U.S. patent application number 11/681271 was filed with the patent office on 2007-08-09 for system and method of virtual schooling.
This patent application is currently assigned to K12, Inc.. Invention is credited to Bror Valdemar Haug Saxberg, Ronald Packard.
Application Number | 20070184424 11/681271 |
Document ID | / |
Family ID | 25310733 |
Filed Date | 2007-08-09 |
United States Patent
Application |
20070184424 |
Kind Code |
A1 |
Packard; Ronald ; et
al. |
August 9, 2007 |
SYSTEM AND METHOD OF VIRTUAL SCHOOLING
Abstract
A system and methods of virtual schooling, which provide an
Internet-based elementary and secondary school that is committed to
offering a complete and comprehensive education to all pupils. The
curriculum used in the system and methods is Web-deployed and
database-driven. Its subjects include, but are not necessarily
limited to History/Civics/Geography, Language Arts, Math, Music,
Science, and Visual Arts. Preferably, lessons should integrate
on-line and off-line instructional materials for a well-rounded
learning experience.
Inventors: |
Packard; Ronald; (McLean,
VA) ; Haug Saxberg; Bror Valdemar; (Beverly Hills,
CA) |
Correspondence
Address: |
VENABLE LLP
P.O. BOX 34385
WASHINGTON
DC
20043-9998
US
|
Assignee: |
K12, Inc.
Herndon
VA
|
Family ID: |
25310733 |
Appl. No.: |
11/681271 |
Filed: |
March 2, 2007 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
|
09851421 |
May 9, 2001 |
7210938 |
|
|
11681271 |
Mar 2, 2007 |
|
|
|
Current U.S.
Class: |
434/350 |
Current CPC
Class: |
Y10S 706/926 20130101;
Y10S 706/927 20130101; G09B 7/00 20130101 |
Class at
Publication: |
434/350 |
International
Class: |
G09B 3/00 20060101
G09B003/00 |
Claims
1-21. (canceled)
22. A method of operating a virtual school, comprising the steps
of: providing a computer network, including server means and a
plurality of clients each of which is adapted to be connected to
said server means over said network; loading a means for operating
said server means and said plurality of clients, said operating
means supporting a run-time environment for a virtual school
application on said network; providing graphical user interface
means adapted to be displayed on said plurality of clients, said
graphical user interface means including a plurality of
personalized spaces; connecting a database to said computer
network; storing a plurality of files with a plurality of different
file formats in said database; providing a plurality of interactive
modules, each of which is adapted to be run over said network, said
interactive modules including: a content manager; a curriculum
planner; an instructional sequencer; and a progress tracker;
managing creation, editing, storage, use of content within said
virtual school with said content manager; planning a curriculum for
a pupil using the virtual school with said curriculum planner;
sequencing said curriculum with said instructional sequencer; and
tracking progress of said pupil within said curriculum with said
progress tracker.
23. The method according to claim 22, wherein said content manager
further comprises a plurality of content objects, a plurality of
user objects, and a plurality of role objects.
24. The method according to claim 23, wherein said content manager
further comprises a plurality of templates, each of which is
adapted to be populated to create, edit, or store said plurality of
content objects.
25. The method according to claim 24, wherein said plurality of
templates is selected from the group consisting of a unit opener
template, a lesson opener template, an activities template, an
assessment opener template, a question data template, and an input
data template.
26. The method according to claim 25, wherein said unit opener
template comprises a plurality of fields including a template
number field, a unit title field, a unit focus field, a unit
objectives field, a unit text field, a background information
field, a lab safety field, a unit assessment field, a design specs
field, and a development notes field.
27. The method according to claim 25, wherein said lesson opener
template comprises a template number field, a development time and
date field, a version number field, an author/developer/designer
field, a lesson number field, a lesson type field, a lesson title
field, a lesson time field, a lesson focus field, a lesson
objectives field, a lesson notes field, a lesson notes links field,
a keywords field, a keyword definitions field, a keyword media
files field, a pronunciation guide words field, a pronunciation
guide words respellings field, a pronunciation audio files field, a
book synopsis field, a synopsis of today's reading field, a
resources field, a resources links/media files field, a new words
field, a lab safety field, and a development notes field.
28. The method according to claim 25, wherein said activities
template comprises an activity type field, an activity modal field,
an activity guidance field, an activity delivery field, an activity
carryover field, a template type field, a template number field, an
activity order field, an activity number field, an activity time
field, an activity time field, a things to print field, a things to
print media files field, an optional things to print field, and
optional things to print number field, an optional things to print
media files field, a things to gather field, a things to gather
description field, an optional things to gather field, an optional
things to gather description field, a things to preview field, a
things to preview media files field, a procedure (activity text)
field, a procedure media files field, an answers field, a teacher
tip field, a teacher tip media files field, a pupil help field, a
pupil help media files field, an extension field, an extension
media files field, an alternate activity field, an alternate
activity media files field, a design specs field, a narrative text
field, and a development notes field.
29. The method according to claim 25, wherein said assessment
opener template comprises an opener template number field, an
assessment title field, a lesson number field, an assessment time,
field, an assessment instructions field, and a PDF file field.
30. The method according to claim 25, wherein said question data
comprises assessment type field, an assessment item type field, an
item template number field, a question ID field, a lesson objective
covered field, a questions instructions field, a question template
number field, a question field, a question media files field, an
answer key field, an answer key media files field, and an
assessment help field.
31. The method according to claim 25, wherein said input data
template comprises an input template number field, a lesson
objective covered field, an input instructions field, an input item
field, a weight field, an input item media files field, a scoring
key field, a design specs field, and a development notes field.
32-86. (canceled)
Description
[0001] This application is a divisional application of, and claims
priority to, U.S. application Ser. No. 09/851,421, filed May 9,
2001, entitled "A VIRTUAL SCHOOL PROVIDING CONTENT MANAGER
CURRICULUM PLANNER INSTRUCTIONAL SEQUENCER AND PROGRESS TRACKER,"
of common assignee, the contents of which are incorporated by
reference herein in their entirety.
BACKGROUND OF THE INVENTION
[0002] 1. Field of the Invention
[0003] The present invention relates generally to distance
learning, and more particularly to a system and methods of virtual
schooling via the Internet.
[0004] 2. Statement of the Prior Art
[0005] Various systems and methods of distance learning are known
in the art. However, none of those systems or methods provides a
complete and comprehensive curriculum for home-schooled pupils
where the caring adult is not a licensed teacher. They also do not
provide the ability to have a personalized approach to on-line
education.
SUMMERY OF THE INVENTION
[0006] The system and methods of the present invention, however,
provide an Internet-based elementary and secondary school, which is
committed to offering a complete and comprehensive education to all
pupils-no matter where they live, what kind of school they attend,
or their financial status. It provides a unique and unprecedented
instruction and assessment program comparable to that of the best
public and private schools. It fuses time-tested methods of
learning and traditional academic content with powerful technology
to deliver a world-class personalized educational experience.
[0007] The curriculum used in the system and methods of the present
invention is Web-deployed and database-driven. Its subjects include
History/Civics/Geography, Language Arts, Math, Music, Science, and
Visual Arts. Preferably, lessons should integrate on-line and
off-line instructional materials for a well-rounded learning
experience.
[0008] The system and methods of the present invention will appeal
to any caring adult who seeks a complete and comprehensive
education for a child. Its major target audiences are: (a) virtual
charter schools; (b) home schoolers; (c) caring adults who want to
supplement their child's education; (d) urban centers that link
children, computers, and caring adults; (e) people in the military;
(f) expatriates and foreign nationals; (g) public schools; (h)
corporate adult media; and (i) summer school. The adults teaching
in these environments are generally well intended but
inexperienced. Most instructors will concurrently teach from 1 to 6
pupils at varying academic levels. The learning environment will
vary (e.g., it may be someone's home, a church basement, or a more
traditional school environment). When developing lessons for use
with the system and methods of the present invention it is
important to balance instructor-led and independent work activities
to facilitate a successful balance of teaching activities for
multi-grade/multi-pupil situations.
[0009] Certain assumptions should be made in using the system and
methods of the present invention. With respect to the users of such
system and methods, a first assumption is that the caring adults
can read at USA Today level. The adults should be comfortable with
basic addition, subtraction, and multiplication facts and skills.
Moreover, they should have enough familiarity with a personal
computer to be able to log on and run a browser sufficiently well
to perform basic tasks (e.g., purchase a book from Amazon, send and
receive e-mail, and print from the computer). There is no
presumption that the caring adults (or helpers) have any teaching
experience or skills. In other words, the system and methods of the
present invention themselves will provide the information,
techniques, and support needed to deliver a world-class education
without such teaching experience or skills.
[0010] It is also assumed that the caring adult for younger pupils
(e.g., kindergarten through the second grade) will want to be
present and involved for most interaction with the personal
computer (e.g., to read material, to ask questions about what's
going on, to get the child to repeat sounds or copy drawings or
patterns, and to signal to the system when the child is ready to
move to the next item). Key areas of the curriculum will be
reinforced with interactive work for the child, but these will not
detract from the child becoming proficient with paper and
pencil.
[0011] Other objects, advantages, and novel features according to
the present invention will become more apparent from the following
detailed description of a preferred embodiment, when considered in
conjunction with the accompanying drawings wherein:
BRIEF DESCRIPTION OF THE DRAWINGS
[0012] FIG. 1 is a block diagram of a virtual school system
according to the present invention;
[0013] FIG. 2 is a block diagram illustrating the architecture of
the virtual school system shown in FIG. 1;
[0014] FIG. 3 is a first browser window illustrating use of the
curriculum planner shown in FIG. 1;
[0015] FIG. 4 is a second browser window illustrating use of the
curriculum planner shown in FIG. 1;
[0016] FIG. 5 is an alternative to the second browser window shown
in FIG. 4;
[0017] FIG. 6 is a third browser window illustrating use of the
curriculum planner shown in FIG. 1;
[0018] FIG. 7 is a fourth browser window illustrating use of the
curriculum planner shown in FIG. 1;
[0019] FIG. 8 is a fifth browser window illustrating use of the
curriculum planner shown in FIG. 1;
[0020] FIG. 9 is a sixth browser window illustrating use of the
curriculum planner shown in FIG. 1, particularly with respect to an
exemplary lesson;
[0021] FIG. 10(a) is a browser window for taking attendance in
accordance with one embodiment of the present invention;
[0022] FIG. 10(b) is another browser window for taking attendance
in accordance with an alternative embodiment of the present
invention;
[0023] FIG. 11 is a first browser window illustrating use of the
instructional sequencer shown in FIG. 1, particularly with respect
to the exemplary lesson shown in FIG. 9;
[0024] FIG. 12 is a second browser window illustrating use of the
instructional sequencer shown in FIG. 1, particularly with respect
to an assessment of the exemplary lesson shown in FIG. 9;
[0025] FIG. 13 is a third browser window illustrating use of the
instructional sequencer shown in FIG. 1, particularly with respect
to an answer key for the exemplary lesson shown in FIG. 9;
[0026] FIG. 14 is a fourth browser window illustrating use of the
instructional sequencer shown in FIG. 1, particularly with respect
to a challenge adapted for use with the exemplary lesson shown in
FIG. 9;
[0027] FIG. 15 is a fifth browser window illustrating use of the
instructional sequencer shown in FIG. 1, particularly with respect
to the exemplary lesson shown in FIG. 9;
[0028] FIG. 16 is a first, generalized flowchart illustrating use
of an assessment means according to the present invention;
[0029] FIG. 17 is a second, more specific flowchart illustrating
use of the assessment means shown in FIG. 16;
[0030] FIG. 18 is a third, more specific flowchart illustrating use
of the assessment means shown in FIG. 16;
[0031] FIG. 19 is a first browser window illustrating use of the
progress tracker shown in FIG. 1;
[0032] FIG. 20 is a second browser window illustrating use of the
progress tracker shown in FIG. 1, particularly with respect to an
exemplary unit;
[0033] FIG. 21 is a third browser window illustrating use of the
progress tracker shown in FIG. 1, particularly with respect to the
requirements for a certificate to be issued as a result of a
pupil's use of the virtual school system;
[0034] FIG. 22 is a fourth browser window illustrating use of the
instructional sequencer shown in FIG. 1, particularly with respect
to assessments skipped during a pupil's use of the virtual school
system;
[0035] FIG. 23 is a fifth browser window illustrating use of the
instructional sequencer shown in FIG. 1, particularly with respect
to assessments completed during a pupil's use of the virtual school
system;
[0036] FIG. 24 is another browser window illustrating use of the
curriculum planner shown in FIG. 1, particularly with respect to an
overview of the curriculum planned by a caring adult using the
virtual school system;
[0037] FIG. 25 is a block diagram illustrating exemplary classes,
objects, and libraries stored within the database shown in FIG.
1;
[0038] FIGS. 26(a) through 26(m) illustrate exemplary templates for
use in creating the classes, objects, and libraries shown in FIG.
25;
[0039] FIG. 27 is a block diagram illustrating exemplary media
classes and objects stored in the media library shown in FIG.
25;
[0040] FIG. 28 is a first browser window illustrating use of a
lesson according to a presently preferred embodiment of the
invention, particularly with respect to the teaching of phonics for
use in reading instruction with the virtual school system;
[0041] FIGS. 29(a) through 29(c) illustrate a second browser window
with succeeding frames used in the instructional sequencer shown in
FIG. 1, particularly with respect to the teaching of phonics for
use in reading instruction with the virtual school system; and
[0042] FIGS. 30(a) through 30(c) illustrate a plurality of tiles
for use in conjunction with the browser windows shown in FIGS. 28
and 29(a) through 29(c), particularly with respect to the teaching
of phonics for use in reading instruction with the virtual school
system.
DETAILED DESCRIPTION OF A PREFERRED EMBODIMENT
[0043] Referring now to the drawings, wherein like reference
numerals and characters represent like or corresponding parts and
steps throughout each of the many views, there is shown in FIG. 1 a
schematic diagram of a system 100 that provides virtual schooling
in accordance with the present invention.
[0044] System 100 is adapted to be accessed by pupils and/or their
caring adults using a plurality of clients 102. Such clients 102,
in turn, suitably comprise one or more conventional personal
computers and workstations, operating either as a "fat" client or a
"thin" client. It should be understood, nevertheless, that other
clients 102, such as Web-enabled hand-held devices (e.g., the Palm
V.TM. organizer manufactured by Palm, Inc., Santa Clara, Calif.
U.S.A., Windows CE devices, and "smart" phones), which use the
wireless access protocol, and Internet appliances fall within the
spirit and scope of the present invention.
[0045] Clients 102 of the above types suitably access system 100 by
way of a network 104. By use of the term "network", it should be
understood that the foregoing is not intended to limit the present
invention to any particular wireline or wireless network, such as
local area networks (LANs), metropolitan area networks (MANs), or
wide area networks (WANs). Network 104 preferably comprises the
Internet (also known as the "World Wide Web"), but it may similarly
comprise intranets, extranets, and virtual private networks (VPNs)
and the like. In accordance with a presently preferred embodiment
of the invention, system 100 is suitably comprised of a user
interface 106, a database 108, a content manager 110, a curriculum
planner 112, an instructional sequencer 114, and a progress tracker
116. Collectively, user interface 106, content manager 110,
curriculum planner 112, instructional sequencer 114, and progress
tracker 116 comprise a virtual schooling application 118.
