U.S. patent application number 09/344754 was filed with the patent office on 2001-11-22 for online virtual campus.
Invention is credited to EISENDRATH, EDWIN, KEATING, PATRICK, OHMAYE, ENIO, ROSENFIELD, ANDREW M..
Application Number | 20010044833 09/344754 |
Document ID | / |
Family ID | 23351884 |
Filed Date | 2001-11-22 |
United States Patent
Application |
20010044833 |
Kind Code |
A1 |
EISENDRATH, EDWIN ; et
al. |
November 22, 2001 |
ONLINE VIRTUAL CAMPUS
Abstract
A Virtual Campus including interactive work plans and
administrative resources presented online through a WEB interface.
Through the Virtual Campus a learner can communicate with others,
create and update an individual work plan, access required
resources, store work, and be apprised of Virtual University
announcements. While online, learners may create work groups with
other learners, use a suite of business tools, interact with a
registrar, or open a library data base. In addition, an online
Virtual Campus can assess those skills a student has successfully
mastered by analyzing progress through the aggregate of course
modules completed. Academic and career guidance can be formulated
referencing the accumulated detail of the students learning
experience. Each software module and element can have a list of
skills associated with it. The database of skills can reflect a
students capabilities in greater detail than is possible using only
a final course grade or grade point average.
Inventors: |
EISENDRATH, EDWIN; (CHICAGO,
IL) ; ROSENFIELD, ANDREW M.; (LAKE FOREST, IL)
; OHMAYE, ENIO; (HIGHLAND PARK, IL) ; KEATING,
PATRICK; (HIGHLAND PARK, IL) |
Correspondence
Address: |
CLIFFORD CHANCE ROGERS & WELLS LLP
200 PARK AVENUE
NEW YORK
NY
10166
US
|
Family ID: |
23351884 |
Appl. No.: |
09/344754 |
Filed: |
June 25, 1999 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
|
60116120 |
Jan 15, 1999 |
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Current U.S.
Class: |
709/217 |
Current CPC
Class: |
G09B 7/02 20130101; G06Q
10/10 20130101; G09B 7/00 20130101 |
Class at
Publication: |
709/217 |
International
Class: |
G06F 015/16 |
Claims
1. An online educational campus accessible with a network access
device via a computer communications network, the campus
comprising: a computer system hosting a network interface; software
operative on the computer system and responsive to commands entered
via the network access device, the software providing: an
interactive work plan specific to a student and charting that
students academic progression; and a listing of skills demonstrated
by the student through successful completion of online
coursework.
2. The online educational campus of claim 1 wherein the network
interface is an interactive markup language document.
3. The online educational campus of claim 1 wherein the network
adheres to the internet protocol.
4. The online educational campus of claim 1 additionally comprising
software operative with the computer system for providing a bursar
function for receiving payment for educational services.
5. The online educational campus of claim 1 additionally comprising
software operative with the computer system for providing student
transcripts.
6. The online educational campus of claim 1 additionally comprising
software operative with the computer system for issuing online
educational degrees.
7. The online educational campus of claim 1 additionally comprising
software operative with the computer system for issuing
certificates acknowledging completion of a predetermined set of
education modules.
8. The online educational campus of claim 1 wherein the listing of
skills demonstrated by a student is updated in real time tracking
the completion of education modules.
9. The online educational campus of claim 1 additionally comprising
software operative with the computer system for registering for
online educational courses.
10. A method of providing university related services to a student
via a computer communications network, the method comprising:
hosting an interactive network interface on the computer
communications network, said interface accessible via a network
access device; identifying a student accessing the interface;
forming an interactive work plan specific to the student accessing
the interface and charting that students' academic progression;
serving an education module specified in the students interactive
work plan to the student; databasing accumulated skills
demonstrated by the student through successful completion of online
coursework.
11. The method of claim 10 additionally comprising the steps of:
displaying a list of available courses descriptions and the cost of
each course on the interactive interface; analyzing the interactive
work plan corresponding to the student accessing the interface; and
advising the student with a progression of available courses
wherein the progression is calculated to aid the student accomplish
a goal specified in the interactive work plan.
12. The method of claim 10 additionally comprising the step of:
automatically issuing a degree to the student responsive to the
student completing predetermined coursework required for the
degree.
13. The method of claim 10 additionally comprising the step of:
formulating academic guidance referencing the database of the
students accumulated skills.
