Unit 3:

Theories and Principles

in the Use and Design of
Technology Driven
Learning Lessons
DALE’s Cone of Experience
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of
the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is
not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be
mixed and are interrelated that fosters more meaningful learning.

Direct Purposeful Experiences.

 These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in order to build up the
knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning happens through actual hands-on
experiences. This level explains and proves one of the principles in the selection and use of teaching strategies, the more senses that
are involved in learning, the more and the better the learning will be. This level also proves that educational technology is not limited
to the  modern gadgets and software that are commercially available nowadays. This shows that even the simple opportunity that you
give to each child could help them learn.

The Contrived Experiences.

 In this level, representative models and mock-ups of reality are being used in order to provide an experience that as close as reality. 
This level is very practical and it makes learning experience more accessible to the learner. In this stage, it provides more concrete
experiences, even if not as concrete as direct experiences, that allows visualization that fosters better understanding of the concept.

The Dramatized experiences.

 In this level, learners can participate in a reconstructed experiences that could give them better understanding of the event or of a
concept. Through dramatized experiences, learners become more familiar with the concept as they emerge themselves to the “as-if”
situation.

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The Demonstrations.
 It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in
order to facilitate clear and effective learning. In this level, things are shown based on how they are done.

The Study Trips.

 This level extends the learning experience through excursions and visits on the different places that are not available inside the
classroom. Through this level, the learning experience will not be limited to the classroom setting but rather extended in a more
complex environment.

The Exhibits
 The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first levels in the cone. Actually, exhibits
are combination of several mock ups and models. Most of the time, exhibits are experiences that is “for your eyes” only but some
exhibits includes sensory experiences which could be related to direct purposeful experiences. In this level, meanings ideas are
presented to the learners in a more abstract manner. This experience allows student to see the meaning and relevance of things based on
the different pictures and representations presented.

The television and motion pictures etc.

 The next levels would be the level of television and motion pictures and still pictures, recordings, and Radio. For television and motion
pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual
and audio devices that can be used by a group of learner that could enhance and extend learning experience.

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The Visual symbolic and Verbal symbolic
 The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all
the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract
representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly,
the things involved in this level are words, ideas, principles, formula, and the likes.
 After going through the different components of the Cone of Experience, it could be said that in facilitating learning, we can use variety
of materials and medium in order to maximize the learning experience. One medium is not enough so there’s nothing wrong with trying
to combine several medium for as long as it could benefit the learners.
 Through the levels provided by the Cone of Experience, it could be said that concrete experiences must be provided first in order to
support abstract learning.  Lastly, staying on the concrete experiences is not even ideal because through providing abstract experiences
to the learner, the more he will develop his  higher order thinking skills which is important for more complex way of thinking and for
dealing with more complex life situations.
 Through understanding each component of the Cone of Experience, it could be said that Educational Technology is not limited to the
modern gadgets that we have right now but rather it is a broad concept that includes all the media that we can use to attain balance as
we facilitate effective and meaningful learning.

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Modes of learning in Cone of Experience
 In Edgar Dale introduced the Cone of Experience demonstrate a progression from direct, first-hand
experience to pictorial representation and on to purely abstract, symbolic expression.

The Cone of Experience corresponds with three major modes of learning:

 Enactive (direct experience),- Enactive or direct experience involves practicing with objects (the student
actually ties a knot to learn knot-tying).  Enactive experience involves concrete, immediate action and
use of the senses and body.

 Iconic (pictorial experience) - Iconic experience involves interpreting images and drawings (the student
looks at drawings, pictures or films to learn to tie knots).  Iconic experience is once removed from the
physical realm and limited to two or three senses.

 Symbolic (highly abstract experience)- Symbolic experience involves reading or hearing symbols (the
student reads or hears the word “knot” and forms an image in the mind). In symbolic experience,
action is removed nearly altogether and the experience is limited to thoughts and ideas.

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Some theorists prefer to be more specific and refer to these possible modes of learning

 Conditioned- Conditioning refers to learning by pre-design or control via a series of punishments and rewards.

 Imitative – Imitation refers to learning tasks by observation or modeling.

 Trial and error – Trial and error refers to learning via a series of successful and unsuccessful trials and deliberations.

 Investigative - Investigation refers to learning via a series of informed hypotheses and inquiries into problems

 Expansive learning - Refers to the questioning of the validity of tasks and problems of a given context to the transformation
of the context itself.

