U.S. patent application number 08/334775 was filed with the patent office on 2001-12-27 for computer-assisted education.
Invention is credited to SIEFERT, DAVID M..
Application Number | 20010055749 08/334775 |
Document ID | / |
Family ID | 22809547 |
Filed Date | 2001-12-27 |
United States Patent
Application |
20010055749 |
Kind Code |
A1 |
SIEFERT, DAVID M. |
December 27, 2001 |
COMPUTER-ASSISTED EDUCATION
Abstract
The invention concerns computer-assisted education, in which a
school curriculum is stored in computer repositories. A learning
profile is maintained for every student, which indicates the
student's capabilities, preferred learning style, and progress.
Based on the profile, an Intelligent Administrator (IA) selects
appropriate material for presentation to the student during each
learning session. The IA then assesses whether the student has
mastered the material. If not, the material is presented in a
different way. If repeated different presentations fail to instill
mastery, the IA establishes a video conference between the student
and a professor.
Inventors: |
SIEFERT, DAVID M.;
(ENGLEWOOD, OH) |
Correspondence
Address: |
JAMES S STOVER, ESQ.
NCR CORPORATION
101 WEST SCHANTZ AVENUE, ECD - 2
DAYTON
OH
45479
US
|
Family ID: |
22809547 |
Appl. No.: |
08/334775 |
Filed: |
November 4, 1994 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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08334775 |
Nov 4, 1994 |
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08217065 |
Mar 24, 1994 |
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Current U.S.
Class: |
434/322 ;
707/E17.01 |
Current CPC
Class: |
G06F 16/1834 20190101;
G06F 40/151 20200101; G09B 7/04 20130101; G09B 5/14 20130101; G06F
40/12 20200101 |
Class at
Publication: |
434/322 |
International
Class: |
G09B 003/00 |
Claims
What is desired to be secured by Letters Patent is the invention as
defined in the following claims:
1. An instructional system, comprising: a) a computer which stores
multiple educational programs, which i) present one or more topics
to a student and ii) assess the student's grasp of the topic; and
b) communicator means for allowing the student to i) select a
program and ii) run it.
2. A system according to claim 1, in which at least some
educational programs are capable of employing different teaching
strategies for a given topic.
3. A system according to claim 1 and further comprising: c) a
profile for each student, which contains information about the
learning characteristics of the student.
4. A system according to claim 3, and further comprising d)
administrator means capable of selecting a teaching strategy for a
given topic, when multiple strategies are available, based on the
student's profile.
5. A system according to claim 3, in which the profile contains
information indicating whether a student has a linear or holistic
learning style.
6. A system according to claim 1, and further comprising: c) means
for indicating whether a selected student has a linear or holistic
learning style.
7. A system for instructing students, comprising: a) repository
means for storing a collection of downloadable lessons; and b) a
plurality of communicators, each able to i) establish a
communication link with the repository means; ii) order that a
lesson be executed; iii) accept input for the lesson from a
student; and iv) deliver output from the lesson to the student.
8. A system according to claim 7 in which some of the communication
links are of the cellular type.
9. A system according to claim 7, in which the repository means
comprises multiple computers.
10. A system according to claim 7 in which the lessons include
multiple, different presentations of a single topic.
11. A system according to claim 7, and further comprising c)
administrator means, which i) presents a first topic, according to
a first strategy, to a student; ii) assesses whether the student
has grasped the first topic, and, A) if so, presents a new topic;
and B) if not, presents the first topic according to a second
strategy.
12. A system according to claim 11, in which the administrator
patches the student to a remote, real-time consultant after a
predetermined number of presentations of the first topic.
13. A method of instructing a student, comprising the following
steps: a) using a communicator, presenting a first topic, in a
first format, to the student; b) assessing whether the student
grasps predetermined points covered by the first topic and i) if
so, presenting a second topic; and ii) if not, presenting the first
topic in a different format.
14. The method according to claim 13, and further comprising the
step of patching the student to a remote human consultant, after a
predetermined number of presentations of the first topic.
Description
[0001] Ser. No. ______, entitled "Selecting Teaching Strategies
Suitable to Student in Computer-Assisted Education," in which David
M. Siefert is the Inventor, filed concurrently.
[0002] Ser. No. ______, entitled "Computer-Assisted Curriculum," in
which David M. Siefert is the Inventor, filed concurrently.
[0003] These Applications are hereby incorporated by reference.
[0004] The invention concerns computerized systems used for
education.
BACKGROUND OF THE INVENTION
[0005] Many school systems have become highly centralized. Large
schools have evolved, which serve wide geographic areas. The
geographic area covered by some schools is so wide that certain
students must make a round trip of one hundred miles, or more, to
attend classes.
[0006] One benefit of a large, centralized school is that a vast,
diverse curriculum can be offered. It is desirable to offer the
diverse curriculum, without imposing the long-distance travel on
students.
OBJECTS OF THE INVENTION
[0007] An object of the invention is to provide a system which
allows students to attend school, yet remain at home.
[0008] An object of the invention is to provide formal education at
geographic distributed sites.
[0009] Another object of the invention is to provide formal
education by the use of computers, using the existing public-access
telephone system.
SUMMARY OF THE INVENTION
[0010] In one form of the invention, a system of computers store
lessons which are transmitted to computers used by students. At
intervals, the invention assess the students' progress, and selects
appropriate lessons for the student at the time.
BRIEF DESCRIPTION OF THE DRAWINGS
[0011] FIG. 1 illustrates one conception of the architecture of
CLS, by which any STUDENT can gain access to any REPOSITORY.
[0012] FIG. 2 illustrates a high-level logic flow of the
presentation of a lesson under the invention.
[0013] FIGS. 3 and 4 illustrate a more detailed logic flow of the
presentation of a lesson.
DETAILED DESCRIPTION OF THE INVENTION
Highly Simplified Overview
[0014] FIG. 1 illustrates a simplified form of one architecture
which can accomplish the objectives of the invention. REPOSITORIES
hold educational computer programs. Students obtain access to the
programs needed, via the NETWORK indicated. The programs instruct
the students in an interactive manner.
[0015] The students need not be present at the REPOSITORIES, but
station themselves at convenient locations, such as their homes,
thereby eliminating the need to travel to a physical facility to
attend classes.
