U.S. patent application number 11/241533 was filed with the patent office on 2006-02-02 for modular school computer system and method.
This patent application is currently assigned to International Business Machines Corporation. Invention is credited to Bryan Lester Striemer.
Application Number | 20060022796 11/241533 |
Document ID | / |
Family ID | 29214670 |
Filed Date | 2006-02-02 |
United States Patent
Application |
20060022796 |
Kind Code |
A1 |
Striemer; Bryan Lester |
February 2, 2006 |
Modular school computer system and method
Abstract
A local wireless device serves as a unique identifier for
students and teachers in a school system. The school is equipped
with multiple stationary hubs for tracking the location of students
and teachers. The school may also be equipped with multiple mobile
hubs, such as hand-held hubs and hubs on school buses, which allow
easily and quickly determining if a student or teacher is where he
or she should be. The local wireless device may be used in
conjunction with a pager, mobile phone, a voicemail device, and
devices for storing, reviewing and sending audio and video files.
The preferred embodiments also include a single device that
provides all of the above-mentioned functions. The preferred
embodiments thus disclose many different wireless devices that are
all integrated into the school's computer system to customize their
function according to the needs of the school.
Inventors: |
Striemer; Bryan Lester;
(Zumbrota, MN) |
Correspondence
Address: |
MARTIN & ASSOCIATES, L.L.C.
P.O. Box 548
Carthage
MO
64836-0548
US
|
Assignee: |
International Business Machines
Corporation
Armonk
NY
|
Family ID: |
29214670 |
Appl. No.: |
11/241533 |
Filed: |
September 30, 2005 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
|
10124885 |
Apr 18, 2002 |
|
|
|
11241533 |
Sep 30, 2005 |
|
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|
Current U.S.
Class: |
340/7.2 ;
340/539.1; 434/351 |
Current CPC
Class: |
G07C 1/10 20130101; G07C
9/27 20200101; G07C 9/28 20200101; G06Q 10/06 20130101 |
Class at
Publication: |
340/007.2 ;
434/351; 340/539.1 |
International
Class: |
G08B 5/22 20060101
G08B005/22 |
Claims
1. A method for exchanging information between a student and a
teacher, the method comprising the steps of: (A) providing the
student a wireless identification module that comprises: a wireless
transmitter; a wireless receiver; an identification mechanism that
uniquely identifies the wireless identification module; and a
memory coupled to the wireless transmitter and to the wireless
receiver; (B) automatically transferring from the memory of the
wireless identification module via the wireless transmitter at
least one communication from the student, and storing the student
communication in a location accessible by the teacher; (C)
automatically transferring at least one communication from the
teacher via the wireless receiver to the memory of the wireless
identification module; and wherein the at least one communication
from the student comprises at least one student message stored in
the memory that the student has marked for submission to the
teacher.
2. The method of claim 1 wherein the at least one communication
from the teacher comprises at least one assignment that the student
is assigned to complete.
3. The method of claim 1 wherein step (B) is performed at a first
predetermined time during a class period and step (C) is performed
at a second predetermined time during the class period.
4. The method of claim 4 wherein the first predetermined time is
the beginning of the class period and the second predetermined time
is the end of the class period.
Description
PARENT APPLICATION
[0001] This patent application is a continuation of U.S. Ser. No.
10/124,885 having the same title as this patent application, which
was filed on Apr. 18, 2002, and which is incorporated herein by
reference.
BACKGROUND OF THE INVENTION
[0002] 1. Technical Field
[0003] This invention generally relates to computer systems, and
more specifically relates to computer systems and associated
wireless devices for use at schools and other educational
facilities.
[0004] 2. Background Art
[0005] One serious problem that faces school administrators is the
task of keeping track of hundreds or thousands of students each
day. Even in our current computer age, attendance records are
typically kept manually on paper. The teacher must generally take
the time to see who is present and who is absent, and record the
attendance on a paper form. If a student comes to school late or
leaves early, the student must check in or check out at the
principal's office. Sometimes students are involved in special
programs, such as gifted programs and field trips, that cause the
student to miss regular class activities. Keeping track of who is
at school and where they are is a formidable task. The importance
of knowing who is at school and where they are is especially
important in the case of an emergency, such as a fire or bomb
threat in the school. Without a way to accurately track who is
present and absent at school, present day school systems will
continue to use archaic methods for tracking attendance and
inefficient ways to determine whether all students and teachers are
evacuated in the case of an emergency.
DISCLOSURE OF INVENTION
[0006] According to the preferred embodiments, a local wireless
device serves as a unique identifier for students and teachers in a
school system. The school is equipped with multiple stationary hubs
for tracking the location of students and teachers. The school may
also be equipped with multiple mobile hubs, such as hand-held hubs
and hubs on school buses, which allow easily and quickly
determining if a student or teacher is where he or she should be.
The local wireless device may be used in conjunction with a pager,
mobile phone, a voicemail device, and devices for storing,
reviewing and sending audio and video files. The preferred
embodiments also include a single device that provides all of the
above-mentioned functions. In addition, a wireless display may be
coupled to the local wireless device as needed. The function of
these devices may be controlled according to the needs of the
system. For example, some of the functions may be disabled during
class periods, but enabled between classes. The preferred
embodiments thus disclose many different wireless devices that are
all integrated into the school's computer system to customize their
function according to the needs of the school.
[0007] The foregoing and other features and advantages of the
invention will be apparent from the following more particular
description of preferred embodiments of the invention, as
illustrated in the accompanying drawings.
BRIEF DESCRIPTION OF DRAWINGS
[0008] The preferred embodiments of the present invention will
hereinafter be described in conjunction with the appended drawings,
where like designations denote like elements, and:
[0009] FIG. 1 is a block diagram of a computer system in accordance
with the preferred embodiments;
[0010] FIG. 2 is a block diagram of a modular school computer
system in accordance with the preferred embodiments;
[0011] FIG. 3 is a block diagram of the RFID module in accordance
with the preferred embodiments shown in FIG. 2;
[0012] FIG. 4 is a block diagram of one particular implementation
of a mobile Bluetooth hub that uses RFID modules to determine who
gets on a bus, to layout the route according to who is on the bus,
and to determine that the right people get off the bus at the right
stops;
[0013] FIG. 5 is a flow diagram of a method for a bus driver to
monitor who gets on and off the bus using the mobile Bluetooth hub
and RFID modules in FIG. 4 in accordance with the preferred
embodiments;
[0014] FIG. 6 is a block diagram of one particular implementation
of a stationary Bluetooth hub in a classroom that uses RFID modules
to automatically take attendance;
[0015] FIG. 7 is a flow diagram of a method for automatically
taking and reporting attendance using the stationary Bluetooth hub
and RFID modules shown in FIG. 6;
[0016] FIG. 8 is a block diagram of one particular implementation
of a mobile hand-held Bluetooth hub that uses RFID modules to
automatically determine who is present and to compare who is
present to the attendance records to list the persons that were
reported attending school that are not present;
[0017] FIG. 9 is a flow diagram of a method for determining whether
any students and teachers are missing, such as during an emergency,
using the mobile hand-held Bluetooth hub and RFID modules shown in
FIG. 8;
[0018] FIG. 10 is a flow diagram of a method for automatically
transferring information between students and a teacher;
[0019] FIG. 11 is a block diagram of one implementation of the
pager module shown in FIG. 2 in accordance with the preferred
embodiments;
[0020] FIG. 12 is a flow diagram of a method in accordance with the
preferred embodiments for dispatching a text message to the pager
of FIG. 11;
[0021] FIG. 13 is a block diagram of one implementation of the
telephone module shown in FIG. 2 in accordance with the preferred
embodiments;
[0022] FIG. 14 is a flow diagram of a method in accordance with the
preferred embodiments for responding to a telephone call for the
telephone module of FIG. 13;
[0023] FIG. 15 is a block diagram of one implementation of the
voicemail module shown in FIG. 2 in accordance with the preferred
embodiments;
[0024] FIG. 16 is a flow diagram of a method in accordance with the
preferred embodiments for sending a voicemail message to the
voicemail module of FIG. 15;
[0025] FIG. 17 is a block diagram of one implementation of the
audio module shown in FIG. 2 in accordance with the preferred
embodiments;
[0026] FIG. 18 is a flow diagram of a method in accordance with the
preferred embodiments for downloading an audio file to the audio
module of FIG. 17;
[0027] FIG. 19 is a flow diagram of a method in accordance with the
preferred embodiments for uploading an audio file stored in the
audio module of FIG. 17 to the school computer system;
[0028] FIG. 20 is a flow diagram of a method in accordance with the
preferred embodiments for a teacher to retrieve an audio file that
has been uploaded from a student's audio module of FIG. 17;
[0029] FIG. 21 is a block diagram of one implementation of the
video module shown in FIG. 2 in accordance with the preferred
embodiments;
[0030] FIG. 22 is a flow diagram of a method in accordance with the
preferred embodiments for downloading a video file to the video
module of FIG. 21;
[0031] FIG. 23 is a block diagram showing how an RFID module could
be snapped into any module to provide the local wireless interface
and unique identifier for all of these other modules in accordance
with the preferred embodiments; and
[0032] FIG. 24 is a block diagram of a student module in accordance
with the preferred embodiments that includes the functions of all
the individual modules shown in FIG. 2.
