U.S. patent application number 11/937497 was filed with the patent office on 2008-07-24 for system for developing literacy skills using loosely coupled tools in a self-directed learning process within a collaborative social network.
Invention is credited to Linda T. Dozier, Miles R. Gilburne, Niakam Kazemi, Nina Zolt.
Application Number | 20080176194 11/937497 |
Document ID | / |
Family ID | 39641611 |
Filed Date | 2008-07-24 |
United States Patent
Application |
20080176194 |
Kind Code |
A1 |
Zolt; Nina ; et al. |
July 24, 2008 |
SYSTEM FOR DEVELOPING LITERACY SKILLS USING LOOSELY COUPLED TOOLS
IN A SELF-DIRECTED LEARNING PROCESS WITHIN A COLLABORATIVE SOCIAL
NETWORK
Abstract
A system of computers, storage, and networks coordinates that
monitors, records, and manages actions among participants with
interdependent roles, in a dynamic, process-based learning system
is provided. Participants in a collaborative social network acquire
information and use a variety of rich interactive applications that
guide them through an iterative learning process. Once validated,
participants are matched according to selectable, configurable
criteria. Once matched, a participant selects a subject or content,
is able to integrate and extend knowledge through access to related
material or people, uses tools to collaborate with other validated
members of the network, and shares written correspondence with
them. Using input from correspondence and content, another
participant then submits correspondence back through the moderator
for release, modification, or denial and return to the
originator.
Inventors: |
Zolt; Nina; (Washington,
DC) ; Dozier; Linda T.; (Great Falls, VA) ;
Gilburne; Miles R.; (Washington, DC) ; Kazemi;
Niakam; (Dayton, MD) |
Correspondence
Address: |
NELSON MULLINS RILEY & SCARBOROUGH, LLP
1320 MAIN STREET, 17TH FLOOR
COLUMBIA
SC
29201
US
|
Family ID: |
39641611 |
Appl. No.: |
11/937497 |
Filed: |
November 8, 2007 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
|
60857560 |
Nov 8, 2006 |
|
|
|
60857570 |
Nov 8, 2006 |
|
|
|
60857583 |
Nov 8, 2006 |
|
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|
Current U.S.
Class: |
434/178 |
Current CPC
Class: |
G09B 7/08 20130101; G09B
19/22 20130101; G09B 3/00 20130101 |
Class at
Publication: |
434/178 |
International
Class: |
G09B 17/00 20060101
G09B017/00 |
Claims
1. A method for enhancing the learning of students comprising the
following steps: a. enrolling a student and a mentor in a learning
program; b. matching a student and a mentor based on selected
criteria; c. selecting appropriate information to be shared between
the student and the mentor; d. having the student create a student
document based on the information to be shared; e. transmitting the
student document to the mentor; f. having the mentor review the
student document and creating a mentor candidate document based on
such review and based on the information to be discussed between
the student and the mentor; g. reviewing the mentor candidate
document for appropriateness and, if appropriate, allowing it to
become a mentor document; h. transmitting the mentor document to
the student for review; i. assessing the student document to create
an assessment of the student's learning enhancement; and j.
transmitting the assessment to a teacher, parent, or other
supervisor.
2. A method for improving literacy through an education network
including a plurality of participants comprising the following
steps: a. validating a first participant; b. receiving a first work
created by the first participant in regard to a first project; c.
validating a second participant; d. matching the first participant
to a second participant based on a first set of selectable
criteria. e. receiving a second work created by the second
participant in regard to a second project.
3. The method of claim 2.a further comprising a. providing an
assessment of the second work to a third participant.
4. The method of claim 2.a further comprising a. reviewing the
second work for appropriateness.
5. The method of claim 4.a further comprising a. requesting the
second participant revise the work if not appropriate.
6. The method of claim 2.a wherein a. the first project is the same
as the second project.
7. The method of claim 2.a further comprising a. transferring
correspondence from the second participant to the first
participant.
8. The method of claim 7.a wherein: a. the step of transferring
correspondence is performed pursuant to a blog.
9. The method of claim 7.a further comprising a. repeating the step
of transferring correspondence; and b. monitoring the transferred
correspondence.
10. The method of claim 7.a further comprising a. tailoring events
to the first and second participants based on the step of
transferring correspondence.
11. The method of claim 2.a wherein a. the selectable criteria is
selected by a program operator.
12. The method of claim 2.a wherein a. the first set of selectable
criteria comprises the work of the first participant and an
interest of the second participant.
13. The method of claim 2.a wherein a. the first set of selectable
criteria comprises an interest of the first participant and an
interest of the second participant.
14. The method of claim 2.a wherein a. the first set of selectable
criteria comprises at least one similarity between a profile of the
first participant and a profile of the second participant.
15. The method of claim 14.a wherein a. the similarity is based on
a geographic location.
16. The method of claim 2.a wherein a. the first set of selectable
criteria comprises a subject matter required by the second
participant, wherein the subject matter corresponds to the
work.
17. The method of claim 2.a further comprising a. reviewing the
work.
18. The method of claim 17.a further comprising a. asking the first
participant to modify the work.
19. The method of claim 2.a further comprising a. modifying the
work; and b. repeating the step of reviewing the work.
20. The method of claim 2.a wherein a. the work is a letter.
21. The method of claim 2.a wherein a. the work is a poem.
22. The method of claim 2.a further comprising a. monitoring a
current status of each participant.
23. The method of claim 2.a further comprising a. monitoring
information transferred between participants.
24. The method of claim 2.a further comprising a. validating a
third participant; and b. matching the third participant to the
second participant based on a second set of selectable
criteria.
25. The method of claim 2.a further comprising a. administering at
least one negative consequence to one of the participants for
failure to participate in the education network.
Description
CLAIM OF PRIORITY
[0001] The present application claims the benefit of U.S.
provisional applications Nos. 60/857,560; 60/857,570; and
60/857,583, all filed on Nov. 8, 2006 by Gilburne et al., the
entire disclosures of which are incorporated by reference herein in
their entirety.