The Educational Programs
[0016] The teaching programs themselves are commercially available,
and new programs will be developed as systems such as the present
invention become more widely implemented.
[0017] Programs which test students, in order to determine the
students' master of material, are also commercially available.
[0018] The invention provides several highly innovative features
which significantly enhance the effectiveness of these teaching
programs and testing programs.
Profiles
[0019] One is that a PROFILE is generated for each student.
PROFILES are discussed in the Related Applications. As adapted to
the present invention, the PROFILE is, in simple terms, a
description of (a) the present educational status, (b) the
educational needs and (c) the educational capabilities, of the
student.
Educational Status
[0020] Educational status refers to the student's present position
in the student's educational career. For example, third-month,
secondary-school freshman is one status.
[0021] The invention uses the educational status in deciding what
material to present the student at a given time, as discussed more
fully below.
Educational Needs
[0022] Educational needs refer to the instruction needed by the
student at the time, which is largely determined by the student's
curriculum. For example, the lessons needed by a college sophomore
having a curriculum of college chemistry, with emphasis on organic
synthesis, are known.
Educational Characteristics
[0023] Educational characteristics refer to the manner of teaching
to which the student best responds. That is, the invention
identifies learning characteristics of each student, and presents
material in a manner compatible with the characteristics.
[0024] As a simple example, some students can understand the
Pythagorean Theorem directly from its mathematical statement,
namely,
hypotenuse.sup.2=side1.sup.2+side2.sup.2.
[0025] Other students do not obtain information from such an
abstract statement, and must see the Theorem applied to specific
examples before they understand it.
[0026] The preferred learning styles are ascertained by a
combination of student-counsellor interviews, computer-assisted
examination of the student, and standard psychological
assessment.
[0027] The invention uses the PROFILES to select material to
present to the student during each session. The PROFILE is updated,
if required, at each students' learning session, to indicate
progress made during the session. This updating is automatic, and
done non-intrusively.
Different Presentation of Given Lesson
[0028] The invention includes educational programs which present a
given lesson in different ways, in order to accommodate the fact
that different students assimilate material in different ways. This
collection of different presentations allows implementation of two
teaching approaches.
[0029] 1. Different Presentations of SAME Lesson for DIFFERENT
Students
[0030] As discussed immediately above, because different students
have different learning characteristics, the invention selects a
suitable manner of presentation from the collection, based on the
learning characteristics of the student. The selection is made
based on the PROFILE.
[0031] 2. Different Presentations of SAME Lesson for SAME
Student
[0032] The collection of presentations can be used to offer
different presentations to a given student, if the student fails to
master a lesson when presented the first time. Three reasons exist
which indicate that this approach may be desirable.
[0033] One, it is expected that a given student does not maintain
constant learning characteristics at all times.
[0034] Two, the characterization of learning style of a student is
not a perfect science. Thus, even if the learning characteristics
never change, it is not clear that a perfect match can always be
made between a style of presentation and the learning
characteristics of the student.
[0035] Three, even if the classification of learning style becomes
perfected, the subject matter of some lessons may not be amenable
to the learning style preferred by the student. For example, there
exists a "left-brain, right-brain" conception of human thinking,
wherein the left-brain is believed to manage logic, and the
right-brain manages creativity and imagery.
[0036] For a "right-brain" student, there may exist no directly
compatible teaching strategy for explaining "left-brain" subject
matter. For instance, there may be no perfectly compatible teaching
strategy to explain the principles of artistic color theory to a
right-brain student undertaking a curriculum of nuclear
physics.
[0037] Therefore, the invention presents a given lesson in
successive, different ways, if the student does not master the
lesson the first time.
Subject Matter Expert
[0038] If a student fails to demonstrate mastery of a lesson after
a prescribed number of attempts, the invention establishes a video
conference between the student and a SUBJECT MATTER EXPERT. The
SUBJECT MATTER EXPERT is a consultant who is expert in the subject
matter of the lesson causing difficulty. The video conference
allows the SUBJECT MATTER EXPERT to identify the difficulties
encountered by the student, and to offer coaching.
[0039] Establishment of the video conference is allowed by
commercially available systems, such as the CLS system described
below, and also described in the Related Applications.
[0040] CLS places no geographic restriction on the location of the
SUBJECT MATTER EXPERT, except that the expert must be able to
establish a communication link with the system. With no such
restrictions, the SUBJECT MATTER EXPERT can be located anywhere in
the world. This feature allows Subject Matter Experts of the
highest caliber to be obtained, because such experts are a rare
species, and not easily located.
Intelligent Administrator
[0041] An INTELLIGENT ADMINISTRATOR, IA, taking the form of a
system of programs and computer objects, organizes the
instructional activity. The IA does the following: examines the
PROFILE of each student, selects the proper lessons for each
session, administers examinations to the students, updates the
PROFILE, and patches up the student with a SUBJECT MATTER EXPERT
when necessary. In addition, the IA assesses the performance of the
student, in a continual and non-intrusive manner.
[0042] The IA itself can call upon its own SUBJECT MATTER EXPERTS
when it encounters a condition which its programming and
organization cannot handle.
Greater Detail Concerning Invention
Invention Utilizes Commercially Available Equipment
[0043] The invention can be utilized in conjunction with the
information management system sold under the trade name "Continuous
Learning System" (CLS) and available from AT&T Global
Information Solutions Company, Dayton, Ohio. CLS provides the
systems to allow the remote access and video conferencing described
above.
[0044] This discussion will explain some of the relevant features
of CLS, and will then consider in greater detail the PROFILES and
the IA.
[0045] 1. CLS Uses Multiple, Linked Computers.
[0046] In CLS, users interact with micro-computers, such as the
well-known, highly advanced, and inexpensive Personal Computer
(PC). The micro-computers are located at locations of the users'
preference, such as their homes, offices, or vehicles. The
micro-computers connect with CLS by data links, such as private or
public data networks, or by commercially available telephone
channels.
[0047] The links can take the form of traditional, hard-wired
telephone channels, or wireless links, such as provided by cellular
telephone service.
[0048] 2. CLS Has Vast Storage Capability. Entire Curriculum can be
Stored.
