Years ago an educator named Edgar Dale, often cited as the father of modern media in education,
Developed from his experience in teaching and his observations of learners the "cone of experience”.In his book 'Audio visual methods in teaching' - 1957,
The cone's utility in selecting instructional resources and activities is as practical today as when Dale created it.
Class room teaching dale shown in pinnacle form and called ‘cone of experience’
Interpreting the Cone
• The cone is based on the relationships of various educational experiences to reality (real life).
• The bottom level of the cone, "direct purposeful experiences," represents reality or the closest things to real, everyday life.
• The opportunity for a learner to use a variety or several senses (sight, smell, hearing, touching, movement) is considered in the cone.
• Direct experience allows us to use all senses.
• As you move up the cone, fewer senses are involved at each level.
Sensory channels possible in interacting with a resource, the better the chance that many students can learn from it.
The original labels for Dale's ten categories are: Direct, Purposeful Experiences; Contrived Experiences; Dramatic Participation; Demonstrations; Field Trips; Exhibits; Motion Pictures; Radio; Recordings; Still Pictures; Visual Symbols; and Verbal Symbols.
The experiences included in the cone are
Direct, purposeful experiences: An ounce of experience is better than a ton of theory
Contrived (plan, invent) experience: Real thing cannot be perceived directly, its simplification becomes necessary. Working model which is an editing of reality, imitation is preferred for better and easier understanding.
Dramatic participation: certain real events presented through play.(puppets)
any device used to aid in the communication of an idea.
we not only use the term “Audiovisual Aids” but “Instructional Aids,” “Teaching Aids,” “Audio Aids,” and “Visual Aids” as well.
Burton: Audiovisual aids are those sensory objects or images which initiate or stimulate and reinforce learning.
Edgar dale: Audiovisual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. Those are also termed as multi- sensory materials.
Psychology of using Teaching Aids/Audio-visual aids.
People generally remember …
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see - video
70% of what they say or write
90% of what they say as they do something
Some of the important values of the proper use of Audio-visual aids
Best motivators: students work with more interest and zeal. They are more attentive. Antidote to the disease of verbal instruction: Help to reduce verbalism. They help in giving clear concepts and bring accuracy in learning Clear images: formed when we see, hear, touch, taste and smell as our experiences are direct.
Vicarious experiences: first hand experience is the best type of educative experience.
Variety: ‘mere chalk and talk do not help’ Freedom: great scope for students to move about, talk, laugh and comment upon. Opportunity to handle and manipulate: opportunity to students. Retentive: increases retention power Based on maxims of teaching: ‘Concrete to abstract’, ‘known to unknown’
Helping in fixing up new learning: what is gained in learning is to be fixed up in the minds of students
Saving of energy and time: of both students and teachers.
Realism: provides a touch of reality to the learning situation.
Vividness (bright, graphic): a film on Buddha, his life and teaching.
Spread of education on a mass scale: radio and television for people living in remote areas.
Positive transfer of learning and training: solving the real problems of life.
Principles in the use of Teaching-Aids
1. Principle of Selection: Age level, Grade level, Specific educational value, True representative of the real thing.
2. Principle of preparation: Locally available materials, teachers should receive training in the preparation, students may be associate in the preparation.
3. Principle of physical control: arrangement of keeping aids properly.
4. Principle of proper presentation: carefully visualize the use of teaching aids before actual presentation, care should be taken to handle, should be displayed properly.
5. Principle of response: teachers should guide the students to respond actively to the audio visual aids stimuli.
6. Principle of evaluation; should be continuous evaluation.
any device used to aid in the communication of an idea.
we not only use the term “Audiovisual Aids” but “Instructional Aids,” “Teaching Aids,” “Audio Aids,” and “Visual Aids” as well.
Burton: Audiovisual aids are those sensory objects or images which initiate or stimulate and reinforce learning.
Edgar dale: Audiovisual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. Those are also termed as multi- sensory materials.
Psychology of using Teaching Aids/Audio-visual aids.
People generally remember …
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see - video
70% of what they say or write
90% of what they say as they do something
Some of the important values of the proper use of Audio-visual aids
Best motivators: students work with more interest and zeal. They are more attentive. Antidote to the disease of verbal instruction: Help to reduce verbalism. They help in giving clear concepts and bring accuracy in learning Clear images: formed when we see, hear, touch, taste and smell as our experiences are direct.
Vicarious experiences: first hand experience is the best type of educative experience.
Variety: ‘mere chalk and talk do not help’ Freedom: great scope for students to move about, talk, laugh and comment upon. Opportunity to handle and manipulate: opportunity to students. Retentive: increases retention power Based on maxims of teaching: ‘Concrete to abstract’, ‘known to unknown’
Helping in fixing up new learning: what is gained in learning is to be fixed up in the minds of students
Saving of energy and time: of both students and teachers.
Realism: provides a touch of reality to the learning situation.
Vividness (bright, graphic): a film on Buddha, his life and teaching.
Spread of education on a mass scale: radio and television for people living in remote areas.
Positive transfer of learning and training: solving the real problems of life.
Principles in the use of Teaching-Aids
1. Principle of Selection: Age level, Grade level, Specific educational value, True representative of the real thing.
2. Principle of preparation: Locally available materials, teachers should receive training in the preparation, students may be associate in the preparation.
