Theories and

Principles in the
Use and Design of
Technology
Driven Learning
Lessons
PERCIANO, SHERYL ANN N
EDGAR DALE
In the book Audiovisual Methods in Teaching (1946), Dale
expanded Dewey's concept of the continuity of learning through
experience by developing the “Cone of Experience” which relates
a concrete to abstract continuum to audiovisual media options

He theorized that learners retain more information by what they

“do” as opposed to what is “heard”, “read” or “observed”.
THE CONE OF EXPERIENCE
When a learner
moves from direct
and purposeful
experiences to
verbal symbols, the
degree of
abstraction
gradually grows.

Learners become
spectators rather
than participants.
 THE CONE OF EXPERIENCE

Abstract representation of Materials that use sight

ideas and auditory senses
Verbal Recordings
Charts, graph, maps, Radio, and Videos, movies, films
Symbols diagrams Still Pictures

Visual Motion
Symbols Pictures

Materials that do not Visual or auditory devices

provide visual clues to Photographs, recordings,
their meaning radio broadcast
Printed materials

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 THE CONE OF EXPERIENCE
Educational Educational programs seen on television
Television

Displays of various objects and visuals

Exhibits Visual media, models, real objects

Study Visits to places outside the regular

Trips classroom

Demonstr
ations Showing how something are done or
performing a task
 THE CONE OF EXPERIENCE

Contrived
Experience Activities in real life that
directly involve the students
Reconstructed
experiences

Concrete audiovisual
materials
Realia, models, mock- Direct
Dramatized ups Purposeful
Experience Experienc
e
 THE CONE OF EXPERIENCE

“The Cone is a visual analogy, and

like all analogies it does not bear
an exact and detailed relationship
to the complex elements it
represents.”
DALE CONE OF EXPERIENCE

MYTH
 The Multimedia Cone of Abstraction

Helps instructional designers of

educational content to select appropriate
multimedia for each learning context.

Baukal, Ausburn, and Ausburn (20130

 The Multimedia Cone of Abstraction

Sounds other than

narration
1. Real
Symbols Narration
Written words 2. Simulated audio

Non-
Text verbal
Audio

Most abstract level Auditory

Two Types: Uses spoken language with
1. Visual no images or text

2. Verbal
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 The Multimedia Cone of Abstraction

Images
Static graphics or simulated images

Video Simulated video or real video

Virtual Visits to places outside the regular

Reality
classroom
 A rich learning experience would be “emotionally
rewarding” and motivating for learning throughout
students’ lives.”
-Edgar Dale-

When was the time that your learning experience

was “emotionally rewarding” and “motivating?”
Technology, Pedagogy, and Content Knowledge (TPACK

A technology integration
framework that identifies
three types of knowledge
instructors need to
combine for successful
edtech integration—
1. Technological,
2. Pedagogical, and
3. Content knowledge
 Technological More than the traditional notion of computer literary
The Multimedia Cone of Knowledge (TK) Requires that people understand IT broadly enough to
apply it productively at work and in their everyday lives
Abstraction
Knowledge about the processes and practices of
teaching and learning methods
Pedagogical Understanding the nature of the students, techniques or
Knowledge (PK) methods used, classroom management skills, lesson
planning, and assessment

Knowledge about the subject matter to be learned or

taught
Content
Knowledge (CK)
The Multimedia Cone of Technological Content Understanding of how technology and
Knowledge (TCK) content influence and constrain one another
Abstraction

Pedagogical Content
Covers links among curriculum, assessment
Knowledge (PCK)
and pedagogy

Technological Understanding how teaching and learning

Pedagogical might change when specific technologies are
Knowledge (TPK) employed in specific ways
 Technological
Knowledge (TK)
The Multimedia Cone of
Pedagogical
Knowledge (PK)
Content
TPACK a model for thinking about
Abstraction

Knowledge (PK)
Technological Content teaching knowledge and how the
Knowledge (TCK) different types of knowledge a
Pedagogical Content
teacher has about the content they
Knowledge (PCK)
Technological Pedagogical
are teaching, the ways they teach
knowledge the content, and the tools they use to
Technology, Pedagogy, and
support how they teach.
Content
Knowledge (TPACK)
TPACK is the end result of these various combinations and
interests, drawing from them – and from the three larger
underlying areas of content, pedagogy, and technology – in
order to create an effective basis for teaching using
educational technology.
Concepts from the content being taught can be represented using
technology

Pedagogical techniques can communicate content in different ways

using technology

Different content concepts require different skill levels from students, and
edtech can help address some of these requirements

Students come into the classroom with different backgrounds – including prior
educational experience and exposure to technology – and lessons utilizing
edtech should account for this possibility,

educational technology can be used in tandem with students’ existing

knowledge, helping them either strengthen prior epistemologies or develop new
ones
The SAMR Model

