This shows you the differences between two versions of the page.
instructional_design:cone_of_experience [2011/03/04 14:41] jpetrovic [Cone of Experience] |
instructional_design:cone_of_experience [2023/06/19 18:03] |
||
---|---|---|---|
Line 1: | Line 1: | ||
- | ===== Cone of Experience ===== | ||
- | |||
- | [[http://qwertyrob.blogspot.com/2008/08/you-will-only-remember-10-of-this.html|{{ :images:cone.jpg?330x400|Cone of Experience. Image borrowed from: http://qwertyrob.blogspot.com/... Click on the picture to follow the link.}}]] | ||
- | |||
- | [[http://en.wikipedia.org/wiki/Edgar_Dale|Edward Dale]]'s //Cone of experience// was first introduced in his book "Audio-visual methods in teaching" published in 1946. It is an image **describing benefit of different types of learning experiences**. The Cone was organized by starting with **most abstract experiences from its top**, changing to **most concrete experiences at its bottom**. In later editions of the book it was subjected to some minor changes, but the original cone image can be found [[http://www.robwaller.org/blog/uploaded_images/realdale-759265.jpg|here]]. | ||
- | |||
- | The importance of Dale's cone of experience is in its assumptions of **how we learn more efficiently** and in **appliance** of such resources or activities **during the educational process**. Assumptions stated in this cone have been of interest to many later psychologists and [[learning_paradigms:cognitivism#learning_theories|cognitivist theories]]. | ||
- | |||
- | NOTE: Bogus percentage numbers have later been added to Dale's cone. They aren't however in any way related to the original Cone. | ||
- | |||
- | ===== Bibliography ===== | ||
- | |||
- | [[http://media.openedu.com.cn/media_file/netcourse/asx/xdjyjs/public/05xgzy/13.pdf|Molenda, M. “Cone of experience.” Educational Technology: An Encyclopedia (2003).]] | ||
- | |||
- | [[http://web.utk.edu/~mccay/apdm/selusing/selusing_d.htm|“Selecting and Using Instructional Resources to Enhance Instruction - Section D.”.]] | ||
- | |||
- | |||
- | |||