BEST MODE FOR CARRYING OUT THE INVENTION
Overview
[0033] The preferred embodiments relate to wireless communications
to electronic devices using a local wireless interface, such as
Bluetooth. To understand the context of the invention, a general
discussion of the Bluetooth standard for wireless communication is
provided below.
Bluetooth
[0034] Bluetooth wireless technology is a worldwide specification
for a small-form factor, low-cost radio solution that provides
links between mobile computers, mobile phones, other portable
handheld devices, and connectivity to the Internet. The
specification is developed, published and promoted by the Bluetooth
Special Interest Group (SIG). The Bluetooth Special Interest Group
(SIG) is a trade association comprised of leaders in the
telecommunications, computing, and network industries, and is
driving development of the technology and bringing it to market.
The Bluetooth SIG promoters include IBM, 3Com, Agere, Ericsson,
Intel, Microsoft, Motorola, Nokia and Toshiba, and hundreds of
associate and adopter member companies.
[0035] Bluetooth wireless technology is unique in its breadth of
applications. Links can be established between groups of products
simultaneously or between individual products and the Internet.
While point-to-point connections are supported, the specification
allows up to seven simultaneous connections to be established and
maintained by a single radio. This flexibility, combined with
strict interoperability requirements, has led to support for
Bluetooth wireless technology from a wide range of market segments,
including software developers, silicon vendors, peripheral and
camera manufacturers, mobile PC manufacturers and handheld device
developers, consumer electronics manufacturers, car manufacturers,
and test and measurement equipment manufacturers.
[0036] Hardware that complies with the Bluetooth wireless
specification ensures communication compatibility worldwide.
Bluetooth is generally designed to operate in a maximum range of
one to one hundred meters, depending on the class of the device.
Class 1 devices have a range up to 100 meters. Class 2 devices have
a range up to ten meters. Class 3 devices have a range up to 1
meter. As a low-cost, low-power solution with industry-wide
support, Bluetooth wireless technology allows effortlessly
interconnecting with compatible devices all over the world.
[0037] Devices enabled with Bluetooth wireless technology will be
able to: free electronic accessories and peripherals from wired
connections; exchange files, business cards, and calendar
appointments; transfer and synchronize data wirelessly; take
advantage of localized content services in public areas; and
function as remote controls, keys, tickets and e-cash wallets.
[0038] Many manufacturers of electronic devices are planning to
integrate Bluetooth into their devices so their devices can
automatically connect to other devices that have a Bluetooth
interface within a short range. One goal of Bluetooth is to
interconnect many electronic devices without using hard-wire
cables. For example, a computer network that includes four computer
systems, four monitors, a printer, and a scanner could
theoretically be all interconnected via Bluetooth without using any
cables to interconnect these items.
[0039] Bluetooth includes the capability of identifying each type
of device as it establishes a link to other devices. Thus, a
printer that has a Bluetooth interface will identify itself as a
printer, which makes the print function available to other devices
that are linked via Bluetooth to the printer. A mobile phone that
includes a Bluetooth interface could automatically detect when it
comes in range of a printer that has a Bluetooth interface, and in
response to detecting the printer the mobile phone could provide an
option to print e-mail or other text information received by the
mobile phone, which would send the e-mail or other information to
the printer. Details regarding Bluetooth and it's detailed
specification may be found at www.bluetooth.com.
[0040] Unlike many other wireless standards, the Bluetooth wireless
specification includes both link layer and application layer
definitions for product developers. Radios that comply with the
Bluetooth wireless specification operate in the unlicensed, 2.4 GHz
radio spectrum ensuring communication compatibility worldwide.
These radios use a spread spectrum, frequency hopping, full-duplex
signal at up to 1600 hops/sec. The signal hops among 79 frequencies
at 1 MHz intervals to give a high degree of interference
immunity.
[0041] The 2.4 GHz band used by Bluetooth is unlicensed, and can be
used by many other types of devices such as cordless phones,
microwave ovens, and baby monitors. Any device designed for use in
an unlicensed band should be designed for robustness in the
presence of interference, and the Bluetooth wireless technology has
many features that provide such robustness.
[0042] Products that incorporate a Bluetooth interface are already
on the market. Nokia Corp. is selling its Bluetooth 6310 phones in
Europe, and are expected to be available in the United States
sometime in 2002. Broadcom Corp. and handheld PC maker Palm Inc.
plan to co-develop a new Bluetooth handheld PC design.
Other Wireless Standards
[0043] There are other wireless standards that exist besides
Bluetooth. For example, Wi-Fi (IEEE 802.11b) is designed to provide
wireless Ethernet connectivity that can extend or replace wired
networks for dozens of computing devices. Wi-Fi is a trademark of
WECA (the Wireless Ethernet Compatibility Alliance). The Bluetooth
wireless technology is expected to be used widely as a cable
replacement for devices such as PDAs, cell phones, cameras,
speakers, headsets and so on. 802.11 will likely still be used for
higher speed wireless Ethernet access, so it is widely expected
that Bluetooth and 802.11 will co-exist. Preliminary tests by the
Pennsylvania State University's Applied Research Laboratory show
that Bluetooth and 802.11b (Wi-Fi) do not interfere with each other
even in close proximity. 802.11b's typical 284-foot range was
unaffected by the presence of Bluetooth devices, while Bluetooth's
typical 64-foot range was unaffected by the presence of 802.11b
devices.
DETAILED DESCRIPTION
[0044] The preferred embodiments provide a modular school computer
system and method that includes wireless hubs that communicate with
electronic devices carried or worn by students and teachers. The
electronic devices within the scope of the preferred embodiments
discussed herein include an RFID module, a pager module, a wireless
phone module, a voicemail module, an audio module, and a video
module. These modules may be mixed in any combination into a
suitable electronic device according to the needs of the student
and teacher. Allowing wireless devices to be integrated into the
school's computer system allows students and teachers great
flexibility and power that has not been possible using prior art
school computer systems and prior art portable devices.
[0045] Referring to FIG. 2, a school computer system 200 in
accordance with the preferred embodiments includes a network server
100 coupled via network 202 to one or more stationary hubs (e.g.,
hubs 210, 212 and 218) and coupled via wireless interface 220 to
one or more mobile hubs (e.g., hubs 230, 232, and 238). Each
Bluetooth hub (e.g., 210, 212, 218, 230, 232, and 238) has the
capability of sending information to and receiving information from
several different modules 240-250. The collection of hubs and the
modules that communicate with the hubs are referred to herein as
the "wireless network."
[0046] RFID module 240 is a small, low-cost, lightweight module
that can be easily transported by the student, and can even be
pinned to the student's clothing or backpack. RFID module 240
provides an identifier that uniquely identifies the student to the
school network server 100.
[0047] Pager module 242 is a wireless pager that may communicate
text and numeric messages to the user. Telephone module 244 is a
wireless telephone that communicates via the wireless network.
Voicemail module 246 is a module that allows storing and forwarding
voicemail messages via the wireless network. Audio module 248
allows listening to audio data and transferring audio files via the
wireless network. The difference between the voicemail module 246
and the audio module 248 is the quality of the sound. The voicemail
module preferably has voice quality, for example 8 KHz mono sound.