[0046] As shown in FIG. 2, the architecture of system 100 further
comprises a pair of Internet access lines 202 (e.g., primary and
shadow conventional T3 lines), which are cross-connected from the
backbone of Internet 104 to one or more, and preferably, a pair of
redundant routers 204, 208. Incoming traffic from the first of such
routers 204 is then suitably directed through a firewall 206 to the
second of such routers 208. Even more preferably, and for the sake
of redundancy, two firewalls 206 are cross-connected as shown in
FIG. 2. A presently preferred router 204 is the SmartSwitch Router
8000, which is manufactured by the Enterasys Networks division of
Cabletron Systems, Andover, Mass. U.S.A. Moreover, a presently
preferred firewall 206 is an IP network application platform (e.g.,
the IP650, IP440, or IP330 firewall platforms, which are
manufactured by Nokia Group, Espoo, Finland).
[0047] A plurality of web servers 210.sub.1, 210.sub.2, . . .
210.sub.n is, thus, conveniently load balanced by use of the
foregoing configuration. That is, the load of incoming traffic from
the Internet 104, through the routers 204, 208 and firewalls 206,
is balanced among each of the web servers 210.sub.1, 210.sub.2, . .
. 210.sub.n, such that: (1) certain incoming traffic is routed to a
particular web server 210.sub.1, 210.sub.2, . . . 210.sub.n, where
that particular web server 210.sub.1, 210.sub.2,. . . 210.sub.n had
been recently used by a given user whose information had been
cached on that particular web server 210.sub.1, 210.sub.2, . . .
210.sub.n and, as a result, it would be more efficient to continue
to use that particular web server 210.sub.1, 210.sub.2, . . .
210.sub.n; or (2) no single one of the web servers 210.sub.1,
210.sub.2, . . . 210.sub.n would become overburdened.
[0048] In a particularly preferred embodiment of the present
invention, there are three such web servers. Each of the web
servers 210.sub.1, 210.sub.2, . . . 210.sub.n is, in turn,
preferably comprised of a Dell.TM. PowerEdge.TM. 2450 server
(manufactured by Dell Computer Corporation, Austin, Tex. U.S.A.),
with a 733 MHz Pentium III processor, 256 MB RAM, and dual,
mirrored 9.1 GB fixed disk drives. Moreover, each of the web
servers 210.sub.1, 210.sub.2, . . . 210.sub.n preferably further
comprises a Microsoft.RTM. Windows.RTM. NT operating system, and
Netscape Enterprise Server, Release 3.6.3 (developed by Netscape
Communications, a subsidiary of America Online, Inc., Dulles, Va.
U.S.A.). Optionally, Netscape's Certificate Server may also be
installed on each of the web servers 210.sub.1, 210.sub.2, . . .
210.sub.n to facilitate core digital certificate-issuance and
management services, as well as distribution of certificates and
certificate-revocation lists to clients and other servers. Other
forms of certificate servers (e.g., web certificate servers and
wireless certificate servers, which are available from VeriSign,
Inc., Mountain View, Calif. U.S.A.) may likewise be deployed on
each of the web servers 210.sub.1, 210.sub.2, . . . 210.sub.n.
[0049] System 100 further comprises a plurality of application
servers 212.sub.1, 212.sub.2, . . . 212.sub.n, coupled to the web
servers 210.sub.1, 210.sub.2, . . . 210.sub.n. In the preferred
embodiment of the present invention, there are six such application
servers. Each of the application servers 212.sub.1, 212.sub.2 . . .
212.sub.n is, like the web servers 210.sub.1, 210.sub.2, . . .
210.sub.n, preferably comprised of a Dell PowerEdge 2450 server,
with a 733 MHz Pentium III processor, 256 MB RAM, and dual,
mirrored 9.1 GB fixed disk drives. Moreover, each of the
application servers 212.sub.1, 212.sub.2 . . . 212.sub.n preferably
further comprises a Microsoft Windows NT operating system, and the
Total-e-Business.TM. platform (developed by Bluestone Software,
Inc., Philadelphia, Pa. U.S.A., and including the Total-e-Business
Server [formerly known as "Sapphire/Web"]). Bluestone's Universal
Business.TM. Server, Release 7.0, for example, may be used to
manage the virtual school system and methods of the present
invention, while running on each of the application servers
212.sub.1, 212.sub.2 . . . 212.sub.n. At the same time, Bluestone's
Load Balance Broker (LBB) may be loaded on each of the web servers
210.sub.1, 210.sub.2, . . . 210.sub.n, to facilitate balancing of
the load of communications between each of the web servers
210.sub.1, 210.sub.2, . . . 210.sub.n and each of the application
servers 212.sub.1, 212.sub.2, . . . 212.sub.n.
[0050] For example, when a request within the virtual schooling
application 118 is intended for one of the application servers
212.sub.1, 212.sub.2 . . . 212.sub.n, it can go to one of
potentially many instances of the application, which may reside on
different machines. The task of ensuring that simultaneous requests
are distributed evenly across multiple instances, in order to
ensure efficient processing, falls to the LBB.
[0051] Before one of ordinary skill can understand how the LBB
performs its load balancing, one must first understand its internal
storage mechanism (i.e., how information about applications and
their instances is stored therein. In essence, the following four
fields are used to store information about all the instances in a
specific application: (1) Host: the hostname of the instance, as
contained in $SAPPHIRE/config/apserver.txt; (2) Port: the port
allocated to this instance, also as contained in
$SAPPHIRE/config/apserver.txt; (3) Usage: the number of requests
currently being processed by this instance; and (4) Failed: whether
or not communication to the host in general or the instance in
specific has met with failure. At this juncture, somewhat more
detailed descriptions of the Usage and Failed fields may be merited
here.
[0052] Usage is the number of requests that are currently being
handled by this instance. It is the primary factor used to ensure
that the load is balanced evenly. Initially, a count of zero (0) is
assigned to the Usage field for all instances, because the maximum
number of possible requests an instance may process at any given
time is limited only by system resources. The usage count is
incremented every time a request is passed off to the corresponding
instance and is decreased once the request has been processed.
[0053] Failed is a flag which, if true (or on), means that
communication to the application server instance failed on the last
attempt. Initially, the status of this field is set to false (i.e.,
off) for all instances, because it is turned on only if the
following sequence of events unfolds: (1) the LBB attempts to
contact the instance and fails; (2) the LBB contacts a Dynamic
Application Launcher (DAL) on the instance's machine to have the
instance started; and (3) the LBB attempts to contact the instance
and fails again. Once an instance has been marked as failed, it
gets moved to the bottom of the list of instances to ensure that
time is not wasted attempting to contact it any time soon. Also,
the hostname of the instance gets added to a separately maintained
list of failed hosts. Failed instances are ignored during the LBB's
instance selection phase.
[0054] There are two ways a failed instance can be returned to
"active duty" (i.e., its failed status is reset, allowing the
instance to be reconsidered for future requests. Each failed
instance has a timer that is started when the instance is marked as
failed. After a certain amount of time has elapsed, the instance's
failed flag is reset. This allows for situations where the
communication problem might be temporary in nature. Once an
instance is contacted, its hostname is removed from the list of
failed hosts and any other failed instances going to the same
hostname are also reset. At this point, the assumption is that
communication problems tend to be network or server-related (i.e.,
the entire host machine tends to be down, not just a specific port
thereon.
[0055] There are two versions of a load balancing algorithm that
may be used by the LBB, one for use without session affinity and
one with. In the former case (i.e., without session affinity), when
a request is received, the entire list of instances is sequentially
searched, starting from the first instance in the list and ignoring
any failed instances. The entire list of valid instances, then, is
searched for the instance with the lowest usage count. If multiple
instances have the same low value, the first one found is used. The
only time the search ends prematurely is if an instance with a
usage count of zero (0) is found. This is because it is not
possible to improve upon this usage count and, thus, this instance
is used automatically. At this point in time, the usage count of
the instance that is used is incremented.
[0056] In the latter case (i.e., with session affinity), the usage
count of an instance goes up by one (1) every time it is used to
process a request. However, when the request is done, the usage
count goes back down by one (1). In high load situations where
multiple requests are submitted with little time in between,
multiple instances of the application automatically handle these
requests. However, in situations where the requests are somewhat
further apart, the usage count of an instance might have time to go
back down by the time the next request comes in, allowing a very
small number of application server instances to process all the
requests. This works well in cases where there is no session
affinity. However, because of the characteristic of session
affinity always ensuring the same instance of the application to a
particular browser session, it would not be prudent to have a small
number of application server instances handling multiple requests
simply because they are not in quick succession. Toward this end,
the LBB has an index pointer into the list of instances in case of
session affinity.
[0057] When a request comes in and a session cookie is attached
(i.e., it is not a first time user), it gets the very same instance
which processed the request the last time. There is no load
balancing to be performed here. If, however, the request is from a
new session, the load balancing algorithm is much the same as
without session affinity with a slight modification. The search for
the least used application server instance starts with the instance
pointed to by the index pointer instead of at the top of the list.
Once an instance is used, the index pointer is incremented to point
to the next instance in the list, with wrap-around capability, to
ensure that the same instance is not bombarded with multiple
requests. If a request with a session cookie points to an instance
which has failed (or fails at this time) after three (3) retries,
the request is treated as if it were a new request and a new
session cookie is assigned after load balancing is performed.
[0058] There is one primary difference between using session
affinity and not doing so as far as load balancing is concerned.
Without session affinity, load balancing occurs at each request.
The load balancing process with session affinity, however, only
occurs at the very first request, since subsequent requests get
routed automatically to the same instance every time. Therefore,
one of ordinary skill in the art will appreciate the circumstances
under which the virtual school system 100 of the present invention
require load balancing with or without session affinity.
[0059] Referring again to FIG. 2, it can be seen that beneath the
layer of web servers 210.sub.1, 210.sub.2, . . . 210.sub.n and
application servers 212.sub.1, 212.sub.2, . . . 210.sub.n is a
storage area network (SAN) 214. SAN 214 generally comprises a
cluster server 216 that is connected to receive incoming Internet
traffic through each of the application servers 212.sub.1,
212.sub.2 . . . 212.sub.n, and to transmit outgoing Internet
traffic through the routers 204, 208 and firewall 206, from the SAN
214 by way of either a file server 218 or a database server 220.
File server 218 and database server 220 each is preferably
comprised of a Sun Enterprise.TM. 420R server (manufactured by Sun
Microsystems, Inc., Palo Alto, Calif. U.S.A.). In the case of the
former, file server 218 further comprises a pair of 450 MHz
UltraSPARC-II processors with 2 GB ECC memory. Database server 220,
on the other hand, further comprises four 450 MHz UltraSPARC-II
processors with 4 GB ECC memory. Accordingly, both file server 218
and database server 220 preferably run in a Solaris.TM. operating
environment. Database server 220 also preferably comprises Oracle
8i.TM., Release 2. System 100 may further comprise a state server
212.sub.S and a content management server 212.sub.c.
[0060] In accordance with an especially preferred embodiment of the
present invention, SAN 214 also comprises a fiber channel switched
network or fabric. It is known, for example, that such networks
provide a high-performance, any-to-any interconnect for
server-to-server or server-to-storage traffic. Fiber channel
switched networks also combine the characteristics of traditional
networks (e.g., large address space, scalability) and I/O channels
(e.g., high speed, low latency, hardware error detection) on a
single infrastructure. Additionally, fiber channel switched
networks facilitate multiple protocols for networking (e.g., IP),
storage (e.g., SCSI) and messaging (e.g., VIA) over a single
infrastructure. This infrastructure can, therefore, be easily used
to create SAN 214, in which peripheral devices such as disk storage
228 and tape libraries 232 can be attached to the network and
shared among attached nodes. Some of the more desirable features of
this approach to organizing the servers and storage of the present
invention will now be described herein below.
[0061] Fiber channel fabrics such as SAN 214 provide a switched 100
Mbytes/second full duplex interconnect. In addition, block-level
I/O is handled with substantially better efficiency when compared
to networking traffic. A single SCSI command can transfer many
megabytes of data with very little protocol overhead, including CPU
interrupts. As a result, relatively inexpensive hosts and storage
devices can achieve very good utilization and throughput on the
network. SAN 214 also uses a 24-bit addressing scheme, thereby
permitting 16 million devices to be addressed. In an especially
preferred embodiment of the present invention, SAN 214 further
comprises a pair of cross-connected SilkWorm.TM. fiber channel
switches 224 (manufactured by Brocade Communications Systems, Inc.
San Jose, Calif. U.S.A.).
[0062] Traditional storage interconnects are limited in the length
of cable that can attach hosts and storage units. Fiber channel
allows links up to 10 kilometers, which vastly increases the
options for the server administrator. SAN 214 allows a number of
servers to utilize sections of SAN-attached storage devices. This
allows for cost efficiencies that come from purchasing storage in
large units. In addition, this arrangement makes it possible to
ensure consistent quality and support across the entire server
population. Externalizing the storage from the server also makes it
a first class asset in its own right. Servers can, thus, be
upgraded while leaving storage in place. Storage can be added at
will and dynamically allocated to servers without downtime. Because
the SAN 214 is extensible, it allows incremental deployment of
features such as fault tolerance and hot backup sites.
[0063] In a presently preferred embodiment, cluster server 216
comprises Veritas Cluster Server.TM. (developed by Veritas Software
Corporation, Mountain View, Calif. U.S.A.). File server 218 and
database server 220 are also redundantly configured. That is, in
the event that either of the servers goes down during a session,
the other can assume control of that session with the assistance of
the cluster server 216. VERITAS Database Edition.TM. for
Oracle.RTM./HA may, alternatively, be used. As a result, the
database service may be composed of one or more logical network
addresses (e.g., IP), RDBMS software, an underlying file system, a
logical volume manager and a set of physical disks being managed by
the volume manager. If this service, typically called a service
group, needs to be migrated to another node for recovery purposes,
all of its resources must be migrated together to re-create the
service on another node. A single large node may host any number of
service groups, each providing a discrete service to networked
clients who may or may not know that they physically reside on a
single node.
[0064] Service groups can, thus, be managed to maintain service
availability through an intelligent availability management tool.
Given the ability to test a service group to ensure that it is
providing the expected service to networked clients and an ability
to automatically start and stop it, such a service group can be
made highly available. If multiple service groups are running on a
single node, then they must be monitored and managed independently.
Independent management allows a service group to be automatically
recovered or manually idled (e.g., for administrative or
maintenance reasons) without necessarily impacting any of the other
service groups running on a node.
[0065] At the most basic level, the fault management process
includes monitoring a service group and, when a failure is
detected, restarting that service group automatically. This could
mean restarting it locally or moving it to another node and then
restarting it, as determined by the type of failure incurred. In
the case of local restart in response to a fault, the entire
service group does not necessarily need to be restarted; perhaps
just a single resource within that group may need to be restarted
to restore the application service. An agent typically monitors
application services, which is a small, application-specific fault
management program. Given that service groups can be independently
manipulated, a failed node's workload can be load balanced across
remaining cluster nodes, and potentially failed over successive
times (i.e., due to consecutive failures over time) without manual
intervention.
