U.S. patent application number 10/355060 was filed with the patent office on 2003-10-23 for system and method for selecting instruction material.
This patent application is currently assigned to Sylvan Learning Systems, Inc.. Invention is credited to Stuppy, John J..
Application Number | 20030198932 10/355060 |
Document ID | / |
Family ID | 21833232 |
Filed Date | 2003-10-23 |
United States Patent
Application |
20030198932 |
Kind Code |
A1 |
Stuppy, John J. |
October 23, 2003 |
System and method for selecting instruction material
Abstract
This invention is a computer based system for the assessment,
management and instruction of students, and for the delivery of
work pages and other instructional materials in the form of
electronic student workbooks. The computer based assessment of the
student produces a student profile including skill gaps or learning
objectives. Teacher (20) and student (22) workstations are
networked CPUs with pen-based tablet inputs, and displays network
with a central processor (10) and data base. A director workstation
may also be networked with the central processor. The central
processor generates a teacher workbook either directly or with
input from the director workstation. The teacher, or teacher and
director together, assemble an electronic student workbook
containing instructional materials correlated with the student
profile. The system tracks useful data such as instructional
material (e.g., textbook pages, work sheets, software, simulations,
tests, etc.) delivered to students.
Inventors: |
Stuppy, John J.;
(Alexandria, VA) |
Correspondence
Address: |
Venable
Post Office Box 34385
Washington
DC
20043-9998
US
|
Assignee: |
Sylvan Learning Systems,
Inc.
|
Family ID: |
21833232 |
Appl. No.: |
10/355060 |
Filed: |
January 31, 2003 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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10355060 |
Jan 31, 2003 |
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09678030 |
Oct 3, 2000 |
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09678030 |
Oct 3, 2000 |
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09275793 |
Mar 25, 1999 |
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6146148 |
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09275793 |
Mar 25, 1999 |
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PCT/US97/16672 |
Sep 24, 1997 |
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60026680 |
Sep 25, 1996 |
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Current U.S.
Class: |
434/322 |
Current CPC
Class: |
G06Q 10/00 20130101;
G09B 7/04 20130101; G09B 5/00 20130101; G09B 7/02 20130101; G09B
7/00 20130101; G09B 5/14 20130101 |
Class at
Publication: |
434/322 |
International
Class: |
G09B 007/00 |
Claims
What is claimed is:
1. A method of automated delivery of instructional material
comprising the steps of: (a) generating student profile data
including skill gaps; (b) generating an electronic student workbook
containing instructional material correlated to the student profile
data; (c) displaying the electronic workbook on a student
workstation; (d) collecting student input data input at the student
workstation in response to instructional materials; and (e)
updating the student profile data in response to the student input
data.
2. A method according to claim 1, wherein said step of (b) of
generating an electronic student workbook further comprising the
steps of: (b1) generating an electronic teacher workbook containing
a set of instructional materials correlated to the student profile,
(b2) displaying the teacher workbook on a teacher workstation, (b3)
generating the student workbook from a subset of said instructional
materials selected by input into the teacher workstation.
3. A method according to claim 2, wherein said step (e) further
comprises the steps of: collecting student input data from the
student workstation to the teachers workbook, and collecting
teacher input data input into the teacher workstation.
4. A method according claim 3, wherein said step (e) comprises
updating the student profile data in response to student input data
and teacher input data.
5. A method according to claim 1, further comprising the step of
collecting instructional material data corresponding to
instructional materials sent to a student.
6. A method according to claim 5, further comprising the step of
calculating charges based on said instructional material data.
7. A method according to claim 1, wherein said step of generating a
student profile data comprises administering a test to the student
for identifying a discrete set of skill gaps, wherein the profile
comprises the discrete set of skill gaps.
8. A method according to claim 7, wherein said step of (b) of
generating an electronic student workbook further comprising the
steps of: (b1) generating an electronic teacher workbook containing
a set of instructional materials correlated to skill gaps in the
student profile, (b2) displaying the teacher workbook on a teacher
workstation, (b3) generating the student workbook from a subset of
said instructional materials selected by input into the teacher
workstation.
9. A method according to claim 8, wherein said step (e) further
comprises the steps of: collecting student input data from the
student workbook to the teachers workbook, and collecting teacher
input data input into the teacher workstation.
10. A method according claim 9, wherein said step (e) comprises
updating the student profile in response to student input data and
teacher input data.
11. A method according to claim 10, wherein said step (e) of
updating the student profile data, further comprises adding and
subtracting skill gaps.
12. A method according to claim 1, wherein the step (e) of updating
the student profile data is followed by steps (b), (c), (d) and (e)
to form a feedback loop containing steps (b), (c), (d) and (e).
13. A method according to claim 2, wherein the step (e) of updating
the student profile data is followed by steps (b), (c), (d) and (e)
to form a feedback loop containing steps (b), (c), (d) and (e).
14. A method according to claim 4, wherein the step (e) of updating
the student profile data is followed by steps (b), (c), (d) and (e)
to form a feedback loop containing steps (b), (c), (d) and (e).
15. A method according to claim 7, wherein the step (e) of updating
the student profile data is followed by steps (b), (c), (d) and (e)
to form a feedback loop containing steps (b), (c), (d) and (e).
16. A method according to claim 8, wherein the step (e) of updating
the student profile data is followed by steps (b), (c), (d) and (e)
to form a feedback loop containing steps (b), (c), (d) and (e).
17. A method according to claim 10, wherein the step (e) of
updating the student profile is followed by steps (b), (c), (d) and
(e) to form a feedback loop containing steps (b), (c), (d) and
(e).
18. A method according to claim 2, wherein the teacher notebook
further comprises an application for taking notes, and an
application for generating statistics in response to the student
input data.
19. A method according to claim 8, wherein the teacher workbook
further comprises an application for taking notes, and an
application for generating statistics in response to the student
input data.
20. A method according to claim 2, wherein said step of (b1) of
generating an electronic teacher workbook further comprising the
steps of: (b11) generating an electronic director workbook
containing a set of instructional materials correlated to the
student profile, (b12) displaying the director workbook on a
director workstation, (b13) generating the teacher workbook from a
subset of said instructional materials selected by input into the
director workstation.
21. A method according to claim 20, wherein said step (e) further
comprises the steps of: collecting student input data from the
student workstation to the teachers workbook, collecting teacher
input data input into the teacher workstation, and collecting
director input data into the director workstation.
22. A method according claim 21, wherein said step (e) comprises
updating the student profile data in response to student input
data, teacher input data, and director input data.
23. A method according to claim 8, wherein said step of (b1) of
generating an electronic teacher workbook further comprising the
steps of: (b11) generating an electronic director workbook
containing a set of instructional materials correlated to the
student profile, (b12) displaying the director workbook on a
director workstation, (b13) generating the teacher workbook from a
subset of said instructional materials selected by input into the
director workstation.
24. A method according to claim 23, wherein said step (e) further
comprises the steps of: collecting student input data from the
student workbook to the teachers workbook, collecting teacher input
data input into the teacher workstation, and collecting director
input data into the director workstation.
25. A method according claim 24, wherein said step (e) comprises
updating the student profile data in response to student input
data, teacher input data, and director input data.
26. A system for electronic instructional delivery, comprising: a
central data base containing student profile data and instructional
materials; a central processor connected to the central database
for generating electronic teacher workbooks from the student
profile data and instructional materials; a teacher workstation
connected to the central processor, including a display for
displaying teacher workbooks generated by the central processor, an
input device for inputing teacher input data generated in response
to the teacher workbooks, and a processor for generating electronic
student workbooks comprising instructional materials in response to
the teacher input and student profile data; a student workstation
connected to the teacher workstation, including a display for
displaying student workbooks, an input device for inputing student
input data generated in response to instructional materials in the
student workbook, and means for forwarding input data to the
central processor to update the student profile data.
27. A system according to claim 26, wherein said student profile
data comprises skill gaps.
28. A system according to claim 26, further comprising a director
workstation connected to the central processor, including a display
for displaying director workbooks generated by the central
processor, an input device for inputing director input data
generated in response to the director workbooks, and a processor
for generating electronic teacher workbooks comprising
instructional materials in response to the director input and the
student profile data.
29. A system for electronic instructional delivery, comprising: a
central data base containing student profile data and instructional
materials; a central processor connected to the central database
for generating electronic teacher workbooks from the student
profile data and instructional materials, and for generating
electronic student workbooks comprising instructional materials in
response to teacher input and student profile data; a teacher
workstation connected to the central processor, including a display
for displaying teacher workbooks generated by the central
processor, an input device for inputing teacher input data in
response to the teacher workbooks; a student workstation connected
to the teacher workstation, including a display for displaying
student workbooks, an input device for inputing student input data
generated in response to instructional materials in the student
workbook, and means for forwarding input data to the central
processor to update the student profile data.
30. A system according to claim 26, wherein the teacher and student
workstations are at the same location.
31. A system according to claim 30, comprising a plurality of
student workstations.
32. A system according to claim 31, wherein the single location is
a U-shaped table.
33. A system according to claim 29, wherein the teacher and student
workstations are at the same location.
34. A system according to claim 33, comprising a plurality of
student workstations.
35. A system according to claim 34, wherein the single location is
a U-shaped table.
36. A system according to claim 26, wherein the teacher and student
workstations are at different locations.