The audio module 248 preferably includes music quality, for example
128 kbps MP3 to 44 KHz stereo sound. Video module 250 allows
watching video data and transferring video files via the wireless
network. Each of the modules 240-250 in FIG. 2 are discussed in
more detail below.
[0048] Each of the wireless modules 240-250 may be selectively
coupled to a wireless display 260. The wireless display 260 is
especially useful for rendering information from the teacher to the
student, and may be used as an electronic book, to present audio
and video information to the student, to view homework assignments,
etc.
[0049] Note that network 202 as shown in FIG. 2 is preferably a
hard-wired network, but could also be a wireless network as well.
In addition, the computer system 200 in FIG. 2 is shown as a
client/server architecture, where a server 100 communicates with a
number of different clients (e.g., hubs). This configuration,
however, is shown for the purpose of illustration, and is not
limiting of the scope of the invention. The Bluetooth hubs could
alternatively communicate on a peer-to-peer network, and the
functions of the network server 100 could be distributed across the
peer-to-peer network. The preferred embodiments expressly extend to
any suitable configuration that allows the wireless hubs to
communicate with each other, whether the configuration is known
today or developed in the future.
[0050] One suitable implementation of the school network server 100
in accordance with the preferred embodiments of the invention is
shown in FIG. 1. Computer system 100 is an IBM iSeries computer
system. However, those skilled in the art will appreciate that the
mechanisms and apparatus of the present invention apply equally to
any computer system, regardless of whether the computer system is a
complicated multi-user computing apparatus, a single user
workstation, or an embedded control system. As shown in FIG. 1,
computer system 100 comprises a processor 110, a main memory 120, a
mass storage interface 130, a display interface 140, and a network
interface 150. These system components are interconnected through
the use of a system bus 160. Mass storage interface 130 is used to
connect mass storage devices (such as a direct access storage
device 155) to computer system 100. One specific type of direct
access storage device 155 is a readable and writable CD ROM drive,
which may store data to and read data from a CD ROM 195.
[0051] Main memory 120 in accordance with the preferred embodiments
contains data 121, an operating system 122, and a local wireless
interface mechanism 123. Data 121 represents any data that serves
as input to or output from any program in computer system 100.
Operating system 122 is a multitasking operating system known in
the industry as OS/400; however, those skilled in the art will
appreciate that the spirit and scope of the present invention is
not limited to any one operating system. Local wireless interface
mechanism 123 is a software mechanism that defines how to
communicate with the various wireless modules 240-250 shown in FIG.
2. Local wireless interface 123 includes an RFID profile 124, a
pager profile 125, a telephone profile 126, a voicemail profile
127, an audio profile 128, and a video profile 129. Each profile
124-129 is a specification of how data is transmitted to and
received from the respective wireless modules. In the preferred
embodiments, local wireless interface mechanism 123 is compatible
with the Bluetooth wireless communication protocol, and each
profile 124-129 is preferably a protocol defined and implemented
within the Bluetooth protocol. Note that several of these profiles
do not currently exist in the Bluetooth protocol. Extending the
Bluetooth protocol to include these additional profiles is one
aspect of the preferred embodiments.
[0052] Computer system 100 utilizes well known virtual addressing
mechanisms that allow the programs of computer system 100 to behave
as if they only have access to a large, single storage entity
instead of access to multiple, smaller storage entities such as
main memory 120 and DASD device 155. Therefore, while data 121,
operating system 122, and local wireless interface mechanism 123
are shown to reside in main memory 120, those skilled in the art
will recognize that these items are not necessarily all completely
contained in main memory 120 at the same time. It should also be
noted that the term "memory" is used herein to generically refer to
the entire virtual memory of computer system 100, and may include
the virtual memory of other computer systems coupled to computer
system 100.
[0053] Processor 110 may be constructed from one or more
microprocessors and/or integrated circuits. Processor 110 executes
program instructions stored in main memory 120. Main memory 120
stores programs and data that processor 110 may access. When
computer system 100 starts up, processor 110 initially executes the
program instructions that make up operating system 122. Operating
system 122 is a sophisticated program that manages the resources of
computer system 100. Some of these resources are processor 110,
main memory 120, mass storage interface 130, display interface 140,
network interface 150, and system bus 160.
[0054] Although computer system 100 is shown to contain only a
single processor and a single system bus, those skilled in the art
will appreciate that the present invention may be practiced using a
computer system that has multiple processors and/or multiple buses.
In addition, the interfaces that are used in the preferred
embodiment each include separate, fully programmed microprocessors
that are used to off-load compute-intensive processing from
processor 110. However, those skilled in the art will appreciate
that the present invention applies equally to computer systems that
simply use I/O adapters to perform similar functions.
[0055] Display interface 140 is used to directly connect one or
more displays 165 to computer system 100. These displays 165, which
may be non-intelligent (i.e., dumb) terminals or fully programmable
workstations, are used to allow system administrators and users to
communicate with computer system 100. Note, however, that while
display interface 140 is provided to support communication with one
or more displays 165, computer system 100 does not necessarily
require a display 165, because all needed interaction with users
and other processes may occur via network interface 150.
[0056] Network interface 150 is used to connect other computer
systems and/or workstations (e.g., 175 in FIG. 1) to computer
system 100 across a network 170. The present invention applies
equally no matter how computer system 100 may be connected to other
computer systems and/or workstations, regardless of whether the
network connection 170 is made using present-day analog and/or
digital techniques or via some networking mechanism of the future.
In addition, many different network protocols can be used to
implement a network. These protocols are specialized computer
programs that allow computers to communicate across network 170.
TCP/IP (Transmission Control Protocol/Internet Protocol) is an
example of a suitable network protocol. In the implementation shown
in FIG. 2, the network interface 150 of FIG. 1 is coupled to
network 202 to allow communication between the school network
server 100 and the other devices coupled to the network 202.
[0057] At this point, it is important to note that while the
present invention has been and will continue to be described in the
context of a fully functional computer system, those skilled in the
art will appreciate that the present invention is capable of being
distributed as a program product in a variety of forms, and that
the present invention applies equally regardless of the particular
type of computer-readable signal bearing media used to actually
carry out the distribution. Examples of suitable computer-readable
signal bearing media include: recordable type media such as floppy
disks and CD ROM (e.g., 195 of FIG. 1), and transmission type media
such as digital and analog communications links.
[0058] The remainder of this specification describes various ways
that the wireless modules 240-250 in FIG. 2 may be used in several
exemplary implementations in accordance with the preferred
embodiments. FIG. 3 shows a block diagram of one suitable
implementation of an RFID module 240 in accordance with the
preferred embodiments. RFID module 240 includes a local wireless
interface, one suitable example of which is Bluetooth interface 310
shown in FIG. 3. Bluetooth interface 310 preferably includes a
wireless transmitter 320 for sending data, a wireless receiver 330
for receiving data, an identification mechanism 340, and memory
350. ID mechanism 340 preferably includes a unique identifier that
identifies the person associated with the RFID module 240 to the
school's computer system. ID mechanism 340 may include any suitable
identification information, including a unique number assigned to
the student or teacher, authentication and authorization
information (such as a login name and password required to
establish a link), etc. While the local wireless interface may
include many different types of interfaces, the preferred
implementation of the local wireless interface 310 is a Bluetooth
interface. Bluetooth includes mechanisms that automatically
establish the link between devices, and that automatically identify
a device to another device once the link has been established. For
this reason, Bluetooth is ideally suited to sending identification
information that is unique and assigned to the user for the purpose
of tracking the user while at school. Bluetooth interface 310 also
provides a memory 350 that may be used to store any suitable
information, including information transmitted by the wireless
transmitter 320 and information received by the wireless receiver
330.
[0059] Referring now to FIG. 4, one suitable use of a mobile
wireless hub and the RFID modules shown in FIG. 2 allows a bus
driver to monitor and document who gets on the bus, who gets off,
and where. Mobile Bluetooth hub 410 is one suitable example of a
wireless hub (e.g., 230, 232 and 238 in FIG. 2) that communicates
with multiple RFID modules (e.g., 240A, 240B, 240N). We assume that
this wireless hub 410 is part of a mobile data terminal that
includes a display that is viewed by the bus driver and includes
one or more keys or buttons that the bus driver may press to
perform different functions. The mobile Bluetooth hub 410 includes
a Bluetooth interface 420, a location indicator mechanism 430, and
authorized rider and stop information 440. The Bluetooth interface
420 includes an RF transmitter 422, and an RF receiver 424. What
makes this Bluetooth interface 420 in accordance with the preferred
embodiments different than known Bluetooth interfaces is the
adjustable sensitivity mechanism 426 in the RF receiver that allows
the receiver sensitivity to be dynamically adjusted to change the
range for detecting RFID modules 240.