FIELD OF THE INVENTION
[0002] This invention generally relates to a system and method of a
learning process, and specifically to problem-based learning
systems involving methods of dynamic interaction between
participants in a collaborative social network.
BACKGROUND OF THE INVENTION
[0003] This present invention delivers a dynamic, problem-based
learning experiences using computers, storage, and networks to
coordinate, record, and manage the interactions between
participants and includes a collaborative social network where
content, presentation, curriculum, and/or the like are tailored to
the participants and their roles in the social network.
BRIEF DESCRIPTION OF THE DRAWINGS
[0004] A full and enabling disclosure of the present invention,
including the best mode thereof directed to one of ordinary skill
in the art, is set forth in the specification, which makes
reference to the appended drawings, in which:
[0005] FIGS. 1 and 2 are flowcharts of a method of a system for
developing literacy skills in accordance with an embodiment of the
present invention;
[0006] FIGS. 3 and 4 are hierarchal representations of a learning
system for developing literacy skills in accordance with an
embodiment of the present invention;
[0007] FIGS. 5 through 16 are graphical representations of an
exemplary interface of a system for developing literacy skills in
accordance with an embodiment of the present invention;
[0008] FIG. 17 is a flowchart showing the steps of the registration
flow for the program, including secondary registration and identity
confirmation as well as a book buying configuration in accordance
with an embodiment of the present invention; and
[0009] FIG. 18 is a flowchart showing the steps of the book
selection work flow in accordance with an embodiment of the present
invention.
[0010] Repeat use of reference characters in the present
specification and drawings is intended to represent same or
analogous features or elements of the invention.
DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS
[0011] Reference will now be made in detail to presently preferred
embodiments of the invention, one or more examples of which are
illustrated in the accompanying drawings. Each example is provided
by way of explanation of the invention, not limitation of the
invention. In fact, it will be apparent to those skilled in the art
that modifications and variations can be made in the present
invention without departing from the scope or spirit thereof. For
instance, features illustrated or described as part of one
embodiment may be used on another embodiment to yield a still
further embodiment. Thus, it is intended that the present invention
covers such modifications and variations as come within the scope
of the appended claims and their equivalents. Additional aspects
and advantages of the invention will be set forth in part in the
description which follows and, in part, will be obvious from the
description, or may be learned by practice of the invention.
[0012] Learning often occurs in collaborative social networks and
may depend on the network's content, presentation, and/or
curriculum. The best learning may take place when the networks'
characteristics are tailored to the participants in the network and
when those items are tailored specifically to the participants'
roles. The present invention includes a method of allowing the
delivery of a dynamic, tailored, process-based learning experience
that involves coordinating, recording, and managing each
participant's current status or a change in the status within the
learning environment. The current status of each participant
includes a number of factors, such as the current assignment of the
participant, and may be referred to as the participant's "state,"
while changes in the participant's state may be referred to as
state transitions. While this method has applicability to many
different learning situations, it will be described herein as an
example based on improving literacy through an education network.
The literacy program combines reading, subject matter content (such
as social studies, science, folktales, etc.), and correspondence
between students, on the one hand, and "pen pals" or mentors on the
other. One embodiment of the present invention utilizes computers,
data storage, and networks to achieve the goal of improved
literacy.
[0013] Improvement in literacy, both in reading and also in
writing, is an important educational objective. A system of
computers, data storage, and networks may be used according to an
embodiment of the present invention to support a literacy program
that (a) utilizes books selected by students and provides
professional development to teachers, (b) allows for implementation
of a classroom, home, and/or after-school program, (c) provides for
and manages safe correspondence between students and adult pen pals
or mentors, and (d) allows a student's writing to be evaluated.
[0014] The methodology utilized by the literacy program is adaptive
and dynamic, so that the system manages and records states and
transitions that trigger specific actions and events tailored to
each participant. The program also manages the transfer and
delivery of electronic and physical materials between participants.
The participants in the program may have a variety of
interdependent roles, which may include, for example, student,
teacher, pen pal, and parent.
[0015] The system enables parallel or non-parallel entry points
into the literacy program for the various participants and
processes those entry points in order to filter them according to
validation and safety rules established for each user role. The
validation and safety rules allow minors to participate in the
learning program with approved, safe mentors who will generally be
of adult or older student ages.
[0016] Once validated, the participants enter a database, whereupon
they are matched with a pen pal or mentor according to selectable,
configurable criteria based on segmentation of populations best
suited to match each participant. FIG. 1 shows the methodology of
entering participants and the matching of students and mentors
based on selectable criteria.
[0017] As shown in FIG. 1, a mentor or a group of mentors enter the
program by applying to participate at step 10. After the
application is approved and the mentor is accepted, the mentor is
then entered into a database at step 12. After verifying that the
mentor is active at step 14, the mentor then participates in a
project and creates a work indicative of the project at step 16.
For example, the mentor may be asked to review an article,
participate in a science project, or write an introductory letter
applicable to a number of students, or may alternatively complete a
project directed to specific subject matter. Furthermore, the
mentor may be asked to provide expert advice on a certain topic or
review various materials that originate from, or will be provided
to, multiple students or other participants in the process.
Alternatively, the initial project may consist solely of creating
an introductory letter that will be provided to students upon their
entrance to the learning network.
[0018] Once the mentor's project is completed, it is reviewed at
step 18 for appropriateness. If the reviewer determines the project
is not appropriate for any reason, the mentor may be asked to
modify, revise, or recreate the project at step 16. The project is
then reviewed again at step 18. This cycle may occur several times
and, upon completion, the mentor's project is saved at step 20. As
described in more detail below, students and mentors are matched at
step 22. The matching of students and mentors may be based on
various similarities between the student and the mentor or, on the
other hand, may be based on similarities between the mentor's
project, if it's directed to a specific subject matter, and the
student's interest or requirements in that particular subject
matter.
