We choose the most appropriate or suitable resources or instructional

materials based on our lesson objectives or learning outcomes. Even

when technology-based educational materials abound, the teacher still
needs to be competent in selecting and developing resources and
materials that are not ICT-based. Teachers should know how to be
resourceful in tapping non-digital or conventional resources and
materials available in the area and situation.
Any book on educational technology or instructional materials would
usually devote some pages to Edgar Dale’s Cone of Experience. It is a
classic model articulating the different types of audiovisual materials and
how these audiovisual types relate to each other. Seventy-five years
ago, in 1946, Dale already identified ten classifications of instructional
materials, which remain to be relevant today, namely: 1.) Direct,
Purposeful Experience 2.) Contrived Experiences; 3.) Dramatic
Participation; 4.) Demonstrations; 5.) Field Trips; 6.) Exhibits; 7.) Motion
Pictures; 8.) Radio/ Recordings/ Still Pictures; 9.) Visual Symbols and
10.) Verbal Symbols.

According to Dale, “the cone device is a visual metaphor of learning

experiences in which the various types of audiovisual materials are
arranged in the order of increasing abstractness as one proceeds from
direct experiences.” As such, the Cone of Experience can be seen more
as a continuum, not just a hierarchy. It is a way to see instructional
materials in a continuum from increasing concreteness in one direction
to increasing abstractness in the other.”
Jerome Bruner explained the three ways by which we can represent
knowledge. These representations are: