U.S. patent application number 14/247022 was filed with the patent office on 2014-08-07 for online educational system with multiple navigational modes.
This patent application is currently assigned to Age of Learning, Inc.. The applicant listed for this patent is Age of Learning, Inc.. Invention is credited to Lee BORTH, Doug DOHRING, David HENDRY, William MCCAFFREY, Stephanie YOST.
Application Number | 20140220543 14/247022 |
Document ID | / |
Family ID | 46048096 |
Filed Date | 2014-08-07 |
United States Patent
Application |
20140220543 |
Kind Code |
A1 |
DOHRING; Doug ; et
al. |
August 7, 2014 |
ONLINE EDUCATIONAL SYSTEM WITH MULTIPLE NAVIGATIONAL MODES
Abstract
A web-based educational system comprising at least one area of
skill, interest, or expertise, a plurality of activities associated
with each area of skill, interest, or expertise, and at least three
navigational modes, wherein the navigational modes comprise a
sequenced navigational mode, a guided navigational mode, and an
independent navigational mode. Optionally, the learner can switch
between available navigational modes.
Inventors: |
DOHRING; Doug; (Glendale,
CA) ; MCCAFFREY; William; (Glendale, CA) ;
YOST; Stephanie; (Glendale, CA) ; HENDRY; David;
(La Crescenta, CA) ; BORTH; Lee; (Sunland,
CA) |
|
Applicant: |
Name |
City |
State |
Country |
Type |
Age of Learning, Inc. |
Glendale |
CA |
US |
|
|
Assignee: |
Age of Learning, Inc.
Glendale
CA
|
Family ID: |
46048096 |
Appl. No.: |
14/247022 |
Filed: |
April 7, 2014 |
Related U.S. Patent Documents
|
|
|
|
|
|
Application
Number |
Filing Date |
Patent Number |
|
|
12946570 |
Nov 15, 2010 |
8727781 |
|
|
14247022 |
|
|
|
|
Current U.S.
Class: |
434/362 |
Current CPC
Class: |
G09B 19/06 20130101;
G09B 5/08 20130101; G09B 19/00 20130101; G09B 7/04 20130101 |
Class at
Publication: |
434/362 |
International
Class: |
G09B 5/08 20060101
G09B005/08 |
Claims
1. A web-based educational system comprising: (a) a digital
processing device that is connected to the Internet comprising an
operating system configured to perform executable instructions and
which comprises a memory device, a display, an input device, and a
sound output device; (b) a computer program including instructions
executable by a digital processing system that create an
educational environment, wherein said educational environment
comprises: at least one area of skill, interest, or expertise; a
plurality of activities associated with each area of skill,
interest, or expertise; and, at least three navigational modes
comprising: i. a sequenced navigational mode wherein said web-based
educational system presents to the learner a predetermined sequence
of more than one activity in one or more areas of skill, interest,
or expertise wherein the learner must complete each preceding
activity in the sequence to progress to the next; ii. a guided
navigational mode wherein said web-based educational system
presents to the learner one or more activities in one or more areas
of skill, interest, or expertise selected by a mentor from among a
population of activities to create a subpopulation of activities;
iii. an independent navigational mode wherein the learner selects
activities from among a population of activities; and iv.
optionally, the learner can switch between said navigational
modes.
2. The web-based educational system of claim 1, wherein the learner
or a mentor to the learner has the option to restrict availability
of one or more navigational modes offered by the web-based
educational system.
3. The web-based educational system of claim 1, wherein said
sequenced navigational mode includes a software module for
optionally removing one or more areas of skill, interest, or
expertise from the predetermined sequence of more than one
activity.
4. The web-based educational system of claim 1, wherein in said
guided navigational mode the learner selects activities from among
said subpopulation of activities.
5. The web-based educational system of claim 1, wherein completion
of an activity selected by the learner in said independent
navigational mode is the equivalent of completing the same activity
in said sequenced or guided navigational mode.
6. The web-based educational system of claim 5, wherein completion
of an activity in said independent navigational mode is equivalent
in said sequenced or guided navigational mode with regard to
progressing to subsequent activities in a predetermined
sequence.
7. The web-based educational system of claim 5, wherein completion
of an activity in said independent navigational mode is equivalent
in said sequenced or guided navigational mode with regard to
tracking and reporting progress or performance of the learner.