[0066] Application servers 212.sub.1, through 212.sub.n, in concert
with the web servers 210.sub.1, 210.sub.2, . . . 210.sub.n, file
server 218, database server 220, and the clients 102, provide a
conventional three-tiered architecture. As with similar such
three-tiered architectures, application servers 212.sub.1, through
212.sub.n handle most of the application processing, such as
business logic processing and database integrity processing. The
clients 102 only handle interface processing, while the file server
218 and database server 220 only handle database processing. As
seen in FIG. 2, the hardware comprising system 100 is substantially
completed with the addition of high-availability storage 222
cross-connected to the file server 218 and database server 220. One
suitable such high-availability storage 222 comprises the fiber
channel switches 224, a pair of disk controllers 226, and a pair of
disk arrays 228. Each of the disk controllers 226 preferably
comprises a SCSI controller (e.g., a Symbios.RTM. SYM53C1010
Ultra160 SCSI controller, manufactured by LSI Logic Corporation,
Milpitas, Calif. U.S.A.). In a presently preferred embodiment, the
disk arrays 228 each comprise twenty 36 GB LVD (i.e., low voltage
differential) disk drives which are configured to be mirrored RAID
5. Suitable such LVD drives are, for example, the Ultrastar 36 ZX
hard disk drives manufactured by IBM Corporation, Armonk, N.Y.
U.S.A.
[0067] System 100 further comprises a tape library 230, which
includes a plurality of advanced intelligent tape drives 232
(preferably AIT2 tape drives) and a plurality storage positions 234
for the AIT2 tapes. In a presently preferred embodiment, the tape
library 230 comprises a TLS-4000 automated tape library.
(manufactured by Qualstar Corporation, Canoga Park, Calif. U.S.A.),
which can incorporate up to 12 AIT2 tape drives and has storage for
at least 60 AIT2 tapes. Such tape library 230, furthermore
preferably comprises suitable software (e.g., Veritas
Netbackup.TM.) to control reading and writing of data to the tape
library 230.
[0068] In accordance with a presently preferred embodiment of the
invention, system 100 will allow for the importation of data
surrounding user accounts from the standard network security
structure in place. Users of the system will be required to login
in order to access the system. Preferably, such login will consist
of a User Name and Password. After three unsuccessful login
attempts, the system will lock out the user account attempting to
login. An administrative level user will then be required to
restore a locked out account. Moreover, an active session should
timeout if no activity with the system is detected for 30 minutes.
The system must log user activity and be capable of reporting user
statistics.
[0069] Preferably, system 100 should support the use of the XML
markup language. It should also support an extensive array of file
types including graphic (e.g., JPEG, GIF, BMP, etc.), audio (e.g.,
WAV, MP3, etc.), video (e.g., QIC, Real, AVI, MPEG, etc.), and
Mixed Media (e.g., SWF, etc.).
[0070] Various aspects relating to the use of system 100 and
virtual schooling application 118 will now become more apparent
from the following description of the browser windows in FIGS.
3-20. It should be readily apparent to those of ordinary skill in
the art that system 100 may be accessed over the network 104 by any
suitable means, such as by logging on with a user name and
password. In a similar manner, it should also be readily apparent
to those of ordinary skill in the art that such log on step may be
preceded (e.g., in the case where system 100 is accessible over the
Internet, intranets, extranets, or VPNs) by entry of a Uniform
Resource Locator or URL (e.g., www.k12.com). Those steps being
notoriously well known and in need of no further illustration, it
should be understood that the following description of FIGS. 3-20
assumes such steps have been taken.
[0071] It should also be noted at this juncture that the functions
of planning and tracking are almost inseparable. This is especially
true in light of the fact that system 100 is adapted to insist that
all pupils in its service can achieve mastery by spending enough
time and effort on the content. Different caring adults will want
to track and use progress of a pupil in different ways. Depending
on what is going on at home, they may want to change how they
measure progress, and how they plan for the future. Some caring
adults may insist the calendar is most important, and will modify
the instructional week to finish by a certain date; others are
constrained by their weeks, but not so concerned about when a pupil
finishes. Moreover, caring adults are just as likely to want to
jump immediately to lessons after seeing their progress, or alter
their calendar based on their progress. A more detailed description
of virtual schooling application 118, and more particularly its
content manager 110, curriculum planner 112, instructional
sequencer 114, and progress tracker 116, is set forth below. For
simplicity in understanding the operation of system 100, the
detailed description of content manager 110 will follow immediately
after the detailed descriptions of curriculum planner 112,
instructional sequencer 114, and progress tracker 116.
Curriculum Planner
[0072] Pupils, especially virtual charter school pupils, will
preferably follow a lesson sequence that is consistent with the
school year and calendar defined by the virtual charter school.
Deviations from the virtual charter school pacing must have
administrative approval. Other pupils may adjust the lesson pacing
and sequence at the caring adult's discretion. Skipping lessons
requires administrative approval for virtual charter school pupils,
while other pupils may skip lessons at the caring adult's
discretion. However, there should be an established maximum number
of lessons that can be skipped if the pupil is seeking a
certificate.
[0073] The caring adults must be able to plan an academic calendar
for progressing through a school year for each of their pupils.
Additionally, the caring adults must be able to access an overview
of the curriculum for all subjects for the entire year. The
curriculum overview must outline the subjects taught and primary
concepts being taught.
[0074] Virtual charter school pupils must follow the lesson
sequence and schedule set forth by the virtual charter school as
closely as possible. The caring adults of pupils in a virtual
charter school must be able to access an overview of the yearly,
monthly and weekly schedule recommended by system 100. Non-virtual
charter school pupils will be provided with the same recommended
lesson sequence and schedule as virtual charter school pupils, but
they may change this schedule at the discretion of the caring
adult.
[0075] The caring adult must be able to view and adjust a personal
calendar that covers the entire school year. The following
variables must be presented as recommendations on this calendar:
[0076] School year start date [0077] School year end date [0078]
Holidays and non-teaching days [0079] Teaching days per week [0080]
Lessons taught per week
[0081] The caring adults must have the flexibility to modify these
variables, and the system can provide optimized recommendations to
meet the constraints set. The caring adults of virtual charter
school pupils will have to receive administrative approval in order
to make these changes.
[0082] The caring adults must have the ability to design a typical
week. They must be able to specify what subjects they will teach on
each day (e.g., 1 math, 1 science, 1 history on Monday, 2 Math, 1
language arts on Tuesday, etc.)
[0083] At any given time during the school year, the caring adults
must have the ability to determine whether or not they can achieve
their planned yearly schedule given their start date, end date,
holidays and typical week. The caring adult must be able to modify
their typical week and see what the impact would be on their
ability to achieve their desired end date. The caring adult must be
able to personalize their weekly schedule by changing the number of
teaching hours in the day or teaching days in the week.
[0084] The user (whether caring adult or pupil) must be able to
select and navigate to a particular lesson or assessment. The user
must be able to view a list of all possible lesson choices and
navigate to a specific lesson. Lessons should be viewable according
to their status. Such status indicators comprise: [0085] Not yet
delivered [0086] Delivered [0087] Skipped [0088] Marked for review
[0089] Assessment passed [0090] Assessment failed
[0091] The next recommended lesson for a given subject should be
clearly indicated, although the user may select other lessons if
they want to review, or skip lessons.
[0092] Lesson, unit, mid-course and placement assessments must be
listed together in a central location so that the user can easily
select and navigate to a specific assessment. The user must also be
able to navigate to a lesson assessment from within a specific
lesson. Assessment should be viewable according to their status.
Such assessment status variables comprise: [0093] Completed [0094]
Not-completed [0095] Passed [0096] Failed [0097] Needs to be
completed
[0098] The caring adult must have access to information that will
help them prepare for delivering lessons ahead of time. For
example, insofar as yearly planning is concerned, the caring adults
must be able to: [0099] See what supplies are needed for the year
[0100] Check off what they have on hand [0101] Make a shopping list
[0102] Make a master purchasing list [0103] Make an inventory sheet
[0104] Make an education budget [0105] Go to specific lessons to
see why, where and when material is needed.
[0106] The caring adults, for monthly planning purposes, also must
be able to: [0107] See what supplies are needed for the month
[0108] Make a monthly shopping/library list [0109] Update their
master purchasing list [0110] Update their inventory [0111] Check
lesson to integrate upcoming events
[0112] Insofar as weekly planning is concerned, the caring adults
must be able to: [0113] Preview lessons [0114] Get teaching tips
from system. 100 or members of the community for specific subjects
[0115] Check related upcoming events and outside resources [0116]
Print lesson materials and worksheets ahead of time
[0117] The caring adults, for daily planning purposes, also must be
able to: [0118] Preview lessons [0119] Print lesson materials and
worksheets ahead of time
[0120] The browser window 300 shown in FIG. 3 comprises a first
browser window illustrating use of the curriculum planner 112 shown
in FIG. 1. Conventionally, it comprises a document stored in the
database 108, which is rendered by the user interface 106. A caring
adult uses this browser window 300 to help set up a weekly lesson
plan that will keep the caring adult on track. The caring adult
merely selects a start date using the drop down lists 302, an end
date using the drop down lists 304, and the pupil for whom this
lesson plan will be associated from the drop down list 306. At any
point in time, the caring adult may navigate to other portions of
the application 118 by selecting an appropriate tab 308, 310, 312,
or 314. Otherwise, if the caring adult has finished selecting the
data from drop down lists 302, 304, and 306, the submit button 316
may be selected to navigate the caring adult to the second step in
this planning process.
[0121] At that point, a second browser window 400 (FIG. 4) will
appear. Browser window 400 comprises a means to select planned
holidays and expected days off. To indicate such planned holidays
and expected days off, the caring adult need only select those days
with the calendar 402 and a mouse (not shown). The pupil for whom
this lesson plan will be associated is also selected from the drop
down list 404. If done, the submit button 406 may be selected to
navigate the caring adult to the third step in this planning
process. At any point in time, the caring adult may navigate to
other portions of the application 118 by selecting an appropriate
tab 408, 410, 412, or 414. Also, a back button 416 may be selected
to return to the previous browser window 300.
[0122] An alternative to the second browser window 400 shown in
FIG. 4 is shown in FIG. 5. In this case, browser window 500
comprises a plurality of check boxes 502 to check off the planned
holidays, drop down lists 504, 506 for selecting a start date and
an end date, a plurality of other drop down lists 508 for selecting
other expected days off, means 510 for selecting additional
expected days off in excess of the ones selected by drop down lists
508, and another drop down list 512 for selecting the pupil for
whom this lesson plan will be associated. If done, the submit
button 514 may be selected to navigate the caring adult to the
third step in this planning process, or the process may be
cancelled by selecting the cancel button 516. At any point in time,
the caring adult may navigate to other portions of the application
118 by selecting an appropriate tab 518, 520, 522, or 524.
[0123] FIG. 6 is a third browser window 600 illustrating use of the
curriculum planner 112 shown in FIG. 1. Browser window 600 appears
as a result of the caring adult's selecting either of the submit
buttons 406, 514 shown in FIGS. 4 or 5. It comprises a plurality of
the suggested numbers of lessons per week 602 and means 604 for
entering which of the suggested lessons will be taught in the
coming week. If done, the submit button 606 may be selected to
navigate the caring adult to the fourth and final step in this
planning process. At any point in time, the caring adult may
navigate to other portions of the application 118 by selecting an
appropriate tab 608, 610, 612, or 614. Also, a back button 616 may
be selected to return to the previous browser window 400 or 500. In
the event that the caring adult would require assistance with this
lesson plan, a "view suggested week" button 618 may be selected to
display the pop-up window 700 shown in FIG. 7.
[0124] Once the caring adult has selected the submit button 606
shown in FIG. 6, a fifth browser window 800 will appear as shown in
FIG. 8. Browser window 800 sets forth a final lesson plan to
complete by the end date selected. By clicking on a day in the
calendar area 802, the caring adult can see the lesson scheduled
for that day. If the caring adult has multiple children enrolled in
the virtual school, the caring adult can switch to see their
individual schedules by using the drop down selector 804. Clicking
on a particular lesson (e.g., "Lesson 2--Subtraction with single
numbers" 806) will be used to start that lesson. At any point in
time, the caring adult may navigate to other portions of the
application 118 by selecting an appropriate tab 808, 810, 812, or
814. Also, a back button 816 may be selected to return to the setup
wizard browser window 300. Browser window 800 further comprises a
"materials" button 818 to view a list of materials needed in the
ensuing curriculum, a "print" icon 820 which may be used to print a
hard copy of the lesson plan, a scroll bar 822 with which the
caring adult may scroll down the list of lessons for further
selection, and a plurality of announcements 824 which may be
individually viewed.
[0125] If, for example, the caring adult selected "Lesson
2--Subtraction with single numbers" by clicking on the lesson 806
shown in FIG. 8, a sixth browser window 900 will appear as shown in
FIG. 9. Browser window 900 constitutes the final step in use of
curriculum planner 112. It generally comprises a unit title 902, a
field 904 describing the focus of the unit, and a plurality of
objectives 906 of the unit. It also comprises a plurality of
activities 908, and an indication 910 of the total time to complete
such activities 908. Each of the activities 908, in turn, comprises
an indication 912 of the time expected to complete that activity,
and a plurality of icons 914, 916, 918, 920, 922, and 924
indicating what type of activity is involved and who would be
expected to participate in such activity. For example: icon 914 is
used to indicate that the primary emphasis of activity #1 would be
reading; icon 916 is used to indicate that the primary emphasis of
activity #6 would be done on-line; and, icon 918 is used to
indicate that the primary emphasis of activity #4 would be done
off-line. Similarly, icon 920 is used to indicate that both caring
adult and pupil would be expected to participate in activity #7;
icon 922 is used to indicate that only the caring adult would be
expected to participate in activity #6; and, icon 924 is used to
indicate that only the pupil would be expected to participate in
activity #2.
[0126] Browser window 900 further comprises a plurality of
reminders 926, 928, 930, and 932 for the caring adult. Reminder
926, for example, comprises a plurality of "things to print". Each
of those things to print is accessible individually by way of, for
example, a hyperlink. Thereafter, they may be printed one-by-one,
or altogether by pressing the "print all" button 928. Reminder 930
comprises a plurality of "things to gather". Finally, reminder 932
comprises a plurality of "things to preview". Such things to review
may be accessible individually by way of, for example, a hyperlink.
Lastly, the caring adult may start the lesson by selecting the
"start lesson" button 934.
[0127] Referring now to FIGS. 10(a) and 10(b), alternative
embodiments of a browser window 1000 are shown by which attendance
may be taken in order to satisfy state/local requirements. Browser
window 1000, as shown in FIG. 10(a), simply comprises a drop down
list 1002 with instructions to fill in the attendance sheet for a
particular child. Where the caring adult is teaching more than one
child, attendance should be filled in for all such children. Blank
means 1004 is presented to fill in the unit of time (e.g., number
of minutes) spent on each of a plurality of subjects taught the
preceding day. After the caring adult has filled in the appropriate
units of time, a "submit" button 1006 is selected to enter that
time in the system 100.
[0128] Alternatively, and referring now more specifically to FIG.