[0019] In another embodiment, the mentor is not required to
complete a project prior to being matched with a student as
described above with respect to steps 16, 18, and 20. Instead, the
mentor and student may be matched based on criteria listed above
other than an initial project created by the mentor. In yet another
embodiment, once the student has been matched with a mentor, they
may decide on an initial project to undertake.
[0020] In addition, the relationship between student and mentor is
not always one-to-one in the present embodiment. For example, a
student may have multiple mentors or multiple mentors may
participate together or individually to mentor a single student or
multiple students. The relationships set forth herein should be
understood to form a collaborative network that is not necessarily
based on a one-to-one relationship.
[0021] At some point, the mentor will become matched with at least
one student. The student has generally been enrolled in the program
by the student's parent or teacher at step 26, but situations could
be provided whereby students could enroll themselves. Once entered,
the student then is placed on the roster, saved in the database at
step 28, and then matched with one or more mentors at step 22. The
matching occurs through the use of a computer program that can
match various aspects of students and mentors, including abilities,
geographic locations, likes and dislikes, attributes, desires,
comprehension level, etc. The matching of a mentor and student can
also be based on subject matter. For example, if a student has an
interest in a subject matter or is required to complete an
assignment directed to that subject matter, he or she may be
matched with a mentor who is knowledgeable about that subject
matter or who has previously completed projects regarding the
subject matter. The matching criteria can be selected by the
operational programmer and may be based on any one or any set of
unlimited criteria.
[0022] Once matched, the mentors, which may be referred to herein
as "pen pals" due to the correspondence between the students and
the mentors, and students move into an iterative cycle of reading
or acquiring information, exploring related subject matter, and
collaborating with similar participants in a social network who may
provide expertise, are in the same phase of the learning process,
or are interested in the same subjects. The student and mentor are
introduced to each other through correspondence, which is generally
always reviewed for appropriateness and which also may be
self-assessed as many times as desired. In addition, the
correspondence also goes to an assessor, who scores the quality of
the correspondence for feedback to the student, teacher, pen pals,
and parents. The cycle then repeats as often as is necessary or
desired, and may use books, texts, or contents of different
genres.
[0023] Specifically and still referring to FIG. 1, the student
reviews the initial mentor project, which was completed by his or
her mentor and saved at step 20. The student then completes a
responsive project, which could be a letter, poem, report, etc., at
step 32. At this point, the student may decide to perform a
self-assessment cycle at step 34 where he or she may critique the
completed project. The student may then decide to modify, revise,
or recreate the project at step 32. This cycle may occur a number
of times. At any point, the student may submit the project to be
reviewed at step 36. If the reviewer determines the student's
project is not appropriate, the student is allowed to modify,
revise, or recreate the project at step 32. The student again has
the option of performing self-assessment on the revised project as
described above. If the reviewer determines the project is
appropriate, it is saved at step 38. A formal assessment of the
projects is completed at step 40 and transmitted to the teacher or
parent responsible for the student. The student then begins the
learning cycle at step 50.
[0024] It should also be understood that the information or content
being used may be books, projects, information from the news, text,
artwork, or other various multimedia, and may be directed to a
number of subjects, such as technology, science, social sciences,
current events, literature, etc. The only requirement for the
information is that it be reviewable and learnable by the student
and mentor so that they can correspond about the subject matter of
the information. Referring to FIG. 2, a content catalog 152
contains the information used in the learning cycle, which the
student reviews and analyzes in order to select subject matter in
which he or she is interested at step 154. The relevant content is
delivered at step 156 and is reviewed and analyzed by both the
mentor and the student. The student has the option of dropping out
of the process at step 160. Otherwise, participants are guided
through a writing process that stimulates critical thinking, which
is reflected in their writing. The writing is then assessed. This
process is described in more detail below.
[0025] After reading the information, extending knowledge, and
collaborating, mentors submit written correspondence to the
students created with a process-oriented writing application at
step 162. Correspondence from the mentor is transmitted to a
moderator at step 164, who may be either a teacher or another
entity that reviews the correspondence for appropriateness and
safety. The moderator releases it to the student, modifies it,
returns it to the originator for revision, or rejects it. When the
moderator determines the mentor's correspondence is appropriate,
the correspondence is saved at step 166.
[0026] Once the student receives the correspondence, the student
goes through the same process to generate return correspondence,
which also goes to the moderator for evaluation before being
released to the pen pal/mentor. The system thus enables
personalization, but preserves anonymity through the correspondence
process's safety checks and balances.
[0027] This process of corresponding is also set forth in FIG. 2
wherein a student writing (which is not limited to, but which could
include writings, composed music, project reports, newspaper
articles, and anything that could be created by the student) is
first created at step 170. The student-created writing is
self-assessed as many times as the student desires at step 182, but
is ultimately passed through a formal review at step 172. If the
reviewer determines the writing is inappropriate, it is returned to
the student at step 170 to be modified, revised, or rewritten. If
the reviewer determines the writing is appropriate it is saved at
step 174. A formal assessment provides the teacher and/or parent
with progress results at steps 178 and 180. This entire cycle may
be repeated to enhance and increase the learning associated with a
singular work or with multiple works. If the cycle is repeated, the
student at step 168 selects more content at step 154, and the
process begins again.
[0028] Unique tools and processes are managed by the system to
stimulate critical thinking, iteration, and the publication of
writing for consumption by members of the social network. The
system records each action, or monitors the absence of action, and
manages transactions accordingly or enables the triggering of
transactions based on specified business rules. The tracking of the
status of each participant is used to personalize their context so
they know their position as they iterate through a cyclic learning
process on different subjects. The system also shares this status
with other participants who are related in some manner. This status
may also be used to personalize tools and the interface
corresponding to the participant. For example, because the system
knows that a student is currently writing about a certain subject,
the writing process is tailored to the student's level, subject
matter, genre of writing (e.g., poem, letter, science report), and
phase of the writing process (e.g., plan, draft, revise, edit,
and/or publish).