3. Principle of physical control: arrangement of keeping aids properly.
4. Principle of proper presentation: carefully visualize the use of teaching aids before actual presentation, care should be taken to handle, should be displayed properly.
5. Principle of response: teachers should guide the students to respond actively to the audio visual aids stimuli.
6. Principle of evaluation; should be continuous evaluation.
“Education builds a man, in terms man builds a nation.”
The effectiveness of any educational systems is achieved only when its educational process results in true learning in the individuals and as a result leads to human resource development in its true sense. In 21st century teacher is not the only source of knowledge or information this is because of globalization. The advances in technology are changing the whole nature and philosophy of education and by this it is forcing us to get reformed thoroughly.
With the emergence of world.wide.web (WWW), the world of teaching and learning has adopted it as one of its main innovations. However, in spite of extensive use of the web in education, Varieties of terminologies are used to depict this new field of knowledge. Most of the advanced countries have already adapted these kinds of learning methods. Some of the terms mostly used interchangeably are as follows:
Web-based instruction: It is a “hypermedia based instructional programme which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported”.
Virtual learning: The educational process of learning over the Internet without having face to face contact is known as virtual learning.
E-learning: “The term e-learning covers a wide set of application and process including computer based learning, web-based learning, virtual classroom and digital collaboration”.
On-line learning: It is synonymous to web based learning where learning is fostered via the WWW only, in an Internet or intranet. Mishra (2001) calls it as the new generation in the evolutionary growth of open, flexible and distance learning.
Components ofOn-line learning:
1.Content delivery methods: Contents of traditional learning system are mostly based on text. But as in the case of On-line learning content, audio or video materials may accompany texts. There are three methods of On-line learning process.
a) Live broadcasting: It is like to live television broadcasting. Unlike television broadcasting, On-line learning can be a two-way system that allows participants to take tests, ask questions, or respond to questionnaires.
b) Video on demand (VOD): This technology is being introduced via cable television (CATV) systems.large number of learners can access video content whenever they like. As with live broadcasting, it can function as a two-way system.
c) Interactive communications: Interactive on line learning system take advantage of two-way capabilities of the technology. (Instructor and learner in separate locations interact by using shared files like a black board)
Learning methods:
On-line teaching: The instruction happens between the teacher who is the domain expert and the students. The methods of choice are instructor centered, such as on line lectures, an on line symposium, or teacher oriented dialogue. The teacher has an active role and learners are guided and receive precise instruction as to what they are to learn. During this learning process, prepared knowledge and thinking schema are imparted.
On-line tutorials: The interaction takes place between students and a learning system. Feedback is given by the system implemented in the program. Guided tutorials and drill and practice systems are more teacher/system oriented enabling a low degree of flexibility for the learners. Hypermedia and simulation systems provide a higher degree of flexibility and are more learners centered.
On-line assignments: The instruction happens between students and tutors communicating via an Internet based learning platform.
On-line discussion: The focus is upon group learning and interaction among learners, work in-group leads to critical reflection and can thus contribute to the building up and maintenance of values.
On-line seminars: Papers may be presented through on line and followed by discussions
Project work: May easily be conducted and guidance be provided through online supervision.
Advantages of on-line learning:
§Meets the needs of the individual learners.
§There could be round the clock access to learning.
§From an educational stand point, learners have wider choice in what, when, and how to learn.
§Access to educational resources from outside the institution on a global and instant basis.
§Increased and flexible interaction with student through e-mail and discussion forum.
§Opportunities for international cross cultural and collaborative learning.
§Ability to serve a large number of students at a potentially reduced cost.
§Spreads education to remote places, maximum reach to remote learners.
§Location and time independent delivery of course materials such as course notes, diagrams, reading list, etc.
§Enabling to combine text, graphics and a limited amounted of multimedia, enabling instructional designers to prepare quality-learning material.
§Interactive and dynamic learning experience through online assessment tools, simulations and animated learning objects.
Makes learning highly individualized and self-dependent
The development of morality is an important aspect for the formation of goodcharacter. Today there is deterioration of values in the society. The values have been not only at the social level but at the national level also. In theeducational programme only mental development has been stressed.In the modern age, the aim of education is all-round development of personality.In the present educational system, provision has been made for intellectual education. By giving importance to intellectual development. Thus to successful life, important human qualities such as sympathy, love, cooperation, mercy,compassion, truth, sincerity etc.have been ignored. The development of suchhuman qualities along with intellectual development should be the aim of valueeducation.
Values like love, joy, trust, dignity, respect, understanding and reverence are thekeys to the survival of human beings. Teaching of values is teaching of bettersurvival skills. Human life is more complex at present than in the past. Oureducational system gives us an idea about how far we are successful in makingvalue education successful. Value education is a positive effort towards bringingabout a synthesis of different values in a human being. It spans the entire learning structure and is related to the general education system. A teacherfaces a challenge on how to make value education effective to the youth. Thehuman Race has to last for centuries. In a society, based on human values,man’s precious resource is his fellow men. It is teachers’ role to foster Human
Values through his teaching in the classroom and follow those values. Tothe youth the classroom messages are love, safety, security, belonging andwarmth. The difficulty arises in deciding the way and content of morality to betaught to the student community. The teachers in schools, colleges anduniversities should be oriented and motivated by the orientation Courses,workshops, fieldworks, seminars and extension activities for imparting