10(b), means 1004 may be conveniently pre-populated by the system
100 based on the units of time allotted by the curriculum planner
112 for the preceding day. The caring adult may simply highlight
the unit of time for any given subject area, and change that unit
of time according to the actual amount spent during the preceding
day. Moreover, browser 1000 may include input means 1016 by which
the caring adult may provide feedback to the system 100. Both of
the browser windows 1000 shown in FIGS. 10(a) and 10(b) may also
suitably include means for the caring adult, at any point in time,
to navigate to other portions of the application 118 by selecting
an appropriate tab 1008, 1010, 1012, or 1014.
Instructional Sequencer
[0129] Lesson Assessment--Generally
[0130] Within system 100, lessons are preferably organized in a
hierarchy, structured from top to bottom as follows: grade; (b)
subjects; (c) semesters; (d) units; and (e) lessons and alternate
(or "back-up") lessons. A recommended lesson sequence is provided
for all pupils. During a given grade year, for each subject a pupil
will have a recommended next lesson or assessment. The rules
governing the determination of this next lesson or assessment are
defined immediately herein below.
[0131] The major goals in language arts and mathematics are mastery
of almost all lessons. The major goal in history and science is
significant retention of key lesson objectives over time. The major
goals in art and music are exposure to and familiarity with lesson
content.
[0132] Pupils using system 100 will be allowed to miss or skip some
lessons, including the lesson assessments. The caring adults and
pupils will not be prevented from proceeding if they skip or fail a
lesson. However, at the start of each lesson, system 100 will be
used to inform the caring adults about missing or incomplete
lessons and about the number of lessons that must be completed to
earn a certificate. At any point, the caring adult and pupil can
choose to review a lesson studied previously.
[0133] Language Arts, Mathematics, Science, and History
[0134] If assessment results have not been reported for one or more
lessons, the caring adult is notified at beginning of a lesson
regarding assessments that need to be completed. The caring adult
then selects from a menu that includes: (a) next lesson; (b) skip
lesson; (c) lessons marked for review; (d) lessons marked as
"skipped"; (e) any unit assessment marked for retake; (f)
previously completed lessons; and (g) future lessons. A warning
also appears if too many lessons have already been skipped and the
pupil will not pass the course unless the number is reduced. System
100 may provide an option to turn this warning off.
[0135] The pupil first takes the lesson with a caring adult. Then,
the pupil completes a lesson assessment. If the caring adult does
not enter assessment results immediately, system 100 is adapted to
give a reminder at the end the day and at the beginning of the next
lesson. If the assessment is off-line, the caring adult reports the
results on-line by indicating which responses are correct and
incorrect. The system 100 then computes a score (e.g., percent
correct). If the assessment is on-line, the caring adult does not
have to enter responses; system 100 merely computes score.
[0136] If the score on a lesson assessment is 80% or higher, system
100 gives the option to do one of the following: (a) move to next
subject in daily schedule or end the day (default); (b) continue
immediately with the next lesson in same subject (c) review lesson
and retake assessment; (d) take a back-up lesson and assessment if
available; (e) if available, contact a system teacher by email and
ask for help or (f) review lesson later. If option (f) is chosen,
this lesson is then added to the menu of lessons marked for review,
and the caring adult will be prompted to choose from first two
options (i.e., options (a) or (b)).
[0137] If the score on a lesson assessment is less than 80%, system
100 gives the option to do one of the following: (a) review the
lesson and retake the assessment (the default if a back-up lesson
is not available); (b) take a back-up lesson and assessment if
available. (the default if available); (c) if available, contact a
system teacher by email and ask for help; (d) review the lesson
later. This lesson will then be added to the menu of lessons marked
for review. They do not figure in the total of skipped lessons;
however, the pupil will not receive a certificate unless they are
either completed successfully (i.e., 80% or higher), or become
allowable skipped lessons. System 100 will then prompt the caring
adult to choose from the final two options below: [0138] Skip
lesson. Add this lesson to menu of skipped lessons. Skipped lessons
are counted against the total of allowable skipped lessons and, as
above, a warning will appear when too many lessons are skipped.
Prompt the caring adult to choose from the following two options.
[0139] Move to next subject in daily schedule or end the day.
[0140] Continue immediately with next lesson in same subject.
[0141] If the pupil retakes a lesson or takes an additional lesson,
and scores 80% or higher, system 100 will give the option to do one
of the following: (a) move to the next subject in the daily
schedule or end the day (default); (b) continue immediately with
the next lesson; (c) review the lesson and retake the assessment
(and after retake, prompt the caring adult to choose from first two
options); (d) take a back-up lesson and assessment if available;
(e) if available, contact a system teacher by email and ask for
help; and (f) review the lesson later (at which point system 100
will add this lesson to the menu of lessons marked for review, and
the caring adult will be prompted to choose from the first two
options).
[0142] If the pupil retakes lesson or takes additional lesson, and
scores less than 80%, system 100 will give the option to do one of
the following: (a) review the lesson and retake assessment (default
if backup lesson not available); (b) take a back-up lesson and
assessment if available (default if available); (c) if available,
contact a system teacher by email and ask for help; (d) review the
lesson later--at which point system 100 will add this lesson to the
menu of lessons marked for review, and the caring adult will be
prompted to choose one of these options: (i) move to the next
subject in daily schedule or end the day (default); or (ii)
continue immediately with the next lesson; (e) skip the lesson--at
which point system 100 will add this lesson to menu of skipped
lessons, and prompt the caring adult to choose one of these
options: (i) move to the next subject in the daily schedule or end
the day (default); or (ii) continue immediately with the next
lesson. Under option (d) above, these lessons do not figure in the
total of skipped lessons; however, the pupil will not receive a
certificate unless these are either completed successfully (i.e.,
80% or higher), or become allowable skipped lessons. Under option
(e) above, skipped lessons are counted against the total of
allowable skipped lessons as above, and a warning will appear if
too many lessons have already been skipped. If the pupil takes same
lesson two times without success, system 100 notifies a system
teacher.
[0143] Art and Music
[0144] If assessment results have not been reported for one or more
lessons, the caring adult is notified at beginning of lesson about
assessments that need to be completed. The caring adult then
selects from a menu that includes: (a) next lesson; (b) skip
lesson; (c) lessons marked for review; (d) lessons marked as
"skipped"; (e) any unit assessment marked for retake; (f)
previously completed lessons; and (g) future lessons. A warning
also appears if too many lessons have already been skipped and the
pupil will not pass the course unless the number is reduced.
Alternatively, an option may be provided to turn this warning
off.
[0145] The pupil first takes the lesson with the caring adult.
Then, the pupil completes the lesson assessment. If the caring
adult does not enter the assessment results immediately, system 100
gives a reminder at the end the day and at the beginning of the
next lesson. If the assessment is off-line, the caring adult then
reports the assessment's results on-line by indicating which
responses are incorrect. After that, system 100 computes the score
(i.e., percent correct). If the assessment is on-line, the caring
adult does not have to enter response, and system 100 computes the
score.
[0146] After the lesson assessment, system 100 gives the caring
adult the option to do one of the following: (a) move to the next
subject in daily schedule or end the day (default); (b) continue
immediately with the next lesson in same subject; (c) review the
lesson and retake the assessment (after which, system 100 will
prompt the caring adult to choose from first two options); or (d)
review the lesson later (at which point, system 100 adds this
lesson to the menu of lessons marked for review, and the caring
adult will be prompted to choose from first two options).
[0147] Unit Assessment
[0148] Language Arts and Mathematics
[0149] When the pupil reaches a unit boundary, system 100 will
prompt the caring adult to have the pupil take a unit test. It may
permit the pupil to take the first part of the unit test at the end
of the last (i.e., review) lesson in the unit. Alternatively, it
may give the caring adult the option to continue immediately with
the second half of unit test, or take it at the beginning of the
next lesson. If the unit test score is 80% or higher, system 100
will give the caring adult the option to: (a) move to the next
subject in the daily schedule or end the day (default); (b)
continue immediately with the first lesson of the next unit; (c)
review any lessons from the following list, and then retake the
unit test: [0150] Lessons previously marked for review; [0151]
Lessons with missed items on unit test; [0152] Backup lessons if
available; or [0153] Skipped lessons.
[0154] If the unit test score is less than 80%, system 100 will
give the caring adult the option to: (a) review any lessons from
the list below, and then retake unit test (default): [0155] Lessons
previously marked for review; [0156] Lessons with missed items on
unit test; [0157] Backup lessons if available; or [0158] Skipped
lessons. (b) move to the next subject in the daily schedule or end
the day (default); or (c) continue immediately with the first
lesson of the next unit.
[0159] If the pupil retakes the unit test, and scores 80% or
higher, system 100 will give the caring adult the option to do one
of the following: (a) move to the next subject in the daily
schedule or end the day (default); (b) continue immediately with
the next lesson; or (c) review the lessons and retake the unit
assessment (at which point, system 100 will prompt the caring adult
to choose from the first two options.
[0160] If the pupil retakes the unit assessment, and scores less
than 80%, system 100 will give the caring adult the option to do
one of the following: (a) review the lessons and retake the unit
assessment (default if backup lesson not available); (b) take
back-up lessons and assessment if available (default if available);
(c) if available, contact a system teacher by email and ask for
help; or (d) review the lessons later. System 100 will add this
lesson to the menu of lessons marked for review. These lessons do
not figure in the total of skipped lessons; however, the pupil will
not receive a certificate unless these are either completed
successfully (i.e., 80% or higher), or become allowable skipped
lessons. Then, system 100 will prompt the caring adult to choose
from first three options. If the pupil takes the unit assessment
two times without success, system 100 notifies a system teacher, if
available.
[0161] Science, History, Art (grade 2), and Music (grade 2)
[0162] When the pupil reaches a unit boundary, system 100 will
prompt the caring adult to have the pupil take a unit assessment.
The caring adult may then choose to have the pupil take the first
part of the unit test at the end of the last (i.e., review) lesson
in that unit. Alternatively, the caring adult will have the option
to continue immediately with the second half of unit assessment, or
take it at the beginning of the next lesson.
[0163] After the unit assessment, system 100 will give the caring
adult the option to: (a) move to the next subject in the daily
schedule or end the day (default); (b) continue immediately with
the first lesson of the next unit; (c) review any lessons
previously taken then retake the unit assessment; or provide a list
of the lessons for possible review, based on item scores on unit
assessment. In the event of a unit assessment retake, after such
unit assessment retake, system 100 will give the caring adult the
option to: (a) move to the next subject in the daily schedule or
end the day (default); (b) continue immediately with the first
lesson of the next unit; or (c) review any lessons previously taken
then retake assessment. A list of lessons for possible review may
be provided, based on item scores on unit assessment.
[0164] Mid-course Assessment (Grade 2)
[0165] Language Arts and Mathematics
[0166] When the pupil reaches a mid-course boundary, system 100
will prompt the caring adult to have the pupil take a mid-course
assessment. If the mid-course assessment score is 80% or higher,
system 100 will give the caring adult the option to: (a) move to
the next subject in the daily schedule or end the day (default); or
(b) review any lessons from the list below, and then retake the
mid-course assessment: [0167] Lessons marked for review; [0168]
Lessons with missed items on mid-course test; [0169] Backup lessons
if available; or [0170] Skipped lessons.
[0171] If the mid-course assessment score is less than 80%, system
100 will give the caring adult the option to: review any lessons
from the list below, and then retake the mid-course assessment
(default): [0172] Lessons previously marked for review; [0173]
Lessons with missed items on mid-course test; [0174] Backup lessons
if available; or [0175] Skipped lessons. move to the next subject
in the daily schedule or end the day.
[0176] If the pupil retakes the mid-course assessment, and scores
80% or higher, system 100 will give the caring adult the option to
do one of the following: (a) move to the next subject in the daily
schedule or end the day (default); or (b) review any lessons from
the list below, and then retake the mid-course assessment: [0177]
Lessons marked for review. [0178] Lessons with missed items on
mid-course test. [0179] Backup lessons if available. [0180] Skipped
lessons.
[0181] If the pupil retakes the mid-course assessment, and scores
less than 80%, system 100 will give the caring adult the option to:
(a) review any lessons from the list below, and then retake the
mid-course assessment (default) [0182] Lessons previously marked
for review. [0183] Lessons with missed items on mid-course test.
[0184] Backup lessons if available. [0185] Skipped lessons. move to
the next subject in the daily schedule or end the day.
[0186] If the pupil takes mid-course assessment two times without
success, system 100 will notify a system teacher, if available.
[0187] Science, History, Art, and Music
[0188] When the pupil reaches a mid-course boundary, system 100
will prompt the caring adult to have the pupil take a mid-course
assessment. After that mid-course 30 assessment, system 100 will
give the caring adult the option to: (a) move to the next subject
in the daily schedule or end the day (default); (b) review any
lessons previously taken, and then retake assessment (in which case
system 100 will provide a list of lessons for possible review,
based on item scores on mid-course assessment); or after the
mid-course assessment retake, move to the next subject in the daily
schedule or end the day.
[0189] Every lesson within a subject will have a status at any
given time. The combined status of these lessons will serve as data
inputs into the logic for the instructional sequencer 114. Such
status indicators comprise: [0190] Not yet delivered [0191]
Delivered [0192] Skipped [0193] Marked for review [0194] Assessment
passed [0195] Assessment failed
[0196] FIG. 11 is a first browser window 1100 illustrating use of
the instructional sequencer 114 shown in FIG. 1, particularly with
respect to the exemplary lesson shown in FIG. 9. It generally
comprises a field 1102, which describes the particular activity,
and graphical means 1104 for illustrating the problem presented by
the activity. The graphical means 1104 includes iconic means 1106,
and corresponding textual means 1108 for demonstrating the
activity. Browser window 1100 further comprises a plurality of
hyperlinks 1110, 1112, 1114, 1116, and 1118 to assist the caring
adult in carrying out this particular activity. For example,
hyperlink 1110 permits the caring adult to access teaching help,
while hyperlink 1112 accesses student help. Hyperlink 1114 accesses
lesson extensions, while hyperlink 1116 accesses a plurality of
keywords associated with the activity. Finally, hyperlink 1118
permits the caring adult to print out the activity for offline use.
By selecting the forward and backward buttons 1120, the caring
adult may access previous or following pages in the particular
activity.
[0197] FIG. 12 is a second browser window 1200 illustrating use of
the instructional sequencer 114 shown in FIG. 1, particularly with
respect to an assessment of the exemplary lesson shown in FIG. 9.
In this case, it should be assumed that the caring adult has
selected through and to the last page in the activity. The next
logical function (i.e., after the pupil has completed the activity,
whether online or offline) is to assess the pupil's performance.
Browser window 1200 provides that means. It generally comprises a
field 1202, which contains the steps 1204, 1206, 1208, and 1210 for
assessing the pupil's performance of the activity. Those steps
1204, 1206, 1208, and 1210 provide explicit and easy to understand
instructions for the caring adult to assess the pupil's performance
of the activity. The first step 1204, for example, directs the
caring adult to "Click the link below the page image on the right
side of the screen." In the event that the caring adult would
follow that direction by clicking on the page image 1212, the page
will open as a PDF file in a browser window as noted in the second
step 1206. The caring adult is then directed to "select `Print`
from the browser toolbar (not shown), at which point the page image
for "Lesson Extensions" 1214 will print out. Alternatively, the
caring adult may select hyperlink 1216 to open the PDF file
corresponding to page image 1212.