37. A system according to claim 36, comprising a plurality of
student workstations.
38. A system according to claim 29, wherein the teacher and student
workstations are at different locations.
39. A system according to claim 38, comprising a plurality of
student workstations.
Description
BACKGROUND OF THE INVENTION
[0001] It has long been an objective in education to automate the
handwritten pen and paper-and-pencil testing process and to develop
a computer-based diagnostic and prescriptive student assessment
system for use in tutoring and supplemental education franchises,
corporate education and school-based learning centers. Educational
testing organizations have strived to allow teachers and learning
center personnel to administer a complete and accurate student
assessment test battery using computers. In addition, once students
have been assessed, it would be advantageous to automatically
develop individualized student workbooks suited for each particular
student, and then automate the assembly and delivery of
instructional material required by the individual student.
[0002] Currently, when a student enrolls in tutorial or
supplemental educational programs, he or she completes a series of
primarily paper-and-pencil diagnostic tests to identify
subject-specific skill gaps. Once these tests are corrected and
analyzed against a given curriculum of subject-specific learning
objectives, a teacher or supervisor outlines a personalized program
of instruction through which the student will master the
subject.
[0003] It is an object of the present invention to automate the
testing process. It is a further object of the present invention to
provide a computer system for administering a complete diagnostic
test battery, including, as appropriate, vision and other tests. It
is a further object to gather information suitable for assisting in
the diagnosis, prescription, and instruction of students, and to
maintain appropriate records of the process.
[0004] Once a student has completed a test battery, it is an object
of the present invention to diagnose and analyze the test results
to identify the student's skill gaps and produce a useful student
profile. It is a further object of the present invention to
generate a personalized study plan and prescription which can then
be followed and tracked using an automated delivery system for
instructional materials. In short, it is also an object of the
present invention to generate more useful diagnostic, prescriptive,
instructional and marketing information than the current battery of
mostly paper-and-pencil tests presently provide.
[0005] It is yet another object of the present invention to develop
a new automated assessment system to replace the mostly
paper-and-pencil test battery presently administered in tutorial
learning centers. Lastly, still further objects of the present
invention are to enhance assessment, improve effectiveness,
streamline test administration and use, increase profitability of
tutorial learning centers utilizing the system of the invention,
reduce administration and scoring costs, eliminate duplicate data
entry between applications, support new educational product
development, improve instruction, upgrade process efficiency,
increase student length-of-stay, enhance quality control, and
improve data collection.
SUMMARY OF THE INVENTION
[0006] In accordance with the above objects, the present invention
provides a method of automated delivery of instructional material.
The method comprises, in one embodiment, steps (a)-(e). Step (a) is
generating student profile data including skill gaps. Step (b) is
generating an electronic student workbook containing instructional
material correlated to the student profile data. Step (c) is
displaying the electronic workbook on a student workstation. Step
(d) is collecting student input data input at the student
workstation in response to instructional materials. Finally, step
(e) is updating the student profile data in response to the student
input data.
[0007] Preferably, step (b) of generating an electronic student
workbook further comprises steps (b1)-(b3). Step (b1) is generating
an electronic teacher workbook containing a set of instructional
materials correlated to the student profile. Step (b2) is
displaying the teacher workbook on a teacher workstation. Lastly,
step (b3) is generating the student workbook from a subset of said
instructional materials selected by input into the teacher
workstation.
[0008] In another preferred embodiment, step (e) further comprises
the steps of: collecting student input data from the student
workstation to the teachers workbook, and collecting teacher input
data input into the teacher workstation. The student profile data
is then preferably updated in response to student input data and
teacher input data.
[0009] In another embodiment, the method further comprises the step
of collecting instructional material data corresponding to
instructional materials sent to a student, and calculating charges
based on the instructional material data. Such charges can be
either student charges, or charges to the centers using the system
for the use of copyrighted or proprietary instructional
materials.
[0010] Step (a) of generating student profile data comprises
administering a test to the student for identifying a discrete set
of skill gaps, wherein the profile comprises the discrete set of
skill gaps.
[0011] Step (e) of updating the student profile data, preferably
comprises adding and subtracting skill gaps.
[0012] The method of the invention is preferably carried out so
that the step (e) of updating the student profile data is followed
by steps (b), (c), (d) and (e) to form a feedback loop containing
steps (b), (c), (d) and (e).
[0013] The teacher workbook preferably has an application for
taking notes, and an application for generating statistics in
response to the student input data.
[0014] In a still further embodiment, step (b1) of generating an
electronic teacher workbook further includes the additional steps
of (b11), (b12), and (b13). Step (b11) is generating an electronic
director workbook containing a set of instructional materials
correlated to the student profile. Step (b12) is displaying the
director workbook on a director workstation, and step (b13) is
generating the teacher workbook from a subset of said instructional
materials selected by input into the director workstation. In this
embodiment, step (e) preferably further includes the steps of:
collecting student input data from the student workbook to the
teachers workbook, collecting teacher input data input into the
teacher workstation, and collecting director input data into the
director workstation. The student profile data is then updated in
response to student input data, teacher input data, and director
input data.
[0015] Also in accordance with the present invention, the present
invention provides a system for electronic instructional delivery.
The system has a central data base containing student profile data
and instructional materials. A central processor is connected to
the central database for generating electronic teacher workbooks
from the student profile data and instructional materials. A
teacher workstation is connected to the central processor. The
teacher workstation includes a display for displaying teacher
workbooks generated by the central processor, an input device for
inputing teacher input data generated in response to the teacher
workbooks, and a processor for generating electronic student
workbooks comprising instructional materials in response to the
teacher input and student profile data. A student workstation is
connected to the teacher workstation. The student workstation
includes a display for displaying student workbooks, an input
device for inputing student input data generated in response to
instructional materials in the student workbook, and means for
forwarding input data to the central processor to update the
student profile data. In this preferred embodiment of the system,
the student profile data preferably comprises skill gaps.
[0016] Another embodiment of the system according to the present
invention has a director workstation connected to the central
processor. The director workstation, includes a display for
displaying director workbooks generated by the central processor,
an input device for inputing director input data generated in
response to the director workbooks, and a processor for generating
electronic teacher workbooks comprising instructional materials in
response to the director input and the student profile data.
[0017] In a yet further embodiment of the system of the present
invention, the director, teacher and student workstations are
merely displays and input devices and all processing is done by the
central processor.
[0018] The system of the present invention preferably has a single
teacher workstation and a plurality of student workstations at a
single location on a U-shaped table.
[0019] Further objects, features and advantages of the present
invention will become apparent from the Description of the
Preferred Embodiments which follows, when considered together with
the attached Drawings.
DESCRIPTION OF THE DRAWINGS
[0020] FIG. 1 is a schematic representation of a system according
to the present invention.
[0021] FIG. 2 is a schematic representation of another embodiment
of the system according to the invention including a plurality of
worktables.
[0022] FIG. 3 is a log on screen according to the invention.
[0023] FIG. 4 is a communications log section of the electronic
teacher workbook according to the invention.
[0024] FIG. 5 is a goals section of the electronic teacher workbook
according to the present invention.
[0025] FIG. 6 is an instruction section from the electronic teacher
workbook according to the present invention.
[0026] FIG. 7 is a screen display or page from the teacher workbook
according to the invention showing an example of instructional
material to be sent to a student after selection from the
instruction section.
[0027] FIG. 8 shows a page of the electronic student workbook
displaying the instructional material of FIG. 7.
[0028] FIG. 9 shows the Basic Facts section of the electronic
teacher workbook according to the preferred embodiment of the
invention.
[0029] FIG. 10 another page of the Basic Facts section of the
electronic teacher workbook.
[0030] FIG. 11 shows the link between databases Student.dbf and
RP.dbf.
[0031] FIG. 12 shows the link between databases T2KMfcts.dbf and
Student.dbf.
[0032] FIG. 13 shows the link between databases T2KMRSn.dbf and
RP.dbf.
[0033] FIG. 14 shows the link between databases Ma1Presc.dbf and
Student.dbf.
[0034] FIG. 15 shows the link between databases T2KLtDt1.dbf and
Prescrip.dbf.
DESCRIPTION OF THE PREFERRED EMBODIMENTS
[0035] The invention is directed to a computer based system for the
assessment, management and instruction of students and for the
delivery of work pages and other instructional materials in the
form of electronic student workbooks. In a preferred embodiment, as
shown schematically in FIG. 1, the system is designed for use with
a table 6 that seats a teacher and a number of students. The
teacher has a teacher workstation 1, and the four students have
student workstations 2-5. In this embodiment, the teacher
workstation 1 and the student workstations 2-5 are networked CPUs
with a pen-based tablet input and display. The teacher can send
selected instructional materials to each of the students through
the pen tablet interface of workstation 1 and can see what each
student is doing on that student's pen tablet interface upon
receipt of the image on the display of teacher workstation 1.
Although FIG. 1 shows a worktable 6 in which the teacher and
students are at the same location, because the system comprises
networked CPUs, through such methods as LAN, WAN, Dial-up, or other
methods, it is possible to have additional students, or even all
students at remote locations.
[0036] As will be explained in detail below, with reference to the
Figures and to the Examples, the delivery of student workbooks is
accomplished in accordance with a previously, preferably
automatically, assessed student profile of each student. The system
of this embodiment may also accomplish the assessment and diagnosis
to generate a student profile. The profile is then used by the
system to generate electronic student workbooks personalized for
each student.