14. The method of claim 10 additionally comprising the step of:
formulating career guidance referencing the database of the
students accumulated skills.
15. The method of claim 10 wherein the interactive interface is
accessed via a WEB interface.
16. Computer executable program code residing on a
computer-readable medium, the program code comprising instructions
for causing the computer to: host an interactive network interface
on the computer communications network, said interface accessible
via a network access device; identify a student accessing the
interface; form an interactive work plan specific to the student
accessing the interface and charting that students' academic
progression; serve an education module specified in the students
interactive work plan to the student; and database accumulated
skills demonstrated by the student through successful completion of
online coursework.
17. The computer executable program of claim 16 wherein the program
code additionally causes the computer to: display an interactive
listing of available communications vehicles available; and
implement a communications session responsive selection of a
communication vehicle.
18. The computer executable program of claim 16 wherein the
computer communications network is a Transmission Control
Protocol/Internet Protocol network.
19. A computer data signal embodied in a digital data stream
comprising an online campus, wherein the computer data signal is
generated by a method comprising the steps of: hosting an
interactive network interface on the computer communications
network, said interface accessible via a network access device;
identifying a student accessing the interface; forming an
interactive work plan specific to the student accessing the
interface and charting that students' academic progression; serving
an education module specified in the students interactive work plan
to the student; databasing accumulated skills demonstrated by the
student through successful completion of online coursework.
20. A computer data signal as in claim 19 wherein the signal is
further generated by a method comprising the additional steps of:
monitoring progress towards accomplishing goals specified in the
interactive work plans; and displaying messages responsive to the
progress monitored.
Description
CROSS REFERENCE TO RELATED APPLICATIONS
[0001] This application claims the benefit of provisional
application entitled "Virtual University," filed Jan. 15, 1999,
bearing the Ser. No. 60/116,120, the contents of which are relied
upon and incorporated by reference.
BACKGROUND
[0002] This invention comprises a software learning engine offered
online via a network of multimedia nodes. The learning engine can
provide an educational experience wherein interactive lessons are
utilized and content is designed in cooperation and partnership
with academic institutions. Course content can include building
blocks of knowledge and be delivered using multiple vehicles.
Degrees can be granted entirely through online courses. University
functions such as registration, administrative tasks, and
purchasing course materials are also accomplished online.
[0003] Traditional campus based universities are limited by their
physical resources in the number of learners to whom they can
market their intellectual property. Classroom and campus
constraints dictate a relatively small consumer base embodied as
learners. Services available on a physical campus are limited by
the human factors linked to each service.
[0004] In addition, fixed schedules, passive learning and an
academic school year have limited traditional education models
utilizing a physical campus with one teacher and many learners. One
limitation of the prevailing model is manifested by it primarily
being available only to people during the first stages of their
life.
[0005] Known methods of offering distance learning have not been
able to harness the teaching techniques and material of first tier
higher education institutions. Existing methods generally require
that a learner become self taught with periodic assessments by the
distance learning institution.
[0006] There is a need for an educational forum that provides
interactive lessons asynchronously such that a learner can
participate in a lesson using an on demand schedule and also reap
the benefits of an interactive learning environment. A learner
should not be bound by geographical constraints. Preferably the
educational forum would provide accredited courses and curriculums
leading to a degree being granted. Other desirable embodiments can
include learning modules directed to a specific need of a customer,
for example, a corporation desiring internal education.
SUMMARY
[0007] Accordingly the present invention provides a Virtual Campus
including interactive work plans and administrative resources
presented online through a WEB interface. Through the Virtual
Campus a learner can communicate with others, create and update an
individual work plan, access required resources, store work, and be
apprised of Virtual University announcements. While online,
learners may create work groups with other learners, use a suite of
business tools, interact with a registrar, or open a library data
base. In addition, learners can store a project, present the
project to others or review work of fellow learners.
[0008] In addition, an online Virtual Campus can assess those
skills a student has successfully mastered by analyzing progress
through the aggregate of course modules completed. Academic and
career guidance can be formulated referencing the accumulated
detail of the students learning experience. Each software module
and element can have a list of skills associated with it. The ease
or difficulty a student experiences as the student encounters each
module can be databased so that it can be later referenced by the
student, or other interested party. The database of skills can
reflect a students capabilities in greater detail than is possible
using only a final course grade or grade point average.