[0198] The third step 1208 directs the caring adult to "Give the
printed page to your child." It also recommends "giving the child
10 minutes to take the assessment." The fourth step 1210 then
directs the caring adult "Once you have the child's answers, click
the link in the lower right corner of the screen [i.e., forward
button 1218 as shown in FIG. 12] to proceed to the Answer Key where
you can enter your child's results." In any event, the caring adult
is also reminded at field 1220 to "come back to any assessment at
any time."
[0199] FIG. 13 is a third browser window 1300 illustrating use of
the instructional sequencer 114 shown in FIG. 1, particularly with
respect to an answer key for the exemplary lesson shown in FIG. 9.
Browser window 1300 generally comprises a field 1302, which
includes a plurality of steps 1304, 1306, and 1308 for the caring
adult to complete the Answer Key. For example, the first step 1304
directs the caring adult to "View the answers to the assessment on
the right [i.e., in the area of graphical means 1310 for
illustrating the answer shown in FIG. 13]." The second step 1306
directs the caring adult to "Check off the correct and incorrect
answers in the column to the right called `Score`[i.e., column 1312
as shown in FIG. 13]." Column 1312 includes a plurality of radio
buttons to indicate whether the pupil's answer was right and wrong,
as well as means for accessing "help" from the system 100 should
the caring adult need it. Finally, the third step 1308 directs the
caring adult to "Click the right arrow in the lower right of the
screen [i.e., arrow 1314] `Enter Score` to complete the assessment,
and to continue on to the next lesson."
[0200] System 100 will then prompt the caring adult to have the
pupil take a challenge by displaying a fourth browser window 1400
as shown in FIG. 14. Browser window 1400 illustrates the use of the
instructional sequencer 114 shown in FIG. 1, particularly with
respect to the challenge adapted for use with the exemplary lesson
shown in FIG. 9. It generally comprises a field 1402, which
includes instructions 1404, 1406, 1408, 1410, and 1412 for taking
the challenge. The first instruction 1404 is general in nature, and
notifies the pupil that "Congratulations! You are becoming a master
at math. Take this challenge as an extra activity if you want to
further challenge your skill." In the event that the caring
adult/pupil chooses to accept the challenge, the second instruction
1406 directs the caring adult/pupil to "Click the PDF file on the
right hand side of the screen [i.e., page image 1414 as shown in
FIG. 14]." The next instruction 1408 informs the caring adult/pupil
that "The PDF file will open in a browser window, and you then
select `print` from the tool bar." Alternatively, the caring
adult/pupil may select hyperlink 1416 to open the PDF file. The
fourth instruction 1410 then directs the caring adult to "Give the
printout to your child" and recommends "giving the child 30 minutes
to take the challenge." Of course, other lengths of time may be
appropriate, and fall within the spirit and scope of the present
invention, depending on the complexity of the challenge. The last
instruction 1412 directs the caring adult [i.e., once the pupil has
answered the challenge] to "click the forward arrow in the lower
right hand corner of the screen [i.e., arrow 1418] to proceed to
the answer key", where the caring adult can enter the pupil's
results for this challenge engine portion of the instructional
sequencer 114. A reminder 1420 reminds the caring adult that return
to any challenge is possible at any time.
[0201] FIG. 15 is a fifth browser window 1400 illustrating use of
the instructional sequencer 114 shown in FIG. 1, particularly with
respect to the exemplary lesson shown in FIG. 9. In the event that
the caring adult selects at any time the "Teacher's Notebook" tab
(e.g., that which is shown in FIG. 8), a pop-up lesson plan 1502
will appear as shown in FIG. 15.
[0202] FIGS. 16-18 illustrate a presently preferred assessment
means for use with the system 100 according to the present
invention. Referring first to FIG. 16, a generalized flowchart of
an assessment means according to the present invention is shown.
The overall assessment process starts at step 1602 by creating a
plurality of assessment items 1604 in the manner described herein
above. The items created at step 1604 are then stored in an item
bank 1606 within the database 108 (FIG. 1). Preferably, such
plurality of items are grouped by subject matter (e.g., a plurality
of math items 1608, a plurality of language arts items 1610, a
plurality of science items 1612, a plurality of history items 1614,
a plurality of art items 1616, a plurality of music items 1618,
etc.). The items are assembled at runtime at step 1622, and
delivered to the caring adult/pupil when selected at step 1624.
[0203] Referring for the moment to FIG. 17, it can be seen that the
step 1622 of assessment delivery preferably comprises two distinct
segments 1623, 1625. A first segment 1623 causes the test to be
displayed on the client 102 (FIG. 1) at step 1624. If the pupil is
older than a predetermined age (e.g., 6) as determined at step
1626, the pupil himself/herself answers the test at step 1628 and,
when completed, submits the answered test at step 1630 for return
to the assessment delivery segment 1623. In the event the pupil is
younger than the predetermined age, the caring adult prints the
test out at step 1632, and has the pupil complete the test offline
at step 1634. When the pupil in this case had completed the test,
the caring adult enters the completed test data at step 1636 for
return to the assessment delivery segment 1623. The assessment
delivery segment 1623 forwards the entered data in either case to
the assessment scoring segment at step 1625. After the system 100
has scored the data at step 1625, the results are forwarded to an
assessment results means at step 1638.
[0204] Referring again to FIG. 16, those assessment results are
then forwarded at step 1640 as an output to the user (i.e., the
caring adult or pupil). Preferably, the user is then given a
plurality of alternatives as shown in FIG. 18. First, the results
may be merely displayed at step 1642. The system 100 prompts to the
user at step 1644 to make a decision with respect to whether any
feedback to the system 100 is desired. If so; a pop-up window with
appropriate data entry fields will appear at step 1646. If not, the
browser window displaying the results will be closed at step 1648.
Assuming the user wants to provide feedback to the system 100, the
user then will fill out the pop-up window at step 1650. If
satisfied with the feedback provided, the user will then be
prompted by the system 100 to make a decision with respect to
whether he/she wants to send the information at step 1652. If so,
the user manually inputs that feedback to the system 100 (e.g., by
clicking a "submit" button [not shown]) at step 1654. If not, the
browser window displaying the results will be closed at step 1648.
If the user wishes to see a project report, the user will select
the teacher's notebook at step 1654. Otherwise, the browser window
displaying the results will be closed at step 1648.
[0205] Referring again to FIG. 16, it can be seen that the system
100 also outputs the assessment results to other portions at step
1658. The instructional sequencer 114, for example, receives the
assessment results at step 1660. The instructional sequencer 114
may use these results, for example, to determine the appropriate
next steps. It should be understood at this juncture, however, that
the results input to the instructional sequencer 114 from back-up
assessments 1200 will count towards an assessment of the pupil's
progress, while those from the challenges 1400 will not. The
assessment results are also preferably output to an evaluation
means at step 1662, and an academic reporting means at step 1664.
Such evaluation means may be used to evaluate specific assessment
items at step 1666, or lessons at step 1668. Administrators of the
system 100 may, thus, utilize the assessment results to determine
whether the assessments or lessons themselves need be changed or
not.
[0206] Diagnostic and Prescriptive Curriculum Assessment
[0207] In addition to making placement assessments, lesson
assessments, unit assessments, and mid-course assessments, system
100 may be used for the purposes of making diagnostic and
prescriptive curriculum assessments. Some testers and educators
have argued that many important uses of tests should not depend on
norm groups (i.e., "norm referenced"), but on whether pupils have
mastered specific instructional goals (i.e., "criterion
referenced"). They reason that telling a pupil's position in such a
norm group does not reveal whether the pupil can, in fact, follow
written instructions, for example, or subtract two-digit numbers.
Instead, they believe that, for decision making by teachers and
others, testing should often be criterion referenced and not norm
referenced. The differences between these two testing philosophies,
however, were often exaggerated, and both kinds of test can serve
either function.
[0208] In the 1960's and `70s, the criterion referenced view became
fashionable and was the rationale of the National Assessment of
Educational Progress (NAEP). Congress founded the NAEP in 1964 to
determine what Americans at ages 9, 13, 17, and 26-35 know and can
do. It was designed to measure the knowledge, skills, and attitudes
of young Americans at key points in their education and to measure
changes in their education attainments. At that time, the learning
areas selected for assessment were: art, career and occupational
development, citizenship, literature, mathematics, music, reading,
science, social studies, and writing. The assessment of each area
was based on the goals established for it by scholars, educators,
and concerned laypersons.
[0209] The support for criterion referenced measurement originated
in large part from the emphasis on behavioral objectives, the
sequencing and individualization of instruction, the development of
programmed materials, the learning theory that suggests that almost
anybody can learn almost anything if given enough time, the
increased interested in certification, and the belief that norm
referencing promotes unhealthy competition and is injurious to
low-scoring pupils' self-concepts.
[0210] The principal uses of criterion referenced measurement have
been in mastery tests within the classroom; for minimum competency
tests, for example, high school graduation; and for licensure
tests. A mastery test is a particular type of criterion reference
test. Mastery, as the word is typically used, connotes an either/or
situation. The person has either achieved the objective(s)
satisfactorily or has not. Criterion referenced testing in general
could also measure degrees of performance. Mastery tests are used
in programs of individualized instruction, such as the Individually
Prescribed Instruction (IPI) program or the mastery learning model.
These programs are composed of units or modules, usually considered
hierarchical, each based on one or more instructional objective.
Each individual is required to work on the unit until he or she has
achieved a specific minimum level of achievement. At that point, he
or she is considered to have mastered the unit.
[0211] In such programs, instructional decisions about a pupil are
not dependent on how his or her performance compares to others. If
he or she has performed adequately on the objectives, the decision
is to move on to the next unit of study. If he or she has not, then
he or she is usually required to restudy the material covered by
the test until he or she performs adequately and, thus, masters the
material. Mastery testing requires the tester to set a cut-off
score. This should be done with the benefit of a careful rationale
and procedure for choosing that cut-off score, since no useful
information can be obtained regarding degree of proficiency above
or below the cut-off score.
[0212] A related use of criterion referenced testing is minimum
competency testing. Minimum competency testing is one area where
cut-off scores are set, and degrees of performance above the
cut-off are not considered in making promotion, graduation, or
certification decisions. Licensure tests for teachers, for example,
are considered criterion referenced. The purpose of a licensure
test is to ensure that the public health, safety, and welfare will
be protected. Thus, licensure tests are to help determine whether
individuals have minimal competence to practice their profession. A
cut-off score must, therefore, be established.
[0213] Employing the individually prescribed instruction or mastery
model of learning, minimum competency testing and licensure are not
the only uses for criterion referenced measures. One may also use
such measures to help evaluate instructional programs. In order to
determine whether specific instructional treatments or procedures
have been successful, it is necessary to have data about the
outcomes on the specific objectives the program was designed to
teach. A measure comparing pupils to each other may not present
data as effectively as a measure comparing each pupil's performance
to the objective. Criterion referenced measurements also offer
certain benefits for instructional decision making within the
classroom. The diagnosis of specific difficulties accompanied by a
prescription of certain instructional treatments is necessary in
instruction whether or not the teacher uses a mastery approach to
learning. Because criterion referenced tests are often narrower in
scope, there may be enough items on a given objective to make
inferences about an individual's general performance on that
objective. This cannot typically be done on a traditional norm
referenced test because there are too few items on any specific
objective.
[0214] Research has indicated that commercially-published CRTs are
often: (1) objectives referenced rather than domain referenced,
which means that the performance on any objective cannot be
generalized to all the other items in that domain; (2) lacking in
content validity because conventional item statistics are used to
select test items, which invariably results in the very easy and
very hard items being eliminated; (3) lacking with respect to
acceptable reliability; in many instances, the standard error of
measurement is not reported; and (4) of such poor psychometric
quality that care should be taken in their use and
interpretation.
[0215] In order to avoid such pitfalls, the assessment means used
in the system 100 of the present invention preferably comprises an
expert system and a CRT coupled together to provide a diagnostic
and prescriptive curriculum assessment. Such diagnostic and
prescriptive curriculum assessment may be taken at any time.
However, the method of administering such an assessment according
to a presently preferred embodiment of the invention is as follows:
(1) assembling the CRT from the plurality of items stored in the
item bank 1606 (FIG. 16) within database 108 (FIG. 1). Preferably,
such plurality of items are grouped by subject matter (e.g., a
plurality of math items 1608, a plurality of language arts items
1610, a plurality of science items 1612, a plurality of history
items 1614, a plurality of art items 1616, a plurality of music
items 1618, etc.). The items are assembled at runtime and delivered
to the to the caring adult/pupil when selected. In a manner similar
to the steps shown in FIGS. 16-18, the diagnostic and prescriptive
curriculum assessment is then taken, submitted, and scored. Gaps in
the pupil's mastery of individual lessons, units, or subjects are
then identified by the expert system. Having identified such gaps,
system 100 is, thus, enabled to drop out units in subjects which
the pupil has mastered, and use that time more efficiently to fill
in the gaps identified by the CRT with additional lessons.
Progress Tracker
[0216] The caring adults and teachers must be able to view
information about the progress of a pupil relative to a variety of
benchmarks. For example, the caring adults and teachers must be
able to view the following for a unit: [0217] How far the pupil has
progressed through all of the lessons in a unit [0218] The status
of each lesson in a unit [0219] The lesson assessment scores for
each lesson in a unit [0220] The number of passed, failed and
incomplete assessments in a unit [0221] The assessment score for a
particular unit [0222] Whether or not a unit assessment has been
completed
[0223] The caring adults and teachers must also be able to view the
following for a semester: [0224] How far the pupil has progressed
through all of the units in a semester [0225] The unit assessment
scores for each unit in a semester [0226] The number of passed,
failed and incomplete unit assessments in a semester [0227] The
assessment score for a particular semester. [0228] Whether or not a
mid-course assessment has been completed
[0229] Likewise, the caring adults and teachers must be able to
view the following for a subject for a given grade: [0230] How far
the pupil has progressed through all of the units in a subject
[0231] The unit assessment scores for each unit in a subject [0232]
The number of passed, failed and incomplete unit assessments in a
subject [0233] The assessment scores for unit and mid-course
assessments in a subject [0234] Whether or not unit and mid-course
assessments have been completed
[0235] The caring adults and teachers must be able to view the
following for a pupil for a given grade: [0236] How far the pupil
has progressed through all of the units in each subject [0237] The
mid-course and internal proctored assessment scores for each
subject in a grade [0238] Whether or not the mid-course and
internal proctored assessments have been taken for each subject
[0239] Furthermore, the caring adults and teachers must be able to
view the following for a pupil: [0240] Progress against state
standards for age, grade level and mastery by subject [0241]
Progress against national standards for age, grade level and
mastery by subject
[0242] FIG. 19 is a first browser window 1900 illustrating use of
the progress tracker 116 shown in FIG. 1. It generally comprises a
bar chart 1902 rendition illustrating the progress made on each of
a plurality of subject areas 1904, 1906, 1908, 1910, 1912, 1914,
and 1916. For example, bar 1904 corresponding to "Art" indicates
that the subject is 25% completed. Bar 1906 corresponding to
"History" indicates that the subject is 50% completed. Likewise,
bar 1908 corresponding to "Language Arts" indicates that the
subject is 40% completed. Bar 1910 corresponding to "Math"
indicates that the subject is 70% completed. Likewise, bar 1912
corresponding to "Music" indicates that the subject is 50%
completed. Bar 1914 corresponding to "Phonics" indicates that the
subject is 60% completed. Finally, bar 1916 corresponding to
"Science" indicates that the subject is 70% completed.