[0037] In the automated assessment and diagnostic testing, a
student receives instructions directly from a computer through a
multimedia interface, in this embodiment, the pen based workstation
2-5 and an audio headset (not shown) connected to each workstation
for delivering oral instructions to the student. The student takes
the assessment test and answers electronically using the pen or
other input device. The answers are scored electronically so that
the student's initial assessment is free of scoring and
administration errors. The student may also receive a battery of
tests over one of the workstations 2-5. The tests are generally
designed to identify the ability to perform different tasks or the
mastery of certain learning objectives or skills. The assessment
tests are scored and analyzed by computer to generate a student
profile which is then utilized by the system of the present
invention to generate a learning program suited to that student and
deliver electronic student workbooks to the workstations 2-5 of the
system of the present invention. The student profile contains,
among other data, skill gaps which need to be filled by further
instruction. Ongoing assessments during the use of the system are
used to expand and update the profile.
[0038] The system architecture incorporates a file server 10
networked to and capable of receiving input from multiple student
workstations and multiple teacher workstations.
[0039] FIG. 2 shows another embodiment of the present invention
comprising a server 10 and multiple worktables 25. Each worktable
25 has a teacher workstation 20 where a teacher 21 can be seated
and a plurality of student workstations 22 where students 24 are
seated. FIG. 2 shows three student workstations 22, but any number
of student workstations is possible depending on the desired
student/teacher ratio. Each teacher workstation 20 and student
workstation 22 is provided with a networkable microprocessor. An
individual teacher 21 may communicate through the network to any of
the student workstations 22. Likewise, other teachers may engage a
plurality of different students at another worktable 25 in a
similar or different arrangement. In FIG. 2, the worktables 25 are
shown in the shape of a "U" with the teacher 21 and teacher
workstation 20 in the middle surrounded by students 23 and student
workstations 22. The invention is just as applicable to
round-tables or other suitable configurations. In other
embodiments, the teacher and student may be at completely different
locations.
[0040] The server 10 is adapted to track the various activities and
inputs of each student and record student input data, either
automatically through the student workstation 22, or manually as a
result of teacher inputs from teacher workstation 20.
[0041] The system is designed to preserve student-teacher
interaction, because the pen tablet interface is on the surface of
table 25 and is not a vertical display interfering with eye
contact. Other embodiments are contemplated which further provide
mechanisms by which the angle of the screen may be adjusted, or
other input devices such as keyboards to supplement the pen
input.
[0042] The teacher 21 sits at table 25 and each student 23 sits at
the table 25 at a location opposite or adjacent the teacher 21.
Each teacher workstation 20 and each student workstation 23
comprises a fully functional microcomputer or computer controlled
display 20 device. In the preferred embodiment, for example, each
workstation 20, 23 is a personal computer capable of running any
one of a plurality of programs, either supplied by the network
provider or over central server 10, or run from a hard disk, RAM or
other storage 25 device on the workstation 20, 22 itself. In other
words, for example, the system software and applications software
are preferably fully compatible with commercially available
computer systems, such as, for example Pentium.TM. based personal
computer systems, to allow third party commercial educational
software to be easily integrated over the network. Of course, the
invention is not limited to any one kind of processor type, and
other computer systems and processors may be employed.
[0043] In another embodiment, the teacher and student workstations
20, 22 are merely displays and inputs, and all calculation takes
place in the central processor 10.
[0044] The overall system according to the invention contemplates a
seamless arrangement whereby a student enters the teaching
environment represented in FIG. 2 by worktable 25 and receives a
battery of assessment tests, which in a preferred system would be
an automated battery of tests for assessment and diagnostics in
order to produce the student profile. A student initially receives
a test to determine him or her level of mastery for every skill or
learning objective to identify skill gap data. The skill gap data
then becomes part of the student profile.
[0045] A locator test can first be given to pinpoint the most
appropriate testing level for the student, and allow more accurate
assessment and the generation of a more accurate student profile.
The locator test is preferably reading and math oriented and is
designed to allow subsequent testing to be done at the level
appropriate for the student's skill. With very young children, for
example, who may not be able to read, non-verbal testing may be
required. With older children, mathematical testing, for example,
may have to be done at a lower reading level in order to properly
assess the child's ability without a bias associated with a lower
reading level, and to thus generate an accurate and useful student
profile.
[0046] The assessment and diagnostic testing required to generate
the student profile is preferably automated in order to avoid
manual testing errors that can have significant effect on the
assessment of the student's progress. Such automated testing can be
executed at the student workstation 23 using the pen tablet
interface of the preferred embodiment, or another appropriate
interface. It is also possible for assessment and diagnostic
testing to take place remotely from worktable 25.
[0047] Once the battery of tests is completed, the system corrects
the tests and provides a student profile of the student's ability
level. The profile is then preferably evaluated by a director of
education (DE), some other manager, or a teacher. Notes and
comments can be entered in the teacher workbook generated using the
student profile data. Such additions to the teacher workbook will
assist when the teacher workbook is used to generate a student
workbook or deliver instructional materials at a later time in the
teaching process. The teacher or DE may plan or pick instructional
materials which become part of the students workbook based on
selections created by the server in accordance with the student
profile. Of course, the student workbook can also be generated
automatically without teacher assistance using the data of the
student profile. The student workbook including these selected
materials is then stored in the memory of the server.
[0048] Server 10 or the teacher workstation 20 can track the
instructional materials delivered to the student workstation for
charge calculation purposes. As used herein, the term instructional
material refers to data or software useful in instruction, and
includes, for example, textbook pages, work sheets, instructional
software, simulations and tests of various kinds.
[0049] When instructing students, the teacher 21 instructs one or
more students 24 at worktable 25. Each student has a student
workstation 23, comprising a pen tablet interface in the preferred
embodiment. The pen tablet or student workstation 23 is placed on
the surface of table 25, as is the teacher workstation 21. This
construction, as mentioned above, facilitates student/teacher
interaction.
[0050] The preferred embodiment of the instructional delivery and
student management process will be explained in the Example with
reference to FIGS. 3-10.
[0051] FIGS. 4-10 illustrate sample computer screens of the teacher
workbook and student workbooks according to the present invention
and illustrate how the two are interconnected and used with teacher
workstations 20 and student workstations 22. The sample screens of
the FIGS. illustrate various features of the invention including
the interactive technique for delivering instructional materials to
the students.
[0052] In the preferred embodiment, the student and teacher
workbooks create a workbook metaphor user environment. What the
user sees is a representation of a ring binder. Touching tabs on
either side of the workbook allows the user to switch between
sections, and touching the lower corners of individual pages allows
the user to turn pages within the workbook.
[0053] However, the terms teacher student and director workbooks
are not limited to a notebook metaphor user environment, but
include other graphical interface user environments as well. It may
be appropriate to have a classroom user environment or school house
user environment. It may even be appropriate to tailor the user
environment to the grade level or subject taught. In short, as used
herein, workbook refers broadly to the combination of software
graphical interface and data contained displayed thereby.
[0054] FIG. 8, for example, illustrates the capture of handwriting
input by the pen tablet of the student workstation 22 during manual
exercises in the student workbook. The teacher workbook itself is
illustrated in FIGS. 4-7, 9 and 10. A page of instruction section
of the teacher workbook showing skill activities assembled in
accordance with a given student profile is illustrated in FIG. 6.
As will be explained in detail in the example below, using the pen,
mouse, or other pointing device, various boxes may be clicked to
call up information on assembled instructional materials in the
lower half of the screen relating to a particular skill gap
identified in the student profile of a particular student.
[0055] The FIGS. 9 and 10 illustrate interactive teaching and
record keeping associated with an exemplary automated exercise
designed to teach basic math facts. The use of the notebook pages
associated, with this exercise is explained in detail below in the
Example.
[0056] In general, the teacher may select an exercise from among
the instructional materials assembled in accordance with the
student profile and do exercises or review the materials along with
the student, referred to as guided practice (GP). After the guided
practice, the teacher may assign other materials for independent
practice (IP) by calling up an exercise in the teacher workbook and
then forwarding the exercise or material to the student workbook
where it appears on the student's screen for the student to do
unassisted.
[0057] Depending upon the results of the IP, the teacher may then
assign a problem solving (PS) session to the student workbook.
Problem solving is a higher level of exercise in which the student,
for example, practices a mathematical concept using word problems.
Thereafter, a so-called distributed practice (DP) or mastery test
is administered to determine whether the student has mastered the
material or a particular skill. The DP is preferably administered
during a later session in order to test whether the material has
been retained. The results from the DP or mastery test are then
stored in the server and used to update or amend the student
profile.
[0058] At each stage of instruction and practice, records
pertaining to the student may be entered in the teacher's
electronic workbook. The student workbook, as discussed above, and
as will be better understood later, is the combination of a
software module and data base for displaying and accessing
instructional materials in accordance with the student profile and
teacher commands and storing response and other input data from the
student. Likewise, the teacher workbook is a combination of
software module and database containing and displaying an assembly
of instructional materials generated in accordance with the student
profile. In the preferred embodiment, the teacher uses the teacher
workbook to instruct the student and assemble the student workbook.
However, the student workbook can also be generated by a director
of education (DE) or automatically by the central processor in
accordance with the student profile. The student workbook is used
to deliver instructional materials to the student and retrieve
input data and forwards the data to the teacher workbook or central
processor.