[0029] The system provides a variety of loosely coupled tools that
are integrated based on the attributes of the participant and which
may be used in a self-directed manner by either the student or the
mentor. These unique tools include:
[0030] 1. Portfolio--organizes drafts, documents, messages, notes,
references, etc. Accessibility to read and write to the portfolio
is integrated into the writing process.
[0031] 2. Writing--an application that guides writers through a
process that includes the following steps: plan, draft, revise,
edit, publish, and/or send. The writing center is context-sensitive
and is dynamically tailored based upon the attributes of the
writer, including grade level, reading level, the number of cycles
completed, genre of writing, subject matter, and preferences.
[0032] 3. Assessment--a writer may request feedback on their
writing at any stage during the writing process including
post-publication. The text will be assessed based on a rubric that
measures mastery of reading comprehension, writing, and critical
thinking skills within the context of a genre of writing, written
dialogue between two or more participants, and subject matter
content.
[0033] 4. Find content--a fundamental aspect of the literacy
learning process is to find and select content that two or more
related participants will both read and discuss. This tool helps
participants finds content of interest, keep track of them, and
communicate interest in them to others (e.g., student finds a book
(s)he likes and the system notifies the pen pal or parent). The
"find content" or "find text" tool coordinates the selection
process between related participants and provides an interface for
purchasing the content if applicable. Upon purchase, the system
sends the content to all related participants that will read and
engage in online collaborative discussion(s) about the content.
[0034] 5. Discovery--another integral part of the learning process
is to extend and integrate new knowledge. Discovery guides
participants through multimedia content that is related to the
subject matter or people who are subject matter experts of the
content that they are reading. Moreover, discovery provides methods
to access concentrations of content that are tailored to multiple
learning styles (e.g., audio, text, interactive, etc.).
[0035] 6. Learning Community--the learning process takes place
within a community whose members have been verified and validated.
Collaborative tools for social networking are used in a
self-directed manner to make connections between people (e.g., a
teacher or an expert). Participants may publish items to a personal
blog, connect blogs using RSS feeds, send invitations to make
connections at the users' discretion, and share references to
contacts and content. The network provides a platform for
increasing both comprehension and critical thinking through
discussion and interaction. This aspect of the overall process
further integrates with the learning process by providing an
authentic audience and real-life purpose for self-expression and
publishing.
[0036] Similarly to academic scholars, participants use the
collection of process-based learning tools described above to
discover, collaborate, critique, communicate, and build upon the
work of others in order to collectively create a network for
learning. The combination of these tools provide a state-related
and user-role-specific seamless experience for selecting content
and exploring related multimedia content, as well as a writing
center that integrates other subject-related resources (e.g.,
vocabulary and/or themes). The system provides an integrated
process for producing creative documents that synthesize reading,
writing, and critical thinking in a collaborative network.
[0037] The learning system and process described above can be
implemented using various technologies, including wide area
networks, web servers, and logical systems. Hierarchal
representations of one embodiment of a learning system implemented
to make use of such technologies are set forth in FIGS. 3 and 4.
Additionally, the learning process described above can be performed
online or over a network. FIGS. 5 through 16 illustrate an
embodiment where a graphical user interface allows a student to
participate in the learning cycle and provides access to the tools
described above.
[0038] FIG. 5 exemplifies a main interface available to a student
to participate in the learning network system. A main clock 200
indicates to the student the next step in the learning system
process. A section 210 on the interface supplies the student with
other content of interest to the student. A button 220 provides the
student with access to a learning community in order to take
advantage of the tools described above. A writing center button 230
provides the student with access to the writing center tools
described above that provide assistance to the student in writing
correspondence as shown in ensuing FIGS. 6 through 16. A section
240 identifies the student and provides the student with
information specific to the student. A blog button 250 provides the
student with access to "blogs" that allow the student to
contribute, collaborate, and/or receive creative ideas about the
learning process or the subject matter reviewed by the student. A
friends button 260 allows the student to keep track of friends
acquired while proceeding through the learning process. Once the
student has completed the learning process with respect to one book
or one project, he or she may chose another project through the use
of a book center button 270. The student uses main clock 200 to
keep track of his or her progress and to proceed to the next step.
FIGS. 6 through 16 exemplify an interface used by the student to
participate in the learning cycle once the student has completed
reading or analyzing the current project. The student is guided
through the creative writing process using this interface.
Example
[0039] While the present inventive method can be used in various
environments, one particular environment where it is particularly
effective is in the context of a program that promotes the reading
of books and the writing of correspondence between students and
their mentor pen pals regarding the books' subject matter. The
operating procedures for one such learning program is described
below as an example in which the systems and methods of the present
invention may be utilized. As used herein, the term "program
operator" refers to an actual person or to a computer program that,
through the use of pre-defined software, can carry out the
functions of the program operator. In addition, it should be
understood that some of the functions may be executed by a real
person, while others may be computer-driven.
[0040] The overall process operates as follows. In general, the
registration process for students and pen pals is shown graphically
in the flowchart in FIG. 17. The flowchart additionally shows an
exemplary process for purchasing books in the "Book Buying
Configuration" portion according to one embodiment of the present
invention.
[0041] First, as a prerequisite to receiving a matched student, the
pen pal uploads an introductory letter to the "Workbench," which is
a part of the system that administers the process of the present
invention in one embodiment. The pen pal is then matched to a
student, and the pen pal's introductory letter is uploaded to the
inbox of the teacher associated with the matched student. Workbench
alerts the teacher that the pen pal letter is available, and the
teacher reviews, edits, if necessary, and releases the pen pal
introduction letter to the matched student.
[0042] The teacher's release of the pen pal letter to the student
triggers the system change the state of the student and pen pal in
the learning process and to generate automatic messages to the
student that a letter has arrived and notice of the next Genre (for
example, fiction) that is available for selecting books.