[0243] Browser window 1900 further comprises a drop down list 1918
to facilitate the caring adult's selection of a particular pupil,
and another drop down list 1920 to facilitate the caring adult's
selection of whether browser window 1900 will display "all
subjects" or selected ones of the plurality of subjects. It also
comprises a means 1922 to print the bar chart 1902 representing the
progress made by the selected pupil, and a scroll bar 1924 to
enable scrolling down to other subjects included in the curriculum.
At any point in time, the caring adult may navigate to other
portions of the application 118 by selecting an appropriate tab
1926, 1928, 1930, or 1932.
[0244] FIG. 20 is a second browser window 2000 illustrating use of
the progress tracker 120 shown in FIG. 1, particularly with respect
to an exemplary unit. The exemplary unit shown in FIG. 20 may be
reached, for example, by selecting a particular one of the bars
1904, 1906, 1908, 1910, 1912, 1914, and 1920 shown in FIG. 19.
Browser window 2000 results from the selection of bar 1904 for the
"Arts". As a result, a field 2002 illustrates a list of a plurality
of units (e.g., unit #1 2004, entitled "Shapes and Curves"), with a
first column 2006 showing the status of the lesson and a second
column 2008 showing the date corresponding to such status. It also
comprises a means 2010 to print the specific status 2002
representing the progress made by the selected pupil, a scroll bar
2012 to enable scrolling down to other subjects included in the
curriculum, and a means 2014 to request feedback relating to the
requirements for a certificate under the system 100 according to
the present invention. At any point in time, the caring adult may
navigate to other portions of the application 118 by selecting an
appropriate tab 2020, 2018, 2024, or 2022.
[0245] FIG. 21 is a third browser window 2100 illustrating use of
the progress tracker 116 shown in FIG. 1, particularly with respect
to the requirements for a certificate to be issued as a result of a
pupil's use of system 100. Browser window 2100 is virtually
identical to browser window 1600. It includes, however, a pop up
window 2102 comprising a list of subjects 2104, a first list 2106
of the number of lessons that can be skipped for each of those
subjects, a second list 2108 of the number of lessons that have
been skipped for each of those subjects, a third list 2110 of the
percentage needed for lesson mastery for each of those subjects,
and a fourth list 2112 of the current mastery percentage for each
of those subjects.
[0246] FIG. 22 is a fourth browser window 2200 illustrating use of
the instructional sequencer 114 shown in FIG. 1, particularly with
respect to assessments skipped during a pupil's use of system 100.
For example, FIG. 20 indicates that "Lesson 2: Shapes" had been
skipped. If the caring adult selected that row in the browser
window 2000 shown in FIG. 20, a browser window like browser window
2200 would have appeared. Browser window 2200 generally comprises a
list 2202 of the assessments skipped. The caring adult could select
which pupil such list 2202 would be applicable by selecting the
drop down list 2204 shown in FIG. 22. A list of those assessments
"marked for return", or those that have been "completed", could
also be selected by the caring adult by selecting buttons 2206 or
2208, respectively. The list of "assessments skipped", in any case,
generally comprise a first column 2210 indicating the particular
assessments skipped, a second column 2212 indicating the date on
which such assessments had been skipped, and a third column 2214
indicating the subject in which such assessments had been skipped.
Browser window 2200 also comprises means 2216 for printing the list
2202 of assessments skipped, and a scroll bar 2222 for use in
scrolling down such list 2202. At any point in time, the caring
adult may navigate to other portions of the application 122 by
selecting an appropriate tab 2220, 2222, 2224, or 2226.
[0247] FIG. 23 is a fifth browser window 2300 illustrating use of
the instructional sequencer 114 shown in FIG. 1, particularly with
respect to assessments completed during a pupil's use of system
100. . For example, FIG. 20 indicates that "Lesson 7: Texture"
assessment had been done. If the caring adult selected that row in
the browser window 2000 shown in FIG. 20, a browser window like
browser window 2300 would have appeared. Browser window 2300
generally comprises a list 2302 of the assessments completed. The
caring adult could select which pupil such list 2302 would be
applicable by selecting the drop down list 2304 shown in FIG. 23. A
list of those assessments "skipped", or those that have been
"marked for return", could also be selected by the caring adult by
selecting buttons 2306 or 2308, respectively. The list of
"assessments completed", in any case, generally comprise a first
column 2310 indicating the particular assessments completed, a
second column 2312 indicating the date on which such assessments
had been completed, a third column 2314 indicating the subject in
which such assessments had been completed, and a fourth column 2316
indicating the score achieved by the pupil. Browser window 2300
also comprises means 2318 for printing the list 2302 of assessments
skipped, and a scroll bar 2320 for use in scrolling down such list
2302. At any point in time, the caring adult may navigate to other
portions of the application 118 by selecting an appropriate tab
2322, 2324, 2326, or 2328.
[0248] FIG. 24 is another browser window 2400 illustrating use of
the curriculum planner 112 shown in FIG. 1, particularly with
respect to an overview of the curriculum planned by a caring adult
using system 100. It is selected in a similar manner by the caring
adult, merely by selecting the "Teacher's Notebook" tab at any
available browser window. It is comprised generally of a list 2402
of subjects 2404 having summaries 2406 of the individual units
covered by the system 100. The caring adult could select which
pupil such list 2402 would be applicable to by selecting the drop
down list 2408 shown in FIG. 24, or determine which subjects 2404
would be displayed by selecting the drop down list 2410. Browser
window 2400 also comprises means 2412 for printing the list 2402 of
assessments skipped, and a scroll bar 2414 for use in scrolling
down such list 2402. At any point in time, the caring adult may
navigate to other portions of the application 118 by selecting an
appropriate tab 2416, 2418, 2420, or 2422.
[0249] Content Manager Referring now to FIG. 25, further details
regarding the types of data stored in the database 108,
particularly those types used in association with the content
manager 110, will now be described. Content manager 110 preferably
supports at least three types of objects 2508, 2510, and 2512.
Content objects 2508 constitute the logical collections of content
fields within the system 100. User objects 2510 define a user in
the system 100. Role objects 2512 constitute the logical assemblies
of possible tasks within the system 100 based on job functions.
Additionally, role objects 2512 constitute the central focus of a
security model for the system 100. Content objects 2508 and user
objects 2510, as a result, will be assigned to a particular role.
Role objects 2512 within the organization shall be the most stable
object type. In such a manner, by using the role object 2512 as a
pivot, changes in content objects 2508 and user objects 2510 can
easily be accommodated.
[0250] Database 108 also stores corresponding classes 2502, 2504,
and 2506. Content classes 2502 generally comprise templates or
blueprints for their corresponding content objects 2508. They
define the data encapsulated inside the content objects 2508 and
how such objects 2508 will behave and communicate with other
objects. In a similar manner, user classes 2504 and role classes
2506 generally comprise templates or blueprints for their
respective user objects 2510 and role objects 2512. Therefore, each
of the objects 2508, 2510, and 2512 is an instance (i.e., a
run-time version) of a corresponding class 2502, 2504, and 2506.
Objects managed by system 100 must be unique in nature, and the
system 100 is adapted to allow for the management of different
object groups.
[0251] System 100 supports a template library 2514, which will be
used by users in order to input information within the system. It
includes a method to graphically select templates that will be used
by the user. These templates will dictate the output format of the
system. Based on the template selected, system 100 will prompt the
user for the information necessary to populate the template.
Required fields on the temple will be distinguished from optional
fields so that the user can easily discern field requirements.
[0252] Referring now to FIGS. 26(a) through 26(m), templates for
use in creating the classes 2502, 2504, and 2506, and the objects
2508, 2510, and 2512 according to the present invention will now be
described. Template library 2514, as will be seen from FIG. 26(a),
generally comprises a plurality of templates 2602, 2604, 2606,
2608, 2610, and 2612.
[0253] Unit opener template 2602 further comprises a plurality of
fields 2614. Such fields include, for example, a template number
field, a unit title field, a unit focus field, a unit objectives
field, a unit text field, a background information field, a lab
safety field, a unit assessment field, a design specs field, and a
development notes field. The template number field is a hidden
field, which is used to identify text and media layout. The unit
title field is created from unit data unless otherwise specified
below, and preferably contains a maximum of 60 characters. The unit
focus field introduces and relates the new concepts to the overall
study of the subject, and includes background information written
in paragraph form. It may reference a particular pupil's name
(e.g., "Anna."), and preferably comprises a maximum of 360
characters.
[0254] The unit objectives field within the unit opener template
2602 is directed to the overall conceptual objectives taught in the
lessons contained in a unit. It should include from 1-12 items, and
preferably comprises a maximum of 2400 characters in total. Items
are preferably separated with hard returns. The objectives
described must be measurable, independent learning tasks, should
begin with a verb (e.g., Identify . . . Read . . . Demonstrate . .
.), and end without periods. Lesson objectives that are not
measurable should not be addressed in the unit objectives field,
but instead in the unit focus field as described in greater detail
herein below.
[0255] The unit text field contains additional information for the
caring adult, to be used as needed. Preferably, it comprises a
maximum of 400 characters. The background information field should
set forth informative text, which provides the caring adult with a
background and explanation of the unit concepts. Preferably, 15-20
subtopics will be identified with bullet points. Subtopics may be
titled and written in paragraph form. A link from each lesson
should be provided to the appropriate subtopics in this list.
Preferably, it comprises a maximum of 4500 characters. The lab
safety field comprises a paragraph detailing lab safety precautions
and procedures. There may be more than one lab safety precaution
per unit, each of which is separated by a bullet point. Each safety
precaution should be titled and the text written in paragraph
form.
[0256] The following fields within the unit opener template 2602
may be hidden from the user. For example, the unit assessment field
comprises an appropriate compilation of the unit assessment
exercises created with each lesson. Each of those exercises is
chosen to create an assessment representative of the concepts
taught in the unit. The design specs field comprises information
directly related to the creation of this item. Notes, as needed,
may be used to describe the relationship between texts and
accompanying media. All file names of the described media (when
complete media files are available) should be listed. Finally, the
development notes field comprises information for future
revisions/extensions of an item.
[0257] Referring now to FIGS. 26, 26, and 26, the fields 2616,
2618, and 2620 contained within the lesson opener template 2604
will now be described. Lesson opener template 2604, on a first page
thereof as shown in FIG. 26, comprises a template number field, a
development time and date field, a version number field, an
author/developer/designer field, a lesson number field, a lesson
type field, a lesson title field, a lesson time field, and a lesson
focus field. The template number field, like its counterpart in the
unit opener template 2602, is a hidden field, which is used to
identify text and media layout. Also hidden is the development time
and date field, which includes data identifying the date and time
of the last revision. It sets forth the current version of an item,
and should begin with the number "01" and increase by 1 each time a
lesson is submitted. It, too, is hidden. The
author/developer/designer field comprises data sufficient to
identify the name of the particular author/developer/designer who
created the lesson and the company with which that person is
employed. It may be hidden.
[0258] The lesson number field also is a hidden field, which is
used to identify specific screens for customer service procedures.
It designates the number of a lesson in accordance with selected
naming conventions. The lesson type field describes a unique lesson
path, subject matter, and/or approach to instruction, and is
identified in lesson content. The lesson title field is inserted
from lesson content (insert "part 1" or "part 2" for two-part
lessons), and preferably comprises a maximum of 60 characters. The
lesson time field comprises an estimate of the time to complete all
activities in a given lesson. That time should equal the time
listed in the "time requirements by curricular" area. It should not
include time necessary for optional, alternative, or "beyond the
lesson" activities. Furthermore, it should be listed as a number
with no accompanying text. The lesson focus field comprises a brief
description of the central concept(s) of the lesson and the context
within the overall course of study. Preferably, it should be
written with an active voice. It may reference a particular pupil's
name (e.g., "Anna."), and preferably comprises a maximum of 360
characters in paragraph form.
[0259] As shown in FIG. 26, a second page of the lesson opener
template 2604 generally comprises a plurality of fields 2618. Such
fields 2618 include a lesson objectives field, a lesson notes
field, a lesson notes links field, a keywords field, a keyword
definitions field, a keyword media files field, a pronunciation
guide words field, and a pronunciation guide words respellings
field.
[0260] The lesson objectives field preferably comprises 1 to 5
measurable, independent learning tasks. The objectives described
must be measurable, independent learning tasks, should begin with a
verb (e.g., Identify . . . Read . . . Demonstrate . . . ), may end
without periods, and preferably comprise a maximum of 1000
characters in total. The lesson notes field generally comprises
information regarding advanced preparation and continuing projects.
It should include a lesson title and the materials to gather for
carryover activities. Preferably, the lesson notes field comprises
a layered field, with a maximum of 500 characters. The lesson notes
links, keywords, and keyword definitions fields also preferably
comprise layered fields. In the lesson notes links field, URLs
listed in lesson notes, with a maximum of 5 items.
[0261] The keywords field comprises words that capture the concepts
being taught in the lesson (e.g., concept words, people, places),
important words that the caring adult will use when explaining the
concept of the lesson, words intrinsic to lesson concept and
teaching of the lesson, and words that might appear in multiple
lessons. Difficult to pronounce words should be repeated in the
pronunciation guide words field as noted below. Preferably, words
should be lowercase unless the word is a proper noun, a maximum of
10 items and maximum of 50 characters per item should be
maintained. The keyword definitions field comprises, for each word,
an adult-appropriate definition written at the sixth-grade level
along with a pupil-appropriate example. Visual examples should also
be provided whenever possible. Preferably, the keyword definitions
field comprises a maximum of 265 characters per item.
[0262] The keyword media files field comprises media file names of
visual examples accompanying keywords. It is preferably a hidden
field. Also a layered field is the pronunciation guide words field.
It provides a list of difficult-to-pronounce words that will be
read aloud (e.g., people, places, concept words). When names are
included, both first and last names should be pronounced. Words
should be lowercase unless the word is a proper noun. Preferably, a
maximum of 10 items will be entered, with a maximum of 50
characters per pronunciation word. Likewise also a layered field in
the pronunciation guide words respellings field. It comprises a
phonetic respelling (not diacritical) for each pronunciation guide
word.
[0263] As shown in FIG. 26, a third page of the lesson opener
template 2604 generally comprises a plurality of fields 2620. Such
fields 2620 include a pronunciation audio files field, a book
synopsis field, a synopsis of today's reading field, a resources
field, a resources links/media files field, a new words field, a
lab safety field, and a development notes field.