[0060] We now look at method 500 of FIG. 5 to show one suitable
method in accordance with the preferred embodiments for tracking
students on a bus using the apparatus of FIG. 4. The system is
first enabled when riders (e.g., students) begin boarding the bus,
at which time the receiver sensitivity is set to a "low" setting
(step 510). The system may be enabled, for example, by the bus
driver pressing a button on the mobile data terminal that includes
the mobile Bluetooth hub 410. Setting the receiver sensitivity in
step 510 is preferably performed by setting a level on the
adjustable sensitivity mechanism 426 in FIG. 4. With the receiver
sensitivity set to the "low" setting, an RFID module 240 must come
within a short distance (e.g., 1 meter) for the Bluetooth interface
420 to communicate with the module. This allows the mobile
Bluetooth hub 410 on the bus to detect the RFID modules of riders
who are actually getting on the bus without detecting RFID modules
of students waiting outside the bus. The bus driver monitors the
mobile data terminal as the riders board the bus (step 512). As
each rider boards the bus, the mobile Bluetooth hub 410 monitors
the RFID modules of the riders. When a rider's RFID module 240
comes within a short distance of the mobile Bluetooth hub 410, the
RFID module 240 establishes a connection with the Bluetooth
interface 422, and communicates a unique identifier stored in the
RFID module 240 to the Bluetooth interface 422. The Bluetooth
interface 422 checks the unique identifier to assure that the rider
that corresponds to the RFID module is allowed to ride this
particular bus. The authorized riders are stored in the authorized
rider and stop information 440 (FIG. 4). If an unauthorized rider
boards the bus, or does not have an authorizing RFID module 240
(step 520=YES), the driver is alerted to the unauthorized rider by
the mobile data terminal (step 522). The driver may then take
corrective action, such as asking the rider to get off the bus;
entering the rider's information into the mobile data terminal if
the rider is new and needs to be added to the system; or entering
the rider's information into the mobile data terminal to indicate
that this rider is riding the bus this time even though not
normally authorized to ride this bus; etc. The boarding process
continues until the bus is ready to depart (step 530=YES). Once the
bus is ready to depart, or actually departs, the receiver
sensitivity is then set to bus-wide (step 532). This "bus-wide"
sensitivity allows the mobile Bluetooth hub to verify that the
records it generated as the riders boarded the bus match the riders
actually on the bus as it departs. The term "bus-wide" is intended
herein to be a broad term that simple means that the sensitivity is
changed from a short distance when people board to a greater
distance that allows detecting the RFID module of each rider on the
bus. This sensitivity will vary according to many factors,
including the size of the bus, the electromagnetic interference in
the area, etc.
[0061] Once the receiver sensitivity is set to bus-wide in step
532, the Bluetooth interface 420 logs the riders currently on the
bus (step 534) by reading their identification information from
their respective RFID modules 240. If the boarding record does not
match the log for some reason, the driver may be alerted so he or
she can resolve the inconsistency between the records. Once the
riders on the bus have been logged in step 534, a route may be
dynamically generated for the driver based on the riders that are
currently on the bus. This feature may not be useful for buses that
make the same stops regardless of who is riding, but comes in very
handy in many circumstances, particularly for school buses that
take children home from school each day in rural areas. Many rural
areas of the United States have school bus service that picks up
the students at their homes and drops them off at their homes.
Currently, bus drivers on these rural routes must visually
determine who is riding the bus to determine which stops to make.
This requires considerable effort by the bus driver, particularly
on a relatively full bus. The preferred embodiments relieve the
driver from any effort to determine where to stop by automating the
route and stop generation according to the riders actually on the
bus. Note that not only can the stops be dynamically determined,
the actual route the bus takes can be dynamically generated to
eliminate unnecessary miles going by stops where nobody will get
off. Generating dynamic routing and stop information for a bus
driver according to the riders on the bus is a significant
advantage of the preferred embodiments.
[0062] When the bus stops to let riders off, the mobile Bluetooth
hub 410 monitors who gets off the bus (step 538), preferably by
logging when the RFID modules 240 of the rider(s) that got off the
bus get out of range of the mobile Bluetooth interface 420. Note
that location indicator mechanism 430 is used to record each stop
when the riders get off the bus. Location indicator mechanism 430
could be the bus driver pressing a key or button on the mobile data
terminal to indicate a particular stop, or could be automatically
provided by a global positioning system (GPS) tracking device that
detects the precise geographical coordinates of each stop when
riders get off. The bus driver monitors the mobile data terminal as
the riders get off the bus (step 540). If the correct riders do not
get off the bus (step 550=NO), the driver is alerted to the error.
This can occur by either a person staying on the bus that is
expected to get off, or a person getting off the bus that is not
normally allowed to get off at that stop, as determined by the
authorized rider and stop information 440, which correlates each
rider to his or her normal stop. If a rider did not get off the bus
when he or she was supposed to, the bus driver can determine
whether the rider is asleep, distracted, or intends to get off at a
different stop. If a rider gets off the bus that was not expected
to get off, the bus driver may ask the rider why he or she is
getting off at that stop, and may enter appropriate information
into the mobile data terminal to indicate the reason for the rider
getting off at that stop. In the alternative, the mobile Bluetooth
hub 410 may simply log the event to document where each rider gets
off the bus.
[0063] The process of monitoring riders as they get off the bus at
different stops continues until all riders are off the bus (step
560=YES). At this point, method 500 is done. One of the significant
advantages of the system 400 in FIG. 4 and its associated method
500 in FIG. 5 is that the bus keeps a complete log of every rider
that boards the bus and where, and every rider that gets off and
where. This information could be invaluable in tracking runaways,
in informing parents of whether their child boarded the bus and
where their child got off, and in avoiding legal liability by
documenting all riders as they board and get off the bus.
[0064] Note that many variations of the bus/rider scenario
presented above in FIGS. 4 and 5 are possible within the scope of
the preferred embodiments. For example, in a city bus system, the
identification information in the RFID module could be used to bill
the rider at the end of the month, or to verify that the rider has
pre-paid for his or her monthly pass. The RFID module 240 could
also be programmed with a "preferred stop" that is communicated to
the mobile Bluetooth hub so the bus driver is directed to stop at
the preferred stop of each rider without the riders having to pull
a cable or press a button to request a stop. Of course, may other
variations of the bus/rider scenario are possible that are within
the scope of the preferred embodiments.
[0065] Another useful scenario for using the wireless system of
FIG. 2 is in a classroom setting to automatically log attendance.
Today attendance is typically a manual task that is performed by a
teacher or an assistant. The preferred embodiments allow for
automatically taking attendance, and sending the attendance
information to the school network server 100. Referring to FIG. 6,
a stationary Bluetooth hub 610 is assumed to be in a classroom or
in close enough proximity to a classroom that all RFID modules in
the classroom will be detected and can communicate with the
stationary Bluetooth hub 610. Stationary Bluetooth hub 610 includes
a Bluetooth interface 620 that includes an RF transmitter 622 and
an RF receiver 624. Stationary Bluetooth hub 610 also suitably
includes an automatic attendance mechanism 630. Note that the
automatic attendance mechanism 630 could also or alternatively
reside on the school network server 100. The stationary Bluetooth
hub 610 monitors the RFID modules 240 in the classroom to generate
automatic attendance records.