[0049] CLS acts as a storage facility for materials which are
generically called RESOURCES. RESOURCES can be classified into two
types, namely (a) those which are downloadable and (b) those which
are not. Two examples of downloadable RESOURCES are (a) a computer
program, and (b) a file stored on a mass storage medium, such as a
disc- or tape drive. Two examples of RESOURCES which are NOT
downloadable are (a) a 35 mm film and (b) a book, in paper
format.
Static and Dynamic Resources
[0050] RESOURCES consist of anything which has potential value in
terms of recovering knowledge. RESOURCEs include, for example,
information which can be downloaded, such as data, files, computer
applications, computer-managed instruction. RESOURCES also include
SYSTEMS, such as the commercially available information services
known as CompuServe and Prodigy, because these SYSTEMS allow
recovery of knowledge. Subject Matter Experts are also RESOURCES.
RESOURCES can be classified in a different way, namely, as either
static or dynamic. The RESOURCES discussed above are of the static
type, because, at the time of recovery, they are pre-existing.
[0051] Dynamic RESOURCES are not pre-existing at the time of
recovery, but come into existence at the time of recovery. For
example, when television news media cover an event in real time,
such as the State-of-the-Union Address of the President of the
United States, information contained in the Address becomes
available for recovery (if the news media is linkable to CLS or an
equivalent). The information was not pre-existing, but came into
existence at the time recovery became possible. (Of course, there
is an extremely short time delay between the time of the Address
and time recovery becomes possible. This time is considered
negligible, and does not render the Address pre-existing.)
Non-Downloadable RESOURCES can be Used
[0052] In general, it is expected that the invention will utilize
downloadable RESOURCES primarily. However, because the vast storage
ability allows the invention to hold a curriculum of truly immense
proportions, it is expected that many educational courses will
refer to materials which cannot be rendered into downloadable
format, for reasons such as copyright laws. For such courses, the
automated retrieval capabilities of CLS become significant. These
features are described in the Related Applications.
[0053] Storage facilities in CLS are called REPOSITORIES. A
REPOSITORY includes one micro-computer, or a group of
micro-computers at a single location. (REPOSITORIES can also
contain more advanced computers, such as main-frames and
mini-computers.) The REPOSITORIES themselves can be distributed
over an extremely wide geographic area; they can be spread
world-wide. As a result, the RESOURCES will likewise be widely
distributed, because they are stored in the REPOSITORIES.
[0054] However, despite this geographically distributed storage of
RESOURCES, and despite the vast total storage capability of the
overall system, CLS allows the user to deal with all downloadable
RESOURCES as though physically present on the user's computer. That
is, in effect, the user sees all RESOURCES, no matter where
located, as though located in the storage devices of the user's own
computer.
[0055] Therefore, several school districts can maintain their own
REPOSITORIES. However, because the REPOSITORIES are linked by CLS,
to the student, all RESOURCES appear to be located at a single,
convenient location. (Of course, under CLS the student can, if
desired, ascertain the fact that the RESOURCES reside in different
REPOSITORIES, and are not, in fact, located at a single place.)
[0056] 3. CLS has Database Characteristics.
[0057] CLS can be viewed as a type of database, but with several
distinguishing features. One, the storage capacity of CLS is, for
practical purposes, without limitation. One reason is that the
architecture of CLS centers upon the PC. Expansion of storage in
PCs is simple and inexpensive. Further, additional PCs can be added
to CLS with little or no software modification: CLS is designed to
accommodate this expansion. Stated in other words, the PCs are
directly concatenable. In principle, there is no practical limit to
the amount of storage available.
[0058] A second feature is that CLS allows a user to see a list of
RESOURCES, to which the user is allowed access, and allows the user
to select a RESOURCE. If the RESOURCE is a computer program, or
other object that runs on a processor, CLS retrieves the selected
RESOURCE, and launches it.
[0059] In the present context, this feature is important, because
the RESOURCES include educational computer programs, as discussed
below. When the student, or the INTELLIGENT ADMINISTRATOR, selects
a RESOURCE, CLS automatically launches it, if possible.
[0060] 4. CUSTODIAN of Each REPOSITORY Controls Contents (ie,
Resources) of REPOSITORY, and Controls Access to RESOURCES
Contained within the REPOSITORY.
[0061] The person, or agency, having physical custody of each
REPOSITORY has the power to load RESOURCES into storage within the
computers of the REPOSITORY. Thus, the CUSTODIAN controls the
contents of the REPOSITORY. Further, CLS allows the CUSTODIAN to
designate the parties who shall be granted access to each
RESOURCE.
[0062] Under the present invention, a local school district, for
example, will control the RESOURCES, which contain the curriculum
for the students. This school district will control access to the
RESOURCES, and can grant access to students of other districts, if
desired.
[0063] 5. Each RESOURCE has a PROFILE.
[0064] A "RESOURCE PROFILE" is a collection of information which
describes a RESOURCE. The PROFILE contains, for example,
[0065] a) a descriptive title;
[0066] b) the REPOSITORY containing the RESOURCE;
[0067] c) information about physical characteristics of the
RESOURCE (media type, such as computer disc, video tape, paper
book, etc.);
[0068] d) relevant dates, such as date of loading into the
REPOSITORY;
[0069] e) security-related information;
[0070] f) and so on.
[0071] The PROFILEs are somewhat analogous to the cards of the card
catalog of a library. In a library, the books, and other media,
such as film and video tape, constitute RESOURCEs. In CLS, the
RESOURCEs include a more diverse array of media types than a
library, but the PROFILEs serve a function similar to that of the
cards.
Adaption of CLS to Education
[0072] A LEARNING PROFILE is generated for each student, in a
manner discussed in greater detail below, and these are called
LEARNING PROFILES, to distinguish them from RESOURCE PROFILES,
which describe RESOURCES, and not students. The LEARNING PROFILEs
conform to the PROFILEs used by CLS for RESOURCEs generally. The
student-PROFILEs contain information about the student which is
relevant to the INTELLIGENT ADMINISTRATOR. The LEARNING PROFILES
can be arranged to follow the students through their entire
careers, subject to legislation regarding privacy of the content of
the LEARNING PROFILES.
LEARNING PROFILE Creation
[0073] The LEARNING PROFILE can be created in numerous different
ways. For example, standard psychological testing techniques and
personal interviews can allow a counsellor to generate a LEARNING
PROFILE, which is loaded into CLS.
[0074] As another example, CLS itself can administer known,
standard tests, and develop the LEARNING PROFILEs without
intervention of a counsellor. In practice, the LEARNING PROFILE
generation will probably be undertaken in a procedure which is a
hybrid of these two examples. At the end of the Specification, a
discussion is given regarding learning strategies, and contains
additional material relevant to LEARNING PROFILE generation.
PROFILE Content
[0075] The LEARNING PROFILES contain information such as the
following:
[0076] 1. Student's curriculum, or "major." One benefit of the
invention is that all students, at all levels, can be given
individualized attention. Even very young students can be given a
"major" if desirable.
[0077] That is, in present educational systems, younger students,
such as those in the earlier years of primary education, are
usually not given specific curricula. For these students, education
tends to be non-specialized and generic; all students tend to be
given similar courses.
[0078] The invention allows education to be tailored to individual
needs, at all educational levels. One reason is reduction in cost:
the invention contains the vast array of lessons needed to provide
individual attention. There is very little added cost in making the
individual attention available to additional students.
[0079] 2. Preferred teaching strategies. At the end of the
Specification, teaching strategies are discussed. In general,
different teaching strategies are available for most, if not all,
subjects. As an example, the Suzuki method of teaching piano
illustrates one teaching strategy.
[0080] Under this strategy, students listen to recordings of piano
music played by a master, and then imitate the master by playing
the music themselves, while reading sheet scores of the music.
While the student plays, a teacher coaches the student. Right from
the start, the student plays complete (though simple) songs.
[0081] In contrast, under another method, the student does not
initially study complete songs, but instead studies the components
of songs, namely, single notes, their duration, their intensity,
and so on.
[0082] Both methods have their advocates and critics. Without
considering the debate itself, it seems reasonable to assume that
neither method is perfectly suited to all students.
[0083] The invention, if called upon to teach piano, would
recognize this fact. Under the invention, each student's PROFILE
contains an indication of the student's preference, such as for the
Suzuki method, or another approach, and the student is instructed
accordingly.
[0084] 3. Student's present standing. The PROFILEs contain a
statement of the student's previous accomplishments, which indicate
the student's present standing, or status. From a lifetime
viewpoint, the present standing refers to the present educational
level of the student, such as fifth grade, or college
sophomore.
[0085] From a more focused viewpoint, the present standing refers
to the courses presently being taken, and the progress made in
each. For example, in a high-school course in algebra containing 60
lessons, the present standing will indicate the number of lessons
successfully completed.
[0086] The present standing provides specific information for CLS
to use in determining what material to present to a student during
a given session.
[0087] The present standing is preferably ascertained in a
non-intrusive, transparent manner, based on a demonstration of
level of competency by the student. Level of competency can be
determined, in many, if not most, subjects, by assessment in a
hierarchical fashion. For example, assume that a given student is
undertaking a course in calculus. Calculus textbooks present
material in a sequential manner, in the sense that mastery of
earlier material is required as a prerequisite to understanding
later material. A simple assessment of level of competency of a
student can be done by determining in which chapter of the textbook
the student's mastery ends.
[0088] As another example, assume that the student is undertaking a
course in gas turbine engine maintenance. Many maintenance
procedures involve sequences of events, wherein the order cannot be
changed. A student's level of competency can be assessed by
determining how much of a given sequence the student has
mastered.
[0089] It is significant that the source of a student's knowledge
which determine the level of competence is not germane to the
assessment process. The assessment process seeks to determine a
level of performance, or level of competency, because the goal of
the overall education process is to enhance ability to perform.
[0090] 4. Significant personalized information. This is perhaps a
sub-class of preferred teaching strategies. This section contains
information about unique attributes of the student which either
present difficulties in teaching the student, or facilitate
teaching.
[0091] For example, a student who has a hearing impairment may
require special lessons, as compared with a student having hearing
abilities within the norm of a standard population. As another
example, a student who has a photographic memory may find that
learning the vocabulary of a foreign language is an extremely
simple task.
[0092] The PROFILEs, in general, facilitate the IA's matching of
the students' needs with the RESOURCEs which are suited to those
needs. The PROFILEs contain information such as that described
above, plus additional information required, to accomplish this
goal.
RESOURCEs
[0093] In general, RESOURCEs include all materials made available
by CLS. In the context of education, RESOURCEs include a
significant number of computer programs which teach. There are
numerous types of such programs, and hundreds, and perhaps
thousands, are commercially available today.
Intelligent Administrator
[0094] The Intelligent Administrator (IA) is a system of computer
programs, which can operate alone, or in conjunction with an SME or
other consultant. The IA does the following:
[0095] 1. Based on PROFILEs, the IA assesses a student's current
standing within a curriculum, and determines the skills required
for the student's present advancement.
[0096] For example, the IA may determine that a given student
stands at the beginning of the junior year in high school, and that
the student has successfully completed 12 of 60 lessons in analytic
geometry. Based on this assessment, the IA decides that lesson
number 13 should be given next.
[0097] 2. The IA locates the RESOURCEs necessary for the required
lessons. In this example, the IA would locate lesson 13, identified
above. Lesson 13 will probably reside in the local school
district's REPOSITORY, but, because of the capabilities of CLS,
lesson 13 can reside anywhere within the overall CLS system.
[0098] Since multiple teaching strategies are available, and are
used if the first-chosen strategy does not produce results, the IA
locates the multiple RESOURCEs which represent the multiple
strategies. (In the general case, these RESOURCEs will not be
located in the same REPOSITORY, although they can be.)
[0099] 3. The IA assesses whether the RESOURCEs are successfully
imparting the knowledge desired to the students. This assessment
can be done by using known, standardized testing approaches, given
by computer.
Additional Considerations and Characterizations
[0100] 1. Different presentation of a given lesson was discussed
above. In the section entitled "Teaching Strategies Generally,"
located below, references are discussed which elaborate on the
concept of different learning behavior of different students. These
reference provide the general principles of creating different
presentations.
[0101] A more rote-minded approach would be based on the fact that
different teachers themselves probably make different presentations
of a given topic. Therefore, one approach to generating the
different presentations is to assign a number of teachers, say ten,
the task of each writing a lesson explaining a topic. The ten
different lessons will provide ten different presentations for the
collection of presentations.
[0102] 2. The invention measures the rate of learning of the
student, and prompt the student to end a lesson when the rate is
seen to significantly falter. For example, suppose that a student
is studying a subject which is memorization-intensive, such as
biology. The lessons can be arranged such that learning is
presented in groups of twenty concepts. After each group of twenty
is presented, an assessment of the student is done.
[0103] The IA logs the time required by the student to learn each
group. When the time falls below the best time by a predetermined
amount, say thirty percent, the IA attempts a different teaching
strategy. If that fails, after a predetermined number of attempts,
then the IA patches the student into a Subject Matter Expert.
[0104] 3. One form of the invention includes the following
components:
[0105] a) CLS.
[0106] b) The educational programs, including the different
presentations of a given subject, which are commercially available,
or can be developed based on known principles.
[0107] c) PROFILES, which are developed according to the teachings
of this Specification.
[0108] d) The INTELLIGENT ADMINISTRATOR, which primarily
[0109] I) selects different teaching strategies, based on
[0110] A) profile of student and
[0111] B) success of previous lessons.
[0112] The details concerning implementation of the INTELLIGENT
ADMINISTRATOR are known, given the mission of the IA as described
herein.
[0113] e) The SUBJECT MATTER EXPERTS.
[0114] 4. The video conferencing feature of CLS allows a SUBJECT
MATTER EXPERT to teach small groups of students, and the students
to confer with each other. As an example, after students in an
ordinary school take an examination, many of them congregate and
compare opinions on the exam. Under the invention, similar behavior
is possible, but by way of video conferencing.
[0115] 5. The distributed aspect of learning is important. A
student can undertake learning at any location, provided a
Communicator is available to link with CLS, or an equivalent.
[0116] For example, a newly hired business person must learn
certain internal procedures followed within the hiring
organization, such as filling out expense account forms. It is
known in the art how to write a program which explains how to fill
out such a form. (In a highly simplistic sense, the program can
merely repeat the text of written instructions which undoubtedly
have been written.)
[0117] This instructional program is made available via CLS. The
business person can now learn how to fill out the expense "form,"
using a Communicator, such as a PC and a modem, at any desired
location, such as in a waiting lounge at an airport. Then, having
mastered the procedure, the person can fill out needed "forms" at
any location whatsoever, provided a link to CLS, or to an
equivalent, is available.
[0118] 6. Two learning styles are discussed herein, namely,
"holistic" and "linear." There exist other distinctions in
approaches to explaining subject matter to a student. Three
examples are the following.
[0119] A. Some students prefer to read material; others prefer to
hear an explanation of material spoken by a teacher.
[0120] B. Some students prefer to have material presented in a
verbal format, either in writing (which is read) or in speech
(which is heard). Other students prefer to have material presented
in graphical format. A good example of this distinction is found in
Gray's Anatomy.
[0121] Two versions exist: there is a version which is primarily
textual, and contains few pictures. There is another version which
is primarily graphical, and is replete with pictures.
[0122] C. When technique is being taught, some students prefer to
see a demonstration; others prefer to hear a description of the
principles of that demonstration.
Profiles and Learning Strategies
One Approach to Developing a Learning Profile
[0123] The invention obtains necessary data from the student, such
as name, age, and previous learning completed in school. This
information allows the AI to place the student in the proper
grade.
[0124] The invention then ascertains the student's preferred
learning style through an entry adventure. (Different adventures
will be given to students of different age, so the age, or last
grade completed, will influence the choice of entry adventure
presented to the student.)
[0125] Each student can take a new entry adventure every year, to
ascertain whether the learning characteristics have changed. Also,
since girls and boys differ in their intellectual and social
development, and since the entry adventure should catch their
interest and create enthusiasm for the coming year's studies,
different versions will be used for boys and girls.
[0126] In this adventure students solve a problem, or pursue an
adventure. The choices made indicate their comprehension speed and
favored style of learning.
Learning Speed
[0127] The student's learning speed can be measured by how long it
takes a student to solve a given problem, or to perform an assigned
task. Several problems will be embedded in the adventure; the
problems will provide information and then require the student to
apply it in situations which require different levels of complexity
and integration. The invention can tally the total time elapsed for
the student to solve the problems, and compare the total to the
norm for that grade in the student's school district or region.
(This learning speed measure is different from IQ measurement;
research has shown that even above-average students differ in their
learning speed.)
Physiology can Correlate with Learning Speed
[0128] There has been some research pioneered by W. C. Sheldon at
Harvard in the 1930's and 40's, on the correlation between body
type and learning characteristics. (Smith, 1949, pp. 310-320).
Sheldon delineated three body types, based on the embryonic source
of tissue: ectomorph (tall and skinny), mesomorph (compact and
muscular) and endomorph (large and or overweight).
[0129] More recently, Chopra has pointed out that a particular
traditional medical system, of interest to him, also defines three
basic physiological types in a manner similar to Sheldon's. (Chopra
1990, pp. 33-41).
[0130] According to Chopra, some students (endomorphs) learn slowly
but retain knowledge quite well, and others who learn quickly tend
to forget just as quickly (ectomorphs).
[0131] Therefore, physical examination of students may provide data
indicative of learning characteristics. Further, the invention can
be used to validate, or derive, correlations between measured
physiological parameters and learning behavior. When correlations
are found, the identification of learning characteristics can be
made based on the physiological parameters, which are presumably
easier to ascertain.
[0132] For example, a standard set of physiological parameters of
students are measured and placed into the PROFILES. Known medical
and public health techniques list these standard parameters. Then,
over time, the INTELLIGENT ADMINISTRATOR looks for correlations
between learning speed, preferred learning style, etc., and the
parameters. Known statistical techniques provide the
correlation.
[0133] When correlations are found, then the measured physical
parameters are used to indicate the learning characteristics of
subsequent students, rather than testing for the characteristics
themselves.
Preferred Style of Learning
[0134] There is much written in educational psychology about
learning styles, usually referred to as "cognitive styles."