[0009] An online alumni information area can include information
for facilitating the university staying connected to students in
order to better meet evolving needs and develop repeat business.
This area can also include a mechanism for communications and
marketing between students thereby fostering a strong alumni
affiliation. The accessible data can include the names and
addresses of graduated and current students as well as their
current employer. In one embodiment a student can authorize
automated online disclosure of academic records at Virtual
University. One option can include disclosure of favorable skill
sets obtained by the student. Data quantifying a skill set can also
be made available to substantiate the students claim.
[0010] Functions of a financial services area can include
collecting fees and awarding financial aid. Students can be made
aware of fees associated with application, registration, books, ID
cards, listservs, withdrawal fees, as well as penalty fees and
other miscellaneous costs via the network interactive device.
Students can register and pay for classes online through use of a
secure credit transaction, or other arrangement such as wire
transfer or account debit. Information regarding qualification
requirements for financial aid can also be made available online as
can financial aid applications. The Student Services interactive
area can contain information regarding student resources, student
development and student marketplace.
[0011] An interactive library can include access to online
publications and databases including news wires, financial, legal,
and business indices. Links from a Virtual University learning
module can automatically branch to an online library resource. In
addition, librarian assistance will be available for students in
need of help locating supplemental research material. Resources
such as an encyclopedia or course related material such as an
Edinborgh publication can be available online.
[0012] Librarians can be reached via a Student Information Hotline.
This line can be administered on the phone or by e-mail. Basically,
students can send requests for information or other aid, and online
staff can assist by locating the information or point the student
to a proper resource. For example, while doing a project on the
commodities market, a student may want to ascertain which country
is the largest soybean producer in the world. The student can
e-mail the request to the student information hotline and expect a
reliable response within 24 hours.
[0013] An online bookstore interactive can be available for
previewing and purchasing course materials. Course materials can be
mailed to individual students. Book orders and payments can be
administered over the phone or online in a seamless way during
course registration.
[0014] A Student Advocacy area can handle complaints such as those
with confidentiality, unfair practices or other course related
issues. A student who has an administrative or academic complaint
can access an Ombudsman who will resolve the complaint through
mediation. In a case where a resolution cannot be solved by
mediation, the complaint can be directed to a next highest office
such as Dean or School President for review and investigation.
[0015] A Student Government interactive area may also be part of
Student Advocacy services. The Student Government can serve as a
sounding board for students who have ideas about how to improve the
campus.
DESCRIPTION OF THE DRAWINGS
[0016] FIG. 1 is a description of a computer.
[0017] FIG. 2 illustrates a computer communications network
according to this invention.
[0018] FIG. 3 illustrates block diagram of an online Virtual
Campus.
[0019] FIG. 4 illustrates a block diagram of an interactive work
plan.
[0020] FIG. 5 illustrates one embodiment of a Virtual Campus.
[0021] FIG. 6 illustrates a Virtual Campus with an organizer link
selected.
[0022] FIG. 7 illustrates a toolbox with proprietary and public
tools linked.
[0023] FIG. 8 illustrates a Virtual Campus with a group work listed
by topic.
[0024] FIG. 9 illustrates a Virtual Campus with a group work listed
by student.
[0025] FIG. 10 illustrates a Virtual Campus with a group work
listed by date.
[0026] FIG. 11 illustrates a Virtual Campus with communications
options listed.
DETAILED DESCRIPTION
[0027] The present invention includes a Virtual Campus including
interactive work plans and administrative resources presented
online through an interactive interface. The interactive interface
can include for example, a hypertext markup language (HTML)
document presented as a network site and accessible with a uniform
resource locator or transmission control protocol/internet protocol
(TCPIP) address. Other markup languages may also be utilized such
as extended markup language (XML).
[0028] Referring to FIG. 1 physical resources of a computer system
100 are depicted. The computer 100 has a central processor 101
connected to a processor host bus 102 over which it provides data,
address and control signals. The processors 101 may be any
conventional general purpose single-chip or multi-chip
microprocessor such as a Pentium.RTM. series processor, a K6
processor, a MIPS.RTM. processor, a Power PC.RTM. processor or an
ALPHA.RTM. processor. In addition, the processor 101 may be any
conventional special purpose microprocessor such as a digital
signal processor or a graphics processor. The microprocessor 101
can have conventional address, data, and control lines coupling it
to a processor host bus 102.