 Passive and Active Aspects of the Cone of Experience

Although no experience is fully passive, iconic and symbolic experiences are generally more passive than direct
experiences. Dale proposed that active and passive modes of participation can be contrasted by assigning a percentage of we tend
to remember after two weeks after our experience.

 The concrete and abstract aspects in the Cone of Experience

The Cone of Experience invokes a bi-directional movement from the concrete to abstract and from the abstract to
concrete. Dale’s theory suggests that objects and the material culture of technology are mere augmentations or media to be
used in the learning process. To fully empower teachers with a theory of practice in technology studies, technologies
and physical settings have to play a more active role in cognition, emotion and action.

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TPACK
TPACK represent Technology, Pedagogy, and Content Knowledge it is used to understand how to use
technology to teach concepts in a way that enhances student learning experiences.
 Let’s say, for example, that you deliver content to your students via your learning management system (LMS).
Even if you have sufficient knowledge of the content you’re teaching (CK) and of your LMS (TK), you might
still subject your students to an entire online course of text-based PDFs.

Key Differences Between the TPACK and SAMR Tech Integration Frameworks

 As mentioned before, the SAMR Model is quite different from TPACK. And because more educators know
about SAMR, it's worth taking a few moments to address how they're different and the implications they have
on your instructional strategy. 
 To do that, here's Kellie Ady, our Director of Instructional Strategy, discussing the differences between
TPACK and SAMR with our former Senior Instructional Designer Bradley Kemp.

 For better understanding about the differences of the two kindly click this link and watch the video presentation.
 https
://www.schoology.com/blog/tpack-framework-explained#:~:text=TPACK%20is%20a%20technology%20integration,are%20very%2
0different%20in%20scope
.

Why Is TPACK Important?

 Most instructors and administrators recognize the benefits technology can have in the classroom—whether
that be preparing students for a technology-driven world or helping to simplify course, school, and district
management. But too many view technology as a silver bullet to the challenges they face. It’s sometimes
assumed, consciously or not, that the mere presence of digital tools will improve education.
 This is exactly why the TPACK framework is important. It’s easy to think that adding a great LMS to your class
strategy is going to enhance learning. But TPACK shows us that there’s a relationship between technology,
content, and pedagogy, and the purposeful blending of them is key.
An Example of How to Incorporate the TPACK Framework in Your Classroom

 Now that you know what the TPACK framework is and why it’s important, let’s look at how it can be applied
in the classroom. Below is an example of how you can us your technological, pedagogical content knowledge
to enhance a lesson.

 Below is an example inspired by a video by Sophia.org.

Your Original Lesson Plan

Imagine you are a 7th grade life sciences teacher. The topic is “cell anatomy.” Your objectives are to describe
the anatomy of animal cells and explain how the organelles work as a system to carry out the necessary
functions of the cell.

The traditional strategies or activities might go as follows:

1. Walk through the cell’s anatomy and the basic functions of each organelle, referencing the diagram in the
textbook

2. Break the class into small groups. Task each group with labeling their own diagram of cell anatomy and
researching a single process to present to the class later on. You may want to choose the process for them to
avoid duplicate presentations.

3. Have each group present the cell process they researched to the class.
Applying Technological, Pedagogical Content Knowledge to Your Lesson

As mentioned before, the TPACK framework is based on three primary forms of knowledge. So your first
step should be to understand your primary forms of knowledge in the context of this lesson.

 Content Knowledge (CK)—what are you teaching and what is your own knowledge of the subject? For
this lesson, you’ll need a solid understanding of cell anatomy and processes.

 Pedagogical Knowledge (PK)—how do your students learn best and what instructional strategies do you
need to meet their needs and the requirements of the lesson plan? In this case, you'll need to
understand best practices for teaching middle school science and small group collaboration.

 Technological Knowledge (TK)—what digital tools are available to you, which do you know well enough
to use, and which would be most appropriate for the lesson at hand? For this lesson, students will need
to label a diagram and present, so the ability to fill in blanks with an answer key, find images from the
internet, create slides, etc. are important.

 Pedagogical Content Knowledge (PCK)—understanding the best practices for teaching specific content
to your specific students.

 Technological Content Knowledge (TCK)—knowing how the digital tools available to you can enhance
or transform the content, how it’s delivered to students, and how your students can interact with it.