Cognitive style, or learning style, refers to the way in which a
student prefers to organize his or her thought processes--his or
her preferred mode of thinking. There are a few different
approaches which could be used, but by far the largest body of
research shows that learning style preferences usually fall into
one of two groups, stereotyped as artistic or scientific
thinking.
[0135] Hunter Breland, a research psychologist for the U.S.
national Educational Testing Service, asserts that "the most widely
examined" cognitive style is the continuum of field
dependence/independence (Breland, 1981, p. 38). The basic
difference between field dependent and field independent
problem-solver is that the former tend to depend on cues from the
environment to solve the problem, and the latter tend to rely more
on internal cues. He quotes a study by Witkin et al. (1977) which
indicates that field-independent college students tend to major in
the sciences while the more field-dependent students gravitate
toward majors in education (p. 38).
[0136] Entwistle (1981) writes about Pask's research categorizing
students as "holist" or "serialist." The holist learning style,
called comprehension learning, involves "building descriptions of
what is known." The serialist style is called operation learning,
"the facet of the learning process concerned with mastering
procedural details." (p. 93)
[0137] When Pask assigned students to either a matched or
mismatched learning situation, the results were notable: the
matched students were able to answer most of the questions
regarding the lesson, while the mismatched students generally
scored less than 50% correct. Entwistle's conclusion is that
although teachers will never provide as extreme an example of
mismatching, there is evidence in primary education to support the
fact that different teaching methods are effective to different
degrees for students with different personality
characteristics.
[0138] There has been other research indicating that students
differ in their preference of inductive or deductive reasoning.
Another area of research has been whether students prefer to use
what are commonly considered "right brain" skills (creativity,
association, imagery, analogies, spatial relationships, feelings)
or "left brain" skills (logic, sequence, organization, structure,
procedure).
[0139] All of these approaches have the same theme: the basic
question is whether a student prefers to use logical, procedural,
linear thought processes or holistic creative (associative),
spatial processes. Most authors point out that many learners are
flexible and can move relatively easily between the two cognitive
styles. And, as most every author points out, everyone must use
both approaches at different stages in the solution of a problem,
and the ideal is to be able to function well in both (e.g., an
architect must think creatively to plan a house, but then he must
also know clearly the sequence of building, or the house will not
materialize).
[0140] This computer program can assess whether one of these
learning styles is preferred on the basis of choices made in the
context of the entry adventure. If a student is reasonably
comfortable with both, then he or she will be branched into the
standard curriculum, which is a mix of both styles. If, however, a
student displays a dear preference for one style, he/she will be
branched into a curriculum which favors explanations and examples
in that style.
Delivering the Content and Mastery of the Material
[0141] The curriculum must also be structured from sound learning
principles. There are a few different schemes for classifying the
necessary conditions for learning but Gagne's learning outcomes and
conditions of learning are the most thoroughly developed and
therefore the most useful in developing computer-based
instruction.
[0142] Gagne classified all possible learning outcomes into five
performance categories: intellectual skills, cognitive strategies,
verbal information, motor skills, and attitudes. Examples of these,
along with their subcategories, are shown in Table 3.1, below,
taken from Gagne's Essentials of Learning for Instruction (1975, p.
68). These are useful for design purposes in that they describe
capabilities which apply across all subject matter areas. According
to Gagne, certain conditions are necessary for learning each of
these types of outcomes. Some conditions are "internal" and some
are "external."
[0143] The internal conditions define prerequisite knowledge or
skills, and external conditions define certain aspects of the
instruction; the invention should be concerned with both. The
following descriptions of internal and external conditions required
are derived from Gagne's The Conditions of Learning (1977, pp.
25-49).
[0144] For the learning of intellectual skills, the primary
internal condition is that the student have prerequisite skills
which provide the components of the new skill being learned.
External conditions are often in the form of verbal directions
which guide the combination of simpler skills into a new integrated
whole.
[0145] In terms of verbal information, internal requirements are
that the learner have a good mastery of linguistic rules and
vocabulary in order to understand statements presented, and he or
she must also have previously existing "cognitive structures" (p.
40), or structures of meaningfully organized information which will
give meaning and context to the new material presented.
[0146] One external condition is stimulation of the appropriate
cognitive structure (usually in the form of an advance organizer).
Another is informing the learner of the objective of the learning;
this focuses the learner's attention. A third may be repeated
hearing or reading of an informational passage; most modern
theories concur that more information is assimilated with each
repetition (p. 40).
[0147] Cognitive strategies refer to how the learner organizes his
or her own thought processes (attention, learning, remembering,
thinking). The internal conditions required are memory of
intellectual skills and verbal information previously learned which
relate to the new task presented. The most effective external
condition is evidently frequent opportunities to practice
strategizing. According to Gagne, practice refines and improves the
strategies.
1TABLE 3.1 Five Major Categories of Human Capabilities,
Representing the Outcomes of Learning with Examples of Each Example
of Human Performance Made Learning Outcome Possible by the
Capability Verbal Information Stating the provisions of the First
Amendment to the U.S. Constitution Intellectual Skill Showing how
to do the following: Discrimination Distinguishing printed b's from
d's Concrete Concept Identifying the spatial relation "be low"
Defined Concept Classifying a "city" by using a definition Rule
Demonstrating that water changes state at 100.degree. C.
Higher-order Rule Generating a rule for predicting rainfall, given
conditions of location and terrain Cognitive Strategy Originating a
novel plan for disposing of fallen leaves Attitude Choosing
swimming as a preferred exercise Motor Skill Executing the
performance of planing the edge of a board
[0148] The learning of motor skills (e.g., courses in drafting,
carpentry, etc. in the curriculum) requires the student to master
in overall sequence and pattern of movements. Especially in the
case of a complicated procedure (e.g., constructing a chair)
sometimes the sequence must be learned in parts, which are then put
together. The main external condition required is repeated
practice, which makes performance more and more smooth and
predictable.
[0149] Attitudes are expressed behaviorally; therefore one internal
condition for learning new attitudes is that the learner must have
mastered whatever skills or knowledge the behavior requires (e.g.,
knowledge of the rules in order to enjoy playing chess, etc.)