8. The web-based educational system of claim 1, wherein said
educational environment is substantially in Adobe.RTM. Flash.RTM.
format.
9. The web-based educational system of claim 1, further comprising
a top-level graphic user interface characterized by representing a
classroom environment.
10. The web-based educational system of claim 1, further comprising
a top-level graphic user interface characterized by including a
representation of an instructor, wherein the learner or a mentor to
the learner has the option to customize the appearance of the
instructor.
11. The web-based educational system of claim 1, further comprising
a top-level graphic user interface characterized by representing
environments suitable for learning such as a zoo, farm, park,
beach, mountain, desert, ocean, lake, jungle, tunnels, caves,
undersea environments, extraterrestrial environments, arctic and
Antarctic environments, garden, campus, laboratory, art studio,
music conservatory, computer laboratory, observatory, planetarium,
library, movie theatre, play, puppet show, sporting event,
amusement park, carnival, theme park, shopping mall, market, store,
kitchen, garage, machine shop, wood working shop, metal working
shop, medical facility, courtroom, boardroom, conference room,
trade show, trade conference, interview room, and bank.
12. The web-based educational system of claim 1, wherein each area
of skill, interest, or expertise comprises a plurality of
levels.
13. The web-based educational system of claim 1, wherein one or
more activities is available in a language other than English.
14. The web-based educational system of claim 1, wherein one or
more activities is available in one or more languages selected from
English, Spanish, Italian, Portuguese, French, Dutch, Polish,
German, Russian, Ukrainian, Mandarin, Wu, Cantonese, Hindi,
Punjabi, Bengali, Marathi, Urdu, Arabic, Turkish, Tamil, Farsi,
Japanese, Korean, Vietnamese, That, Burmese, Malay, Telugu, and
Javanese.
15. The web-based educational system of claim 1, further comprising
a glossary of words used in one or more activities.
16. The web-based educational system of claim 1, wherein said
sequenced navigational mode is further characterized by comprising
a software module for displaying said predetermined sequence of
more than one activity in one or more areas of skill, interest, or
expertise, wherein said software module is characterized by
representing said sequence of more than one activity as a linear
succession and representing lessons, comprising groups of
activities, as points in the linear succession, wherein said
software module is adapted for use by the learner.
17. The web-based educational system of claim 16, wherein said
linear succession is further represented as a map, path, or road
and said lessons, comprising groups of activities, are further
represented as waypoints or stops on the map, path, or road.
18. The web-based educational system of claim 16, wherein said
sequenced navigational mode is further characterized by comprising
a software module for displaying said lessons, comprising groups of
activities, and providing access to the activities, wherein said
software module is characterized by representing said lessons as a
group of selectable activity icons, wherein said software module is
adapted for use by the learner.
19. The web-based educational system of claim 18, wherein said
group of selectable activity icons is further represented on a
whiteboard, chalkboard, or bulletin board.
20. The web-based educational system of claim 16, wherein said
predetermined sequence of more than one activity in one or more
areas of skill, interest, or expertise is selected by an
instructional designer.
21. The web-based educational system of claim 16, wherein each step
in said predetermined sequence of more than one activity comprises
either an activity or a set of alternate activities.
22. The web-based educational system of claim 21, wherein said
web-based educational system presents an activity from said set of
alternate activities based on one or more of: the skill level of
the learner, the performance of the learner in previously completed
activities, input of a mentor to the learner, or the preference of
the learner.
23. The web-based educational system of claim 16, further
comprising a software module for monitoring the progress of the
learner, wherein said software module includes a visual indicator
adapted for use by the learner, wherein said visual indicator
displays the percentage of activities completed within a sequence
of activities.
24. The web-based educational system of claim 1, further comprising
a software module for monitoring the progress of the learner,
wherein said software module includes progress displays adapted for
use by the learner or a mentor to the learner.
25. The web-based educational system of claim 24, wherein said
progress displays indicate percentage completion of one or more
areas of skill, interest, or expertise, percentage completion of
one or more levels within each area of skill, interest, or
expertise, and completion of each activity associated with each
area of skill, interest, or expertise.
26. The web-based educational system of claim 24, wherein the
software module for monitoring the progress of the learner in each
of the areas of skill, interest, or expertise includes printable
reports adapted for use by the learner or a mentor to the
learner.
27. The web-based educational system of claim 1, wherein at least
one area of skill, interest, or expertise is selected from reading,
math, art, music, colors, science, and social studies.