[0059] In accordance with the invention, the workbook format or
metaphor allows the teacher to look at the materials assigned to
the student and the progress the student has made. The materials
assigned in the student workbook are delivered in accordance with
the student profile, as discussed above, either (1) as assigned by
the DE, (2) as assigned by the teacher by means of the teacher
workbook or (3) as automatically assembled by the central processor
in accordance with the student profile.
[0060] When the various stages of practice have been completed, the
workbook may be marked and any inputs automatically stored. Grades,
error analysis, and time on task records may be automatically
logged for later analysis and used in the updating or amendment of
the student profile. Some records for use in amending the student
profile may also be entered manually by the teacher from the
teacher workbook. The teacher uses the notebook metaphor electronic
teacher workbook to tab through the teacher workbook to various
sections, for example, instruction, goals, etc., wherein activities
may be logged and notes taken. As discussed in detail in the
Example, by clicking a mouse or touching the pen to the screen at
the tab, a particular page or section of the teacher notebook
opens.
[0061] In order to determine whether the system of the present
invention is working properly, accurate records are necessary. To
this end, the system allows for automated record keeping, storage
and analysis. The records are kept for the benefit of the student,
and for allowing the teacher to conduct meaningful comprehensive
parent teacher conferences. Parent teacher conference can be
conducted with the same interactive arrangement of the worktable 25
and workstations 20, 23 shown in FIG. 2.
[0062] Records may also be kept on a global basis in order to
evaluate the system effectiveness for a large number of students.
Statistical information and analysis may be kept, which is useful
in evaluating specific instructional materials assembled in the
workbooks and the relationship of the instructional materials used
to the skill level of the student. It is important to identify
which instructional materials or methods work for teaching a
particular concept to students of a particular skill level, in a
particular age group, or with certain demographic or other
characteristics. The feedback mechanism of the system of the
present invention allows for constant improvement of the entire
system. Instructional materials can be analyzed for effectiveness
at the same time that students progress is noted and student
profiles continually updated and amended. Feedback is also used on
a one-to-one basis between the teacher and the student.
[0063] The pen-based computer tablet interface arrangement of
workstations 20, 23 allows for free style writing on the tablet.
During an instructional session, the teacher can call the teacher
workbook for each student 23, and with it instructional materials
for various practice exercises over the entire range from GP to DP.
For example, as shown in FIGS. 7 and 8, the teacher may call up a
page of subtraction problems and transfer the problems to student
workbook which is viewed at the student workstation 22. The student
may then answer the problems by physically entering the answer on
the problem solving screen of the appropriate workbook page. For
example, the student may simply write in by hand the sum of a
column of numbers below the column as in a traditional written
mathematics exercise. In the meantime, the teacher 21 may be
working with another student by turning to the section of the
teacher workbook devoted to that student and supplying different
instructional materials or other activities and at a grade or
learning levels appropriate to the second student as determined by
that student's profile. When it is time to review an exercise, the
teacher can call the work sheet from the student workbook to the
teacher workstation 20 where it may be evaluated. Both student and
teacher may look at the results. In this connection, the teacher
sees exactly what was presented to the student and the actual
written responses of the student. The teacher may call up the
correct answer for comparison with the student's answer and if the
answer is incorrect, discuss the reason for the error. The teacher
may then use the knowledge gained from this interactive error
analysis to explain the work, to assign another exercise, such as
those from among a set assembled in accordance with the student
profile, or to amend the student profile.
[0064] A number of alternate arrangements of assessment and
diagnostic tests for generating a student profile are contemplated.
A first arrangement employs a scannable score sheet for machine
scoring. The scannable score sheet is scanned by an image scanner.
The scannable score sheet is typically a "bubble sheet" for entry
of answers. This technique uses an answer sheet which is keyed to
an associated instruction booklet.
[0065] An alternative arrangement of the assessment and diagnostic
test is a computer test arrangement in which the computer screen is
used to display test questions and the answers may be entered on
the screen using the electronic pen or other input device. Either
in the embodiment using scannable sheet or the computer test,
scores are computed automatically upon entry into the computer, and
a student profile generated from the results. With very young
children, for example, responses to questions, or whether questions
were answered correctly or incorrectly could be manually input by a
teacher or proctor.
[0066] The computer test arrangement is especially useful with
children, as smudging errors and the like experienced with
scannable sheet test are reduced. Also, the computer test may be
used with a multimedia arrangement contemplated by the invention in
which the student uses the student workstation 23 and auxiliary
headphones to hear questions and/or answers appearing on the
screen. The advantage of both types of tests, is that automated
scoring and reporting may be achieved with great time savings.
Also, when used in combination with recorded instructions, great
consistency in test administration is achieved. It is contemplated
that instructions for either the scannable sheet or computer tests
would be recorded professionally with appropriate scripting and
voice inflection to stimulate a test taker's interest and
enthusiasm. Also, a recorded script properly delivered to every
applicant results in more consistent results, and easier evaluation
of the test itself. Lastly, the instructions could be delivered in
any of several languages, depending on the test give.
[0067] Other advantages of the automated system according to the
present invention include reducing paperwork and greatly increasing
efficiency. For example, currently, individual student results are
forwarded to a central location for statistical tracking and the
like. The method and system of the invention allows for electronic
bundling and transmission of data for batch processing of results
thereby reducing paperwork and data entry problems, saving time and
improving efficiency results from other automated tasks.
[0068] Additional advantages of the system allow for the
incorporation of many currently available multimedia programs in
the set of instructional materials assembled in accordance with a
given student profile. This method improves resource availability
and system versatility.
[0069] Also, independent tests may be incorporated into the method
and system according to the present invention. Examples of
independent tests are vision screening and receptive vocabulary
tests, which can be supplied by outside vendors as off the shelf
software. The results of these tests may or may not be used in the
generation, updating and amendment of the student profile. Also,
students tend to operate at a computer workstation for longer
periods and with more enthusiasm than they might otherwise using
conventional materials, thereby increasing length of stay, or time
that students are enrolled in learning centers using the system of
the invention.
EXAMPLE
[0070] This example illustrates the preferred embodiments of the
present invention, but the invention is not intended to be limited
thereto.
[0071] The automated assessment and diagnostic/prescriptive test to
identify skill gaps and generate the student profile, and
thereafter the automated instructional delivery is, for example,
carried out with the following computer hardware.
[0072] Hardware:
[0073] a plurality of IBM-compatible or Mac computers
[0074] networked operating system for file access/sharing
[0075] color VGA display (CRT-monitor or LCD-flat panel color
display)
[0076] pointing/input device:
[0077] can be light pen hooked up to bus or serial port
[0078] mouse (e.g., PS/2), or
[0079] pen-based stylus (e.g., electro magnetic or
electrostatic)
[0080] touch-screen display (e.g., resistive technology)
[0081] keyboard (infrared or cabled)
[0082] multimedia hardware including CD-ROM, sound card, etc.
[0083] The hardware above is assembled into a network of worktables
25 as shown in FIG. 2.
[0084] Software is provided to administer and score a battery of
diagnostic/prescriptive assessments. Multimedia and graphics
software are provided for student prompting and answer selection.
Sound software is provided for test administration instructions and
feedback. In addition, answer evaluation and test scoring and
result analysis software is also provided.
[0085] In this Example, the computer administers a battery of
diagnostic and prescriptive tests to a student. The computer then
scores the student's answers and computes scale scores,
percentiles, and grade equivalent scores. An item analysis is
performed to identify skill gaps which are used to generate a
student profile. Software is provided to track and manage student
results. The tests are then scored and test norm comparisons are
made. Lastly, student profiles are created from the test
results.
[0086] Prescriptions, that is, assemblies or lists of instructional
or other materials are made in accordance with the student profile.
Software is provided to update and amend student profiles, using,
for example pre- and post test comparisons.
[0087] At the stage of automatic instruction, software tracks
student progress in the mastery of certain skills and material. In
other words, the software determines whether the "skill gaps"
recorded in the student profile have been filled. The software
provides for the storage, retrieval and delivery of instructional
materials, and input in response to the instructional material. In
accordance with the input with respect to the instructional
material, the software updates or amends the student profile and
thus allows the assembly of new sets of instructional material and
further automated instruction.
[0088] The automated delivery of instructional materials is
conducted as follows. The teacher refers to a teacher workbook
generated in accordance with the student profile and identifies a
skill to cover. The teacher workbook displayed on the teacher
workstation shows instructional materials correlated for the
identified skill area in accordance with the student profile. The
teacher selects an instructional item, and, at the teacher's
command, the item is sent to the student workbook and displayed on
the student workstation. The student uses stylus, light pen, mouse,
touch-screen, or keyboard to solve problems, and input answers in a
fashion appropriate to the configuration of the system. In the
embodiment of this example, the pen is used to write or select
answers. Thus the teacher can monitor as students work. The student
management/tracking system of the teacher workbooks records the
student's performance. In this way, the system can track student
progress based on instructional materials, skill gaps, teacher,
time spent on different skills, etc. By- periodically updating the
student profile, a new prescription for the student is produced and
the automated delivery process repeated.
[0089] Software Module Names and Definitions
[0090] The system according to the present invention preferably
comprises the following software modules.
[0091] Document Manager Module
[0092] The Document Manager is used to insert teaching or
instructional material into the database. Documents added can have
question input areas assigned.