Another internal condition is that the learner must have admiration
and respect for people who are seen doing the behavior; this is
called "human modelling" (p. 46.) The only external conditions
which seem to be effective are that either the learner himself or a
human model experiences the effects of an action as "good" or
"bad."
[0150] A summary of the external conditions which facilitate
learning is shown in Table 4.2, from Essentials of Learning for
Instruction (Gagne, 1975, p. 93). One way the invention will ensure
mastery will be that the entire curriculum will be designed in
accordance with these sound and widely accepted learning conditions
of Gagne.
[0151] The invention has two ways to help a student who
demonstrates through his or her score that internal conditions of
learning are deficient (e.g., prerequisite skills or knowledge are
lacking). The first is that a HELP screen is always available at
the student's request. To avoid boredom or frustration, a student
will be able to access a HELP screen at any point during an
instructional unit. This first level HELP screen will allow the
student to:
[0152] change skill levels (learning speeds)
[0153] change learning styles
[0154] request another explanation
[0155] request review of any previous material
[0156] request a conference with a teacher
[0157] Depending on the option chosen, the invention will then
adjust a student's learning speed up or down, give another
explanation and examples (one in the same learning style and one in
a different learning style), review specific sections in the unit
(or all previous information in the unit), or connect the student
to a live video teleconference with a teacher. Access to this HELP
screen is optional, and a student may choose it once, several
times, or not at all during a unit of instruction.
2TABLE 4.2 A Summary of External Conditions Which Can Critically
Influence the Processes of Learning Class of Learning Objective
Critical Learning Conditions Verbal Information 1. Activating
attention by variations in print or speech 2. Presenting a
meaningful context (including imagery) for effective coding
Intellectual Skill 1. Stimulating the retrieval of previously
learned component skills 2. Presenting verbal cues to the ordering
of the combination of component skills 3. Scheduling occasions for
spaced reviews 4. Using a variety of contexts to promote transfer
Cognitive Strategy 1. Verbal description of strategy. 2. Providing
a frequent variety of occasions for the exercise of strategies, by
posing novel problems to be solved. Attitude 1. Reminding learner
of success experiences following choice-of particular action;
alternatively, insuring identification with an admired "human
model" 2. Performing the chosen action; or observing its
performance by the human model 3. Giving feedback for successful
performance; or observing feedback in the human model Motor Skill
1. Presenting verbal or other guidance to cue the learning of the
executive subroutine 2. Arranging repeated practice 3. Furnishing
feedback with immediacy and accuracy
[0158] Students who score average or above average will be able
to:
[0159] go to the next unit
[0160] change subjects
[0161] Request a live conference with teacher
[0162] Log off for now.
[0163] The conference option with SUBJECT MATTER EXPERTS makes it
possible for a student who has mastered the unit but who is curious
about tangential or deeper levels of the material to ask questions
while his or her interest is still fresh. If a teacher needs to
research the answer, the student could find the answer on the
system at log on the next day, or CLS can page the student with a
notice of the answer's availability.
[0164] A student who scores below average on the unit would
automatically be given a diagnostic check. This is the second way
in which the system can assess lack of prerequisite skills, as well
as other problems. The diagnostic check will be in the form of a
question (Did you use the HELP screen during the unit?) and a menu
for the student to choose from:
[0165] Too easy
[0166] Too hard
[0167] Not straightforward enough (linear-biased learners will tend
to think this about a curriculum that is too holistic)
[0168] Explanations seem incomplete (holistic-biased learners will
tend to think this about a curriculum that is too linear).
[0169] Other
[0170] (Re-wording may be necessary for younger learners, but the
idea will be the same.)
[0171] The computer system will automatically process the
diagnostic results and adjust the curriculum accordingly. If the
student requests, or checks "Other" he/she will be connected with a
teacher for a live teleconference. After this diagnostic step, the
student will then be given a menu screen with the choices:
[0172] further study
[0173] change subjects
[0174] log off
[0175] If the student chooses to either change subjects or log off,
the computer will automatically place him at the beginning of
customized remediation for this unit the next time this subject is
requested. If the student chooses further study, he will begin the
customized remedial content for the unit. This will include new
explanations, examples, and practice situations.
[0176] When the remedial unit is complete, the score is displayed,
and the above loop is repeated. If the student's score is still
below average, he should automatically be connected with a teacher
for a conference.
[0177] The teachers who work with this system will need to have
Teachers' Guides containing all the content and resources in the
system; there will be one of these for each grade level. They will
need to know these well so that they can give assignments within
the system to cover different problems that may arise.
[0178] The invention can be designed to provide many options, and
the student's preferences can lead him through the curriculum to
some extent; but the teachers' role will be critical in guiding the
student through any rough spots, and being sure that the entire
year's curriculum is completed on time.
[0179] Evaluation and revision must be built into the
implementation of the system, especially for the first two years of
use. Both the student and teacher should evaluate each unit of
instruction as it is completed. The student could have a very short
on-screen questionnaire immediately after the unit score is
displayed, and the teacher could have the option of recording any
comments about the content or design of the unit in the light of
that student's experience.
Sample Lesson
[0180] Johnny, age 10, logs on to the system for the first time.
The screen asks him to type his name, age, and assesses Johnny's
last grade completed in school, which in this case was fourth
grade.
[0181] The computer automatically branches Johnny into the fifth
grade entry adventure for boys--the world of ancient Welsh legends,
brought to life again through a time warp caused by the bizarre
collision of incompatible electromagnetic fields on the exact spot
where the Lord of Death was vanquished centuries ago. Death and his
forces are abroad again, causing terrible damage. The challenge is
to find him and trap him into returning to this spot, where the
quantum mechanical laws of nature are normally strong enough to
hold him fast.
[0182] To help Johnny solve this challenge, two guides provide
assistance: one explains things using analogies and associations,
and the other uses logical, linear, no-frills explanations. Johnny
is frequently asked which of these guides he wants to ask for
advice; in this way, the system can determine whether Johnny has a
preferred learning style.
[0183] Johnny is given information of varying complexity at
different points in the adventure. He is then asked to apply it in
a number of situations. The computer tracks how many choices it
takes Johnny to solve the problem, and compares this number to the
norm. Assume that Johnny falls into the lower range.