[0066] A method 700 in accordance with the preferred embodiments is
one exemplary method that illustrates the function of the automatic
attendance mechanism 630. Method 700 begins when a bell rings to
begin a class session (step 710). When the bell rings, which
typically happens at a predetermined time of day, the stationary
Bluetooth hub 610 records all students that it currently detects in
the classroom (from their respective RFID modules 240) (step 720),
and reports the attendance to the server (step 730). At this point,
if a student enters class late (step 740=YES), the Bluetooth
interface detects the new RFID module 240 of the student that
entered late, and updates the attendance report to replace the
"absent" for the late student with a "tardy" (step 742). In similar
fashion, if a student leaves class early (step 750=YES)), the
stationary Bluetooth hub 610 detects when the student leaves, and
updates the attendance report to show that the student left class
early (step 752). Note that the threshold for determining when a
student is given a "tardy" or "absent" is programmable, and may
vary according to the needs of the teacher or the school
administrators. It is likely, for example, that a student should
not be given a "tardy" if he or she enters class when only five
minutes remain in the class session, but should remain "absent" on
the records. The automatic attendance mechanism 630 preferably
includes programmable intelligence regarding when and how to take
the attendance report and when and how to communicate the
attendance report to the server. Note also that the automatic
attendance mechanism 630 could be separate from a tracking
mechanism that tracks the current location of all students and
teachers. Thus, a student that comes to class with only five
minutes remaining may be recorded "absent" in the attendance
records, yet a tracking mechanism could still know that the student
is in the classroom.
[0067] Yet another useful scenario for using the wireless system of
FIG. 2 is to track the location of all students and teachers so
that appropriate action can be taken in the event of an emergency.
Such a system is shown as system 800 in FIG. 8. System 800 in FIG.
8 includes a mobile Bluetooth hub 810 that is preferably hand-held.
Mobile Bluetooth hub 810 includes a Bluetooth interface 820 with an
RF transmitter 822 and an RF receiver 824, and also includes a
missing person reporter 830. Mobile Bluetooth hub 810 may be used
in conjunction with RFID modules 240 to determine the location of
students and teachers in case of an emergency.
[0068] Referring to FIG. 9, a method 900 in accordance with the
preferred embodiments is one exemplary method that illustrates of
the function of the missing person reporter 830 of FIG. 8. Method
900 begins when a person activates the handheld hub (step 910). In
one possible scenario, such as during an evacuation due to some
real event or as a drill to practice evacuation procedures, each
teacher takes his or her students to a pre-assigned location
outside the school building. Each teacher could have a handheld hub
to track the students in his or her class, or in the alternative
another teacher or administrator could walk around with a hand-held
unit recording who has evacuated the premises. Once the handheld
hub is activated, the RFID modules of all persons present are
recorded (step 920). The attendance records are then retrieved from
the server (step 930). If all persons attending school that day,
which preferably includes both students and teachers, are present
and accounted for in the pre-assigned area (step 940=YES), method
900 is done, and the person can deactivate the handheld hub (step
980). If, however, one or more persons that are listed as in
attendance are not present (step 940=NO), a list of missing persons
is generated (step 950). All hubs in the school, both stationary
and mobile, can then be queried to see if any of the missing
persons are in proximity to any of the hubs. If any missing person
is located near any hub, the location of the missing person(s) that
were just located is displayed (step 960). This allows quickly
locating persons that may be trapped or unconscious. Finally, if
there remain missing persons that are not within range of any hub,
the handheld Bluetooth hub lists the last known location of the
missing persons (step 970). This allows locating people based on
their last known location even if a hub has been destroyed, or if
their individual RFID module is damaged. System 800 and method 900
provide an automated way to very quickly account for all students
and teachers in the event of an emergency. Note that step 930 could
retrieve any information regarding who was present in the school,
whether the information comes from attendance records or a tracking
system that keeps more accurate data that the attendance records.
(In an example given above, a student that enters class with only
five minutes remaining in the class period may still be marked
absent in the attendance records, but would be recorded as present
in the classroom by the tracking system for the purposes of
determining whether or not all persons in the school have been
evacuated.) Of course, many variations in the steps to method 900
are possible within the scope of the preferred embodiments,
including the omission of some of these steps.
[0069] Referring now to FIG. 10, a method 1000 illustrates a way
for students and teachers to automatically exchange electronic
information in a classroom setting, such as the system 600 shown in
FIG. 6 with a stationary Bluetooth hub 610 and RFID modules 240 for
each student. We assume that method 1000 begins when the class
period begins. During the class period, student communications
stored in the RFID modules are transferred to a location accessible
by the teacher (step 1020), such as the school network server 100
or a handheld module. Also during the class period, teacher
communications in electronic form are automatically transferred to
the RFID modules for the students (step 1030). Method 1000 ends
when the class period ends. Note that method 1000 provides for an
extremely powerful and efficient way for students and teachers to
communicate. Teacher communications may include, for example,
homework assignments and announcements to the whole class, which
are transferred to each student's RFID module 240, as well as
individual messages from the teacher that are only transferred to
the RFID module for the intended recipient. Such messages may be
encoded or otherwise protected so that only an authorized person,
such as the student's parent, may retrieve the message. This allows
the teacher to send confidential messages home to a parent on the
student's RFID module without the student being able to retrieve
the message. In addition, all school announcements may be included
on the RFID module, allowing the students and parents to have
access to all announcements electronically. No more will a parent
be kept in the dark because his or her child lost a paper flyer
that had the school announcements written on it.
[0070] Student communications may include, for example, completed
homework assignments, take-home tests, individual messages from the
student to the teacher, messages from a parent to the teacher, or
any other communication from the student's RFID module to a
location accessible by the teacher. In the preferred embodiments,
the information stored in the RFID module must be marked as being
ready for submission in order to be automatically transferred to
the teacher. This allows drafts of messages to be stored in the
RFID module but not sent until they are finalized and marked for
submission.
[0071] In the preferred embodiments, step 1020 in method 1000 is
performed at a first predetermined time, and step 1030 is performed
at a second predetermined time. For example, step 1020 may be
performed automatically when the bell rings to start class, or at a
set time such as five minutes after the bell rings. In the
alternative, step 1020 may be performed by the teacher initiating
the transfer at a time of his or her choosing using a computer
workstation or handheld unit. In similar fashion, step 1030 may be
performed automatically when the bell rings to end class, or at a
set time such as five minutes before the bell rings. In the
alternative, step 1030 may be performed by the teacher initiating
the transfer at a time of his or her choosing.
[0072] Note that the prior art discloses the use of RFID tags. One
specific type of tag is used in herding cattle. An RFID tag placed
in an animal's ear may contain a transmitter that is activated when
it receives sufficient RF energy. When the transmitter is active,
it transmits a unique identifier that identifies the animal. Let's
assume that such a system is in use in a stockyard that sells
cattle. Large corrals are connected to chutes that require the cows
to move in single file. A series of movable gates or stops could be
used to stop the movement of the cows so each cow is stopped on a
scale and weighed. The ID of the cow is read from its ear tag, and
the weight of the cow is automatically stored for the cow according
to its ID. In such a system, the RFID tag in the cow's ear simply
transmits an identifier when activated by sufficient RF energy. No
power supply is present, no receiver is present, and no memory is
present that allows storing information in addition to the
identifier. Two-way communication with such an RFID tag is
impossible. For this reason, the RFID module 240 of the preferred
embodiments is a significant improvement over the known RFID tags
described above. The prior art does not disclose using Bluetooth as
an RFID module. For this reason, the preferred embodiments define
an RFID profile 124 (see FIG. 1) that defines how to exchange data
with the Bluetooth interface in an RFID module.
[0073] Referring now to FIG. 11, a pager module 242 is one specific
implementation of pager module 242 shown in FIG. 2 within the scope
of the preferred embodiments. Pager module 242 includes a Bluetooth
interface 1110, a processor 1120, a memory 1130, a display 1140,
keys and/or buttons 1150, and a user alert mechanism 1160.
Bluetooth interface 1110 preferably includes a transmitter,
receiver, identification mechanism, and memory as shown in FIG. 3.
Processor 1120 is any suitable processor or combination of
processors capable of executing software to control its operation,
including one or more microprocessors, microcontrollers, or
embedded processors. Memory 1130 suitably stores one or more text
message 1132 that may be read by the student or composed by the
student. The term "text message" as used herein expressly includes
numeric messages. Note that text message 1132 could be a text
message composed by the student to be sent to someone else, or may
be a text message that was received and is intended for the
student.