[0093] The Document Manager preferably has the following
features:
[0094] (1) Scans in images from a TWAIN compatible or other
device.
[0095] (2) Reads text data from the existing sources in the student
profile database (MalPages.TXT).
[0096] (3) Stores data in a compact format
[0097] (4) Supports Bitmap, Envoy, ASCII Text, Rich Text Format, or
other convenient formats.
[0098] DE/Administrator Module
[0099] The DE/Administrator module allows the DE of the center to
administer the system, preferably has the following features:
[0100] (1) User Group and User ID setup. All passwords and security
clearances are defined through this module. All access to the
system is via a User ID/Password that controls features accessible
to that user. Each user is assigned to a group. Each group is
assigned combinations of accessible features. Groups are defined on
a center by center basis allowing ultimate control of data by the
directors.
[0101] (2) Review of Communication Logs. The DE can list and review
all communication logs entered by the teachers.
[0102] (3) Assign teaching steps for the teachers. If desired, the
DE can review all information about a student and assign the
instructional materials for GP, IP, PS and DP's to be used with the
student. Yet it may be preferable in some instances to have
teachers assign work, or to have work assigned automatically by the
system in accordance with the student profiles. Therefore, this
feature is optional.
[0103] (4) Enter special notes for the teacher. These notes will be
displayed in the teacher's workbook when the student is taught
again. Notes can be made mandatory so a teacher must acknowledge to
the system that a special note was read before continuing with the
instruction.
[0104] (5) Perform quality review of data stored by the Teacher
module. All data should be presented to the DE in a chronological
and logical format. This includes communication log's, test
results, special notes, etc.
[0105] Teacher Module
[0106] The Teacher Module is used by the teacher to administer and
deliver the educational materials. This module generates the
teacher workbook screens, as illustrated in FIGS. 3-10.
[0107] The Teacher Module preferably has the following
features:
[0108] The teacher would log in to the system at the start of the
session. This establishes the rights and privileges of the teacher.
A typical login screen for use with the present invention is shown
in FIG. 3. The login screen allows the teacher to select and seat
certain students around the worktable, in the present example, a
three student arrangement is shown as seen in FIG. 2.
[0109] The teacher enters the student's name at the login screen
shown in FIG. 3. In FIG. 3, the teacher has touched the name Carl
Goughnour with her pen, and then touched the large arrow at the
left of the screen to indicate that student Carl is sitting at the
student workstation 22 to her left. From that point in time, the
teacher may select other students to sit at the remaining two
workstations.
[0110] Clicking or touching the "To Instruction" button on the
right of the screen after entry of one or more the student's names
and ID brings up the electronic teacher workbook for the students
which contains the student records, prescription of instructional
materials, and other data.
[0111] After log in, the teacher sees a communication log screen,
as shown in FIG. 4. The top portion of the screen, approximately
top 5%, is a status section. This section displays the current
student (Carl Goughnour), grade level (Grade 6.1), program (MA1),
hour of instruction, date and time (Sep. 11, 1997 at 11:00 am).
[0112] The "Students" button placed on the left side of the status
section in FIG. 3 drops down a menu with the following options:
[0113] (1) Cancel--Cancel the menu.
[0114] (2) `Student Names`--Switch to the specified student's
workbook.
[0115] (3) Return to Student Placement--Return to the seating
screen (See FIG. 8).
[0116] The remaining portion of the screen of FIG. 4 follows the
workbook metaphor and displays a section of the electronic teacher
workbook. Tabs are used on the left and right side of a given
section to switch between various teacher workbook sections. FIG. 4
shows tabs for Communication Log, Goals, Instruction, and Basic
Facts sections. Graphics on the screen are used to reproduce a
notebook metaphor (Binder rings, tabs, colors..) Entries on the
right hand page of the notebook reflect the current session.
Previous session information is given on the left hand page. The
teacher can switch between pages by touching or clicking the lower
left and right hand corners of the notebook respectively.
[0117] The communication log section shown in FIG. 4 is used by the
teacher to communicate with the DE, and provides a simplified
method for communicating a given instructional session's
results.
[0118] As show in FIG. 3, the teacher notebook allows the following
data fields:
[0119] (1) Motivation: Evaluated at from 1 (low) to 5 (high). The
teacher selects a value via a drop-down list.
[0120] (2) Speed: Evaluated at from 1 (low) to 5 (high) The teacher
selects a value via a drop-down list.
[0121] (3) Concentration: Evaluated at from 1 (low) to 5 (high).
The teacher selects a value via a drop-down list.
[0122] (4) Finished Work?: Yes or No. The teacher selects a
response via a checkbox.
[0123] (5) Work Load: The selections are "Need's More", "Need's
Less" or "No Change". The teacher selects via a drop-down list.
[0124] (6) Needs Attention: True or False. The teacher selects
input via a checkbox. A check in this box is used to notify the
DE.
[0125] (7) Subject Worked On: The teacher selects either a main
subject (in this case MA1) or homework support. This selection is
used to assign and increment the hours completed. It is preferable
that homework support hours do not count towards the completion of
an original subject. This field defaults to the original subject so
the majority of the time no change will be needed.
[0126] (8) Notes: This section allows Free-form text entry and is
used for Teacher/DE communications.
[0127] By clicking on the "Goals" tab of the teacher workbook shown
in FIG. 4, the Goals and Special Notes section of the teacher
workbook shown in FIG. 5 appears. The pages shown in FIG. 5 are
used to display the long-term and short-term goals generated
automatically from the student profile or entered with respect to
special notes from the DE to the teacher. The left and right hand
notebook pages of FIG. 4 shows the goals, and special notes,
respectively.
[0128] In this embodiment, the Teacher must acknowledge special
notes before proceeding to the instruction pages. A button in the
lower right side of the special notes page (not shown) will be
touched with the stylus to acknowledge the notes.
[0129] The instruction of a student using the method and system of
the present invention will be described with reference to FIGS.
6-10.
[0130] The instruction section of the teacher's workbook shown in
FIG. 6 is used to list the skills for the student's prescription,
as determined by the student profile. In a grid-like configuration,
the skill code, skill description and the steps for teaching
process (GP, IP, PS, DP, Review) are listed in the order in which
they should be taught. A second grid below the main skills grid
displays the instructional materials assembled by the system for
the selected skill/step. FIG. 6 shows that a skill designated 2OS2
has been selected for general practice (GP).
[0131] The `View` button at the bottom of the screen in FIG. 6
allows the teacher to view the selected material before sending it
to the student's workstation and notebook. After pressing "View", a
screen such as that shown in FIG. 7 appears. In the screen of FIG.
7, the teacher has the option of sending the materials to the
student workbook by pressing "Send to Student", getting answers
from the student by pressing "Get Answers", collecting input from
answered questions by pressing "Collect Score", and returning to
the instruction screen by pressing "Return to Presc."
[0132] The "Description" button at the bottom of the page of FIG. 6
retrieves a description of a particular-skill for the teacher. The
"Score" button enters a score and error analysis for the particular
instructional material and the "Mastered" button.
[0133] From the screen of the teacher workbook shown in FIG. 6, the
teacher can send questions to the student, and thereafter, retrieve
answers for discussion with the student.
[0134] FIGS. 9 and 10 illustrate the Basic Facts application for
mastering addition, subtraction, multiplication and division
tables. The application can randomly generate as many basic math
facts questions as a student can answer in one minute. For example
in FIG. 9, the teacher will select addition, subtraction,
multiplication or division problems, by touching the appropriate
symbol on the left hand page of the note book. In FIG. 9, addition
has been selected. The teacher may also assign particular addition
problems, by touching the appropriate square on the right hand page
in FIG. 9. For example, if the square at the intersection of 0 and
1 is selected, the student is given the problem "0+1=?". Any number
of problems can be assigned, but if none are assigned, then the
program will assign problems randomly. The "Clr Assigned" button at
the bottom left of the right hand page of FIG. 9 clears assigned
problems. The "Do it" button at the lower right of the right hand
page sends the randomly generated or assigned problems to the
student workbook. The darkly shaded squares in FIG. 9 indicate the
number of times a student has answered a given question
incorrectly. For example, the FIG. Shows that this student has
answered the question "11+0=?" incorrectly five times. The lightly
shaded squares indicate the number of correct answers. Thus, this
student has answered "0+0=?" correctly twice. Blank square indicate
questions not yet asked.
[0135] The graphical information on the left hand page of FIG. 9
shows the percentage of questions the student has completed in the
"Mad Minute" exercise, and the completion rate, or number of
questions completed in the minute, respectively.
[0136] Touching the "Master" button at the bottom of the left hand
page in FIG. 9 moves the workbook to the page shown in FIG. 10. The
so-called "Mastery Sheet" shown on the left hand page of FIG. 10
simply depicts the right and wrong answers from manually selected
questions (not randomly assigned by the computer)
[0137] Student Module
[0138] The Student Module generates the student workbook and allows
the student to receive the educational material sent by the teacher
and enter answers via the student workstation. In the preferred
embodiment, the workstation is a pen-based computer.
[0139] The student module is the interface to the student. It takes
most of its direction from the teacher module and workbook. The
pen-based technology of the student workstation allows the student
module software to be run without a keyboard or mouse. The software
therefore needs support for a pen-based interface only. The student
module requires, of course, the display of information including
the student workbook as required by the teacher module. The student
module software allows handwriting to be captured from the student
as the student writes and sends this writing or other input to the
teacher module for review. The student module should have the
capability of running external software applications, when directed
by the teacher module. The teacher module should have the ability
to stop any external program.