[0184] Having finished the entry adventure, CLS identifies Unit 1
of the science curriculum. He first sees a short video clip of the
science teacher, who introduces himself, explains how the unit is
structured, and reminds Johnny that the HELP screen is available at
any time, and that Johnny call talk with him in person by choosing
that option. Then Johnny begins Unit 1.
[0185] The testing indicated that Johnny is a slower learner who is
more comfortable with a holistic learning style, so he is branched
into the holistic-dominant curriculum at the slower learning speed.
First he sees and hears the story which acts as the advance
organizer for the year's science study: there is a benevolent
extraterrestrial messenger who has been given one year to convince
his superiors that the earth should be spared from destruction.
[0186] Johnny's lessons examine selected features of the earth. At
the end of each lesson, Johnny must provide information to the
messenger which indicates whether the features studied have value,
and should be preserved, so that the messenger can relay the
information. The learning objectives for the year will be listed in
this context. Then Johnny will see the tasks (learning objectives)
that he must master for Unit 1 on Geology.
[0187] The learning outcomes expected in unit 1 also verbal
information, intellectual skills (all levels) and cognitive
strategies. Gagne's critical learning conditions (e.g., presenting
important ideas in context or building in occasional reviews of
what has been learned) from Table 4.2 provide the structure for the
stories, games, and adventures which comprise the unit of
instruction.
[0188] Johnny works along in this highly--but transparently
structured--learning environment until he doesn't understand
something. At that point, he remembers that he can use the HELP
screen. He chooses the HELP screen and indicates that he wants a
further explanation. He is given two more explanations (one in each
learning style) with examples and two practice questions at the
end. His answer indicate that he understands, and he is branched
back into the unit.
[0189] Later in the unit, he isn't sure that he understands
something and he chooses "practice questions" under HELP 1. Still
confused after those he asks for further explanation, which still
doesn't clear up the problem. He is automatically branched into a
live teleconference with the teacher, who sets him back on track,
and tells Johnny how he can get more information on the subject if
he wants, but tells him that now he can also go on if he
prefers.
[0190] Johnny continues work in the unit until he has another
question; he calls up the HELP screen and selects "further
explanation." This time he understands well enough after the
explanations to answer the two practice questions correctly, and he
is then branched back into the unit.
[0191] Johnny finishes the unit with a test of his mastery of the
learning objectives for the unit. Rather than calling it a test,
the system presents it as his report for the extraterrestrial; it
includes geological reasons why the earth, and the study of its
geology, is important.
[0192] Johnny finishes the unit with an average score. He is asked
to answer three short questions ("What did you like best about this
unit?" "What did you like least . . . ?" "Any ideas for making it
better?") regarding the appeal and effectiveness of the unit. Then
he is given the options of going on to the next unit, changing
subjects, talking with the teacher, or logging off.
[0193] FIGS. 2-4 illustrate part of the procedures described above,
in flow-chart fashion, and are considered self-explanatory.
[0194] The following references describe ascertainment of a
student's learning style, and are incorporated by reference.
REFERENCES
[0195] Anderson, Scarvia; Ball, Samuel; Murphy, Richard T., and
Associates, Encyclopedia of Educational Evaluation, Jossey-Bass
Publishers, USA, 1977, pp. 63-65.
[0196] Breland, Hunter M., Assessing Student Characteristics in
Admissions to Higher Education: A Review of Procedures, Research
Monograph Number 9, The College Board, New York, 1981, p. 38.
[0197] Chopra, Deepak, Perfect Health, Harmony Books, 1990.
[0198] Entwistle, Noel, Styles of Learning and Teaching, John Wiley
and Sons, Ltd., 1981, pp. 87-116.
[0199] Gagne, Robert M., and Briggs, Leslie J., Principles of
Instructional Design, Second edition, Holt, Rinehart and Winston,
USA, 1979.
[0200] Gagne, Robert M., Essentials of Learning for Instruction,
The Dryden Pres, University of Florida, 1975.
[0201] Gagne, Robert M., The Conditions of Learning, Holt, Rinehart
and Winston, 1977.
[0202] Hilgard, Ernest R. and Bower, Gordon H., Theories of
Learning, Fourth Edition, Prentice Hall, 1975.
[0203] Scott J. William A.; Osgood, D. Wayne; and Peterson,
Christopher, Cognitive Structure, Theory and Measurement of
Individual Differences, V. H. Winston and Sons, Washington, D.C.,
1979, pp. 36-83.
[0204] Smith, H. C., "Psychometric Checks on Hypothesis Derived
from Sheldon's Work on Physique and Temperament," Journal of
Personality, 17:310-320, 1949.
[0205] Standards for Educational and Psychological Tests, American
Psychological Association, Inc., Washington, D.C., 1974.
[0206] Thorndike, Robert L., and Hagen, Elizabeth P., Measurement
and Evaluation in Psychology and Education, Fourth Edition. John
Wiley and Sons, Inc., 1977, pp. 394-445.
Definitional Matters
[0207] One definition of the following terms is given.
[0208] Curriculum is the overall course of study taken by a
student. For example, a college curriculum for a major in
mathematics has a known content.
[0209] A subject is a subset of a curriculum. For example, for a
curriculum in mathematics, differential equations is a subject. A
Topic is a subset of a subject. For example, for differential
equations, a topic is the Wronskian.
[0210] A lesson explains one or more topics.
[0211] A teaching strategy is designed to accommodate a student's
preferred learning style, such as the holistic style.
[0212] Communicators are devices which allow remote interaction
with a computer. A PC containing a modem is one example. However,
communicators are not limited to PCs. A home television, and
telephone, can be used as communicators, when equipped with
appropriate, known, auxiliary equipment.
[0213] Patching is a term taken from the ham radio art, and refers
to establishing a telecommunication link.
[0214] Concatenable means able to be expanded by concatenation.
[0215] Progressive means adaptable to arrangement in a progression,
or sequence. For example, the subjects taught in grades 1 through 5
are arranges in a sequence, and are progressive.
[0216] Roving Communicators refer to the absence of tethers which
force the Communicators to be used at a fixed location. A PC using
a cellular modem provides an example of a Roving Communicator.
[0217] Numerous substitutions and modifications can be undertaken
without departing from the true spirit and scope of the
invention.
* * * * *