The Learning Cycle

Carl D Perkins Grant

The process of adding to the knowledge base and the strategies utilized to learn

are wide and varied. A review of the literature concerning cognitive development yields

insights into the common elements that are evident in the Learning Cycle. While all

learning may not follow a linear pattern, a general flow to learning can be identified. The

Learning Cycle below reveals the steps and a brief overview of what occurs during those

events.

Problem-based Case Study

Learning Cycle and

Problem-based Case Study Overview

♦ The Situation –

- A situation is created with a business or industry connection

- A brief introduction is provided to set the situation in context

- The situation is presented (possibly with multiple perspectives and limited

or no additional data provided)

♦ Problem Analysis –

- A hypothesis is formed

- Need to Know Board (NTKB) is used

- Facts are identified

- Assumptions are made

- Specific questions are posed

- Resources are identified

♦ Field Insight –

- Driven by the data from the NTKB, a search for information may take

several avenues (primary source documents, expert interviews, Internet

searches, content related periodicals and books)

- On-site visits to business or industry connections take place

- A search for the “golden keys” begins to help refine resource development

♦ Resource Development –

- Derived from the field insights, gaps in data or information collection are

highlighted

- Resources are examined in greater detail to question significance,

reliability and relevance

- Gaps are filled and the data is used to mold/shape product design

feasibility

♦ Test Points –

- Time is up – decisions have to be made

- Based on critical thinking, evaluate hypothesis

- Reformation of hypothesis may be necessary

- Clarify the problem

- Determine the best fit solution

♦ Proposals –

- Present the solution

- Implement of the solution, if appropriate

- Debrief and reflect of the process, products and group interactions

- Based on the feedback, recycle through the process to make appropriate

revisions, if necessary

Problem-Based Case Study (PBCS), developed at Nashville State Technical

Community College, utilizes the Learning Cycle and is an instructional strategy for

preparing Information Technology and Engineering Technology students. Problem-

Based Case Studies find their theoretical basis from Problem-Based Learning (PBL)

which originated in the medical field in the late 1960’s and early 1970’s.

The uniqueness of the Problem-Based Case Study is the contextual basis the

situation is derived from - business and/or industry. Designing a PBCS from a business

and/or industry link provides strength in the learning because it is authentic and provides

for the replication of the process and use of content knowledge in future situations.

The basic unit of instruction in a PBL curriculum is a project. Students are organized

into teams and work on these projects to grapple with the situation and to achieve the

learning objectives or the Knowledge/Skills/Attitudes (KSA) of Case Outcomes which

are embedded in each PBCS. The ten features of each project are discussed in the

paragraphs below:

1. Enduring Understanding. This component refers to the big ideas, or significant

understandings, students should know and be able to apply.

2. Business/Industry Link. Each project is structured around a strong business or

industry connection which helps create a powerful and realistic learning situation.

3. KSA of Case Outcomes. This section highlights the crucial knowledge, skills and

attitudes that will be addressed during the course of the PBCS. These will be

measured by the pieces identified in the Evaluation of Outcomes (see #9).

4. Introduction and Situation. The introduction portion provides a glimpse into the

general area that will be the emphasis of the PBCS. The situation highlights the

surface level issues embedded within the PBCS and provides the impetus for

problem-solving.

5. Evidence of Learning. In this section, students will produce products,

deliverables, that are directly related to the particular situation. These products

would mirror the type of business or industry connection where appropriate

documents, drawings or presentations would be made. Students demonstrate their

grasp of the key concepts by creating realistic and useful products.

6. Tools and Techniques of Assessment. This may include learning logs that are

completed by the students during the course of the project, reflective essays, and

Talk Back sheets.

7. Strategies for Active Engagement. How will the students be invited to participate

and become actively engaged in the PBCS? Students’ prior knowledge should be

activated to build a connection to the PBCS. The prior knowledge may include

preconceived notions or misconceptions. Students should also have activities

incorporated within the PBCS that help develop foundation factual knowledge, a

conceptual framework and an organizational system for future retrieval and

application of gained knowledge. In addition, students should have the

opportunity to reflect on their learning and the processes which they used.

8. Resources. The instructor should provide initial resources to jumpstart the

investigative process. These resources may include web sites, Internet access,

video clips, textbooks, articles, experts and other useful data sources. It is not

necessary, nor desirable, for the instructor to provide all the needed resources.

Students should develop skills in identifying useful resources that will aid them in

their search for data or information.

9. Evaluation of Outcome(s). In reference to the KSA of PBCS Outcomes (see #3)

noted above, the instructor should develop a means for determining whether

students have met or exceeded expectations.

10. Reflection Prompts. This metacognitive approach is critical in providing students

the opportunity to reflect on and debrief their experiences from the PBCS. This

may include a debriefing of the products, the process and group (team)

interactions.

In addition to the features noted above, the Instructor Edition of every PBCS includes

a Teaching Note. If you are an instructor, this Teaching Note gives you:

 a general overview of the PBCS process (which would include an

overview of the study, discussion of how you might set the stage, and

foreshadows issues that might arise before, during or after the PBCS. It

also suggests possible topics that the instructor might raise during the

debriefing or reflection time.);

 a specific PBCS Timeline;

 a detailed Student and Teacher Component Checklist;

 A Concept Map of Major Themes;

 Need To Know Board data;

 A Kicker(s) and/or Scenario(s) (if applicable);

 Example data components for teacher use (if applicable);

 Reflective Essay Instructions;

 Learning Log Instructions;

 and Grading Options.

This project was supported, in part, by the National Science Foundation. Opinions expressed are those of the authors and not necessarily those of the Foundation.