[0140] As shown in FIG. 8, up and down arrow buttons scroll the
page in thirds. In this embodiment, it takes 3 presses of the down
arrow button to go to the next page. Scrolling the page in thirds
gives the program a good probability of placing an entire question
on the computer's screen. The student can select write or erase
modes for the stylus by touching the appropriate button on the left
hand of the screen.
[0141] Database Structures
[0142] The following databases are used as part of the system and
method of the present invention.
1TABLE 1 T2KItem.DB - Paradox Table. Name Type Description Code
Char(10) Code for Item Type Numeric(3) Item Type: 0 = Page, 1 =
Program Price Numeric(10,4) Price per Unit UnitType Numeric(3) Type
of Unit's: 0 = Per Item, 1 = Timed UnitTime Numeric(4) If UnitType
= 1, the Number of minutes per unit Desc Char(100) Description of
Item
[0143] Table 1 holds the list of available items used to teach
skills, the price per unit and the type of units.
[0144] Indices
2 Indices Name Fields/Filter Description Code Code
[0145]
3TABLE 2 Skills.DBF - FoxPro table. Name Type Description Subject
Char(3) Subject Code, MA1, RE4, . . . ID Char(4) Internal Skill ID.
Sequence Numeric(3) Natural order of presentation Code Char(10)
Sylvan code. Name Char(200) Skill Name Location Char(4) Strand # in
first char.
[0146] Description
[0147] Table 2 holds a list of all the skills for all the
subjects.
[0148] Indices
4 Indices Name Fields/Filter Description ID ID CODE Code SUBJECT
Subject
[0149]
5TABLE 3 RP.dbf - FoxPro table. Name Type Description InqNum
Char(4) Link to RP database (Responsible party). Salutation
Char(10) Honorific used to make letter salutations. First Char(15)
First name. MI Char(1) Middle initial. Last Char(25) Last name.
[0150] Description
[0151] Table 3 holds the Responsible Party for the students.
[0152] Indices
6 Indices Name Fields/Filter Description INQNUM InqNum FULL1
UPPER(First+MI+Last) FULL2 UPPER(Last+First+MI)
[0153]
7TABLE 4 Users.dbf - FoxPro table. Name Type Description UserNum
Numeric(5) Unique number for user. Name Char(20) User's name for
use in program. Password Char(15) Password for user. LTIME Char(10)
Last login time. LDATE Date Last login date. First Char(15) First
name. MI Char(1) Middle initial. Last Char(30 Last name.
[0154] Indices
8 Indices Name Fields/Filter Description NAME Name USERNUM UserNum
INIT Init
[0155]
9TABLE 5 Student.dbf - FoxPro table. Name Type Description StuNum
Char(4) Unique ID for student. InqNum Char(4) Link to RP database
(Responsible party). First Char(15) First name. MI Char(1) Middle
initial. Last Char(25) Last name. GradeDate Date BirthDate Date
Date of birth Sex Char(1) M/F
[0156] Indices
10 Indices Name Fields/Filter Description STUNUM StuNum FULL1
UPPER(First+MI+Last) FULL2 UPPER(Last+First+MI)
[0157] FIG. 11 shows the link between databases Student.dbf and
RP.dbf.
11TABLE 6 Goals.dbf - FoxPro Table. Name Type Description StudentID
Char(4) Internal STS student id number. Subject Char(3) Subject
Code. Code Char(2) 0: Long, 1: Short Goal Memo Goal text.
[0158] Indices
12 Name Fields/Filter Description SSC StudentID+Subject+Code
[0159]
13TABLE 7 SkillMap.dbf - FoxPro Table. Name Type Description
Subject Char(3) Subject Code OldID Char(4) Old skill id. NewID
Char(4) New skill id.
[0160]
14TABLE 8 CNTS.dbf - FoxPro Table. Name Type Description StudentID
Char(4) Internal STS student id number. TestHour Num(4)
Hour/Session count was dinged. DingDate Date Date the record was
added to database. Type Num(4) Ding Type. Relates to TDingType
object. Signature Char(10) Security signature based on Center ID,
StudentID and Ding Type. BM1 Num(10) Bitmap used to stored tested
completed. Only valid when Type = diGeneral. BM2 Num(10) Date the
record was added to database.
[0161] Description
[0162] Table 8 holds information about the counts or instruction
credits used for a student. For each student, there can be a record
for each count(ding) type. For each count type, there can be
multiple based on testhour If a student has a record that matches
the StudentID+TestHour+Type, then the a Type count is not removed
from the center's count bucket. The Signature field is a
calculation based on Center ID, StudentID and Type that should
generate a unique number. It is used to deter someone from adding
records for students and, therefore, not decrementing the count
buckets.
[0163] Indices
15 Name Fields/Filter Description STT StudentID+STR
(TestHour,4,0)+STR (Type,4,0)
[0164]
16TABLE 9 CntsAccm.dbf - FoxPro Table. Name Type Description TestID
Num(4) Internal Test ID based on TCountIndex. Total Num(6) Total
counts used. SLUpLoad Num(6) Total counts used since last upload or
transfer. LastUpload Date Date of last upload or transfer.
[0165] Description
[0166] Table 9 keeps track of third party tests administered for
accounting purposes so that royalties and so forth may be paid.
[0167] Indices
17 Name Fields/Filter Description TestID TestID
[0168]
18TABLE 10 PTT.dbf - FoxPro Table. Name Type Description StudentID
Char(4) Internal STS student id number. AssessID Char(4) Link to
Assess.DBF DateSent Date date the record was moved to floppy.
Initially set to 00/00/00.
[0169] Description
[0170] Table 10 holds triggers for use when uploading post test
information. When a post test is given, a record is added to this
table. At end of a month, the data from all tests can be assembled
and analyzed. In this way, the effectiveness of teaching materials
and other useful information can be gathered.
19TABLE 11 T2KMFcts.db - Paradox Table. Name Type Description
MathFactsCtr Integer Unique ID number to this record. StudentID
Char(4) Internal Student ID. Links to Student.dbf.ID field. Type
Char(1) Type: A=Addition M=Multiplication S=Subtraction D=Division
MadMinute Char(200) Array of flags to define the status of a Math
Fact for use with Mad Minute processing. MMWrongCnt Char(200) Arrow
of wrong answer counts for Mad Minute. Each element will have a
value from $20 to $7f where $20 is zero wrong answers. MasterySheet
Char(200) Array of flags to define the status of a Math Fact for
use with Mastery Sheet processing. MSWrongCnt Char(200) Arrow of
wrong answer counts for Mastery Sheets. Each element will have a
value from $20 to $7f where $20 is zero wrong answers.
[0171] Description
[0172] Table 11 holds the results for the Math Facts exercise
illustrated in FIGS. 9 and 10. Math Facts is made of two sections,
Mad Minute and Mastery Sheets. For Mad Minute, the system keeps
track of up to three consecutive right answers and the total count
of wrong answers. For master Sheets, the system keeps track of the
same information. Mad Minute also keeps track of an Assigned status
for each entry so the teacher or DE can pre-assign facts (e.g. the
7.times. portion of the multiplication table) to do before
continuing randomly through the list.
[0173] The bitmap for each element is as follows:
[0174] Bits 1,2: Right answer count 0 to 3.
[0175] Bit 3: Assignment bit.
[0176] Bit 6: Always true (Makes an empty element equal to a space,
ASCII 32=20 HEX).
[0177] Indexes
[0178] StudentID_Type=StudentID+Type.
[0179] FIG. 12 shows the link between databases T2KMfcts.dbf and
Student.dbf.
20TABLE 11 T2KMFSn.db - Paradox Table. Name Type Description
MFSessnCtr Integer Unique ID number to this record. MathFactsCtr
Integer Link to the Math Facts table SessionNum Integer Session #
test was given Type Char(1) Type: A=Addition M=Multiplication
S=Subtraction D=Division RightCount Integer # of right answers
WrongCount Integer # of wrong answers
[0180] Description
[0181] Table 11 contains the results of a Math Facts session. This
data is used to keep track of a student's progress, and can be used
for depicting this progress graphically or reproducing the results
in a parent workbook.
[0182] FIG. 13 shows the link between databases T2KMFSn.dbf and
RP.dbf.
21TABLE 12 Prescrip.DBF - FoxPro Table Name Type Description
StudentID Char(4) Internal Student Number. Subject Char(3) Subject
Code SkillID Char(4) Internal Skill ID. Links to Skills.DBF.ID
Lookup database. Type Char(1) ???? Tested Char(1) ???? Status
Char(1) P = Prescribed by CAT A = Assigned skill manually C =
Completed M = Mastered D Dx mastered MHour Numeric(3) Session #
(hour) skill mastered. MDate Date Date skill mastered. Seqno
Integer 1 to X - order for instruction to be given. GPStart Integer
Starting session # of GP GPEnd Integer Ending session # of GP
IPStart Integer Starting session # of IP IPEnd Integer Ending
session # of IP PSStart Integer Starting session # of PS PSEnd
Integer Ending session # of PS DP1Start Integer Starting session #
of DP1 DP2Start Integer Starting session # of DP2 DP3Start Integer
Starting session # of DP3 DP4Start Integer Starting session # of
DP4 DP5Start Integer Starting session # of DP5 DPsDone Logical True
if student has mastered DP's
[0183] Description
[0184] Table 12 is used to add new fields to the MalPresc.DBF or
student profile to support additional data.