[0074] Display 1140 is used to display a stored text message 1132
to the user, and to display a text message as it is composed by a
user. Key/buttons 1150 allow a user to retrieve a stored text
message 1132 from memory 1120, to scroll through multiple stored
text messages, or to even compose a text message to be sent to
someone else. User alert mechanism 1160 comprises any suitable way
to notify the user that a text message has been received and needs
to be read by the user, including an audible tone or series of
tones, a blinking light, and a vibrator.
[0075] One of the significant features of pager module 242 is the
ability to use a Bluetooth interface as a pager. Most pagers are
activated by signals from towers that are typically several miles
away from the pager. Pager module 242, in contrast, receives and
sends data only via its Bluetooth interface 1110, which requires
that the pager be within range of a Bluetooth hub to be useful.
Reducing the distance from several miles to less than 100 meters
means that the pager module 242 can be much smaller, lighter, and
use less battery power than known pagers. Note that a Bluetooth hub
could be coupled to a wide area pager service, to the Internet, or
to other wide area networks that could allow the pager module 242
to communicate with a wide variety of different types of pagers and
electronic devices, so long as the pager is in range of a Bluetooth
hub. The prior art does not disclose using Bluetooth as a pager.
For this reason, the preferred embodiments define a pager profile
125 (see FIG. 1) that defines how to use the Bluetooth interface as
a pager.
[0076] A method for using the pager module 242 of FIG. 11 is shown
as method 1200 in FIG. 12. Method 1200 begins when a text message
1132 is received by the system that is addressed to the recipient
(step 1210). If the recipient's pager is present in the system
(step 1220=YES), the text message is sent to the recipient's pager
(step 1230). If the recipient's pager is not present in the system
(step 1220=NO), the text message is saved for the recipient (step
1240). Note that the recipient's pager may note be present in the
system because it is out of range of any Bluetooth hub in the
system, or it may be turned off. Once the pager module 242 is on
and within range of a Bluetooth hub in the system, the text message
stored in step 1240 will be transmitted to the pager module 242.
Note that a similar method for transferring a text message composed
by the user and stored in the pager module 242 to the system for
delivery to another recipient is also within the scope of the
preferred embodiments.
[0077] A telephone module 244 is shown in FIG. 13 as one suitable
implementation of the telephone module 244 of FIG. 2 in accordance
with the preferred embodiments. Telephone module 244 includes a
Bluetooth interface 1310, a processor 1320, a memory 1330, a
display 1340, keys and/or buttons 1350, a microphone 1360, and a
speaker 1370. Bluetooth interface 1310 preferably includes a
transmitter, receiver, identification mechanism, and memory as
shown in FIG. 3. Processor 1320 is any suitable processor or
combination of processors capable of executing software to control
its operation, including one or more microprocessors,
microcontrollers, or embedded processors. Memory 1330 may store any
useful information for telephone module 244, including a call log,
a phone number directory, etc.
[0078] Display 1340 is used to display information to the user
regarding the time of day, the time duration of a call, caller ID
to show who is calling when the phone rings, stored phone numbers,
etc. Key/buttons 1350 allow user input to control the function of
the telephone module 244, such as storing telephone numbers in a
phone directory. One suitable implementation for microphone 1360 is
the microphone in the mouthpiece of the telephone module that picks
up the voice of the user for transmission to the party on the other
end of the call. One suitable implementation for speaker 1370 is
the speaker in the earpiece of the telephone module that transmits
the audio voice information to the user's ear. Note that speaker
1370 could also be used to sound one or more tones when the phone
rings. In the alternative, the telephone module 244 could include a
separate device to alert the user of a call, including audio tones,
a blinking light, or a vibrator.
[0079] One of the significant features of telephone module 244 is
the ability to use a Bluetooth interface as the primary transmitter
and receiver for a wireless telephone. The concept of a
Bluetooth-enabled telephone is not new in the art, as stated by the
examples of Bluetooth-enabled telephones in the Background section.
However, a Bluetooth-enabled phone known in the art includes a
transmitter/receiver for communication with a tower that is part of
the wireless phone network. Enabling a phone with Bluetooth in the
prior art means adding the capability for a phone to communicate
with peripherals via Bluetooth. For example, a Bluetooth-enabled
phone may detect when a Bluetooth-enabled printer is present, and
will then allow the user to print information stored in the phone
(such as an e-mail or a phone list) to the printer without
physically connecting the phone to the printer. However, there are
no known telephones that use a Bluetooth interface to carry the
telephone conversation. Most known wireless phones are activated by
signals from towers that are typically many miles away from the
wireless phone. Telephone module 244, in contrast, receives and
sends voice information for the call via its Bluetooth interface
1310, which requires that the telephone module 244 be within range
of a Bluetooth hub to be useful. Note that a Bluetooth hub could be
coupled to the Internet, which would allow a user to use the
telephone module to communicate with other parties using voice over
internet protocol (VoIP). A Bluetooth hub could also be coupled to
a traditional wireless phone network that transmits via towers or a
wired telephone network, allowing the telephone module 244 to be
used to communicate with virtually any other phone so long as the
telephone module 244 is within range of a Bluetooth hub. Because
there is currently no defined profile in Bluetooth for transmitting
and receiving a telephone conversation, the preferred embodiments
define a telephone profile 126 (see FIG. 1) that defines how to use
the Bluetooth interface as a transmitter and receiver for telephone
module 244.
[0080] A method for using the telephone module 244 of FIG. 13 is
shown as method 1400 in FIG. 14. Method 1400 begins when a
telephone call destined for the recipient is received (step 1410).
If the recipient's telephone module is present in the system (step
1420=YES), the telephone call is routed via Bluetooth to the
recipient's telephone module (step 1430). If the recipient's
telephone module is not present in the system (step 1420=NO), a
voicemail greeting is played, and a voice message is recorded for
the user (step 1440). Note that the recipient's telephone module
may not be present in the system because it is out of range of any
Bluetooth hub in the system, or it may be turned off. Once the
telephone module 244 is on and within range of a Bluetooth hub in
the system, the voicemail message stored in step 1440 may be played
at the request of the user.
[0081] A voicemail module 246 is shown in FIG. 15 as one suitable
implementation of the voicemail module 246 of FIG. 2 in accordance
with the preferred embodiments. Voicemail module 246 includes a
Bluetooth interface 1510, a processor 1520, a memory 1530 that may
contain one or more voicemail messages 1532, a display 1540, keys
and/or buttons 1550, a microphone 1560, a speaker 1570, and a user
alert mechanism 1580. Bluetooth interface 1510 preferably includes
a transmitter, receiver, identification mechanism, and memory as
shown in FIG. 3. Note that Bluetooth interface 1510 includes two
different transmitters that may be used to transmit voicemail
messages. The first is a voice interface, which allows sending and
receiving digitized audio data directly. The voice interface in
Bluetooth can be used to directly send voicemail messages. The
second interface in Bluetooth that can be used to send voicemail
messages is a data interface, which requires data to be sent and
received in packets with complicated protocol headers. These
packets could contain voice information, similar to voice over
internet protocol (VoIP) that is known in the art.
[0082] One example of using the voicemail module 246 allows parents
to communicate voicemail messages in Bluetooth-compatible data
packets for their students. A parent could use their personal
computer at work to record a voicemail message in
Bluetooth-compatible data packets. The data packets could be sent
to the voicemail module 246 via the data channel, and the voicemail
module 246 would then convert the data packets to an audio message
that the student could listen to. In the alternative, the data
packets could be sent to the Bluetooth hub, which could convert the
data packets to the audio voicemail message, and send the audio
voicemail message to the voicemail module 246 via the voice
channel.
[0083] In another example, a parent calls the school using a normal
phone and leaves a message for his or her child. One or more
Bluetooth hubs could be connected to a telephone PBX that would
allow a Bluetooth hub to retrieve the stored audio voicemail
message, and to send the audio voicemail message to the child's
voicemail module 246 via the voice interface.
[0084] Processor 1520 is any suitable processor or combination of
processors capable of executing software to control its operation,
including one or more microprocessors, microcontrollers, or
embedded processors. Memory 1530 may store any useful information
for voicemail module 246, including one or more voicemail messages
1532.