[0029] The computer 100 can include a system controller 103 having
an integrated RAM memory controller 104. The system controller 103
can be connected to the host bus 102 and provide an interface to
random access memory 105. The system controller 103 can also
provide host bus to peripheral bus bridging functions. The
controller 103 can thereby permit signals on the processor host bus
102 to be compatibly exchanged with signals on a primary peripheral
bus 110. The peripheral bus 110 may be, for example, a Peripheral
Component Interconnect (PCI) bus, an Industry Standard Architecture
(ISA) bus, or an Extended Industry Standard Architecture (EISA)
bus. Additionally, the controller 103 can provide data buffering
and data transfer rate matching between the host bus 102 and
peripheral bus 110. The controller 103 can thereby allow, for
example, a processor 101 having a 64-bit 66 MHz interface and a 533
Mbytes/second data transfer rate to interface to a PCI bus 110
having a data path differing in data path bit width, clock speed,
or data transfer rate.
[0030] Accessory devices including, for example, a video display
controller 112 and network controller 114 can be coupled to the
peripheral bus 110. The network controller 114 may be a modem, an
Ethernet networking card, a cable modem, or other network access
device. The system 100 may also include a secondary peripheral bus
120 coupled to the primary peripheral bus 110 through a bridge
controller 111. The secondary peripheral bus 120 can be included in
the system 100 to provide additional peripheral device connection
points or to connect peripheral devices that are not compatible
with the primary peripheral bus 110. For example, in the system 100
the secondary bus 120 may be an ISA bus and the primary bus 110 may
be a PCI bus. Such a configuration allows ISA devices to be coupled
to the ISA bus 120 and PCI devices to be coupled to the PCI bus
110. The bridge controller 111 can also include a hard disk drive
control interface to couple a hard disk 113 to the peripheral bus
110.
[0031] The computer 100 can also includes non-volatile ROM memory
122 to store basic computer software routines. ROM 122 may include
alterable memory, such as EEPROM (Electronically Erasable
Programmable Read Only Memory), to store configuration data. For
example, EEPROM memory may be used to store hard disk 113 geometry
and configuration data. BIOS routines 123 are included in ROM 122
and provide basic computer initialization, systems testing, and
input/output (I/O) services. For example, BIOS routines 123 may be
executed by the processor 101 to process interrupts that occur when
the bridge 111 attempts to transfer data from the ISA bus 120 to
the host bus 102 via the bridge 111, peripheral bus 110, and system
controller 103. The BIOS 123 also includes routines that allow an
operating system to be "booted" from the disk 113 or from a server
computer using a local area network connection provided by the
network adapter 114.
[0032] An operating system may be fully loaded in the RAM memory
105 or may include portions in RAM memory 105, disk drive storage
113, or storage at a network location. An operating system, can
provide functionality to control computer peripherals and to
execute user applications. Examples of high-level operating systems
are, the Microsoft Windows 98.TM., Windows NT.TM., a UNIX.TM.
operating system, the Apple MacOS.TM. operating system. The
operating system can provide functionality to execute software
applications 150, software systems and tools of software systems.
Software functionality can access the video display controller 112
an other resources of the computer system 100 to provide
educational modules on a computer screen and through other
multimedia aspects of the computer 100. User applications 150 may
be commercially available software programs such as a collaborative
apprenticeship software, word processor, spreadsheet, database,
internet access software and many other types of software.
[0033] Referring now to FIG. 2, a collection of computers 100 can
serve as components of a computer network 200. A computer network
200 can include a host computer system 250 and client computers
201-207. The client computers 201-207 can communicate with the host
250 to obtain data stored at the host 250 on servers 241-244. The
client computer 201-207 may interact with the host computer 250 as
if the host was a single entity in the network 200. However, the
host 250 may include multiple processing and database sub-systems
that can be geographically dispersed throughout the network
200.
[0034] In addition, client computers may include a tightly coupled
cluster 205-207 of computers 100 at a first location that access
data systems 2241-244 at remote locations. Each data system 241-244
may include additional processing components.