 Technological Pedagogical Knowledge (TPK)—understanding how to use your digital tools as a vehicle
to the learning outcomes and experiences you want.
 ASSURE Model
 The ASSURE Model has six steps, each represented by a letter in the acronym title, with each step describing a set
of task central to the informed selection and use of educational technology. The ASSURE acronym stands for these
important components:

 Analyze Learners;

 State Objectives;

 Select Methods, Media and Materials;

 Utilize Methods, Media and Materials;

 Require Learner Participation; and

 Evaluate and Revise.

Analyze Learners: General Characteristics
 The first step in the ASSURE model is to Analyze Learners. To Analyze the Learners you must examine the learner in detail.
Like most things, without taking the time in the beginning to examine the learner, nothing you have prepared will be effective.
Once you have an understanding and reasonable grasp for the learners’ competence at the beginning of the instruction, the
teacher can modify to assist the learner in their learning endeavors (Callison 2002).

(1) General Characteristics (of the learners)

A superficial analysis of learner characteristics can provide helpful leads in selecting instructional methods and media.
CHARACTERISTICS OF THE LEARNERS DEPEND:  -reading skills, ethnic or cultural subgroup, learner’s apathy, social
background and etc.

(2) Specific Entry Competencies

 At the beginning, you have to assume that the learners lack the knowledge and skills But they possess the knowledge or skills
needed to learn and understand from the lesson.
 This assumption that learners have the prerequisite knowledge or skill to begin the lesson can seldom be accepted casually in
school settings. Teachers of mixed ability class routinely anticipate that some students will need remedial help before they are
ready to begin a particular unit of instruction.
 These realizations suggest that instructors must verify assumptions about entry competencies through informal means (such as
in-class questioning or out-of-class interviews) or more formal means (such as testing with standardized or teacher-made
tests). Entry tests are assessment, both formal and informal, that determine whether students posses the prerequisites.

(3) Learning styles

 Learning style refers to a cluster of psychological traits that determine how an individual perceives, interacts with, and
respond emotionally to learning environments.
 Gardner was dissatisfied with the concept of IQ and its unitary view of intelligence. He identified seven aspects of
intelligence: (1)verbal/linguistic (language), (2) logical/mathematical (scientific/quantitative), (3) visual/spatial, (4)
musical/rhythmic, (5) bodily/ kinestetic (dancing/athletics), (6) interpersonal (ability to understand other people and (7)
intrapersonal (ability to understand oneself)
State Objectives
 The stated objectives are statements describing what the learner will do as a result of instruction. In other words, objectives are the
learning outcomes, that is, what will the student will learn from the lesson? In order to develop proper objectives you must frame them
in terms of desired behavior.   What the learner will be able to accomplish after completing the instruction. The objectives you use
should be as specific as possible so the learner understands what they are to accomplish. If objectives are clearly and specifically
stated, both the learning and teaching will become objective oriented.

OBJECTIVES SHOULD BE STATED IN TERMS OF:

 What the learner (audience) will be able to do as a result of instruction (behavior).
 The conditions under which the student or trainee is going to perform and the degree of acceptable performance should be included.
 The next step is to state the objectives as specifically as possible.
 The objectives may be derived from a needs assessment or a course syllabus, stated in a text­book, taken from a curriculum guide, or
developed by the instructor.

Classification of Objectives
 An objective may be classified according to the primary type of learning outcome at which it is aimed. Although there is a range of
opinion on the best way to describe and organize types of learning, three categories (or domains), of learning are widely accepted:
cognitive skills, affective skills and motor skills. To these we add a fourth, interpersonal skills, because of the importance of such
skills in teamwork. Objectives are not intended to limit what a student learns but rather to provide a minimum level of expected
achievement.
The ABCDs of Well-Stated Objectives
 A well-stated objective starts by naming the Audience of learners for whom the objective is intended.
 It then specifies the Behavior or capability to be learned and
  the Conditions under which the capability would be observed.
 specifies the Degree to which the new skill must be mastered—the standard by which the capability can be judged.

(1) Audience
 a)    Focus on what the learner is doing, not on what the teacher is doing.
 b)    Learning is most likely to take place when the learner is active— mentally processing an idea or physically practicing a
skill.
 c)    not what the teacher does, the objective begins by stating whose capability is going to be changed

(2) Behavior
 a)    The heart of the objective is the verb describing the new capability that the audience will have after instruction.
 b)    This verb is most likely to communicate your intent clearly if it is stated as an observable behavior.
 c)    What will the learner be able to do after completing instruction?
 d)    Vague terms such as know,' understand, and appreciate do not communicate your aim ' clearly. Better are define,
categorize, and demonstrate, which denote observable performance.