28. The web-based educational system of claim 1, wherein at least
one area of skill, interest, or expertise is selected from animal
husbandry, animal breeding, antiquing, artistic endeavors such as
drawing, glass blowing, painting, sculpting, photography, and
pottery, automobile restoration, automobile repair, bird watching,
collecting items such as art, coins, dolls, figurines, stamps,
spoons, sports cards, and toys, cooking, creating dioramas, fish
keeping, fishing, flower arranging, game playing, gardening,
horticulture, investing, knitting, origami, outdoor recreation
endeavors such as backpacking, bicycling, canoeing, caving,
climbing, hiking, running, snow sports, and water sports,
performing arts such as acting, dancing, singing, juggling, magic,
and playing musical instruments, poetry, quilting, reading books,
comics, magazines, and newspapers, sewing, scale modeling of
automobiles, planes, ships, and trains, scrapbooking, wine tasting,
writing, and yoga.
29. The web-based educational system of claim 1, wherein at least
one area of skill, interest, or expertise is selected from Spanish,
French, German, Mandarin, Italian, Latin, U.S. history, U.S.
government, world history, European history, economics,
macroeconomics, microeconomics, geography, psychology, sociology,
anthropology, philosophy, law, political science, education, urban
studies, women's studies, health, biology, ecology, environmental
studies, anatomy, physiology, virology, pharmacology, cell biology,
molecular biology, microbiology, genetics, medicine, neuroscience,
chemistry, organic chemistry, biochemistry, physical chemistry,
biophysics, physics, earth science, astronomy, astrophysics,
algebra, statistics, geometry, calculus, trigonometry, electrical
engineering, civil engineering, mechanical engineering, chemical
engineering, English, American literature, European literature,
English literature, world literature, religion, grammar, spelling,
writing, composition, poetry, music, music theory, drawing,
painting, photography, film, theatre, journalism, computer skills,
computer science, computer programming, business, business
administration, accounting, nursing, physical education, and sign
language.
30. The web-based educational system of claim 1, wherein at least
one area of skill, interest, or expertise is selected from
continuing legal education, continuing medical education, and
continuing education for teachers, accountants, tax preparers,
physical therapists, occupational therapists, psychologists,
nurses, and nurse practitioners.
31. The web-based educational system of claim 1, wherein at least
one area of skill, interest, or expertise is selected from
organization, leadership, time management, negotiation, harassment
awareness, conflict management, interviewing, and networking.
32. The web-based educational system of claim 1, wherein at least
one activity associated with each area of skill, interest, or
expertise is selected from books, games, puzzles, art, and
music.
33. The web-based educational system of claim 32, wherein at least
one activity associated with each area of skill, interest, or
expertise is further selected from lectures, reading assignments,
articles, videos, demonstrations, simulations, mock examinations,
quizzes, examinations, essays, worksheets, laboratory experiments,
problem sets, brainstorms, collaborations, group activities,
multi-player games, role-plays, and journals.
34. The web-based educational system of claim 1, wherein said
guided navigational mode is further characterized by comprising a
software module for building lessons by selecting one or more
activity icons, wherein said software module is adapted for use by
a mentor to the learner.
35. The web-based educational system of claim 34, wherein said
software module for building lessons is further characterized by
allowing said mentor to sequence the subpopulation of
activities.
36. The web-based educational system of claim 35, wherein said
activities are selected and sequenced by actions selected from
dragging, clicking, tapping, double-clicking, double-tapping,
right-clicking, pinching, ranking, typing, speaking, and by drawing
a line, circle, or other shape.
37. The web-based educational system of claim 1, wherein said
guided navigational mode is further characterized by comprising a
software module for displaying the subpopulation of activities
selected by said mentor, wherein said software module is adapted
for use by the learner.
38. The web-based educational system of claim 37, wherein said
software module for displaying the subpopulation of activities
selected by said mentor is further characterized by displaying the
subpopulation of activities in a sequence determined by said mentor
to the learner.
39. The web-based educational system of claim 38, wherein the
learner must complete each preceding activity in the displayed
sequence determined by said mentor to progress to the next.
40. The web-based educational system of claim 37, wherein said
software module for displaying the subpopulation of activities
selected by said mentor is further characterized by displaying the
subpopulation of activities in a sequence aligned to a
predetermined sequence.