[0035] Client computers 201-207 can communicate with the host
system 250 over wired or wireless mediums, for example, a private
network or a combination of public switched telephone network
dial-up connections and packet network interconnections. For
example, client computers 201-203 may each include a modem coupled
to voiceband telephone line 261-263. To communicate with the host
250, the client computers 201-203 establish a data connection with
a local terminal server 225 by dialing a telephone number assigned
to the local terminal server 225. A local terminal server 225 may
have both dial-up and packet network interfaces allowing the server
225 to receive data from client computers 201-203, segment the
received data into data packet payload segments, add overhead
information to the payload segments, and send the resultant data
packets over a link 221 to a packet data network 220 for delivery
to the host system 250. Terminal servers 231 and 232 may also be
referred to as a network service provider's point-of-presence
(POP).
[0036] The overhead information added to the payload segments may
include a packet header comprising a destination address assigned
to the host system 250 and a source address assigned to a local
terminal server 231. Other overhead information may include
information associating the data packet with a specific client
201-203. Similarly, the host system 250 may send data to a client
201-203 by segmenting the data into data packet payload segments,
and adding overhead information to send the data packet to a client
201-203 at the terminal server 225. Client computers 205-207 may
similarly exchange data with the host 250 over communications link
264 to terminal server 231.
[0037] Data packet formats, switching equipment within the network
220, and networking protocols used within the network 220 may
conform to the transmission control protocol/internet protocol
(TCP/IP). In a TCP/IP implementation, the host 250, packet network
terminal server 231 is assigned a unique internet protocol (IP)
network address. TCP/IP switching equipment within the network 220
can direct a TCP/IP packet to an intended recipient based on the
packet's destination IP address. Implementations may use other
networking protocols and packet formats.
[0038] In one embodiment of the present invention a "co-host"
server 204 can be utilized to facilitate access. In a co-host
environment 270, a server 204 or cluster of servers can be
connected to a local area network (LAN) 210 to serve course content
and provide services such as e-mail, chat sessions, conferences,
course content, accounting, admissions and login. An in-house
connection to the LAN can provide greater speed and reliability in
delivery of server content to a workstation.
[0039] Network access devices 201-207 can comprise a computer as
described above or other network access device that adheres to a
protocol such as the Internet protocol. Other examples include for
example, TV WEB browsers, terminals, and wireless access devices.
Preferably an access devices comprises a display capability, an
input device and an electronic storage.
[0040] In addition to network access to course content it is
possible to download interactive modules onto a personal computer,
or other electronic device, so that the lesson modules can be
conducted off-line.
[0041] Virtual Campus resources, including interactive work plans
and administrative resources can be presented online through a
interactive interface. A network access device 201-207 can access
Virtual University resources through the interactive interface. The
interactive interface can include for example, a hypertext markup
language (HTML) document presented as a network site and accessible
with a uniform resource locator or TCPIP address. Other markup
languages may also be utilized such as extended markup language
(XML). Through an interactive interface a learner can communicate
with others, create and update an individual work plan, access
needed resources and store cognitive artifacts or other work
products. While online, learners may create work groups with other
learners, use a suite of business tools, check with a registrar, or
open a library data base. In addition, learners can store a
project, present the project to others, or review work of fellow
learners.
[0042] Referring now to FIG. 3, an online Virtual Campus can
include interactive areas 311-317 on a network access device
display, each area can be programmed to provide a service such as
those normally offered at a physical university campus. A student
or other user can select a service by clicking on an associated
area of the display with a mouse cursor or other pointing
device.
[0043] Interactive areas can include, for example, a description of
how a Virtual University operates, a course catalog, a faculty
directory, academic policies, an academic/school calendar,
administrative assistants, a registrar, a bursar, admissions, and
frequently asked questions. The virtual online campus can be used
to provide support services for a Virtual University, wherein
established learning institutions team with an online educational
provider to create asynchronous educational learning and award
credited degrees.
[0044] Various functions available through interaction with the
network access device can be arranged in an order to facilitate
easy understanding by a student. In one embodiment, the services
provided online can be arranged to emulate a physical university
campus. Emulation of a physical campus can allow a student to
locate a service according to a familiar outlay. To further
facilitate a student's navigation through the online campus an
interactive area dedicated to a description of how the program
works can be prominently displayed. This area can include an
explanation of how to apply for admissions and register for a
course. It can also provide guidance pertaining to the Virtual
University experience, from admissions through course completion
and the granting of a degree. Demonstrations can also be included
to illustrate typical course elements, a syllabus, chat sessions,
or other online tools. In addition, descriptions of suitable
network access devices specifying software and hardware
requirements can also be included.