(3) Conditions
 A statement of objectives should include the conditions under which performance is to be observed, if such conditions are
relevant

(4) Degree
 The final requirement of a well-stated objective is to indicate the standard by which acceptable performance will be judged
Includes: What degree of accuracy or proficiency must the learner display? Whether the criteria are stated in qualitative or
quantitative terms.
Select Methods, Media, & Materials  
 Once you know your audience and have a clear idea of what they should get out of the lesson, then it is time to select the
appropriate method for the given learning task, select available materials, modify existing materials, or design new materials
to help accomplish this task. (Smaldino, Lowther, & Russell, 2012). At this step, the Instructor should connect the audience to
the objectives. To connect the two the teacher must determine what method to use.
 A systematic plan for using media demands that the media be selected systematically at first.
The selection process has two stages:
 (1)  Deciding on the appropriate method for the given learning tasks, First, it would be overly simplistic to believe that there
is one method that is superior to all others or that serves all learning needs equally well. Teachers often structure assignments
to allow students with different preferred learning styles to pursue their individual practice through different methods (e.g.
“having abstract random” thinkers use a role-play simulation while ‘concrete sequential” thinkers use a lab manual for
structured problem solving).
 (2) Choosing an appropriate media format and selecting, modifying, or designing the specific materials within that format.
Choosing a Media Format
 A media format is the physical form  in which  a message is incorporated and displayed. Media formats include, for example,
flip charts (still images and text), slides (projected still images), audio (voice and music), film (moving images on screen),
video (moving images on a TV set) and computer multimedia (graphics, text, and moving images on a TV set). Each has
different strength and limitations in terms of the types of messages that can be recorded and displayed. Choosing a media
format can be a very complex task because of the following:

a)    instructional situation or setting (e.g., large-group, small-group, or self-instruction),

b)    learner variables (e.g., reader, nonreader, or auditory preference)
and the nature of the objective (e.g., cognitive, affective, motor skill, or interpersonal) must be considered against
the presentational capabilities of each of the media formats (e.g., presenting still visuals, motion visuals, printed words, or spoken
words).
c)  Some models also take into consideration the capability of each format to give feedback to the learner .
Obtaining Specific Materials: Select, Modify, or Design
 Obtaining appropriate materials will generally involve one of three alternatives: (1) selecting available
materials, (modifying existing materials, or (3) designing new materials. Once you decided what media
format suits your objectives the next thing that you should consider is in finding specific materials to
convey the lesson

Selecting Available Materials

 The majority of instructional materials used by teachers and trainers are "off the shelf"—that is, ready-
made and available from school, district, or company collections or other easily accessible sources.

Survey of Sources
 Your first step might be to survey some of the published media reference guides to get a general idea
of what is available. The decision about whether to use a particular piece of instructional material
depends on several factors. Recent research confirms the critically of certain criteria in the appraisal of
materials among the questions to be asked about each specific piece of media are the following:
-       Does it match the curriculum?
-       Is it accurate and current
-       Does it contain clear and concise language?
-       Will it arouse motivation and maintain interest?
-       Does it provide for learner participation?
-       Is it of good technical quality?
-       Is there evidence of its effectiveness(e.g., field-test result)?
-       Is it free from objectionable bias and advertising?
-       Is a user guide or other documentation included?
Modifying Available Materials
 If you cannot locate any suitable materials you can always modify what is available. This can be both challenging and creative.

Designing New Materials

 certain basic considerations must be taken into account when designing new materials. For example:

- Objectives                       What do you want your students to learn?

- Audience                         What the characteristics of your learner?
- Cost                                Is sufficient money available in your budget to meet the cost?        
- Technical Expertise      Do you have the necessary expertise to design and produce the kind of materials you wish to use?
- Equipment                      Do you have the necessary equipment to produce or use the materials you intend to design?
- Facilities                          if your design calls for use of special facilities for preparation or use of your materials,
are such facilities available?