[0085] Display 1540 is used to display information to the user
regarding the available functions of the voicemail module 246 and
any stored voicemail messages. Key/buttons 1550 allow user input to
control the function of the voicemail module 246, such as storing a
voicemail message for another user or retrieving stored voicemail
messages from memory. One suitable implementation for microphone
1560 is an internal microphone that allows the user to record
voicemail messages for other users. One suitable implementation for
speaker 1570 is an internal speaker that plays an audio voicemail
message to the user. Speaker 1570 may also include a jack for an
earphone or headphones. User alert mechanism 1580 provides an
indication to the user that a voicemail message has arrived,
including audio tones, a blinking light, or a vibrator. In the
alternative, the voicemail module 246 could alert the user using
speaker 1570.
[0086] One of the significant features of voicemail module 246 is
the ability to use a Bluetooth interface to transmit and store
voicemail messages. Nowhere does the prior art teach the ability to
send and receive voicemail messages via a Bluetooth interface. Most
known wireless phones include the capability of listening to a
voicemail message left for the user when a caller was unable to
reach the user. The voicemail message is typically stored on a
computer system in the wireless phone network, and retrieving the
voicemail message means having the system play the audio to the
wireless phone. Voicemail module 246, in contrast, provides the
capability of composing a voicemail without calling anybody, and
for sending the voicemail to the intended recipient via a Bluetooth
hub that is coupled to some mechanism that knows how to transmit
the stored voicemail to the recipient. In the specific school
computing system 200 shown in FIG. 2, if both sender and recipient
have RFID modules that are part of the school's system 200, the
voicemail module 246 allows sending and receiving voicemails
between students and teachers via Bluetooth. The prior art does not
disclose using a Bluetooth interface to transmit and receive
voicemail messages. For this reason, the preferred embodiments
define a voicemail profile 127 (see FIG. 1) that defines how to use
the Bluetooth interface as a transmitter and receiver for voicemail
module 246.
[0087] A method for using the voicemail module 246 of FIG. 15 is
shown as method 1600 in FIG. 16. Method 1600 begins when a
voicemail message is received by the system (step 1610). If the
recipient's voicemail module is present in the system (step
1620=YES), the voicemail message is routed via Bluetooth to the
recipient's voicemail module (step 1630). If the recipient's
voicemail module is not present in the system (step 1620=NO), the
voicemail is saved for the recipient (step 1640). Note that the
recipient's voicemail module may not be present in the system
because it is out of range of any Bluetooth hub in the system, or
it may be turned off. Once the voicemail module 246 is on and
within range of a Bluetooth hub in the system, the voicemail
message stored in step 1640 will be played at the request of the
user. Note that a similar method for transferring a voicemail
message composed by the user and stored in the voicemail module 246
to the system for delivery to another recipient is also within the
scope of the preferred embodiments. Note that the functions of
voicemail module 246 may be integrated within the telephone module
244 to provide both telephone and voicemail capability in a
wireless telephone. Note that this combined device would include
the capability to record a voicemail message at the press of the
button on the wireless telephone, a feature that does not exist in
the art today.
[0088] Voicemail module 246 provides significant advantages over
voicemail systems known in the art. While short text messages are
becoming increasingly popular with pagers and cell phones, text
messages lack the emotion of a voicemail message. Instead of
storing voicemail messages on central servers that allow a user to
call in and listen to the messages, a voicemail message in digital
form can actually be transmitted to the voicemail module 246 to be
played to the user. Because the voicemail messages are in digital
form, they may be easily stored in the voicemail module 246 for
future reference, and may be transferred to another device, such as
a personal computer, for archiving. Voicemail messages are still
voice communications, but are not real-time, and thus allow
off-line compression to reduce the size of the transmission. We
know from sad experience on Sep. 11, 2001 in New York City that the
cell phone networks were jammed with traffic. Connections were
sometimes impossible and sometimes unreliable. The voicemail
capability provided by voicemail module 246 would have resulted in
less data due to off-line compression, and voicemail messages would
have been reliable because the voicemail messages would have simply
been queued up for later delivery. Had the victims of the attacks
on the World Trade Center on Sep. 11, 2001 had voicemail modules,
they would have been able to leave voice messages for their
relatives even if they couldn't through on their cell phones.
[0089] An audio module 248 is shown in FIG. 17 as one suitable
implementation of the audio module 248 of FIG. 2 in accordance with
the preferred embodiments. Audio module 248 includes a Bluetooth
interface 1710, a processor 1720, a memory 1730 that may contain
one or more audio files 1732, a display 1740, keys/buttons 1750,
and a speaker 1760. Bluetooth interface 1710 preferably includes a
transmitter, receiver, identification mechanism, and memory as
shown in FIG. 3. Processor 1720 is any suitable processor or
combination of processors capable of executing software to control
its operation, including one or more microprocessors,
microcontrollers, or embedded processors. Memory 1730 may store any
useful information for audio module 248, including one or more
audio files 1732.
[0090] Display 1740 is used to display information to the user
regarding the operation of the audio module 248. Keys/buttons 1750
allow user input to control the function of the audio module 248,
such as storing an audio file or playing an audio file 1732 stored
in the memory 1730. One suitable implementation for speaker 1760 is
an internal speaker that can play audio files to the user. Speaker
1760 may also include ajack for an earphone or headphones. Audio
module 248 may also include a microphone (not shown) that allows
the user to record audio information as a digital audio file. Note
that the preferred embodiments define an audio profile 128 (see
FIG. 1) that defines how to use the Bluetooth interface to exchange
audio files.
[0091] One method for using the audio module 248 of FIG. 17 in
accordance with the preferred embodiments is shown as method 1800
in FIG. 18. Method 1800 begins when an audio file needs to be
downloaded to a student's audio module (step 1810). If the
recipient's audio module is present in the system (step 1820=YES),
the audio file is routed via Bluetooth to the recipient's audio
module (step 1830). If the recipient's audio module is not present
in the system (step 1820=NO), the audio file is saved for the
recipient (step 1840). Note that the recipient's audio module may
not be present in the system because it is out of range of any
Bluetooth hub in the system, or it may be turned off. Once the
audio module 248 is on and within range of a Bluetooth hub in the
system, the audio file stored in step 1840 may be played at the
request of the user.
[0092] Another method for using the audio module 248 of FIG. 17 in
accordance with the preferred embodiments is shown as method 1900
in FIG. 19. Method 1900 begins when an audio file needs to
transferred from a student's audio module to a teacher (step 1910).
The audio file is first transferred from the student's audio module
to a wireless hub via the Bluetooth interface (step 1920). The
audio file is then transferred and stored in a location where the
teacher may access the audio file (step 1930), such as on the
server or on a handheld system. Once one or more audio files are
stored for the teacher, the teacher may download and access any of
these audio files using method 2000 shown in FIG. 20. Method 2000
starts when a teacher needs to retrieve a stored audio file (step
2010). The teacher first specifies which audio file to retrieve
(step 2020). The specified audio file is then downloaded to the
teacher's system (step 2030). The teacher's system in step 2030 may
be any suitable computer system or peripheral, including a computer
workstation, a hand-held computer, and the like. Once the audio
file has been downloaded to the teacher's system in step 2030, the
teacher may listen to the audio file, or may transfer the audio
file to other teachers or students.
[0093] A video module 250 is shown in FIG. 21 as one suitable
implementation of the video module 250 of FIG. 2 in accordance with
the preferred embodiments. Video module 250 includes a Bluetooth
interface 2110, a processor 2120, a memory 2130 that may contain
one or more video files 2132, a display 2140, keys/buttons 2150,
and a speaker 2160. Bluetooth interface 2110 preferably includes a
transmitter, receiver, identification mechanism, and memory as
shown in FIG. 3. Processor 2120 is any suitable processor or
combination of processors capable of executing software to control
its operation, including one or more microprocessors,
microcontrollers, or embedded processors. Memory 2130 may store any
useful information for video module 250, including one or more
video files 2132.
[0094] Display 2140 is used to display information to the user
regarding the operation of the video module 250. Key/buttons 2150
allow user input to control the function of the video module 250,
such as storing a video file or playing a video file 2132 stored in
the memory 2130. One suitable implementation for speaker 2160 is an
internal speaker that can play audio files to the user. Speaker
2160 may also include a jack for an earphone or headphones. Note
that the preferred embodiments define a video profile 129 (see FIG.
1) that defines how to use the Bluetooth interface to exchange
video files.