[0045] A course catalog can include a list of courses and course
descriptions, as well as a description of accredited degree and
certificate programs offered and the requirements necessary to
obtain these acknowledgments. A description of the types of
accreditation granted for each completed program can also be
present.
[0046] Another interactive area can include a faculty directory
including the names and academic backgrounds of the faculty
involved in the development of each online course. For each faculty
member, contact information, postal address, e-mail address,
telephone number and a home page can also be available. In one
embodiment, faculty home pages can include a picture of the faculty
member and the office hours they are available online.
[0047] An academic policies area can include descriptions of the
academic mission of the Virtual University as well as academic
procedures. Procedures can include evaluation techniques including
submission of cognitive artifacts and examinations. Grading
policies and academic standing can also be included. This area can
create a new screen providing additional interactive areas for
conveying academic policies including misconduct and disciplinary
policies, non-discrimination policies, confidentiality and a
student grievance policy.
[0048] An area dedicated to the academic school year calendar can
make available an annual calendar for events available online. For
example, a calendar can include an announcement of a featured
speaker or other school wide event. It can also display holidays
when Virtual University personnel will not be available and point
out that most services will remain available online 24 hours a day,
365 days a year.
[0049] An administrative assistants area can allow a student to
access academic advising and course tutoring through a 24 hour
academic help line and e-mail response. In addition a forum for
posing questions to an associated Virtual University dean can be
made available via e-mail, phone or a chat area.
[0050] Online admissions can provide a basic entry mechanism for an
individual who wishes to become a student of the Virtual
University. Admissions can include a substantive gateway for
entering and partaking in the Virtual University. Basic information
included in an Admissions area can include, a description of an
admissions process and links to admissions application forms,
academic information such as certificate and degree program
requirements, a course catalog, tuition, fees and financial
aid.
[0051] A registrar function can provide basic record keeping and
authorization for students to enroll in courses. Services can be
provided online and asynchronously thereby essentially eliminating
the constraints associated with a physical campus, office hours and
personnel availability. In addition, the automated nature of a
Virtual Campus can provide historical information relating to a
students' academic progress in real time. Grades can be displayed
by course or a cumulative record at any time conducive to the
student.
[0052] The registrar can also issue certificates, degrees or
transcripts. Online courses are not held to physical constraints of
class size or scheduled time slots. Asynchronous registrar
functions enable a student to review a course name and description
as well as the associated faculty. Interactive screens can include
links to academic information including courses and programs,
matriculation and catalog information. Links can also be provided
to faculty and course evaluations enabling a student to make a more
educated decision during enrollment. In one embodiment, a student
can access a listing of other students who have taken available
courses. The listing can include contact information enabling the
prospective to contact the previous course takers. Contact can be
facilitated through the Virtual Campus.
[0053] Other functions that can be made available from the
registrar screen include links to a library or other academic
resource center enabling a student to review course materials and
thereby further aid in the decision to register. The registrar can
also link to financial information including billing, payments and
financial aid as well as links to a bookstore facilitating a
convenient purchase of course materials or books.
[0054] Other traditional registrar functions available online,
without requiring Virtual University staff attention, can include
adding and dropping a course. An optional graduated refund policy
can be automated online such that a student can receive a prorated
refund for dropping a course relative to the student's progression
through the course material. Still more registrar functions can
include issuing a student's transcripts, academic progress and
grades. Artificial intelligence built into Virtual Campus software
can offer advice to a student pertaining to degree requirements and
course selection based on a specific student's academic records.
The software can extrapolate a student's academic record and make
recommendations regarding scheduling, matriculation and pursuit of
a particular degree.
[0055] An online registrar can also allow a student to update
personal information online in real time. Frequently asked
questions can be made available online as can the ability for a
student to pose a specific question to an Online Campus registrar.
Responses to a posted question can be made privately to the
specific student requesting the information or posted in a public
forum allowing other students to also review the information.
[0056] Student records can be made secure through various online
security measures including passwords and encryption. The online
interactive nature of an Online Campus can provide a student with
real time access to the student's academic record and educational
progress. A student can view and print grades by each course or as
a cumulative record. In addition, certificates, degrees, or modules
completed can be automatically generated and issued, including the
production of official diplomas, certificates and transcripts.
