PRISM is a teaching and learning framework I have designed to engage students in processing their experiences and internalizing their learning. While I originally designed the PRISM for study abroad experiences, I believe the approach can be adapted and used for many different types of learning objectives.

The design of PRISM is based on research on persuasion and experiential learning. Research on persuasion shows that regular reminders of expected values, attitudes, and behaviors can lead to the desired behaviors. Fogg’s work on persuasive technology and instructional design indicates that persuasive messages can be most effective when there is Kaios: “they are delivered at the right time and place” (Mintz and Aagaard 2012:487); and ethics: “the target behavior … is one that the target user would hold as a goal for themselves in any event” (Mintz and Aagaard 2012:488). Applications of his methodology have focused on using technology to deliver “Just in Time Teaching (JiTT)” messages, which help students apply learning just in time for problem-based activities, assignments, or classroom discussions (Mintz and Aagaard 2012:488). This line of research shows the how timely, ethical persuasion, i.e. regular reminders of already held goals or values, can elicit desired attitudes and behaviors.

The second line of research informing the PRISM is Experiential Learning theory, which shows that knowledge does not result from experiences alone, or from isolated thinking, but through reflection and abstraction based on experiences. Experiential learning theory proposes “learning … combines experience, perception, cognition, and behavior” (Kolb 1984:21), and learners, if they are to be effective, need four different kinds of abilities:

  • Concrete experience abilities, to involve themselves fully, openly, and without bias in new experiences.
  • Reflective observation abilities, to reflect on and observe their experiences from many perspectives.
  • Abstract conceptualization abilities, to create concepts that integrate their observations into logically sound theories.
  • Active experimentation abilities, to use these theories to make decisions and solve problems.(Kolb 1984:30).

Kolb has further stated that individuals have learning styles or preferences, meaning they may be more comfortable with one of these activities than the others. As educators, it is therefore important to encourage students develop and hone each of the abilities, even those that are not their preferences (1984:30).

Based on this research, the PRISM provides five different techniques or methods for acquiring a learning objective. These five techniques move from most basic and passive to most advanced and involved.

The first two techniques offer sources for students to comprehend the learning objective (Cognitive taxonomy: Level 2: Understanding, Atherton 2013).

Perspectives provide opportunities for Fogg’s timely, ethical persuasion. Perspectives are quotes or snippets of information to share with students to introduce the learning objective, stimulate thinking, or generate conversation. The purpose is to begin generating understanding and to serve as reminders of learning, behavior, and attitudes.

Resources are more in-depth sources of information, such as readings or TED talks, provided to the student to explain and illustrate the learning objective. The purpose is to expand understanding and knowledge, illustrate the topic and further develop understanding.

The next three techniques allow the student to apply, articulate, and value the learning objective in an active and multifaceted manner, corresponding with the three learning domains: cognitive, behavioral, and affective (Atherton 2013).

Insights, the cognitive dimension, employ Kolb’s Reflection. They provide opportunities for the students to demonstrate their understanding of the learning objective through thoughtful reflections, illustrations or accounts. (Cognitive taxonomy: Level 3: Applying, Atherton 2013). Examples include reflection papers, blogs, or classroom discussions. The purpose is for students to articulate themselves their understanding.

Skillsets, the behavioral dimension, apply Kolb’s Active Experimentation. They provide opportunities for students to do practice their understanding of learning objective through engaging and interactive activities. (Psychomotor taxonomy: Level 4: Articulation, Atherton 2013). Examples include interactive assignments, activities, and games. The purpose is to apply the learning through engagement, experience, and kinetics.

Mindsets, the affective dimension, apply Kolb’s Abstract Conceptualization. Mindsets provide opportunities for students to exemplify or incorporate the learning objective into their lives through discussions or testimonies (Affective taxonomy: Leveling 3: Valuing, Atherton 2013). Examples include summaries and mantras. The purpose is for the student to make the learning outcome a part of their attitudes and lifestyles.

I have applied the PRISM to my learning objectives for study abroad and am happy to share this with others.

If you would to implement the PRISM, some suggestions for include:

  • Perspectives: Search for quotes (www.brainyquotes.com, www.goodreads.com). Share before class, in emails, on social media
  • Resources: Provide readings, videos, or other ways to learn about the material.
  • Insights: Provide opportunities for students to reflect, through class discussion, blogs, journaling, or reflection papers. To generate thoughtful reflection, ask “What do you think?”, “Why?”, and “How have you seen this in your life?”
  • Skillsets: Provide opportunities for students to engage, interact, and experiment with behavior. For example, ask them to “practice, experiment, try, and engage.”
  • Mindsets: Provide opportunities for students to summarize, explain to others, or teach others.

In conclusion, the techniques of PRISM provide a multi-dimensional approach to learning. With the PRISM, students have multiple opportunities and methods for translating their experiences into development of the learning objectives.

References

Atherton J S. (2013). Learning and Teaching; Bloom’s taxonomy [On-line] retrieved 27 April 2014 from http://www. learningandteaching.info/learning/bloomtax.htm.

Kolb, D. (1984). Experiential Learning: Experience as the source of learning and development. Upper Saddle River, NJ: Prentice Hall.

Mintz, Joseph and Morten Aagaard. (2012). The application of persuasive technology to educational settings. Education Tech Research Dev. 60:483 – 499.

Tracy WilliamsThis article was written by Tracy Williams, TCU Global for the Fall 2014 Issue of Insights Magazine.