[0185] FIG. 14 shows the link between databases Ma1Presc.dbf and
Student.dbf.
22TABLE 13 T2KLtDt1.db - Paradox Table. Name Type Description
ListDtlCtr Integer Unique ID number to this record. StudentID
Char(4) Internal Student ID. SkillID Char(4) Internal Skill ID.
PageCtr Integer Link to the T2KPgBm.DB pages. PType Char(4) Same as
T2KPgBm.Ptype field. Used to specify sub-type to SkillID. Eg. 2)S2
IP sets Ptype = `IP`. Null for RE4 skill's. PageDesc Char(100)
Description of page when not linked, via PageCtr, to the T2KPgBm
table. Score Numeric Score for details that require scoring (REAL).
-9999 = Item not completed. Set when the sequence is set by DE but
item has not been completed. ErrorAnalysis Char(1) Analysis for the
test entered by the teacher. `*` = No Error `A` = Computational `B`
= Conceptual `C` = Missing Step `D` = Random Error SessionCnt
Integer Session # the test was given. SequenceNum Integer The
sequence which items for a specific PageCtr skill. Set by the DE
module to define the order of material for a student. Available
Logical If available for use. The DE can set this material as `Not
to be used` by setting this to FALSE.
[0186] Description
[0187] Table 13 is used to link scores to work done by a student.
The results of the work can be for pages stored in the T2KPgBm
table, linked by the PageCtr field or work done off the computer.
The teacher enters a description for the work in PageDesc.
Internally, the work is linked to the subject via the SkillID and
PType fields. If the Score field is -9999, the work has not been
done but the record was created by the DE Module to provide
directions for the teacher. The teacher module will display the
items in the order of SequenceNum for all items where
SequenceNum>0. All zero items will be displayed last in no
particular order.
[0188] Indices
23 Name Fields/Filter Description StudentID_SkillID StudentID +
SkillID + PC PageCtr
[0189] FIG. 15 shows the link between databases T2KLtDt1.dbf and
Prescrip.dbf.
24TABLE 14 T2KPgBm.db - Paradox Table. Name Type Description
PagesCtr Integer Unique ID number to this record. Subject Char(4)
Subject (MA1, . . . ) SkillID Char(4) Internal Skill ID for page
PType Char(4) Type of Page (DC, IP, GP, PS, DP). DC = Description
on Skill Card. AnswerKey Boolean True or False if page is answer
key. Description Char(40) Text description of page. PNotes Memo
Notes to the teacher about page. PageData Blob Blob data holding
all the information about the page(s). AnswerToPage Integer
Question page where this page holds the answers.
[0190] Description
[0191] Table 14 holds the pages information. Page Information can
be bitmap images, ASCII text or Rich Text. The file is indexed on
Subject+SkillID+Type.
[0192] Indices
25 Fields/ Name Filter Description SubjectSkillType Subject +
SkillID + PType
[0193] `PageData` Field Description
[0194] The `PageData` field holds all the information about the
page(s). This is a stream of binary data that is parsed by the
application into bitmap images, text data and question area's.
[0195] The stream is made up of the following parts:
[0196] 1? TPageHeader--Contains the version of the stream. Current
version is 1.
[0197] 2? TPageImageArray--1 to X TPageImage's.
[0198] 3? TQuestMarkerArray--0 to X TQuestMarker's
26TABLE 15 T2KCmLg.db - Paradox Table. Name Type Description
CommLogCtr Integer Unique ID number to this record. StudentID
Char(4) Internal Student number. SessionCtr ShortInt Session for
the communication log entry. Date_Time TimeStamp Date/Time of the
session Motivation ShortInt Number value 1 to 5. Speed ShortInt
Number value 1 to 5. Concentration ShortInt Number value 1 to 5.
Subject Char(4) Subject used for this session (MA1, Homework . . .
) Workload ShortInt Number value 1 to 3. 1 = Needs more work, 2 =
Adequate work, 3 = Needs less work. FinishedWork Boolean True or
False NeedsAttention Boolean True or False Notes Memo Memo field
for free form text.
[0199] Description
[0200] Table 15 illustrates how each session is assigned a
communication log entry. The DE or Teacher can enter notes about
how the student performed during a particular session.
[0201] Indices
27 Name Fields/Filter Description StudentID_Date StudentID+DateTime
Time StudentID_SessionCtr StudentID+SessionCtr
[0202]
28TABLE 16 T2KSpcNt.db - Paradox Table. Name Type Description
SpecNtsCtr Integer Unique ID number to this record. StudentID
Char(4) Internal student number. Notes Memo Memo field for free
form text. SessionCtr Integer Last session note was reviewed.
OneTime Boolean Is special note one time or for each session.
Reviewed Boolean True or False. Did teacher review this entry.
MustReview Boolean True or False. Teacher must review before
continuing with session. AddedBy Integer User # in Symplicty
Users.DBF file of user/employee who added the note. DateAdded
TimeStamp Date/Time the special note was added.
[0203] Description
[0204] Table 16 holds notes from the DE for the teacher to review
each session. The note can be setup to be reviewed each session or
as a one time note that is seen and never seen again.
[0205] Indices
29 Name Fields/Filter Description StudentID_Date
StudentID+DateAdded Added
[0206]
30TABLE 17 T2KStns.db - Paradox Table Field Name Description
StnsCtr Unique ID number to this record. Type Type of record
S=Student, T=Teacher Address TCP/IP address of station Comment
Comment about station TeacherNum If Type = `S`, this is RecCtr of
teacher student belongs. StudentNum If Type = `S`, this is student
number around the table, 1 to 3.
[0207] Description
[0208] Table 17 is used by the Teacher and Student programs in one
embodiment to link to each other via TCP/IP. In the preferred
embodiment, the Teacher looks up her students and contacts them via
WinSock.
31TABLE 18 T2KMaPgs.db - Paradox Table Field Name Description
SkillCtr Unique ID number to this record. SkillID Internal Skill ID
PageType Type of page described here. 0: Introduce Skill 1: Demo
through GP 2: GP Tests 3: IP Tests 4: PS Tests 5: Drill &
Practice Tests 6: DP Tests PageSubType Sub-type of page. 1 to X:
Index to tests -1 to -X: Index to answers DisplayType Type of
display for this record: 0: Bitmap File 1: Offset inside compressed
bitmap file. 2: Text File 3: Offset inside compressed text file
FileName Name of bitmap or text file. StartOffset Starting offset
inside compressed file. EndOffset Ending offset inside compressed
file. DisplayDescription Description of this record for display
purposes
[0209] Description
[0210] Table 18 is used in the Instruction screen when a teacher
selects an item from the student's prescription. Based on the
selection, the teacher can view the material and optionally send it
to the student's workstation. The message formatting to the student
workstation allows the student program to load the desired page
without access to the database tables. The teacher program will
pass the information, such as file names and offsets to the student
program.
[0211] If SkillID=`VERS`, then PageType is the version of the
database. This database is modified along with the corresponding
bitmap and text as needed. It is preferred that there be a feature
in the DE's program to display the version of this file as it is
the heart of the prescription/teacher/student teaching.
[0212] An index on SkillID+PageType+PageSubType allows quick access
to the desired page.
32TABLE 19 T2KITAct.DB - Paradox Table. Name Type Description Code
Char(10) Code for Item StudentID Char(4) Internal Student Number.
UnitCount Numeric(8, 2) # of units used When TimeStamp Date/Time
the item was used for the student.
[0213] Table 19 holds contains a accounting of all items used by
the Center. There is a link to which student used the item and how
many units should be billed.
[0214] Indices
33 Indices Name Fields/Filter Description Code Code Sc StudentID +
Code
[0215] Teacher/Student Messages
[0216] All messages are passed to/from Teacher Station to Student
Station using files.
[0217] Messages are ASCII using the following general format:
[0218] Header: TEACH2K V1.00
[0219] Message: <Message token here>
[0220] Data: <Data Type>
[0221] <Message Data Here>
[0222] END
[0223] A single key word is passed on the Message Line. The
receiving program processes the Data section based on the message.
The version is placed in the header to provide a mechanism for two
software pieces to know they are speaking the same language. If the
receiving station doesn't understand the header, it ignores the
message.
[0224] <Data Type> specifies the type of data being received.
ASCII is raw ascii data. BITMAP is a formatted bitmap file. If type
is `BINARY` the size of the binary data is placed after the word
`BINARY`.
[0225] Display Text Page
[0226] Header: TEACH2K V1.00
[0227] Message: ShowTextPage
[0228] Data: ASCII
[0229] <FileName.EXT><Start Byte Offset><End Byte
Offset>
[0230] END
[0231] Display Bitmap File
[0232] Header: TEACH2K V1.00
[0233] Message: ShowBitmapFile
[0234] Data: ASCII
[0235] <FileName.EXT>
[0236] END
[0237] Display Text File
[0238] Header: TEACH2K V1.00
[0239] Message: ShowTextFile
[0240] Data: ASCII
[0241] <FileName.EXT>
[0242] END
[0243] Run External Program
[0244] Header: TEACH2K V1.00
[0245] Message: RunProgram
[0246] DATA: ASCII
[0247] <Program Executable to Run.EXE>
[0248] <Directory to Run In>
[0249] END
[0250] Close All External Programs.