[0057] Another useful feature available via an online Virtual
Campus is the ability to assess skills a student has successfully
mastered by analyzing progress through the aggregate of course
modules completed. Academic and career guidance can be formulated
referencing the accumulated detail of a particular students
learning experience. Each software module and element can have a
list of skills associated with it. The Virtual Campus can maintain
a listing of skills a student has demonstrated proficiency in.
Proficiency can be evaluated through the completion of associated
modules. The listing can be databased to facilitate retrieval and
presentation of the information. The ease or difficulty a student
experiences as the student encounters each element can be databased
and later referenced by the student, or other interested party. The
database of skills can detail a students capabilities with data
quantifying a student's accomplishments. This data can be offered
as a credible measurement in addition to a final grade, or
cumulative grade point average. In one embodiment, the database can
be updated in real time, tracking completion of each individual
element completed by the student.
[0058] An Online Campus bursar can enable students to pay for
courses via the communications network. Services offered by the
online bursar can include apprising a student of the cost of
registration, books, ID cards, list serves, withdrawal fees or
other miscellaneous costs up front. Payment can be made through the
computer communications network using a secure online payment
method. Information regarding qualification requirements for
financial aid can also be made available online as well as
financial aid applications and advice.
[0059] A career services function can be programmed to provide
various resources to aid a student through a job search. Virtual
campus career services can include job posting through an online
bulletin board, career tips provided by industry professionals
advising students on various career tracks and resume builders
including a service to allow a student to e-mail a resume that can
be critiqued and enhanced. Additional career services available
online can include an interview skill builder providing a virtual
interview to develop interviewing skills as well as placement and
recruiting and mentor matching.
[0060] Referring now to FIG. 4, an Online Virtual Campus can
include a personalized interactive work plan 400 for each student
to encourage persistence, offer support and create a feeling of
community. Building an interactive work plan can be accomplished
with inter student participation and begin with a motivation piece.
For example, when logging into a course a student may be motivated
by a video that highlights the importance of the course content
e.g., "Why Finance Matters". The video can also be used to explain
any related administrative matters. New users can also be offered a
tutorial on how the Virtual University software works.
[0061] In one embodiment a student interface to an IWP can be an
interactive worksheet that allows a student to plot a course
syllabus on a calendar 411. The worksheet can include information
outlining the requirements of a pending element included in the
syllabus. Information can include, for example, listings of
suggested readings, problems, labs, cognitive artifacts to be
submitted and multimedia presentations. The outline can contain
enough detail to facilitate a student estimating a completion date
for each element. In one embodiment IWPs can be accessed via an
online organizer and changed at any time.
[0062] Information from the IWP can be stored in a database and
compared to actual student progress. This comparison can be used to
automatically generate e-mail messages from academic staff to the
student. The IWP can also be accessed by the registrar to
facilitate offering of academic advice relating to matriculation
and the granting of degrees.
[0063] Messages can include, for example, a first type directed to
a student progressing according to the schedule they set forth in
the IWP. This first type of message can convey encouragement and
support. In one embodiment, each module can cause three or four of
the first type of message to be displayed. A second type of message
can be directed to those students who are falling behind. The
second type of message can encourage a student to apply additional
energies and also offer additional help. For example, if a student
is spending more than the scheduled time reviewing capital
structure, that student can be sent a message stating, "we notice
you have been reviewing capital structure if you are looking for
extra help with this concept, try our interactive tutorial at
www.capital-structure.wer.uk. In addition, we have additional
explanatory material in our library which can be accessed by
clicking on a library resources button available in an IWP
organizer.
[0064] If progress continues to lag behind the schedule set forth
in the IWP another message can be generated asking the student to
e-mail academic staff regarding problems they may be
experiencing.
[0065] An additional type message can be used to congratulate a
student when the student reaches a predetermined check point as
they progress through a module. Check points can also be used to
offer additional learning opportunities and challenges. For
example, a message might include an additional assignment or
resource referral that is not in the syllabus.
[0066] Referring now to FIG. 5, in one embodiment, a Virtual Campus
can be displayed via a network browser such as Netscape.TM. or
Internet Explorer.TM.. A specific example of a Virtual University
displayed as a website screen can include links to various
functions of the university. Functions can include an organizer
511, a toolbox 512, group work 513, and communications 514. In
addition the website display can include a module topic 515, a list
of elements 521 included in the module displayed, a text section
522 and a document specific to the module or elements selected.