[0043] The student makes the first genre book selection that the
teacher may review using Teacher Place. The teacher accepts,
rejects, or overrides the student's book selection. When the
teacher has approved all of the book selections, an order for the
books is transmitted to a distributor who can fulfill the order and
send the books to the classroom teacher and the students' pen
pals.
[0044] An exemplary book ordering process is shown graphically in
the flowchart in FIG. 18. As shown therein, after the book is
selected and ordered, the Fulfillment Center creates the packing
slip and ships the chosen genre book(s) to the pen pal according to
pre-chosen methods.
[0045] Workbench alerts the pen pal of the new genre book
assignment from the student.
[0046] The student composes the final draft of their introduction
letter and sends it to their teacher not later than 14 days after
receipt of pen pal intro letter. It should be understood that the
time constraints set forth in the current example contained herein
are by way of examples and should not be limiting, such that other
time constraints may be used. The teacher reviews, comments, and
releases the student introduction letter to the pen pal's inbox,
which completes one full cycle of letter exchange between the
student and pen pal and closes the cycle. The closing of the cycle
by the teacher triggers the request to ship the genre book to the
student. Workbench generates a new alert to the pen pal announcing
the arrival of the student's intro letter, and the book distributor
creates the packing slip and ships the books to the classroom
according to a pre-specified method.
[0047] The pen pal receives and reads the initial genre book that
has been chosen. Next, the pen pal reads the student's introduction
letter, composes a genre letter, and uploads it via Pen Pal Place,
the website that pen pal's use, to the teacher's not later than 14
days after receipt of the student's introduction letter. Workbench
generates message alerts of to the teacher with the arrival of each
pen pal letter until all pen pal letters have been uploaded.
[0048] The teacher reviews, edits, if necessary, and releases the
pen pal letters to the respective students. The release of the pen
pal letters to students by the teacher triggers Workbench to
generate an automatic message alert to the students and the
availability to selection a book of a new genre to the teacher and
student.
[0049] The student makes the next genre related book selection. The
teacher accepts, rejects, or overrides the student's book selection
using Teacher Place. Workbench sends an order for the books to a
book distributor such as Ingram or Amazon who creates the packing
slip and ships the next genre books to the pen pals according to
the pre-selected method.
[0050] Workbench alerts the relevant pen pals that they have a new
genre book assignment from the respective student(s). The relevant
student composes a letter about the book and sends the letter to
the teacher's Letter Approval Queue not later than 14 days after
receipt of the pen pal's letter related to the first book.
[0051] After completion of one or more cycles of reading and
writing with respect to a particular genre, the teacher may review,
comment, and release all student letters to their pen pals where
they are accessed using Pen Pal Place to close out a particular
genre of books. The teacher's closing of the genre triggers a
program request to ship the next genre books to students according
to the method specified. Workbench generates a new alert to pen pal
announcing the arrival of the student's letter. The book
fulfillment partner creates the packing slip and ships the books to
the classroom according to the method specified.
[0052] As can be seen, the release of pen pal letters to the
students by the teacher triggers Workbench to generate and post an
automatic message of Book Selection Availability to Teacher and
Student Places. The students may choose a book title and forward it
to their teacher's inbox. Teachers will accept, reject, or override
the selections made by the student before saving and uploading the
completed order to Workbench through Teacher Place. Upon receipt of
the Teacher's book selections, Workbench generates an automatic
message of "THANKS" to the teacher verifying and confirming receipt
of the selections. Workbench also generates an automatic message to
the pen pals announcing the new book selection title en route from
the student. Workbench sends an order to a book distributor to ship
the books to the pen pals based on the selections made by each
classroom.
[0053] Student books are shipped only after teachers release the
student letters to the pen pals, thereby signaling the close of the
cycle.
[0054] Teachers can make and Book Selections as soon as they
receive notice that it is time to select books or as late as the
due date for the current genre student letters. It is preferable
that the selections be made no later than this due date so as to
provide enough time for pen pal shipments. If the book selections
are not made by this due date, Workbench generates an automatic
message to the teacher that the book selections due (on a specific
day) are tardy and that the students will receive the default book
title for his/her grade level and genre. In one embodiment, the
message states that selected book titles are on a first come, first
serve basis and will not be changed for any reason.
[0055] Workbench generates an automatic message to the teacher
confirming the default book selection title and an automatic
message to the pen pals announcing a new book selection is en route
from the student. Workbench sends the order sorted by classroom to
the Fulfillment Center Site, a third party book supplier, for
shipping to pen pals. The Fulfillment Center creates the packing
slip and ships the books to the pen pal according to the method
specified. The Fulfillment Center sends a record of book shipments
and deliveries back to Workbench.
[0056] Screening software filters all student and pen pal letters
uploaded to Workbench before they are deposited into the individual
Teachers' Letter Approval Queues. Teachers use the website, Teacher
Place, to access the queue (list) of letters to screen and approve
or reject. The teacher can either select a letter from the list,
open and read the letter, and then select the appropriate action or
they may mark a checkbox approving the letter from the interface
that displays the list of letters. Teachers may delete identifiable
information, such as surnames, school names, date of birth, and
addresses, within the student and pen pal letters before sending to
them to the respective pen pals and students. Teachers and pen pals
send to Workbench Help Desk any letters containing content deemed
questionable or inappropriate they wish to escalate for appropriate
action. Workbench generates an automatic confirmation message to
the teacher or pen pal for reporting an issue. Staff will contact
affected participants and determine an amicable solution such as
revising the content and resubmitting the letter to the
teacher.
[0057] The teacher may compose and send or post messages to the
teacher's students, the students' pen pals, and other teachers
participating in the program through the Writing and Message
Centers using pre-populated addresses. Teachers may also develop
moderated discussion forums on appropriate, grade-specific subject
matter and topics for the classroom students associated with the
teacher.