[0251] Header: TEACH2K V1.00
[0252] Message: CloseExternalPrograms
[0253] Data: NONE
[0254] END
[0255] Show Page on student's workstation
[0256] Header: TEACH2K V1.00
[0257] Message: ShowPage
[0258] Data: ASCII
[0259] <PageCtr from T2KPgBM.DB database>
[0260] END
[0261] Get written answers from the student's workstation
[0262] Header: TEACH2K V1.00
[0263] Message: GetAnswerBlock
[0264] Data: ASCII
[0265] <Question number 0-X>
[0266] END
[0267] Returned answer from student's workstation to teacher
[0268] Header: TEACH2K V1.00
[0269] Message: ReturnAnswer
[0270] Data: BINARY <RecordSize>
[0271] RECORD STRUCT
[0272] QuestionNumber:Integer;
[0273] BitmapDataSize:LongInt;
[0274] BitmapData: BLOB;
[0275] ENDRECORD
[0276] END
[0277] Single Flash Cards
[0278] Header: TEACH2K V1.00
[0279] Message: FlashCardsSingle
[0280] Data: ASCII
[0281] <Number 1>
[0282] <Number 2>
[0283] <Operand>; A, S, M, D
[0284] END
[0285] Student Reset--Put student module back on sign on panel
[0286] Header: TEACH2K V1.00
[0287] Message: ResetStudent
[0288] Data: ASCII
[0289] END
[0290] STS.INI file
[0291] The STS.INI file located in the .backslash.WINDOWS directory
of all STS/T2K systems is used to specify setup information unique
to the Student or Teacher workstation. An example STS.INI file is
as follows:
[0292] [Database]
[0293] ;
Path=C:.backslash.PROGRA.about.1.backslash.SUCCES.about.1.backsla-
sh.DATA 200
[0294]
Path=C:.backslash.SylvnDev.backslash.Teach2.about.1.backslash.DataT-
2K
[0295]
T2Kpath100=C:.backslash.SylvnDev.backslash.Teach2000.backslash.Data-
T2K
[0296]
T2KmsgPath=C:.backslash.SylvnDev.backslash.Teach2000.backslash.Msgs
[0297] [T2K]
[0298] Table=1
[0299] Student=1
[0300] If the station is not a Student computer, the [T2K] Student
entry is not required.
[0301] Information passed to/from Student 1 and Table 1 would be
placed in a directory, for example,
"C:.backslash.SylvnDev.backslash.Teach2000.back-
slash.MsgsTable1.backslash.Student1". In this directory are two
.INI files, T.INI for the teacher and S.INI for the student. An
.INI file example:
[0302] [Msgs]
[0303] NextSendMsg=1
[0304] NextRecvMsg=1
[0305] The Msgs section has two values `NextSendMsg` and
`NextRecvMsg`. When the Teacher wants to send a message to the
Student, the Teacher program reads [T.INI] [Msgs] NextSendMsg to
get the number of the next message to send. It writes a file named
`S00001.$$$` and increments the [T.INI] [Msgs] NextSendMsg. The
Student program has a thread running looking for the [S.INT] [Msgs]
NextRecvMsg number. Likewise, the Teacher program has three threads
running, one for each student. It watches for the file numbered
[T.INI] [Msgs] NextRecvMsg to appear.
[0306] Overview of Method and System
[0307] The automated computer-based student management and
instructional materials delivery method and system according to the
present invention assists in tutoring activities including
instructional materials delivery, student progress tracking,
student testing, and management.
[0308] Specifically, the system automates the instructional
materials delivery, student records, and progress tracking
functions in a computer-based system. The primary unit comprises a
teacher workstation 20 and student workstations 22 disposed in a
single U-shaped table 25, as shown in FIG. 2. A number of students
23 and one teacher 21 will work at each table 25. The teacher as
well as each of the students at the table 25 will have a
workstation 20, 22, a pen-based display tablet connected to the
server and central processing unit 10. The student workstations 22
and teacher workstations 20 are networked and can be housed in a
single system unit, or multiple, small stacked enclosures. The
teacher has a small keyboard (not shown in FIG. 2) in addition to a
pen-based computer display and input.
[0309] The teacher uses his/her pen-based tablet workstation 20 to
view the teacher workbook generated by the student profile for each
student at the table 25. With a tap of the computer pen stylus, a
teacher can view the detailed prescription, or assembled set of
instructional materials, for any profile item. Once the teacher
selects a prescription or particular instructional material, a
graphic image of the textbook, worksheet or problem set is sent to
the student workbook and displayed on the student workstation 22 or
pen-based tablet. The student can write on their own workstation
22, work through problems, make notes, and do the tasks assigned by
the teacher. The teacher can read what the students have written at
any time, and can archive or print the student's work as needed.
Finally, the teacher can update the student's profile showing work
completed, scores on mastery tests (DPs), and other notes.
[0310] The system also enables students to use interactive
multimedia instructional software to reinforce, practice, and
assess skills or learning objectives. Each student workstation
comprises a standard PC capable of running off-the shelf
software.
[0311] The present invention meets the goal of developing a new
automated instructional material delivery and student management
system to replace the book-and-paper materials and manual
records.
[0312] The system and method of the invention facilitates
instructional delivery, manages and tracks student progress,
delivers assessment and diagnostic test batteries through an
automated system and provides additional practice and learning
opportunities for students. The system reduces instructional
support time and costs, increases a teacher's capacity to work with
additional students at the same time. This efficiency generates new
revenues for learning centers incorporating the system, thereby
increasing profits. By tracking student progress through each
instructional hour, the system supports accurate program, teacher,
materials, and effectiveness studies. The system streamlines
administration, reduces paperwork and eliminates redundant record
keeping. The system is engaging to students, thus increasing
enrollment and the period of time a student remains enrolled,
facilitating new product development in instructional materials,
enhancing quality control, and improving data collection.
[0313] The system of the invention enables teachers to deliver
instructions with greater quality. Teachers can be given automatic,
expert guidance and recommendations resulting in increased
educational standards.
[0314] The system provides all instructional materials on hand
whenever they are needed, the right materials can be given to
students when they need it. Those materials which prove to be most
successful with various students can be automatically favored by
the system.
[0315] The system also delivers all instructional materials in a
timely manner. Record keeping and student tracking is automatic,
and student workbooks will be - complete, up-to-date, and
appropriately tracked. The system automatically links comments and
notes between the teacher and Director of Education, and any
documentation required for parent conferences, for example, are
automatically maintained.
[0316] The system enables educational or learning centers to be
responsive to state and local needs, course material or software
additions and changes, as well as customer and center
requirements.
[0317] The system is flexible and adaptive, it delivers appropriate
materials to suit teacher, school or center, and student needs. The
system delivers book, worksheet, and notebook pages, as well as
instructional, simulation, practice, or other software. New courses
and materials can be readily incorporated into the curriculum by
updating the system software without extensive operation or
training changes.
[0318] State or local course differences, competencies, or other
requirements and materials can be readily accommodated by the
system. The system provides consistent administration and enables
customization and enhancement for materials delivery, course
content, initial and on-going assessment, and new skill
development.
[0319] The system can be utilized to support corporate, franchise
and contract-services learning centers by providing a more
marketable instructional delivery model.
[0320] The system is streamlined, and offers an efficient,
automated student tracking, instructional delivery and
administration environment. Records are easier to maintain and use
for center staff, and easier to understand and appreciate for
parents.
[0321] New curriculum materials and methods are quickly added or
updated in centers on a small or large scale through software
updates. New modes of assessment and practice are also incorporated
into the system with minimum training and expense.
[0322] The system enables a teacher to work with three or more
students at a time while maintaining a preferable standard
three-to-one ratio. A fourth student, for example, could run
computer simulation or practice while three other students are
engaged in a typical learning course. Every four hours, for
example, a student could rotate through a non-supervised "software"
hour and gain valuable skill-building support.
[0323] The system is operated in a consistent manner using
automation, and teachers or learning center personnel no longer
have to pull materials, move around student notebooks, or duplicate
student records.
[0324] The system reduces costs because instructional materials are
loaded as software or electronically stored data and learning
center staff do not have to pull or re-file books. Records are
maintained automatically and data does not have to be re-copied or
transferred.
[0325] The system tracks instructional materials delivered to
students, and calculates, if necessary, cost information for
billing students or the learning center for compensating owners of
copyrighted instructional materials or some other source of the
materials, such as a main corporate office.
[0326] The system automatically captures and reports all relevant
testing information. Pre-test and post-test data collection and
reporting are streamlined. Demographic information and skill gaps
can be tracked by region, or other characteristic, providing useful
statistical data and marketing information.
[0327] Because the system is a computer-administered test battery,
it delivers a consistent, thorough, high-quality test.
[0328] Learning centers can be prevented from altering or skipping
steps in the test battery using the system of the present
invention. All phases of administration, scoring, diagnosis and
prescription-writing can be standardized and delivered in a
consistent way.
[0329] While the present invention has been illustrated by a number
of preferred embodiments, one of ordinary skill in the art will
recognize that deletions, additions, modifications and improvements
can be made while remaining within the scope and spirit of the
appended claims.
* * * * *