[0095] One method for using the video module 250 of FIG. 21 in
accordance with the preferred embodiments is shown as method 2200
in FIG. 22. Method 2200 begins when a video file needs to be
downloaded to a student's video module (step 2210). If the
recipient's video module is present in the system (step 2220=YES),
the video file is routed via Bluetooth to the recipient's video
module (step 2230). If the recipient's audio module is not present
in the system (step 2220=NO), the video file is saved for the
recipient (step 2240). Note that the recipient's video module may
not be present in the system because it is out of range of any
Bluetooth hub in the system, or it may be turned off. Once the
video module 250 is on and within range of a Bluetooth hub in the
system, the video file stored in step 2240 may be played at the
request of the user.
[0096] Referring to FIG. 23, a system 2300 in accordance with the
preferred embodiments uses an RFID module 240 that has a housing
2310 that includes a connector 2312. Each of the remaining modules
in FIG. 23, namely the pager module 242, the telephone module 244,
the voicemail module 246, the audio module 248 and the video module
250 include a slot 2320 for receiving the housing 2310 of RFID
module 240. The slot 2320 includes a connector 2322 that mates with
connector 2312 on the RFID module 240. This allows the RFID module
240 to contain the identification mechanism that uniquely
identifies the user to the system, and each RFID module 240 can
then be plugged into a wide array of accessories (e.g., modules
242-250) that extend the capability of the RFID module 240. The
preferred embodiments expressly extend to the combination of the
RFID module with each of the other modules 242-250. In addition,
the function of the modules 242-250 may be combined according to
the specific needs of the students and teachers, and according to
constraints and requirements.
[0097] One specific device that incorporates the function of all of
the modules 240-250 described above is shown in FIG. 24 as a
student module 2400. Note that combining all of the discrete
modules 240-250 shown in FIG. 2 into a single module 2400 allows
sharing functions between components. Student module 2400 includes
a local wireless interface, which is preferably a Bluetooth
interface 310 as shown in FIG. 3. Student module 2400 also includes
a processor 2420, a memory 2430, a mass storage 2440, a display
2450, keys/buttons 2460, a microphone 2470, a speaker 2480, and a
wireless display interface 2490. Note that student module 2400 may
also optionally include a user notification mechanism that may
notify the user of certain conditions or events via the display,
audio tones, or a vibrator.
[0098] Bluetooth interface 310 preferably includes a transmitter,
receiver, identification mechanism, and memory as shown in FIG. 3.
Processor 2420 is any suitable processor or combination of
processors capable of executing software to control its operation,
including one or more microprocessors, microcontrollers, or
embedded processors. Memory 2430 may store any useful information
for student module 2400, including profiles 2431-2436 that tell the
student module 2400 how to communicate information to the rest of
the system. Student module 2400 contains a mass storage 2440 that
was not shown in any of the other modules herein. Note, however,
that mass storage 2440 is simply a different type of memory, and is
therefore considered to be an extension of the memory shown in the
other modules. Mass storage 2440 is preferably a miniature hard
disk drive, but could be any other form of storage. Mass storage
2440 suitably includes one or more text messages 2442, voicemail
messages 2444, audio files 2446, and video files 2448. Display
2450, keys/buttons 2460, microphone 2470 and speaker 2480 may be
used as described above for each of modules 242-250 shown in FIGS.
11, 13, 15, 17 and 21. In addition, display 2450, keys/buttons
2460, microphone 2470 and speaker 2480 may be used in other ways
within the scope of the preferred embodiments.
[0099] Student module 2400 also includes a wireless display
interface 2490 that allows displaying information on a wireless
display, such as 260 shown in FIG. 2. Wireless display interface
2490 may be a dedicated wireless interface that only communicates
with wireless displays, or may be a more general-purpose interface
(such as a Bluetooth interface) that allows communicating with one
or more wireless displays 260. The wireless display 260 may be used
in conjunction with the student module 2400 to provide electronic
books, to display video information, to allow a student to take a
test or quiz, or to complete homework electronically.
[0100] Note that keys/buttons are shown in the figures. These
keys/buttons are simply representative of a user input mechanism by
which the user may control the function of a module. Of course,
other means for controlling the function of a module may also be
used, including a touch screen display, voice recognition, etc. Any
suitable user input mechanism is within the scope of the preferred
embodiments.
[0101] Other configurations and combinations are possible within
the scope of the preferred embodiments. With the budgetary
constraints in most school systems, providing a student module 2400
is not a viable option due to the relatively high cost of each
student module 2400. In this case, we can take advantage of
electronic devices that the students may already own to reduce the
cost of a student module. For example, many students already carry
an MP3 player for playing music. MP3 players typically have hard
disk drives that sometimes have more capacity than needed for
songs. In addition, many students carry wireless cell phones and
pagers. Another system contemplated within the scope of the
preferred embodiments takes advantage of the investment the
students may have already made in devices that are similar to the
modules 240-250 described herein. Let's assume that a school system
allows its students to carry MP3 players, cell phones, and pagers
as long as they are compatible with the school's wireless system.
One requirement for compatibility would likely be that each include
an RFID module 240. In this case, the MP3 players the students
carry would be audio modules 248, the pagers the students carry
would be pager modules 242, and the wireless phones the students
carry would be telephone modules 244. An education computer in a
classroom could be simply be a display with a processor and some
memory. The student then plugs their wireless telephone or pager
into the display and it becomes wireless, and can communicate with
any of the modules 240-250 described herein. The hard disk drive
the student uses for MP3 music in the audio module may now be used
as the hard disk drive for the educational computer display. The
telephone module can provide a digital-to-analog converter and
audio amplifier, thereby relieving the education computer from
having these functions. The school-authorized peripherals the
students purchase and bring to school become part of their
educational computers, allowing the school to provide a an
inexpensive display that uses resources that are provided by
peripherals the student purchases and brings to school.
[0102] One of the great advantages of providing a system 200 as
shown in FIG. 2 and discussed in detail above is the ability to
limit and control the function of the various modules in the
system. For example, the function of many of the modules may be
limited during class period, but enabled during breaks between
classes. Thus, the transfer of a text message, voicemail message,
audio file, or video file for a student may be inhibited during
class, but as soon as class is done these features could be
enabled. In similar fashion, the telephone module of the preferred
embodiments could be automatically disabled during class, and only
enabled during breaks. Let's assume that students are permitted to
have electronic modules at school, as long as they are compatible
with the school's system. When a class session starts, the system
could automatically disable some functions of various modules.
Thus, one student talking on his wireless phone may be cut off when
the bell rings, another listening to music may have the music stop,
yet another composing a text message would have their pager become
unresponsive, yet another listening to a voicemail message would
have the message cut off without finishing. In short, any or all
functions that could distract a student during class could be
disabled during class periods.
[0103] While the wireless world is fast adopting Bluetooth, many
features herein would not have been obvious in light of prior art
devices combined with the knowledge of Bluetooth. For example,
sending pager or voicemail messages via a Bluetooth interface would
not have been obvious to one of ordinary skill in the art. In fact,
such pagers and voicemail modules would have limited use because
they would not function as soon as they are out of range of the
Bluetooth system (such as the school wireless system) to which it
is enabled. Having electronic devices that only work within a small
geographic area (such as within buildings on a school ground) would
not have widespread use and appeal, because their functions are so
limited. However, when such devices are provided at a school as
part of the wireless system, the devices operate great when in the
school, but won't operate if taken out of the school. This provides
a disincentive for thieves, because the devices are useless outside
of the school. Furthermore, by coupling the wireless network to the
Internet, to land-based phone systems, to wireless phone systems,
and the like, the functions of the wireless devices (such as
modules 240-250) may be greatly enhanced, yet their function can
also be controlled and limited by the system according to the
specific system requirements. This combination of power and control
is not known in the art. The preferred embodiments disclosed herein
thus provide a powerful combination of wireless modules and
functions that are ideally suited to a school environment, yet
could also be used in other applications within the scope of the
preferred embodiments.
[0104] One skilled in the art will appreciate that many variations
are possible within the scope of the present invention. Thus, while
the invention has been particularly shown and described with
reference to preferred embodiments thereof, it will be understood
by those skilled in the art that these and other changes in form
and details may be made therein without departing from the spirit
and scope of the invention.
* * * * *
References