[0058] The pen pal may compose and send or post messages to the
relevant student through the student's teacher and to other pen
pals via Pen Pal Place Writing and Message Centers using
pre-populated addresses. Each student may compose and send or post
messages to the student's teacher and pen pal through the Writing
and Message Centers using pre-populated email addresses. Students
may participate in moderated discussions with their classmates
through the Moderated Discussion Forums developed by the teacher,
who moderate the discussion. Teachers, students, and pen pals may
report messages they believe to be inappropriate. The program
operator may monitor and/or edit or delete any messages.
[0059] Teachers, pen pals, and students may request program
assistance or report inappropriate use at any time by visiting
Teacher Place, Student Place, or Pen Pal Place, respectively, and
selecting "HELP".
[0060] Teachers use Teacher Place to enter the class roster of
student(s), which may include the student's name, ID, grade, and
gender or other attributes.
[0061] Workbench generates student login usernames and passwords
immediately following the teacher's data entry of student
information. Teachers distribute the usernames and passwords to the
respective students. Workbench generates an automatic message to
the teacher "welcoming the class," confirming receipt of the class
roster, and informing the teacher that pen pal assignments for the
students are being generated. Teachers also have the option of
inviting users to become pen pals and explicitly match pen pals
with students.
[0062] Teachers and students receive pen pal assignments not later
than 48 hours following the entry of information corresponding to
the last student. Students are typically matched to pen pals at a
one-to-one ratio but may be matched at other ratios as described
above depending on certain factors, such as the system's current
resources, number of participants, or desired expertise.
[0063] Workbench sends the pen pal's introductory letter as
described above to the teacher's inbox and generates a
corresponding automatic message to the teacher. Teachers review,
edit, if necessary, and release the pen pal intro letter to the
student's inbox.
[0064] The students' parent or guardian may opt the respective
student out of the program at the beginning of the school year or
decide to discontinue their child's participation in the program at
any time before the end of the school year by requesting such
action via the teacher. The teacher can also terminate a student's
participation for cause, such as submitting inappropriate material.
The teacher will access the class roster through Teacher Place,
enter the reason for cancellation or termination, and deactivate
the student. Workbench un-matches the student from any applicable
pen pals, generates an automatic message to the student's teacher
confirming the student's status change, along with the reason for
the change, and that the student has been unmatched from the pen
pal, and alerts the pen pal of the student's status change,
including the reason, and that the pen pal has been placed on the
waitlist for a new assignment.
[0065] A student's participation may be terminated upon failing to
submit letters. Workbench generates an automatic message that a
letter due on a specific day is tardy once five (5) days following
the due date have passed. In one embodiment, if the letter has not
been uploaded within 15 days following the due date and the teacher
has not marked the student as absent, the system indicates that the
student has failed to complete a letter assignment for one genre,
and Workbench marks the student absent and generates an electronic
message to the student reiterating the importance of letter
submission on schedule so as not to diminish the student's or the
pen pal's experience and that participation will be terminated if
the student fails to submit a letter for the next genre.
[0066] Should the student submit the letter within the 15-day
period during which the letter was deemed tardy, Workbench
generates an automatic message of "THANKS" to the student for
submitting the letter and reiterates the importance of completing
assignments so that the student continues to build reading,
writing, and thinking skills. Should the student fail to submit a
letter for a second consecutive genre, Workbench generates an
automatic message to the teacher and student stating that the
letter due on the specific day is tardy five (5) days following the
due date. Day 15 after the due date if the teacher doesn't mark the
student absent and the student fails to submit the letter within 15
days following the due date, the system indicates that the student
has failed to submit the letter for a consecutive genre, i.e., a
second offense, and Workbench generates an automatic message
requesting that the teacher verify the student's classroom status
and whether the student's participation should be terminated for
failure to follow the program's rules of conduct.
[0067] Depending on the outcome of the above process, staff may
deactivate the student through Workbench, which un-matches the
student from the associated pen pal and generates automatic
messages to the student's teacher and pen pal regarding the
student's status change, including the reason therefore, and that
the pen pal has been waitlisted for a new assignment.
[0068] The teacher closes out each genre with a letter from each
student and/or includes an explanation for any missing student
letters. In the present embodiment, these explanations are
forwarded to the appropriate pen pals.
[0069] Teachers report any difficulty submitting letters to the
Workbench Help Desk through Teacher Place, and Workbench generates
an automatic message of "THANKS" for reporting the issue.
[0070] Should the teacher fail to submit student letters fifteen
(15) days after the due date or elects not to submit letters, the
teacher may be terminated from the program due to non-compliance.
Should the teacher submit letters representative of a partial
classroom, fail to contact any affected pen pal who does not
receive a letter with an explanation, or fails to close out the
genre completely, Workbench marks any student for which a letter
has not been uploaded as absent, thereby closing the genre after a
predetermined amount of time, which is approximately fifteen (15)
days following the due date in the present embodiment. Workbench
generates an automatic message to the teacher reiterating the
importance of staying on task and meeting the system's terms of
service so as not to diminish the experience for the students or
pen pals, and that a second offense may result in the classroom's
termination from the program.
[0071] Students are marked absent with reason such as an illness
when the teacher closes the genre if no letter is uploaded. A
student marked absent has up to fifteen (15) days after the
relevant due date to complete the letter before the assignment is
tagged as a failure to follow the program's rules of conduct.
[0072] Should a pen pal withdraw or terminate during the process
described above, the program operator deactivates the pen pal, and
Workbench un-matches students from the pen pal and generates an
automatic message to the student's teacher regarding the pen pal's
status change, which includes the reason for the change, that the
student has been re-matched to a new pen pal, and the new pen pal's
name. Workbench generates a standard close-out letter of
explanation from the departing pen pal to the student and
introduces the new pen pal. Workbench generates an automatic
message to the new pen pal with the student's name, current book
assignment, and any upcoming letter due date. The program operator
sends a standard email to the former pen pal thanking the pen pal
for participating in the program. It should be understood that the
messages generated by the system or its users may be customized
depending on the particular requirements and characteristics of
each system.