41. The web-based educational system of claim 40, wherein the
learner must complete each preceding activity in the displayed
sequence aligned to a predetermined sequence to progress to the
next.
42. The web-based educational system of claim 1, wherein said
independent navigational mode is further characterized by the
learner freely using a plurality of selectable elements to access
the population of activities, wherein said plurality of selectable
elements comprises selectable elements to access a desired area of
skill, interest, or expertise, selectable elements to access a
desired activity type, and selectable elements to access a desired
theme.
43. The web-based educational system of claim 42, wherein at least
one selectable element to access a desired area of skill, interest,
or expertise is selected from reading, math, world around us, and
art and colors.
44. The web-based educational system of claim 42, wherein at least
one selectable element to access a desired area of skill, interest,
or expertise is selected from animal husbandry, animal breeding,
antiquing, artistic endeavors such as drawing, glass blowing,
painting, sculpting, photography, and pottery, automobile
restoration, automobile repair, bird watching, collecting items
such as art, coins, dolls, figurines, stamps, spoons, sports cards,
and toys, cooking, creating dioramas, fish keeping, fishing, flower
arranging, game playing, gardening, horticulture, investing,
knitting, origami, outdoor recreation endeavors such as
backpacking, bicycling, canoeing, caving, climbing, hiking,
running, snow sports, and water sports, performing arts such as
acting, dancing, singing, juggling, magic, and playing musical
instruments, poetry, quilting, reading books, comics, magazines,
and newspapers, sewing, scale modeling of automobiles, planes,
ships, and trains, scrapbooking, wine tasting, writing, and
yoga.
45. The web-based educational system of claim 42, wherein at least
one selectable element to access a desired area of skill, interest,
or expertise is selected from Spanish, French, German, Mandarin,
Italian, Latin, U.S. history, U.S. government, world history,
European history, economics, macroeconomics, microeconomics,
geography, psychology, social studies, sociology, anthropology,
philosophy, law, political science, education, urban studies,
women's studies, health, science, biology, ecology, environmental
studies, anatomy, physiology, virology, pharmacology, cell biology,
molecular biology, microbiology, genetics, medicine, neuroscience,
chemistry, organic chemistry, biochemistry, physical chemistry,
biophysics, physics, earth science, astronomy, astrophysics,
mathematics, algebra, statistics, geometry, calculus, trigonometry,
electrical engineering, civil engineering, mechanical engineering,
chemical engineering, English, reading, American literature,
European literature, English literature, world literature,
religion, grammar, spelling, writing, composition, poetry, art,
colors, music, music theory, drawing, painting, photography, film,
theatre, journalism, computer skills, computer science, computer
programming, business, business administration, accounting,
nursing, physical education, and sign language.
46. The web-based educational system of claim 42, wherein at least
one selectable element to access a desired area of skill, interest,
or expertise is selected from continuing education for lawyers,
teachers, accountants, tax preparers, doctors, physical therapists,
occupational therapists, psychologists, nurses, and nurse
practitioners.
47. The web-based educational system of claim 42, wherein at least
one selectable element to access a desired area of skill, interest,
or expertise is selected from organization, leadership, time
management, negotiation, harassment awareness, conflict management,
interviewing, and networking.
48. The web-based educational system of claim 42, wherein at least
one selectable element to access a desired activity type is
selected from music and songs, library, puzzles, and games.
49. The web-based educational system of claim 48, wherein at least
one selectable element to access a desired activity type is further
selected from lectures, reading assignments, articles, videos,
demonstrations, simulations, mock examinations, quizzes,
examinations, essays, worksheets, laboratory experiments, problem
sets, brainstorms, collaborations, group activities, multi-player
games, role-plays, and journals.
50. The web-based educational system of claim 42, wherein at least
one selectable element to access a desired theme is selected from
farm, zoo, toddlertime, and basics.
51. The web-based educational system of claim 50, wherein at least
one selectable element to access a desired theme is further
selected from iconic representations of a classroom, easel, solar
system, calendar, piano, map, clock, number line, bookshelf,
computer, aquarium, library, time machine, space station, amusement
park, carnival, sporting event, shopping mall, market, laboratory,
garage, kitchen, medical facility, observatory, submarine,
operating room, world map, courtroom, crime scene, bank, art
studio, theatre, conference room, trade conference, trade show, and
interview room.
52. The web-based educational system of claim 1, further comprising
a software module adapted for conducting e-commerce
transactions.