REDIFINITION

R
MODIFICATION
M
A AUGMENTATION
S
SUBSTITUTION
 Redifinition
SAMR MODEL The peak of the transformation of student’s experience using technology
Using technology tools, traditional tasks are redefined, creating a new
learning experience

Augmentation
Technology is a direct substitute to a traditional one, but
with significant improvement to the learning experience

Modification
There is actual change to the design of the lesson and its
learning outcome

Subsititution
Technology is a direct substitute to a conventional medium to teach content
Examples of
Substitution
•Having students type their work instead of handwriting it
•Using online quizzes and programs instead of pen and paper
•Uploading a worksheet in PDF for student access, as opposed to
photocopying
•Using a digital interactive whiteboard as opposed to a traditional
whiteboard and saving the results as a document.
Examples of Augmentation
•Students give more informative and engaging oral presentations
accompanied by a PowerPoint or Prezi containing multimedia
elements.
•Students use the internet to independently research a topic, as
opposed to relying on teacher input.
•Students use an EdTech program that gamifies curriculum content
for student engagement and allows students to track progress in an
accessible way.
•Teacher instruction is supplemented with a video that clarifies a
particularly hard to explain concept.
Examples of Modification
•Students produce podcasts summarizing a topic, which can then
be accessed by other students as a revision resource.
•Students create an informative video presentation in place of a
standard oral presentation. They can use their voice alongside a
broader variety of creative multimodal components.
•Students use a technological tool that makes an abstract concept
visible in a hands-on, responsive way (e.g. voyaging on Google
Earth to better understand measurement and geography).
Examples of Redefinition
•Connecting your students with other people around the world as
part of the learning journey
•Having students publish their work online where it can be viewed
by peers and the broader community
•Recording students as they deliver a presentation or practice a
physical skill, then using this recording to prompt student
reflection
•Experimenting with tasks that use extensive multimodal elements
(e.g. producing documentaries or short films, webpages, print
documents with creative layouts).
 The ASSURE MODEL

“To insure effective

instruction of media
and technology”

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 Analyze Learners
Matching the characteristics of the learner with the content of
the methods, media, and materials

General Characteristics
- identify your learners
Specific Entry Competencies
- know what your learners are capable of doing
Learning Styles
- how an individual perceives, interacts with and responds
emotionally to the learning environment

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 Learning Styles
• Gardner says, “not all people
have the same abilities; not all
people learn in the same way.”

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 State Objectives
A statement of what will be achieved, not how
it will be achieved
Audience
- learning takes place when learners are active, mentally processing an
idea, or physically practicing a skill.
Behavior
-the verb describing the new capabilities that the audience will have
after instruction
Conditions
-the performance that is to be observed by the learners
Degree
-the standard by which acceptable performance will be judged

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 What are the ABCD in these objectives?
• Given a sentence written in the past or present tense, the student will be able
to re-write the sentence in future tense with no errors in tense or tense
contradiction

• Students will be able to apply the standard deviation rule to the special case of
distributions having a normal shape.

• Given a specific case study, learners will be able to conduct at least 2 needs
analysis.

• Given a diagram of the eye, students will be able label the 9 extra-ocular
muscles and describe at least 2 of their actions.

• Students will explain the social justice to ensure that adequate social services
are provided to those who need them in three paragraphs.
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 Select Method, Media, and
Materials
Choosing a Method
-any given lesson will probably incorporate two or more methods to serve different
purposes at a different points in the progression of the lesson

Choosing a Media
-the physical form in which a message is incorporated and displayed
- still images, text, voice, music, etc.

Selecting Materials
-available
-modify existing
-design new

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 Utilize Media and Materials
Use of media and materials by the students and teachers.

Preview the materials

-always preview instruction materials before using them
-materials should be appropriate for your audience and
objectives
Prepare the materials
-gather all of the equipment you and the students will need
-determine the sequence
Prepare the environment
-arrange the facilities for proper student use of the
materials and media

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 Utilize Media and Materials
Use of media and materials by the students and teachers.

Prepare the learners

• give a broad overview of the content and lesson or
• tell how the lesson relates to the topic being studied or
• give a motivating statement that creates a need to know by telling
learners how they will profit from the lesson
• give cues directing attention to specific aspects of the lesson

Provide the learning Experience

• direct attention to the classroom

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 Require Learner Participation
Active participation in the learning process enhances learning.
Behaviorist Perspective
-learning is a process of trying various behaviors and keeping those
that lead to favorable results.
Cognitivists Perspective
-learners build up a mental schemata when their
minds are actively engaged in struggling to
remember or apply a new concept or principle
Constructivists Perspective
-learning is an active process where knowledge is
built on the basis of experience
Social Psychologists Perspective
-interpersonal communication as the social basis for knowledge
acquisition
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 Feedback
Productive critical evaluative response

• Oneself
• Print Sources
• Devices
• Other People

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 Evaluate and Revise
Designed to detect and correct learning/teaching problems and
difficulties with the instruction that may interfere with student
achievement

Assessment of Learner Achievement

-Did students learn what they were suppose to learn?