[0073] A student may compose and send or post messages to the
student's pen pal through the teacher via the Writing and Message
Centers using pre-populated addresses. The student may participate
in discussions with the student's classmates. Messages from
students are monitored by the teacher through the Moderated
Discussion Forums developed by the teacher. The student may compose
and send messages to the student's teacher through the Writing and
Message Centers using pre-populated addresses. The student may
participate in moderated discussions with the student's classmates
that are moderated by the teacher through the Moderated Discussion
Forums developed by the teacher.
[0074] The teacher portion of the system is administered as
follows. In one embodiment, teachers access the program's website
and complete a program application and/or agreement, thereby
agreeing to all terms of service, for approval, along with their
grade level, school, email address, and preferred shipping address.
Applications are reviewed by the program managers and are either
approved or rejected. Upon completion of the review process, the
teacher is notified of approval or rejection as a participant.
[0075] In the current embodiment, staff manually enter initial
information for approved schools and teachers into Workbench and
initiate the classroom status, which includes associating the
teacher with the corresponding classroom. Teachers preferably
display an adequate degree of knowledge of the program flow and
demonstrate proficiency in navigating through Teacher Place as well
as Student Place.
[0076] Each teacher preferably commits to participate for the full
school year and attends an orientation session. Upon completion of
the orientation, Workbench generates a "Welcome" message to the
teacher that includes the teacher's username and password, as well
as information directed to the process for enrolling students,
participation criteria for students, and information directed to
various other aspects of the system, such as privacy and COPPA.
[0077] If circumstances exist requiring a teacher to withdraw, the
teacher sends an email preferably identifying the reason for
withdrawal to the Workbench Help Desk through Teacher Place.
Workbench generates an automatic message of "THANKS" for reporting
the issue, prohibits access to the system by the teacher, and
un-matches students associated with the teacher from their pen
pals. Workbench generates automatic messages to any applicable pen
pals regarding the status change of the corresponding students,
along with the reason, as well as an indication that they pan pal
has been placed on the waitlist for a new assignment. The program
operator sends a close-out letter to the teacher, along with a copy
to the associated Principal of the teacher's school in one
embodiment, thanking the teacher for participating in the
program.
[0078] In one embodiment, teacher participation may be terminated
upon missing one genre of letter submission. Five (5) days after
the due date, Workbench generates an automatic message to the
teacher that letters due on a specific date are tardy, that
reiterates the importance of complying with the terms of service
for participation so as to ensure a positive rewarding experience
for students and pen pals, and requests an estimated time of
arrival for the student letters. The teacher contacts all pen pals
with an explanation for the tardiness and includes an estimated
time of arrival for the letters. The program operator generates a
message regarding the delay and includes the teacher's explanation
and estimated time of arrival for the letters. Ten (10) days
following the due date, Workbench generates an automatic message to
the teacher that pen pals are still awaiting student letters and
that termination from the program will result if letters are not
uploaded in the next week. Letters that have not been received for
fifteen (15) days after the due date indicates the teacher failed
to submit letters to closeout that genre, and the program operator
sends an email message to the teacher, copying the teacher's
Principal, reiterating the importance of the teacher's commitment
to excellence made at the beginning of the school year. In one
embodiment, the system terminates services to the teacher and
forfeits the teacher's participation. Workbench deactivates the
teacher and un-matches students associated with the teacher from
any corresponding pen pals, generates automatic messages to the
students' pen pals regarding the students' status change and
indicating that they have been placed on the waitlist for a new
assignment. Should the teacher submit letters within the 15 days of
the original due date, Workbench generates an automatic message of
"THANKS" to the teacher for submitting the letters and reiterates
the importance of submitting assignments on time so as not to
diminish the experience of the students and pen pals. The teacher
contacts all affected pen pals with an explanation for the
tardiness in order to close out the genre so that the next series
of books can be shipped to the students.
[0079] The pen pal portion of the system is administered as
follows. First, a prospective pen pal is evaluated and registered
by accessing a controlled website that is administered by the
program operator. The pen pal, after entering an email address and
creating a password at the initial screen, completes the pen pal
application and agreement. Upon completion and successful
submission of the application, the prospective pen pal receives an
online "thank you" for completing the application.
[0080] Workbench sends an automatic message indicating that the
program operator is processing the application and agreement and
will contact the pen pal upon completion of the process and
security check, which generally occurs in about fourteen (14) days
in a preferred embodiment.
[0081] If the pen pal passes the security check, such as a criminal
background investigation and search against a national registry of
sex offenders, the program operator will send an online "Welcome"
email indicating that the security check is complete and will
provide information on privacy, COPPA, etc. The message will also
request that the pen pal use a username and password, which the pen
pal uploaded when the pen pal completed the application, in order
to access an online site area entitled "Pen Pal Place."
[0082] If the pen pal fails the security check, the program
operator sends an email to the pen pal stating that the pen pal
failed to meet the program criteria.
[0083] After the pen pal completes the application process
successfully and agrees to follow all terms of service, including
notifying the system as to any changes in contact information for
the pen pal, such as changes in mailing or email addresses, the pen
pal is asked to change the provided password and is invited to
modify the profile associated with the pen pal the first time the
pen pal accesses the system. The pen pal may provide preferential
information to the program operator in the profile to assist the
system when determining which student is a better match to the pen
pal.
[0084] An initial message welcomes the pen pal to the program and
provides helpful hints and instructions on completing the initial
introductory assignment, which may be a letter of introduction,
prior to being matched to a student as described above. The pen pal
then composes, edits, and submits the introductory letter to
Workbench.
[0085] The program operator makes the initial match of pen pal to a
student on a first come, first serve basis from a pool of pen pals
who have successfully completed the application process, including
submission of an introductory letter. In making the match, the
program operator may take into account any preferences noted in the
pen pal's profile, such as the grade or skill level of a
prospective student.