53. The web-based educational system of claim 52, wherein said
e-commerce transactions provide subscription-based access to said
web-based educational environment.
54. Computer readable media encoded with a computer program
including instructions executable by a digital processing system
for delivering content to create an educational environment,
wherein said educational environment comprises: at least one area
of skill, interest, or expertise; a plurality of activities
associated with each area of skill, interest, or expertise; and, at
least three navigational modes comprising: i. a sequenced
navigational mode wherein said web-based educational system
presents to the learner a predetermined sequence of more than one
activity in one or more areas of skill, interest, or expertise
wherein the learner must complete each preceding activity in the
sequence to progress to the next; ii. a guided navigational mode
wherein said web-based educational system presents to the learner
one or more activities in one or more areas of skill, interest, or
expertise selected by a mentor from among a population of
activities to create a subpopulation of activities; optionally, the
learner selects activities from among said subpopulation of
activities; iii. an independent navigational mode wherein the
learner selects activities from among a population of activities;
and iv. optionally, the learner can switch between said
navigational modes.
55. A method of facilitating the educational development of a
learner comprising the step of: (a) providing executable
instructions via the Internet to a digital processing device
comprising an operating system configured to perform executable
instructions, a memory device, a display, an input device, and a
sound output device, to create a web-based educational environment,
wherein said educational environment comprises: at least one area
of skill, interest, or expertise; a plurality of activities
associated with each area of skill, interest, or expertise; and, at
least three navigational modes comprising: i. a sequenced
navigational mode wherein said web-based educational system
presents to the learner a predetermined sequence of more than one
activity in one or more areas of skill, interest, or expertise
wherein the learner must complete each preceding activity in the
sequence to progress to the next; ii. a guided navigational mode
wherein said web-based educational system presents to the learner
one or more activities in one or more areas of skill, interest, or
expertise selected by a mentor from among a population of
activities to create a subpopulation of activities; optionally, the
learner selects activities from among said subpopulation of
activities; iii. an independent navigational mode wherein the
learner selects activities from among a population of activities;
and iv. optionally, the learner can switch between said
navigational modes.
Description
CROSS-REFERENCE TO RELATED APPLICATIONS
[0001] This application is a continuation of U.S. application Ser.
No. 12/946,570, filed Nov. 15, 2010, which is hereby incorporated
by reference in its entirety.
BACKGROUND OF THE INVENTION
[0002] Higher levels of education offer benefits, both intangible
and economic, for students and the societies in which they live.
Personal benefits can include a feeling of fulfillment, social and
economic mobility, and increased quality of life. According to the
Census Bureau, over an adult's working life, high school graduates
earn an average of $1.2 million; associate's degree holders earn
about $1.6 million; and bachelor's degree holders earn about $2.1
million. On a larger scale, countries with high enrollment and
graduation rates have grown faster than countries without.
[0003] Effective educational experiences are important at all
stages of life. Preschool education develops the foundation for
children's enduring language, motor, and analytical skills. Primary
education helps children achieve basic literacy and numeracy, and
establishes foundations in science, mathematics, geography,
history, and other social sciences. Secondary education provides
adolescents opportunities to learn in areas beyond traditional
basic subjects including, foreign languages, advanced math,
advanced science, and advanced humanities. Importantly, secondary
education also prepares students for the transition to higher
education as adults. Higher education provides specialized
academic, professional, or vocational training, resulting in award
of certificates, diplomas, or academic degrees. In professional
life, education enables adults to advance within their career or
re-train to support a career change. Even in post-career life,
seniors enjoy the benefits of education in pursuit of hobbies and
personal interests.
[0004] Regardless of stage of life or subject matter, education
often requires learners to navigate large quantities of
information. It is challenging for learners to avoid becoming
overwhelmed by educational content. To succeed, a learner should be
able to effectively find, explore, navigate, and participate in
individual learning activities.
SUMMARY OF THE INVENTION
[0005] Technology offers educators new opportunities to create
powerful learning tools. For example, multimedia provides new ways
to interact with learners, such as interactive online educational
environments. In such an environment, students can be given
flexibility to choose both what they learn and how they learn it.
Learners need not be restricted to a single way to navigate,
discover, and experience educational content. For these reasons, an
effective online educational environment should present a variety
of navigational modes, which allows each individual the opportunity
to find, explore, navigate, and participate in learning content in
an effective way.