Evaluation of Methods and Media

-Were the instructional methods and materials effective?

Revision
-What changes need to be made in the lesson?

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GAGNE’S 9 EVENTS OF INSTRUCTION
Gagne's most essential ingredients of
teaching are:

• Presenting the knowledge or demonstrating the skill

• Providing practice with feedback
• Providing learner guidance
Gain attention of the students

Ensure the learners are ready to learn and participate in activities by

presenting a stimulus to capture their attention.

HOW?
•Stimulate students with novelty, uncertainty, and surprise
•Pose thought-provoking questions to students
•Have students pose questions to be answered by other students
•Lead an ice breaker activity
2. Inform students of the objectives
Inform students of the objectives or outcomes for the course and
individual lessons to help them understand what they are
expected to learn and do. Provide objectives before instruction
begins.

HOW?
Here are some methods for stating the outcomes:
•Describe required performance
•Describe criteria for standard performance
•Have learners establish criteria for standard performance
•Include course objectives on assessment prompts
3. Stimulate recall of prior learning

Help students make sense of new information by relating it to

something they already know or something they have already
experienced.

HOW?
•Ask questions about previous experiences
•Ask students about their understanding of previous concepts
•Relate previous course information to the current topic
•Have students incorporate prior learning into current activities
4. Present the content
Use strategies to present and cue lesson content to provide more effective
instruction. Organize and group content in meaningful ways, and provide
explanations after demonstrations.

HOW?
•Present multiple versions of the same content (e.g. video, demonstration,
lecture, podcast, group work, etc.)
•Use a variety of media to engage students in learning
•Incorporate active learning strategies to keep students involved
•Provide access to content on Blackboard so students can access it outside of
class
5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources

available. In other words, help students learn how to learn.

HOW?
•Provide instructional support as needed – i.e. scaffolding that can be removed
slowly as the student learns and masters the task or content
•Model varied learning strategies – e.g. mnemonics, concept mapping
•Use examples and non-examples – examples help students see what to do,
while non-examples help students see what not to do
•Provide case studies, visual images, analogies, and metaphors –
Case studies provide real world application, visual images
assist in making visual associations, and analogies and metaphors
use familiar content to help students connect with new concepts

•, Role playing, visualizing

6. Elicit performance (practice)
Have students apply what they have learned to reinforce new skills
and knowledge and to confirm correct understanding of course
concepts.

HOW?
•Facilitate student activities – e.g. ask deep-learning questions, have students
collaborate with their peers, facilitate practical laboratory exercises
•Provide formative assessment opportunities – e.g. written assignments,
individual or group projects, presentations
•Design effective quizzes and tests – i.e. test students in ways that allow them to
demonstrate their comprehension and application of course concepts (as opposed
to simply memorization and recall)
7. Provide feedback
Provide timely feedback of students’ performance to assess and
facilitate learning and to allow students to identify gaps in
understanding before it is too late.

HOW?
•Confirmatory feedback informs the student that they did what they were
supposed to do. This type of feedback does not tell the student what she needs
to improve, but it encourages the learner.
•Evaluative feedback apprises the student of the accuracy of their
performance or response but does not provide guidance on how to progress.
•Remedial feedback directs students to find the correct answer but
does not provide the correct answer.
•Descriptive or analytic feedback provides the student with
suggestions, directives, and information to help them improve their
performance.
•Peer-evaluation and self-evaluation help learners identify
learning gaps and performance shortcomings in their own and peers’
work.
8. Assess performance
Test whether the expected learning outcomes have been achieved on
previously stated course objectives.

HOW?
•Administer pre- and post-tests to check for progression of competency in content
or skills
•Embed formative assessment opportunities throughout instruction using oral
questioning, short active learning activities, or quizzes
•Implement a variety of assessment methods to provide students with multiple
opportunities to demonstrate proficiency
•Craft objective, effective rubrics to assess written assignments, projects, or
presentations
9. Enhance retention and transfer
Help learners retain more information by providing them
opportunities to connect course concepts to potential real-world
applications.

HOW?
•Avoid isolating course content. Associate course concepts with prior
(and future) concepts and build upon prior (and preview future)
learning to reinforce connections.
•Continually incorporate questions from previous tests in subsequent
examinations to reinforce course information.
•Have students convert information learned in one format into
another format (e.g. verbal or visuospatial). For instance,
requiring students to create a concept map to represent
connections between ideas (Halpern & Hakel, 2003, p. 39).

•To promote deep learning, clearly articulate your lesson goals,

use your specific goals to guide your instructional design, and
align learning activities to lesson goals
 WHY do we have to study the
Theories and Principles in the Use and Design
of Technology Driven Learning Lessons?

To help teachers build a framework to prepare and deliver

instructional content while considering and addressing
conditions for learning.
END