[0086] Workbench generates an automatic message to the pen pal
introducing the student matched to the pen pal, the current book
assignment, and the due date for a letter directed to the
assignment. The systems sends the pen pal's introductory letter to
the Letter Approval Queue of the teacher associated with the
matched student. During the assignment process, the program
operator may reassign pen pals to the next available student when
necessary, thereby causing Workbench to generate an automatic
message with a new match assignment, which includes the student's
name, the student's current book, the writing assignment, and the
corresponding deadline.
[0087] Pen pals remain active until they cancel their participation
or are terminated. Should the pen pal need to withdraw from the
program, the pen pal completes a request via the Contact Us link on
Pen Pal Place, indicating the reason for withdrawal. Workbench
generates an automatic message of receipt and a "THANKS" for
reporting the issue. The program operator deactivates the pen pal,
and Workbench un-matches students from the pen pal and generates
automatic messages to the unmatched students' teacher regarding the
pen pals' status change, along with the reason for withdrawal and
an indication that they have been or will be re-matched to a new
pen pal. Workbench generates a standard close-out letter from the
pen pal to the student and introduces the new pen pal to the
student according to the process described above. Workbench
generates an automatic message to the new pen pal with the
student's name, current book assignment, and any upcoming due date.
The system sends a standard email to the former pen pal thanking
the pen pal for participating in the program. In another
embodiment, the program operator generates a report regarding
withdrawals to volunteer organizations or corporations, from which
the pen pals are recruited.
[0088] In one embodiment, pen pal participation may be terminated
when the pen pal misses letter submissions for two genres. When the
pen pal misses a first letter deadline, Workbench generates an
automatic message that the letter due on a specific day is tardy
and reiterates the importance of submitting assignments on time so
as not to diminish the experience of the teachers and students.
Workbench may also warn that termination may result if the pen pal
fails to submit a letter for another cycle. In one embodiment, the
message inquires if the pen pal is experiencing difficulty adhering
to the program timeline and requesting that the pen pal contact the
program operator to discuss any issues.
[0089] When a pen pal is replaced, the system requests the new pen
pal to write to the student. The volunteer pen pal composes, edits,
and submits the letter to the teacher's Letter Approval Queue. The
teacher will review, edit, if necessary, and release the letter to
the student.
[0090] Should the pen pal fail to submit a letter for a second
genre, Workbench generates an automatic message notifying the pen
pal that this is the second offense of a tardy letter, and
reiterates the pen pal's commitment to excellence, the importance
of meeting deadlines, and states that the pen pal's services are no
longer required and that program participation by the pen pal has
been terminated. The pen pal is replaced with another pen pal, and
the process continues as described above.
[0091] The program operator deactivates any terminated pen pal
through Workbench, which un-matches any students associated with
the pen pal from the pen pal and generates automatic messages to
the students' teacher regarding the pen pal's status change, along
with the reason for termination and the fact that the student has
been assigned to a new pen pal. Workbench generates a standard
close-out letter from the former pen pal to the student, introduces
the new pen pal, and generates an automatic message to the new pen
pal with the student's name, current book assignment, and any
upcoming due date. The program operator sends a standard email to
the former pen pal thanking the pen pal for participating in the
program.
[0092] Pen pal letters are handled as follows. First, Workbench
generates an automatic message to pen pals that a letter by the
student matched to the respective pen pal has been posted to the
pen pal's inbox. Then the pen pal composes, reviews, edits, and
uploads a letter to Workbench via Pen Pal Place not later than the
scheduled due date, which is approximately 14 days in the present
embodiment. Workbench generates an automatic message to the
corresponding teachers that the pen pals' genre letters have been
posted to the teachers' Letter Approval Queue.
[0093] The teachers review, edit, if necessary, and release the pen
pal letters via Teacher Place either individually or by a batch
process to the students' inbox. Workbench generates an automatic
message to the student indicating the student has a new letter from
the pen pal.
[0094] The pen pals report any difficulty submitting letters via
the Contact Us Link on Pen Pal Place, and Workbench generates an
automatic message of "THANKS" for reporting the issue. In a
preferred embodiment, Workbench help desk staff or the program
operator responds with a disposition of the issue not later than 48
hours after the reporting
[0095] The pen pal receives an email from the corresponding teacher
if the student's letter is expected to be at least one day late,
but not later than 14 days as described above, or if the student is
unable to write for this genre. The message preferably includes the
reasons for delay or inability.
[0096] The pen pal may request to be re-matched by completing a
request form via the Contact Us link on Pen Pal Place.
[0097] Pen pals may escalate student letters with questionable
content to the program operator for resolution if the pen pal is
unable to resolve the issue with the teacher.
[0098] When the pen pal misses a letter deadline, Workbench
generates an automatic message that the letter due on a specific
day is tardy and reiterates the importance of submitting
assignments on time so as not to diminish the experience of the
teachers and students. Workbench may also indicate that
participation termination may result if the pen pal fails to submit
a letter for another genre. In one embodiment, the message inquires
if the pen pal is experiencing difficulty adhering to the program
timeline and explaining that, if true, the pen pal should contact
the help desk or the program operator to discuss the issue(s). If
the match between the pen pal and student is not appropriate,
another volunteer pen pal is asked to write to the student.
[0099] The pen pal may compose and send standard email messages to
the teacher of the matched student, to the student, or to other pen
pals via Pen Pal Place Writing and Message Centers using
pre-populated addresses. A pen pal may escalate or report messages
deemed inappropriate to the program operator via Pen Pal Place by
selecting the Contact Us link.
[0100] While one or more preferred embodiments of the invention
have been described above, it should be understood that any and all
equivalent realizations of the present invention are included
within the scope and spirit thereof. The embodiments depicted are
presented by way of example only and are not intended as
limitations upon the present invention. Thus, it should be
understood by those of ordinary skill in this art that the present
invention is not limited to these embodiments since modifications
can be made. Therefore, it is contemplated that any and all such
embodiments are included in the present invention as may fall
within the scope and spirit thereof.
* * * * *