Lesson 5

The Cone of Experience

-       The Cone of Experience or Edgar Dale’s Cone of Experience is a visual model, a pictorial device that presents bands of experience arranged according to degree of abstraction and nit to degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.

Who is Edgar Dale?

 - He was born: April 27, 1900, Benson, Minnesota, United States

 -He served on the Ohio State University faculty from 1929 until 1970. He was an internationally renowned pioneer in the utilization of audio-visual materials in instruction. He is a professor and his 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.

- He died: March 8, 1985, Columbus, Ohio, United States

A.   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. In the context of the teaching-learning process, it is learning by doing.

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

C.   Dramatized Experiences- By dramatization, we can participate in a reconstructed experience, even though the original event is far removed from us in time. We relive the outbreak of the Philippine revolution by acting out the role of characters in a drama.

D.   Demonstrations- It is a visualized explanation of an important fact, idea or process by the use of photographs, drawings, films, displays or guided motions. It is showing how things are done.

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

F.    Exhibits- These are display to be seen by spectators. They may consist of working models arranged meaningfully or photographs with models, charts and posters. Sometimes exhibits are “for your eyes only”. There are some exhibits, however, that include sensory experiences where spectators are allowed to touch or manipulate models displayed.

G.   Television and Motion Pictures- Television and motion pictures can reconstruct the reality of the past so effectively that we are made to feel we are there. The unique value of the messages communicated by film and television lies in their feeling or realism, their emphasis on persons and personality, their organized presentation and their ability to select, dramatized, highlight and clarify.

H.   Still Pictures, Recordings and Radio- These are visual and auditory devices which may be used 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.

I.      Visual Symbols- These are no longer realistic reproduction of physical things for these are highly abstract representations. Examples are charts, graphs, maps and diagrams.

J.    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 concrete object(book), an idea (freedom of speech), a scientific principle( the principle of balance, a formula,(e=mc²).

Bruner’s Three-Tiered Model of Learning

Who is Jerome S. Bruner?

-  -Full name is Jerome Seymour Bruner and born on October 1, 1915, New York, New York, U.S.—died June 5, 2016, New York, New York) educator whose work on perception, learning and memory

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

 Enactive- learn through movement or action.

 Iconic- learn through images or icons.

 Symbolic- learn through abstract symbols.

-      It is highly recommended that a learner proceeds from the ENACTIVE to the ICONIC and only after to the SYMBOLIC. The mind is often shocked into immediate abstraction at the highest level without the benefit of a gradual unfolding.   

Lesson 4

Systematic Approach to Teaching

Ø  A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts. (C. West Churchman)

a.    Define Objectives- Instruction begins with the definition of instructional objectives that consider the learner’s needs, interests and readiness.

b.    Choose Appropriate Methods- On the basis of these objectives the teacher must selects the appropriate teaching method to be used.

c.    Choose Appropriate Experience- Appropriate experience that your student will relate and learn.

d.    Select Materials, Equipments and Facilities- In selecting materials, equipments and facilities, choose appropriate for your experience or for your method will you used.

e.    Assign Personnel Role- The use of learning materials, equipment and facilities necessities assigning the appropriate personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of these learning resources.

f.     Implement the Instruction- With the instructional objective in the mind, the teacher implements planned instruction with the use of the selected teaching method, learning activities and learning materials with the help of other personnel whose role has been defined by the teacher. Examples of Learning Activities: Interviewing, reporting, doing presentation, discussing, thinking, reflecting, dramatizing, visualizing, creating judging and evaluating. Examples of Learning Resources for Instructional use: Textbooks, workbooks, programmed materials, computer, television programs, video clips, flat pictures, slides and transparencies, maps, charts, cartoons, posters, models, mock-ups, flannel board materials, chalkboard, real objects.

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

h.    Refine the Process- If the instructional was attained, teacher proceeds to the next lesson going through the same cycle once more. But if the instructional objective was not attained, then the teacher diagnoses what was nit learned and finds out why it was not learned in order to introduce a remedial measure for improved student performance and attainment of instructional objective.

-       The phrases or elements are connected to one another. If one element or one phrase of the instructional fails, the outcome which is learning is adversely affected. The attainment of the learning objective is dependent on the synergy of all elements and all actors involved in the process.

Lesson 3

Roles of Technology in Learning

According to Constructivist Perspective of Jonassen, et, al 1999

   1.    Technology as tools to support knowledge construction;

    ·         For representing learner’s 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 perspectives, beliefs and world views.

3.    Technology as a context to support learning-by-doing;

·         For representing and stimulating 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 a social media to support learning-by-conversing;

·         For collaborating with others.

·         Or discussing, arguing and building consensus among members of a community.