[0264] The pronunciation audio files field comprises a hidden
field, which describes media file names for the audio clips that
accompany pronunciation guide words. It follows the naming
conventions outlined herein. The book synopsis field comprises a
brief summary of read aloud books and guided reading books, and
generally not 10 textbooks or workbooks. It should be included on
each lesson where a book is used, and preferably comprises a
maximum of 400 characters. The synopsis of today's reading field
generally comprises a brief summary of read aloud or guided reading
book excerpts used in the lesson. Like the book synopsis field, it
applies to read aloud and guided reading books only, not textbooks
or workbooks, and preferably comprises a maximum of 400 characters.
The resources field is a layered field, which comprises a
description of links, books, games, and printable materials
supplemental to the lesson objectives. Resources are listed to meet
potential needs of the caring adult and pupil (e.g., Anna enjoyed
learning about Australia so much that the caring adult wants to
extend the time spent on this topic by reading more stories or
related sites).
[0265] Rounding out this third page of the lesson opener template
2604 are four hidden fields. The resources links/media files field
comprises file names of media resources, which generally follow
naming conventions outlined herein. The new words field comprises
1-10 unfamiliar words from the reading selection introduced in the
get ready portion of the lesson. The lab safety field comprises a
paragraph detailing lab safety precautions and procedures relevant
to the lesson. Finally, the development notes field comprises
information for future revisions/extensions of the lesson.
[0266] Referring now to FIGS. 26(e), 26(f), 26(g), 26(h), and
26(i), the fields 2622, 2624, 2626, 2628, and 2630 contained within
the activities template 2606 will now be described. Activities
templates 2606 are used for teaching, practice, and challenge
sections. On a first page thereof as shown in FIG. 26(e), they
generally comprise an activity type field, an activity modal field,
an activity guidance field, an activity delivery field, an activity
carryover field, a template type field, a template number field, an
activity order field, an activity number field, an activity time
field, and an activity time field.
[0267] The activity type field comprises the instructional focus of
the activity. The activity modal field generally comprises the
modality by which a lesson is taught. Activity modals should be
identified as one or more of the following: (a) verbal (i.e.,
information is conveyed through words that the pupil reads or
discusses with the caring adult); (b) visual (i.e., where
information is presented visually and organized spatially, typical
formats including artworks, illustrations, maps, and pictures); (c)
auditory (i.e., information is received aurally, as when the caring
adult reads to the pupil); (d) active (i.e., where the pupil
experiences the lesson topic through physical movement or physical
interaction with the subject matter, such as for example, the use
of manipulatives in math); and (e) musical (i.e., the pupil
experiences the lesson topic through songs, patterns, rhythms,
instruments or musical expression).
[0268] The activity guidance field identifies the type of attention
needed during an activity by the adult. Generally, activity
guidance should be identified as the caring adult only, the caring
adult with pupil, or pupil only. The activity delivery field
identifies the main delivery method of an activity. Generally, this
delivery mode should be identified as computer, hands-on, printout,
book, CD, or video. In that case, the video delivery mode
preferably should only be used with beyond the lesson activities.
The activity carryover field identifies the following types of
materials used. For example, a project or material prepared during
the activity will be completed or used in a future lesson activity,
or the caring adult will continue a project or use a material
prepared during a previous lesson activity. It should be checked as
needed. Activity carryover preferably can only occur within a unit
(i.e., carryover may not span multiple units). It should also be
used to note that materials carryover occurring between lessons in
the lesson notes field of each applicable lesson.
[0269] The template type field identifies sub-activities requiring
a unique template. The template number field identifies text and
media layout template. It determines appropriate template from
master and media templates. Preferably, a master template number
should be listed followed by media template number. Media position
should be indicated by scanning the master template from left to
right and top to bottom, as though reading a book; inserting two
characters for each box (using, for example, a "xx" to indicate
blank fields); and inserting a media template number in the proper
sequence (e.g., 26ee.sub.13 xxf2). It is preferably a hidden
field.
[0270] The activity order field should identify the presentation
order of the activity within a lesson, and begin with 01 for the
first activity in the sequence. For activities occupying multiple
screens, subsequent screens should be numbered with an activity
order number +a, b, c, etc. (e.g., 01a, 01b, 01c indicates three
screens of the first activity presented). A lesson may contain 2 to
3 activity choice options, and the activity order number +.sub.13
1, .sub.13 2, .sub.13 3 should be used to distinguish among the
options. Following this convention, activity choices presented as
the fourth activity within a lesson would be labeled 04.sub.13 1,
04.sub.13 2, and 04.sub.13 3. These guidelines should be
continually followed for activities occupying multiple screens. For
example, one multi-screen activity choice activity would be
indicated as follows: 04a.sub.13 1, 04b.sub.13 1, and so on. The
activity order field is preferably a hidden field.
[0271] The activity number field follows naming conventions
described herein (e.g., 02mth01.sub.13 02m.sub.13 02a). It is also
a hidden field. The activity title field comprises a 1 to 10 word
name representing the activity. Preferably, the maximum number of
characters per title is 50. The activity time comprises an
estimated time to complete activity. It should be listed as a
two-digit number with no accompanying text (e.g., 05, 10, 15,
etc.). Time should be listed in 5-minute increments.
[0272] As shown in FIG. 26(f), a second page of the activities
template 2606 generally comprises a plurality of fields 2624. Such
fields 2624 include a things to print field, a things to print
media files field, an optional things to print field, and optional
things to print number field, an optional things to print media
files field, a things to gather field, and a things to gather
description field.
[0273] The things to print field describes the materials needed to
print to complete the activity. It preferably comprises a maximum
of 5 items, with the maximum characters for each item generally
comprising 50. The things to print number field provides print
quantity of each item listed under things to print. It is a
quantity stated as a numeral, and comprises a maximum of 2
characters for each item. The things to print media files field
describes the file names of print media. Preferably, it is a hidden
field. The optional things to print field describes the materials
needed to print to complete optional activity components (i.e.,
alternate activity, extension, and beyond the lesson). It
preferably comprises a maximum of 5 items, with a maximum of 50
characters for each item. The optional things to print number field
provides print quantity of each item listed under optional things
to print. It is a quantity stated as a numeral, and generally
comprises a maximum of 2 characters for each item. The optional
things to print media files field describes the file names of print
media, follow naming conventions outlined herein, and is preferably
a hidden field. The things to gather field describes the materials
needed to complete the main activity procedure. Items must match
materials list and notation convention. New items must be approved
prior to use in a lesson. Preferably, it comprises a maximum of
10-25 items, with most lessons averaging about 5-10 items. The
things to gather description field provides a description (e.g.,
color and number) of each item. Items should be listed in bullet
format, lowercase, and not followed by a period. Commas should be
used to separate descriptors. Quantities may be stated as a single
numeral, a range (e.g., 3-5), or as text (e.g., "a few," "several,"
etc.). Preferably, it comprises a maximum of 25 characters for each
item.
[0274] As shown in FIG. 26, a third page of the activities template
2606 generally comprises a plurality of fields 2626. Such fields
2626 include an optional things to gather field, an optional things
to gather description field, a things to preview field, a things to
preview media files field, a procedure (activity text) field, a
procedure media files field, and an answers field. The optional
things to gather field describes the materials needed to complete
the optional activity components (i.e., alternate activity,
extension, and beyond the lesson). New items must be approved prior
to use in a lesson. It should comprise a maximum of 10-25 items,
with most lessons averaging about 5-10. The optional things to
gather description field provides description (e.g., color and
number) of each optional things to gather item. Commas should be
used to separate descriptors. Quantities may be stated as a single
numeral, a range (e.g., 3-5), or as text (e.g., "a few," "several,"
etc.) Preferably, it comprises a maximum of 25 characters for each
item.
[0275] The things to preview field describes the materials the
caring adult should preview for the activity (e.g., books, embedded
videos and on-line activities). It should comprise a maximum of 7
items, with a maximum of 50 characters per item. Preferably, it is
a hidden field and may be a null field. The things to preview media
files field describes the media file names accompanying the things
to preview items. It, too, preferably is a hidden field and may be
a null field. The procedure (activity text) field provides clear
directions addressed to the caring adult. It may be used to refine
content wording as needed. Direct questions should be referenced to
the pupil (e.g., "Anna") with bracketed numbers after the question
mark (e.g., [1], [2], [3]). For single activities too lengthy to be
displayed on a non-scrolling screen or for activities that will be
enhanced by multi-screen presentation, logical, instructionally
sound, and aesthetically pleasing breaks should be identified in
procedure text and associated media. One should also be cognizant
of continuity between identified breaks and the layout template
selection. Media file names should not be listed in the procedure
text. Preferably, a single blank line separates paragraphs.
[0276] The procedure media files field describes the media file
names accompanying the procedure text. It is preferably a hidden
field. Finally, the answers field provides solutions to questions
posed within an activity. Questions with multiple answers should
have all possible answers or a representative sample provided.
Answers should not be provided for rhetorical questions with
obvious answers. For questions that require an "opinion-type"
response, one may list the answer, "any reasonable answer is
acceptable." Answers to questions located within procedure text are
preferably referenced with bracketed numbers (e.g., [1], [2], [3]).
An answer should be lowercase and not followed by a period, unless
it is a complete sentence. Bracketed numbers linking questions to
answers should be consecutive throughout an activity, even when an
activity is displayed on multiple screens. Preferably, it should
comprise a maximum total of 320 characters, including bracketed
numbers. It is a layered field.
[0277] As shown in FIG. 26(h), a fourth page of the activities
template 2606 generally comprises a plurality of fields 2628. Such
fields 2628 include a teacher tip field, a teacher tip media files
field, a pupil help field, a pupil help media files field, an
extension field, an extension media files field, an alternate
activity field, and an alternate activity media files field. The
teacher tip field generally comprises a comparable approach to
teaching the skill or concept. It may include visuals to support
teaching. It may also include specific additional guidance that
will assist a the caring adult in understanding the teaching of
this activity. Preferably, it comprises a maximum of 300
characters, and is a layered field. The teacher tip media files
field describes the media file name(s) accompanying the teacher
tip. It is preferably a hidden field. The pupil help field
comprises specific tasks to help pupil overcome predictable
roadblocks in a concept due to learning style, difficult material,
etc. These entries should always begin with, for example, "If Anna
is having difficulty, . . ." Preferably, it comprises a maximum of
300 characters and is a layered field.
[0278] The pupil help media files field describes the media file
name(s) accompanying the pupil help. It is preferably a hidden
field. The extension field comprises a brief note on how to take
this activity a step further to reinforce a concept or objective or
to provide an opportunity for additional practice. It should be
included only when appropriate. Preferably, it comprises a maximum
of 300 characters and is a layered field. The extension media files
field describes the media file names accompanying the extension. It
is preferably a hidden field. The alternate activity field
comprises a brief note including instructions for teaching the same
concept in a different manner. It may contain multiple steps, but
should not occupy multiple screens. Preferably, materials for
alternate activities should be listed under "optional things to
print/gather." It should be included when appropriate. Preferably,
it comprises a maximum of 500 characters and is a layered field.
Finally, the alternate activity media files field describes the
media file names accompanying the alternate activity. It is
preferably a hidden field.
[0279] As shown in FIG. 26(i), a fifth page of the activities
template 2606 generally comprises a plurality of fields 2630. Such
fields 2630 include a design specs field, a narrative text field,
and a development notes field. The design specs field comprises
information directly related to the creation of this activity.
Media type, placement, and function should be identified.
Preferably, it is a hidden field. The narrative text field
comprises narrative text to be developed as a media file. As with
procedure text, answers to questions should appear in the answer
field and be referenced in the narrative text and the answer field
with bracketed numbers (e.g., [1]. [2]. [3]). It is preferably a
hidden field. Finally, the development notes field comprises
additional information for future revisions/extensions of this
item. Any sources used to develop a lesson, outside of the provided
content, must be documented in this section. It is preferably a
hidden field.
[0280] Referring now to FIG. 26(j), the fields 2632 contained
within the assessment opener template 2608 will now be described.
Such fields 2632 include an opener template number field, an
assessment title field, a lesson number field, an assessment time,
field, an assessment instructions field, and a PDF file field. The
opener template number field identifies display layout of
assessment opener. Preferably, it is a hidden field. The assessment
title field comprises the lesson name plus the word "assessment".
The lesson number field describes the number of the lesson, and is
preferably a hidden field. The assessment time field comprises the
estimated time suggested to complete entire assessment including
subsets (if applicable). It applies only to items that the pupil
completes, and not observational or input items. It should be
listed in 5-minute increments. Also included is the time to
complete observational items not listed or counted in lesson time.
The assessment instructions field comprises information on how to
effectively administer the entire assessment set and all subsets
(if present). Finally, the PDF file field comprises the file name
for any PDF file used in assessment.
[0281] Referring now to FIGS. 26(k) and 26(l), the fields 2634 and
2636 contained within the question data template 2608 will now be
described. Fields 2634 include an assessment type field, an
assessment item type field, an item template number field, a
question ID field, a lesson objective covered field, a questions
instructions field, a question template number field, a question
field, and a question media files field. The assessment type field
identifies the level of the assessment. Preferably, it should be
identified as a lesson assessment, a unit assessment, or a
mid-course assessment. It is a hidden field. The assessment item
type field indicates the type of assessment item, and should be
identified as a direct question (i.e., onscreen delivery), a direct
question (i.e., PDF delivery), or an observational item (i.e.,
onscreen delivery). The item template number field, if the
assessment is a direct question, delivered online. It identifies
display layout for assessment item. If the assessment is a direct
question, it is delivered via PDF, and the field should contain
"PDF". If the assessment is an observational item, this field
should be null. Preferably, it is a hidden field.
[0282] The question ID identifies individual questions within a
lesson. Its number should correspond to the assessment question
order as presented in the assessment content. If the assessment is
an observational item, this field should be null. Preferably, it is
a hidden field. The lesson objective covered field describes the
specific lesson objective being tested by the direct question. If
the assessment is an observational item, this field should be null.
The question instructions field provides directions for answering a
direct question, and should be inserted as needed. If the
assessment is an observational item, this field should be null. The
question template number field identifies display layout for
question. If the assessment is an observational item, this field
should be null. Preferably, it is a hidden field. The question
field preferably comprises a single assessment item or task, and
should direct questions that never teach or re-teach. If the
assessment is an observational item, this field should be null. The
question media files field generally comprises the file names of
media resources. If the assessment is an observational item, this
field should be null. Preferably, it is a hidden field.
[0283] As shown in FIG. 26(l), the fields 2636 include an answer
key field, an answer key media files field, and an assessment help
field. The answer key generally comprises a solution to question.
Questions with multiple answers should have all possible correct
answers or a representative sample provided in this field. If the
assessment is an observational item, this field should be null. The
answer key media files field generally comprises the file name of
media resource. If the assessment is an observational item, this
field should be null. Preferably, it is a hidden field. Finally,
the assessment help field generally comprises specific additional
guidance that will assist the caring adult in effectively
delivering a question or administering or scoring the assessment.
It may include guidance for use of manipulatives and methods of
questioning. Preferably, it should be used when assessment is an
observational item, and should not contain feedback
information.
[0284] Referring now to FIG. 26(m), the fields 2638 contained
within the input data template 2612 will now be described. Fields
2638 include an input template number field, a lesson objective
covered field, an input instructions field, an input item field, a
weight field, an input item media files field, a scoring key field,
a design specs field, and a development notes field. The input
template number identifies display layout of input screen. If the
assessment is an observational item, this field should be null.