- Time                                Can you afford to spend whatever time necessary to design and produce the kind of materials you
have in mind?
Utilize Methods, Media, & Materials                
 The Utilize Methods, Media & Materials step is where you develop your plan for implementing your media
and materials. For each type of media or materials, the teacher selects and describe in how they are going
to implement the media (or material) into your lesson to help your learners meet the lesson’s objective.
The media, materials and technology selected should be focused on carrying out the selected method. If
you decide to use electronic equipment, be sure to use it before, even practice if you have to, to insure the
equipment is functioning properly. In that same regard, it is also important to practice the lesson itself
before introducing it to the learner. Next, prepare the room, the necessary equipment and facilities. It may
be obvious, but both the learner and teacher should be prepared for the learning experience.

To get maximum learning impact from your presentation, you must follow certain utilization procedures

Preview the Materials

 No instructional materials should be used blind that’s why during the selection process you should have
determined that the materials are appropriate for your audience and objectives.

Practice the Presentation

 After previewing the materials, you should practice your portion of the presentation. However, do not over
practice, or the presentation will sound "canned. “

Prepare the Environment

 Wherever the presentation is to take place classroom, auditorium, meeting room, or whatever the facilities
will have to be put in order. Utilization of many media requires a darkened room, a convenient power
supply, and access to light switches.

Present the Material

 This is what you've been preparing for, so you will want to make the most of it. Our term for this
is showmanship. instructor should be able to direct attention in the classroom.
Require Learner Participation                          

 The Require Learner Participation step requires you to describe how you are going to get each learner
actively and individually involved in the lesson. Students learn best when they are actively involved in
the learning experience. Whatever your teaching strategy, be sure to incorporate questions and
answers, discussions, group work, hands-on activities, and other ways of getting students actively
involved in the learning of the content.  You should seek to pay close attention to your learners and
feel confident that they are truly grasping the content and not just listening. Participating in the
learning will facilitate this level of understanding. Allow them to construct knowledge as opposed to
trying to “teach” them knowledge. Finally for this step, feedback must be provided to the learner before
any type of evaluation is conducted.

 The fifth step in the ASSURE model is to provide opportunities for learners to practice the capability
being taught.

 Educators have long realized that participation in the learning process by the learner enhances
learning.

 John Dewey urged reorganization of the curriculum and instruction to make student participation a
central part of the process.

 Behavioral psychologists such as B. F. Skinner demonstrated that instruction providing for constant
reinforcement of desired behaviors is more effective than instruction in which responses are not
reinforced.
Evaluate Student Performance:                          

 The last step of the ASSURE method is Evaluate Student Performance. Here the evaluation should be
matched to the objective. Ultimately this last stage is the most important. You must evaluate the
instruction process from start to finish using the objectives you created in the beginning. It is helpful
to reflect on your objections, the instructional strategy, the instructional materials, and the
assessment. By evaluating the learners against the objectives it can be determined if the lesson was
effective and whether any step needs to be modify or re-examined.

  The ASSURE model supports the field of educational technology. It is based on the principal that no
one student acquires information in the same way.  While the ASSURE model is used to systematically
design instruction, it steps away from the traditional means of instruction, (textbooks, lectures, etc) to
the use of technology to deliver the instruction. (Academy of Teaching Excellence,2002). In
conclusion, the ASSURE model has six components each necessary for the successful implementation
of the instruction, including: 1) Analyze learners, 2) State Objectives, 3) Select Methods, Media, and
Materials, 4) Utilize Media and Materials, 5) Require learner Participation, and 6) Evaluate and Revise.
For better understanding:

References:
 Dale Edgar. (1954). Audio-visual methods in Teaching. (2nd ed).New York: The Dryden Press.
 Dale, Edgar.(1946). Audio-visual methods in Teaching. New York: The Dryden Press.
 Dale Edgar. (1969). Audio-visual methods in Teaching. (3rd ed).New York: The Dryden Press.
 Dewey, John. (1944). Democracy and Education. NY: Free Press
 Dewey. John. (1916). Democracy and education: an introduction to the philosophy of education. New York: The Macmillan
Company.
 Dewey, John. (1998) Experience and Education: The 60th Anniversary Edition . Kappa Delta Pi: West Lafayette IN.
 Lalley, James P. & Robert H. Miller. (2007). The Learning Pyramid: Does It Point Teachers in the Right Direction?.
Education 128, No. 1: 64-79.

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ASSURE%20model%20is%20an,outcome%20of%20accomplishing%20learning%20objectives
.

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