• For students who cannot deal with the motion or pace of
real event. This is usually understood by those who have
difficulties in reading
• STILL PICTURES, RECORDINGS, AND RADIO
THE MODELS
10. Visual Symbol
• Help the student to see the ideas, events or processes with the use
of different symbols.

• It is the direct representation of the reality which comes in a form

of signs and symbols. It helps the students specially those who can
easily understand the lesson with the use of different symbols
THE MODELS
EXAMPLES:
Chalkboard, Flat Map, Diagram

10. Visual Symbol

 THE MODELS
11. Verbal Symbols
• Use of the words or verbal symbols to share meaning to
individual.
• They usually do not contain visual clues to their
meaning
e.g. Written words
 TECHNOLOGY IN TEACHING
AND LEARNING

APPLYING THE
CONE OF EXPERIENCE
IN
INSTRUCTIONAL DESIGN
EIZEL CLARE P. ANDRES
11 Stages of Dale's Cone of Learning

1. DIRECT/ PURPOSEFUL EXPERIENCE

2.CONTRIVED EXPERIENCE
3.DRAMATISED PARTICIPATION/EXPERIENCED
4.DEMONSTRATIONS
5. STUDY TRIPS
6. EXHIBITS
7.EDUCATIONAL TELEVISION & MOVIES
8.STILL PICTURES
9.RECORDINGS
10. VISUAL SYMBOLS
11. VERBAL SYMBOLS
 11. VERBAL SYMBOLS
-are highly abstract as they bear no physical resemblance to the objects or
ideas they stand for. In fact, these verbal symbols provide no visual
representation or clues to their meaning.
-Teachers plan for lecturing, explanation, illustration and deductive methods
for imparting knowledge to students.
-Edgar Dale described this as “Horse”
10. VISUAL SYMBOLS

The other highly abstract level includes visual

symbols, such as charts, maps, graphs and
diagrams that are used for conceptual
representation. These visual symbols help to
make just about any reality into something
easier to understand.
 9. Recordings

-Radio recording or tape recording can be used as teaching aids

for the purpose of teaching-learning. It gives us an echoic
experience.

EXAMPLES:
-The warning messages that were broadcast on the radio during
cyclone in the past in an area can be played to teach students
about the warning system of cyclone.
-Songs of different tribes and folk music can be played to teach
students about the culture.
 8. Still Pictures
and Motion pictures and educational television include, for
7. Educational Television and example, videos, animations and tv programmes, which
imply value and messages through moving pictures. These
Movies are abstract experiences, as learners focus on observation
-Still pictures are used for the purpose
instead of active participation.
of teaching-learning on the basis of • No Impact man (2009): Sustainability based movie.
our iconic experiences. The pictures • Ashes to Honey (2011): Nuclear power based movie.
can be projected clearly through • Polluting Paradise (2012): Waste management based
projectors. movie.
• Under the Dome (2015): Air pollution based movie.
• Before the Flood (2016): Global climatic change based
The clothing styles, hair styles,
ornaments, house types, body image, movie.
face structure of various tribal groups,
and other cultural identities can be
presented through still pictures as
teaching aids.
 6. EXHIBITS
IN FACT, THIS LEVEL CAN BE SUMMARISED AS
MEANINGFUL DISPLAYS WITH LIMITED HANDLING.
AFTER ALL, MOST EXHIBITS ARE EXPERIENCES THAT
ARE FOR THE EYES ONLY. YET, SOME EXHIBITS
INCLUDE SENSORY ELEMENTS THAT CAN BE RELATED
TO DIRECT PURPOSEFUL EXPERIENCES. THESE
EXHIBITS ARE SPECIFICALLY DESIGNED FOR
INTERACTIVITY.
THIS IS THE FIRST
LEVEL THAT OPENS
THE DOOR FOR AN
EXPANDED RANGE
OF SENSORY AND EX: STUDENTS CAN CREATE A MODEL
PARTICIPATORY ABOUT A CERTAIN TOPIC AND IT WILL
EXPERIENCES. BE OPEN FOR VIEWERS TO CRITIQUE IT
IN A POSITIVE WAY
 5. STUDY
TRIPS
Study trips offer the sights and sounds of real-
world settings. The main activity focuses on
observing from the sidelines, aside from
These rich experiences help learners to
occasional opportunities to participate.
learn more about different objects,
Ex: Field trips (hopping in a fire truck or milking a
systems and situations. As such, study trips
provide an opportunity to experience cow.)
something that learners cannot encounter
within the traditional classroom space.
 4.
DEMONSTRATION
-On top of that, demonstrations can
-When teachers demonstrate, students
receive knowledge through observation

S
include pictures, drawings, film and
other types of media in order to
and interaction with teachers.

facilitate clear and effective learning.

This approach helps to showcase how
individuals can complete these tasks in
real life.
DRAMATISED PARTICIPATION/EXPERIENCE
Dramatised experiences can be seen as role-
play exercises. This means reconstructing
situations for learning purposes. As a result, the
third level involves shifting learners — at least
some of them — from observers to active
participants.

They also provide a safe

environment for
experimentation.
2. CONTRIVED EXPERIENCES
When the real thing cannot be perceived
directly, imitation of the real object is
preferred for better and easier
understanding. At the time of imitation,
the contrived object may differ from the
original object, but the main idea is
depicted through it.
 1. DIRECT / PURPOSEFUL
The bottom level of Dale’s Cone of Experience
EXPERIENCE
is also the least abstract. Direct purposeful
experiences are hands-on activities that grant
us responsibility for driving a specific
Example here is our
outcome. We are active agents in the learning
Entrepreneurship Subject
experience. In a sense, direct purposeful
experiences are an unabridged version of life
(The launching of our
itself. company)

-the bedrock of all

education.

THE CONE IN LEARNING AND DEVELOPMENT
With this in mind, instructional designers
should focus on creating memorable
learning experiences where learners can
see, hear, taste, touch and try.
Furthermore, we need to take advantage
of other media. As long as all mediums
are beneficial for your learners, you can
combine as many as you wish.
How relevant is the Dale's Cone of
Experience?
• Students use their eyes, ears, noses, mouths and hands to
explore and immerse the experience.
• Learners have the chance to discover new experiences.
• Training events are emotionally rewarding and will motivate
participants to continue learning throughout their lives.
• Students have the opportunity to reflect on their past
experiences to create new experiences.
• Learners get a sense of personal achievement.
• And students can create their own dynamic experiences.

• In instructional design, the Cone
While all these may seem like
an overwhelming
responsibility, applying them
can be convenient with the
help of learning experience
design tools. Here, you can
use different learning
strategies all on one platform.
How relevant is the Dale's Cone of
Experience?
of Experience can help you create
rich learning experiences by using
different training methods and
making interactive training
lessons. You can also use it as a
guide when considering what
learning resources to develop.
This way, you can better balance
or combine abstract and concrete
learning experiences.
 How relevant is the Dale's Cone of
Experience?

• EdApp, an adaptive learning platform,

is a perfect example of this training
solution. It has microlearning and
gamification features that make
\ lessons short, straightforward, and fun.
Using its course creation tool which
includes many interactive templates,
you can combine many learning
experiences from the Cone, such as
verbal symbols, visual symbols,
recordings, videos, and so much more.
ISABELA STATE UNIVERSITY- MAIN CAMPUS

Thank
You!