Preferably, it is a hidden field. The lesson objective covered
field sets forth the lesson objective covered by input item. The
input instructions field generally comprises instructions to the
caring adult for completing the input item.
[0285] The input item field comprises one or more questions that
prompt the caring adult to enter assessment results for system 100
data capture. If a direct question to the pupil is listed in this
matrix (i.e., question field), the input item addresses this
question. If the question field is null, the input item is an
observational assessment. The input template number field will
indicate the type of question (e.g., yes/no, score entry, etc.)
Preferably, multiple questions should be listed as a bulleted list.
It will always be delivered onscreen. Items requiring score entry
must be accompanied by a scoring rubric, and entered in the scoring
key field. Observational items often may start with, for example,
"based on your observation . . ." Preferably, it should include
scoring criterion in phrasing of an item when appropriate (e.g.,
"Did Anna correctly identify 3 types of lines in this
painting?").
[0286] The weight field comprises the numerical weight associated
with each input item. It may be system-generated, and preferably a
hidden field. The input item media files field comprises the file
names of media resources. It, too, is a hidden field. The scoring
key field should comprise an easy-to-use scoring rubric.
Preferably, it describes levels of pupil accomplishment along with
corresponding numeric values. It should be used only when guidance
is required on how to score an accompanying input item. Moreover,
it is a null field if the assessment question is just asking a
right or wrong answer. The design specs field comprises information
directly related to the creation of this item. It may include notes
as necessary to describe the relationship between input item text
and accompanying media. Preferably, it should list all file names
of described media when complete media files are available. It is a
hidden field. Finally, the development notes field suitably
comprises additional information for future revisions/extensions of
this item. Any sources used to develop a lesson, outside of the
provided content, must be documented in this section. It, too, is a
hidden field.
[0287] Workflow
[0288] Workflow is the chain of roles that a content object 2508
passes through from introduction in the content manager 110 through
final approval. Content objects 2508 are controlled by the workflow
for their duration in the content manager 110. Each content object
2508 will have a unique workflow process that is required to move
it through the publishing stages. Each workflow, in turn, will have
an unlimited number of steps required to complete the workflow.
Content manager 110 ensures the data integrity of the content
objects 2508 by ensuring that no object reaches the approved state
without being reviewed by a minimum of two users. These two users
comprise the original user that moved the content object 2508 to
the approver and the approver of the content. Roles objects 2512
are be used in the workflow process to control what user roles 2510
have the ability to participate in the various workflow roles.
Essentially, each step in the workflow for an object will be
assigned to a particular role within the content manager 110.
Content manager 110 tracks information as to the location of all
content objects 2508 within a particular workflow process.
[0289] Moreover, content manager 110 records as part of the data it
tracks the user and time that workflow steps are completed for
every content object 2508 within the system 100. The content
manager 110 alerts users via e-mail when a content object has been
promoted to their role within the content manager 110. System 100
provides an interface for the user to easily view which content
objects 2508 have been assigned to them via roles and the workflow
engine. Approval steps within the workflow rules are, thus, adapted
to accommodate the ability to approve multiple content objects 2508
at the same time.
[0290] Content manager 110 supports version control for every
content object 2508 stored within the system 100. Every time a
content object 2508 is modified, the version control number is
increased. The system 100 supports a minimum of three version
levels. For example, "1.1.1" (where each number separated by a
period) represents a particular version level. Upon returning a
modified content object 2508 to the system, the user will be
permitted to select the version number. The user will be able to
decide the extent of the revision. For example, a major change
would move from 1.0 to 2.0, while a minor change would move from
1.0 to 1.1. Content manager 110 is able to roll back through a
minimum of 10 revisions.
[0291] It also locks a content object 2508 that is in use by a user
to ensure that multiple users cannot modify the same content object
2508 simultaneously. The system will record such data as necessary
to document change tracking information for all content objects
2508. It will also track which user in the system modifies a
content object 2508. The system will time stamp all modifications
to a content object 2508. For each record (i.e., content object
2508) separate time stamps will be maintained for creation,
modification and expiration. Accordingly, every content object 2508
carries a current status in the system. The intent of offering a
content object status is to ensure that content that has not been
reviewed and approved cannot move from the staging to the
production environment.
[0292] The five status levels comprise: (a) Incomplete; (b)
Complete; (c) Review; (d) Approved; and (e) Published. Incomplete
shall mean a content object 2508 that is missing required fields
and thus is not capable of being escalated through a workflow.
Complete objects are those objects, which have all required fields
populated and are capable of being moved to the next step of the
workflow. Review is the flag for a content object 2508 that a user
has submitted for review and approval for publishing. Approved
shall mean a content object 2508 that has been approved for
publishing and is awaiting migration to the production server. The
Publish flag will mean a content object 2508 that has been migrated
from the staging environment to the production environment. A
change in the status of a content object 2508, however, does not
constitute a change in the version number of the object.
[0293] A content object 2508 should contain at least one notes
field for the purpose of annotations to the object. This will allow
remarks to be saved without changing the core object. These notes
are intended to be internal to the content manager 110, and serve
to flag potential problems, alert reviewers to specific content
nuance and to document other irregularities. Each content object
2508 is comprised of a number of data elements (i.e., fields). Each
field within a content object 2508, in turn, is either required or
optional. Required fields must be populated in order to promote a
content object 2508 through a workflow. Each field will have
minimum and maximum values (i.e., boundaries) defined for the
field. Boundary checking occurs at the time the object is saved to
the database and/or as a function of the input template. Inputs
that violate boundary constraints will not be saved to the system.
Errors will be reported to the user attempting to save invalid
fields. These errors will include the type of error being
generated.
[0294] Text fields stored within content objects 2508 are
preferably stored as XML files. On the other hand, media files
associated with a content object 2508 will be stored in the media
tables and referenced by the content object 2508. Media files will
not be stored within the activity page content objects. The system
supports hierarchical data structures necessary to interrelate
different content objects to one another. For example, media
objects should be linked to a lesson page record with a single
media object being available for deployment in a number of
lessons.
[0295] The system facilitates moving content objects 2508 from the
staging environment to the published environment. Published content
objects 2508 will be migrated from the content manager server
212.sub.c to the production servers (i.e., application servers 212,
212.sub.2, . . . 212.sub.n) on a predetermined schedule, and
preferably every 24 hours. The system supports on demand migration
initiated by an administrator. The intent of this requirement is to
be able to override the normal migration cycle in case there is an
emergency content update required. Upon execution of a migration
routine, only modified content will be migrated to the production
servers 212.sub.1, 252.sub.2, . . . 212.sub.n. Furthermore, the on
demand migration routine allows the administrator to direct the
migration to particular servers. The destination server or server
should be capable of being chosen as opposed to the automated
scripts which target pre-defined servers. Only administrator level
users will have the ability to initiate, schedule or modify
migration routines.
[0296] As shown in FIG. 27, media library 2516 allows internal
users to browse and select media elements for inclusion in the
building of content objects. Each media element will be treated as
a content object 2508 within the system. Media elements will be
placed in two categories, raw media objects 2706 and processed
media objects 2708. Raw media objects 2706 are those files, which
are acquired, for use in the system. Each raw asset shall be
entered into the system one time only. Processed media objects 2708
are derived from raw media objects 2706, and are those assets being
prepared for deployment in the system. Raw media objects 2706
elements have a "1 to many" relationship with processed media
objects 2708 (i.e., 1 raw element =many processed elements).
Processed media objects 2708 are linkable to other content objects
2508. The goal of this is to have media elements in a common area
and called from lesson activity pages. Accordingly, user interface
106 must include an internal user interface for the purpose of
browsing all media elements stored within the system. A library
browsing object, as well, must be available to use within the XML
templates used for activity page creation. This object will allow
for the selection and association of media elements with content
objects 2508.
[0297] In accordance with a particularly preferable embodiment of
the present invention, system 100 includes means for interactively
using phonics to efficiently teach a pupil how to read. FIG. 28,
for example, illustrates a first browser window 2800 generally
comprising a first field 2802 of instructional content, which
includes a plurality of hyperlinks 2804, and a second field of
images 2806, which supplement the instructional content. The
hyperlinks 2804 permit the caring adult/pupil to navigate to
additional, more specific instruction (e.g., regarding a "high
vowel", a "low vowel", and a "midvowel"), while the images 2806
further illustrate associated phonemes. Each of the images 2806
preferably comprises a static graphics file (e.g., JPEG, GIF, BMP,
etc.), which has associated therewith an audio file (e.g., WAV,
MP3, etc.) that replicates the particular sounds associated with
each type of vowel. Browser window 2800 also includes means 2808
for advancing or returning to other pages in the lesson.
[0298] While the images 2806 shown in FIG. 28 are static, the
browser window 2900 shown in FIGS. 29 through 29 includes a series
of images 2906, 2906', and 2906'', which are dynamic. That is,
images 2906, 2906', and 2906'' may suitably comprise any video file
(e.g., QIC, RealVideo, Vivo, VDO, AVI, MPEG, etc.) or mixed media
file (e.g., SWF, etc.). A plurality of dynamic images 2906, 2906',
and 2906''. . . 2906.sub.n, specifically adapted for use with
phonemes, may be produced using "Digital Personnel" technology as
described in U.S. Pat. No. 6,097,381, the contents of which are
incorporated herein by reference. Digital Personnel is a
human-image animation computer system that manipulates stored
images of a person's facial movements in response to phonemes. The
system is driven by real-time spoken language rather than by manual
animation requirements and controls. The result is a
photo-realistic, animated rendering of a person speaking.
[0299] Because it uses images of actual individuals, the Digital
Personnel technology retains the full detail of the face, including
subtle shading and shadowing. Because the technology is based on
2-D images versus 3-D modeling, it uses less memory and requires
less computing power to develop digital characterizations. In
addition, the Digital Personnel technology enables individuals to
create their personae with a relatively simple enrollment process
that requires just a few minutes. Thus, caring adults/pupils
themselves may be the subjects of the Digital Personnel images
2906, 2906', and 2906''. . . 2906.sub.n used in the system 100
herein. Advantageously, similar uses of this technology could be
made within system 100 by providing interactive Web-based user
support for the caring adults/pupils. For on-line help desk
applications, a live voice, presented through a digital person on
the website would assist the user. The actual support
representative or system teacher would then be free to search
through support documentation or instructional materials while
speaking directly to the user through the visual presence on the
web.
[0300] The means for interactively using phonics to efficiently
teach a pupil how to read as shown in FIGS. 28 and 29(a) through
29(c) are further enhanced by use of a plurality of tiles 3002,
3004, 3006, 3008, 3010, 3012, etc. as shown in FIGS. 30(a) through
30(c). Each of the plurality of tiles 3002, 3004, 3006, 3008, 3010,
3012 is adapted to display a single phone, phoneme, allophone, or
morpheme. Preferably
[0301] As is well known, a "phone" is a speech sound, such as a
simple vowel or consonant sound. A "phoneme", by way of contrast,
is any of a small set of units, usually about 20 to 60 in number,
and different for each language, considered to be the basic units
of vocal sound. They are arrived at in a given language by
determining which differences in sound indicate a difference in
meaning. An "allophone" is a speech sound constituting one of the
phonetic variants of a given phoneme such as the different t-sounds
of toe, tree, hatpin, catcall, catnip, button, city, etc. Finally,
a "morpheme" is any of the minimal grammatical units of a language,
each consisting of a word or meaningful part of a word, that cannot
be divided into smaller grammatical parts, for instance `the`,
`speak` or the `en` of `spoken`.
[0302] Phonemes are based on spoken language and may be recorded
with special symbols, like those of the International Phonetic
Alphabet. In transcription, linguists conventionally place symbols
for phonemes between slash marks: /p/. The term phoneme is usually
restricted to vowels and consonants, but some linguists extend its
application to cover phonologically relevant differences of pitch,
stress, and rhythm. Nowadays the phoneme has a less central place
in phonological theory than it used to have, especially in American
linguistics. Many linguists regard the phoneme as a set of
simultaneous distinctive features, rather than as an unanalyzable
unit. Accordingly, while it is presently preferable for the
plurality of tiles 3002, 3004, 3006, 3008, 3010, 3012 to be adapted
to display a single phoneme, they may also suitably comprise a
single phone, allophone, or morpheme.
[0303] For example, speech is described in terms of syntax (i.e.,
rules for putting words together to form phrases, clauses, or
sentences), lexicon (i.e., meanings of words or of morphemes, the
smallest meaningful segments of words [e.g., the prefix un-]), and
phonology (i.e., sounds). Phonological rules specify which sounds
are used in a language to distinguish one meaning from another;
these sounds are called phonemes. For instance, English phonology
carries /b/ and /p/ as distinct phonemes, since the substitution of
one for the other will change the meaning of some utterances (as in
"bin" and "pin"). American English has 13 or more distinct vowel
phonemes.
[0304] The phonological rules of a language also specify the
alternate forms (i.e., allophones) of each phoneme and which
allophone will be used in a given context. For instance, in
English, the aspirated P and unaspirated P are allophones of the
phoneme /p/, since it is the context of adjacent sounds, and not of
meaning, that determines which is used; e.g., aspirated P occurs at
the beginning of a word ("park"), unaspirated P occurs following S
("spark"). Thus, the lexicon of a language will consist of a list
of combinations of phonemes, each combination representing the
basic form of a word having a certain meaning. The phonological
rules will yield the forms that each phoneme takes as it is
combined with other phonemes to make the sentences allowed by the
grammar.
[0305] Phonemes are in linguistics, the smallest unit of speech
distinguishing one word (or word element) from another, as the
sound p in "tap," which separates that word from "tab," "tag," and
"tan." A phoneme may have more than one variant, or allophone,
which functions as a single sound (e.g., the p's of "pat," "spat,"
and "tap" differ slightly phonetically, but that difference,
determined by context, has no significance in English). In some
languages, where the variant sounds of p can change meaning, they
are classified as separate phonemes (e.g., in Thai the aspirated p
[pronounced with an accompanying puff of air] and unaspirated p are
distinguished one from the other. It can be readily appreciated,
therefore, that the plurality of tiles 3002, 3004, 3006, 3008,
3010, 3012 comprising phones, phonemes, allophones, or morphemes
will be an effective tool in teaching a pupil how to read with the
interactive system 100.
[0306] System 100 and its virtual school application 118 according
to the present invention are useful not only for online users, but
it can also be used to connect standalone users and networks of
users to access and update a virtual school database. Moreover, it
may further comprise any biometric device (e.g., iris scan, retina
scan, finger scan, hand geometry, voice verification, and dynamic
signature verification devices, etc.) which can be used in order to
verify the identity of a user of the system 100. Suitable such
devices include face recognition devices manufactured and sold by
Visionics Corporation, Exchange Place, N.J. U.S.A., fingerprint
readers of the SecureTouch.RTM.97 type manufactured by Biometric
Access Corporation, Round Rock, Tex. U.S.A., and multiple access
devices manufactured by Keyware Technologies. Accordingly, various
modifications of the methods and systems disclosed herein above are
possible without departing from the true spirit and scope of the
present invention. It should be understood, therefore, that within
the scope of the following claims, the present invention may be
practiced otherwise than as has been specifically described in the
foregoing embodiments.
* * * * *
References