[0067] Referring now to FIG. 6, selection of a link such as the
organizer 511 can cause additional Virtual University functions to
appear that relate to that link. For example, functions relating to
the organizer 511 can include a course planner 611, profiles 612
and portfolios 613.
[0068] Referring now to FIG. 7, functions relating to a link
511-514, such as a toolbox link, can include both proprietary and
public programming. For example, a visual calculator function 711
can be a proprietary program specific to the Virtual University and
a public function such as EDGAR 712 can port the student to a
public facility such as those available on the internet. Other
functions can include copyrighted documents such as EBS text 713 or
a general purpose tool such as a calculator 714. Functions and
tools displayed can be specifically related to the module 515 and
element 521 selected. In this manner, the Online Campus can present
on a desktop 500 tools 711-714 necessary for a student to complete
a task associated with a particular element 521.
[0069] Referring now to FIG. 8, a group work link 513 can include
discussions, reference documents, cognitive artifacts, or other
materials conducive to tasks performed as a group. Discussion
documents 811-813 can be arranged by topic 811, by student 812 or
by date 813. Group work arranged by topic will first include the
topic name 820 the date last modified 821, a student responsible
for posting the document 822. Group work can also include module
assignments 814 and work product developed as a team under teamwork
815.
[0070] Referring now to FIG. 9, discussion documents listed by
student can display a list of students 919 including an option
entry 920 for those documents not traceable to a particular
student. Student names can be listed in an order conducive to
locating a desired name such as alphabetical by first name as
illustrated here.
[0071] Referring now to FIG. 10, discussion documents can also be
listed by date such that a user can access documents according to
the day of the year 1011 and the day of the week 1012. In addition,
the number of documents available for each day can be displayed
1013. Interactive areas can also be used to designate other
functionalities. For example, a start discussion box 1015 can be
responsive to activation by clicking a mouse button while
positioning the cursor over the box 1015. A dialog can be
automatically implemented with other members of a team responsive
to activation of the start discussion box 1015.
[0072] Referring now to FIG. 11, a communications function 514 can
be used to implement dialog with team members involved in a group
activity. Other options include communicating with a general
student population or Virtual University staff. Communications
vehicles can include a live chat 1110, e-mail 1111, video
conference 1112 or other communications means, including voice
telephone 1113.
[0073] The invention may be implemented in digital electronic
circuitry, or in computer hardware, firmware, software, or in
combinations of the above. Apparatus of the invention may be
implemented in a computer program product tangibly embodied in a
machine-readable storage device for execution by a programmable
processor; and method steps of the invention may be performed by a
programmable processor executing a program of instructions to
perform functions of the invention by operating on input data and
generating output.
[0074] Software for organizing and delivering information stored on
the server computers can include for instance Learning Space.TM. by
Lotus Development Corporation or Oracle.TM. database products. The
invention may advantageously be implemented in one or more computer
programs that are executable on a programmable system including at
least one programmable processor coupled to receive data and
instructions from, and to transmit data and instructions to, a data
storage system, at least one input device, and at least one output
device. Each computer program may be implemented in a high-level
procedural or object-oriented programming language, or in assembly
or machine language if desired; and in any case, the language may
be a compiled or interpreted language. Suitable processors include,
by way of example, both general and special purpose
microprocessors.
[0075] Generally, a processor will receive instructions and data
from a read-only memory and/or a random access memory. Storage
devices suitable for tangibly embodying computer program
instructions and data include all forms of non-volatile memory,
including by way of example semiconductor memory devices, such as
EPROM, EEPROM, and flash memory devices; magnetic disks such as
internal hard disks and removable disks; magneto-optical disks; and
CD-ROM disks. Any of the foregoing may be supplemented by, or
incorporated in, specially-designed application-specific integrated
circuits (ASICs).
[0076] The course content for delivery over the WEB via an Online
Campus can be developed in conjunction with a qualified learning
institution. An institution can provide personnel to act as
consultants in developing course content. In addition the
professors can create video clips, audio clips, simulations,
animated concepts, multimedia presentations and passive
illustrations to be used during the instructional sessions. The
institution can act as a quality control agent to insure that
course content and delivery retain quality representative of
institutions standards.
[0077] The course provider can be responsible for degree granting
and accreditation. Affiliated institutions can also provide
certificates. The certificates can acknowledge successful
completion of the modules developed by the affiliated
institution.
* * * * *
References