·         For supporting discourse among knowledge-building communities.

5.    Technology as intellectual partner(Jonassen 1996) 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 is a Boon or Bane?

Boon- it is something pleasant or helpful. It has a benefit or advantage.        

Bane-it is something that is detriment to a person’s development or disadvantage.

Technology is Boon- Technology is a blessing for man. With technology, there is a lot of things 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.

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

-Through the use of technology, we can be closer to someone miles away from us.

-Many human lives saved because of speedy notifications via cellphones.

-We can watch events as they happen all over the globe.

Technology is Bane- When the technology is not used properly, technology becomes detriment to learning and development.

-The learner is made to accept 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.

-We make use of the internet to do character assassination of people whom we hardly like.

-We spent most of time using gadgets even we are inside the classroom or in workplace.

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

Lesson 1

Meaning of Educational Technology

Educational Technology- is the application of technology in educative process that takes place in the Educational Institutions.

Educational Technology-it refers to the use of all human inventions and discoveries to satisfy our educational need and desire, i. e., learning. These inventions and discoveries can be devices, tools, equipment, activities, procedures and processes.

Educational Technology-is a “complex, integrated process involving people, procedures, ideas, devices and organization for analyzing problems and devising, implementing, evaluating and managing solutions to those problems, involved in all aspects of human learning”.

Educational Technology- is a field study which us concerned with the practice of using educational methods and resources for the ultimate goal of facilitating the learning process.(Lucido and Borabo,1997)

There are other terms that are associated with Educational Technology. These are the Technology in Education, Instructional Technology and Technology Integration. Are they synonymous to Educational Technology?

1. Technology in Education- is “the application of technology as any of those processes involved in operating the Institutions which house the educational enterprise. It includes the application of technology to food, health,  finance, scheduling, grade, reporting and other processes which support the education within the Institutions.(David H. Jonassen, et.al, 1999)

2. Instructional Technology- is a part of Educatinal Technolgy. It refers to those aspects of Educational Technology that “are concerned with instruction as contrasted in designs and operations of educational institutions. It is a systematic way of designing, carrying out and evaluating the total process of learning and teaching in terms specific objectives”. (Lucido and Borabo,1997)

3. Technology Integration- means using “learning technologies to introduce, reinforce, supplement and extend skills. Technology integration is part and parcel of instructional technology, which in turn is a part of educational technology.

“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 costs without affecting quality of instruction.

Guidelines in using educational Technology

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

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

Ø Know the content of the material.

Ø Exercise flexibility so that the materials satisfy different purposes.

Ø Consider diversity/variety of materials.

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

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

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

Ø Operate equipment needed for efficient use.

Ø Summarize experiences gained and follow up with relevant discussion.

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

Commonly Used Media or Materials for Instruction

1.    Print Media/Materials- considered to be the most dominant and primary means of communicating subject matter to students. Examples are Books, Reference Book, Textbooks and Periodicals.

2.    Still Pictures and Graphics- useful means of expressing ideas, employ, lines, patterns, colors and shades to convey information. Examples are pictures, graphics(maps, diagrams, charts/graphs, tables, posters and cartoons) Visual Display Devices(chalkboards, whiteboard, magnetic board and bulletin board) Projection Devices such as Slide/filmstrip projectors, opaque projectors and overhead projectors.

3.    Sound Recordings and Radio- Phonograph Record, Audio Tapes, Compac Disc and 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 with varying ability levels, provides multimedia, interactive instruction, practice and testing that in turn helps teachers further in terms of diagnosis and guidance.

7.    The web.

General Principles or Criteria for Selecting Instructional Materials 

A.   Appropriateness- materials must catch the general and specific objectives of the lesson. It must be appropriate to the:

·         Difficulty of concept taught

·         Vocabulary level of students

·         Methods used in teaching

·         Interest of Learners

B.   Authenticity- material must present accurate, up-to-date and reliable information.

C.   Interest and Appeal to Users- materials must have the power to catch the interest of users, motivate them for learning and stimulate.

D.   Organization and Balance- materials must be very clear, well-organized, logically sequenced.

E.   Cost Effectiveness/Economy- materials used must be relative to the cost of other similar materials, their durability and the number of student users.

F.    Breadth- the scope of material must suit many different types of learners and learning purposes.

10 Guidelines fir Creating Learning Materials

1.    Do not overcrowd.

2.    Be consistent in format layout and convention.

3.    Use appropriate typefaces and point uses.

4.    Use bold and italics for emphasis but do not overuse them.

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

6.    Use numbers and letters to direct through sequences.

7.    Use graphics and illustrations to reinforce ideas.

8.    Use symbols an icons as identifying markers.

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

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