[0006] Despite the potential for navigational options and
flexibility created by technology, current educational websites
offer limited navigational modes. The result is often frustrated
learners, online educational environments that fail to retain
learners, and ineffective online educational experiences.
Accordingly, we have identified a long-felt and unmet need for an
online educational environment that offers multiple navigational
modes including sequenced, guided, and independent modes, and
optionally, the ability to switch between available modes.
[0007] Disclosed herein are computer-based educational systems,
methods of education, and media encoded with computer programs. In
some embodiments, the computer-based educational systems are World
Wide Web-based. In other embodiments, the computer-based
educational systems are based on data storage devices including, by
way of non-limiting examples, CD-ROMs, DVDs, flash memory devices,
magnetic disk drives, and optical disk drives. In other
embodiments, the computer-based educational systems are
intranet-based. In still other embodiments, the computer-based
educational systems are cloud computing-based.
[0008] In some embodiments, the computer-based educational system
comprises a digital processing device connected to the Internet and
a computer program including executable instructions that create an
educational environment. The digital processing device comprises an
operating system configured to perform executable instructions, a
memory device, a display, a sound output device, and an input
device. The computer program includes executable instructions that
create an educational environment comprising at least one area of
skill, interest, or expertise and a plurality of activities
associated with each area of skill, interest, or expertise. In some
embodiments, each area of skill, interest, or expertise comprises a
plurality of levels. In some embodiments, one or more activities
associated with an area of skill, interest, or expertise are
available in a language other than English. The educational
environment further comprises at least three navigational modes.
Optionally, the learner can switch between available navigational
modes.
[0009] One aspect of the educational environment disclosed herein
is a sequenced navigational mode wherein the system presents to the
learner a predetermined sequence of more than one activity in one
or more areas of skill, interest, or expertise, wherein the learner
must complete each preceding activity in the sequence to progress
to the next. In some embodiments, an instructional designer selects
the sequence of activities. In some embodiments, the sequenced
navigational mode includes a software module for optionally
removing one or more areas of skill, interest, or expertise from
the predetermined sequence of more than one activity. In some
embodiments, each step in the predetermined sequence of activities
comprises either an activity or a set of alternate activities. In
further embodiments, where the next step in a predetermined
sequence of activities is a singular activity, the web-based
educational system presents the activity to the learner. In further
embodiments, where the next step in a predetermined sequence of
activities is a set of alternate activities, the web-based
educational system presents one activity from among the set of
alternate activities to the learner.
[0010] In some embodiments the sequenced navigational mode is
further characterized by comprising a software module, adapted for
use by the learner, for displaying the predetermined sequence of
more than one activity in one or more areas of skill, interest, or
expertise, wherein the software module is characterized by
representing said sequence of more than one activity as a linear
succession and representing lessons, comprising groups of
activities, as points in the linear succession. In some
embodiments, the sequenced navigational mode is further
characterized by comprising a software module, adapted for use by
the learner, for displaying said lessons, comprising groups of
activities, and providing access to the activities, wherein said
software module is characterized by representing lessons as a group
of selectable activity icons.
[0011] Another aspect of the educational environment disclosed
herein is a guided navigational mode wherein the educational system
presents to the learner one or more activities in one or more areas
of skill, interest, or expertise selected by a mentor from among a
population of activities to create a subpopulation of activities.
In various embodiments, a mentor may select activities in a
multitude of ways including, by way of non-limiting examples, by
clicking activity icons with a mouse, by tapping activity icons on
a touch screen, dragging activity icons and dropping them into a
designated area, or by typing the names of activities. In some
embodiments, in a guided navigational mode, the learner selects
activities from among the subpopulation of activities. In some
embodiments, the guided navigational mode is further characterized
by comprising a software module, adapted for use by a mentor to the
learner, for building lessons by selecting one or more activity
icons. In further embodiments, a mentor has the option to sequence
the subpopulation of activities. In still further embodiments, a
mentor has the option to select and sequence activities by dragging
and dropping activity icons. In some embodiments, the guided
navigational mode is further characterized by comprising a software
module, adapted for use by the learner, for displaying the
subpopulation of activities selected by a mentor. In further
embodiments, the activities selected by a mentor are displayed in
the sequence determined by said mentor or in a sequence aligned to
a predetermined sequence.
[0012] Another aspect of the educational environment disclosed
herein is an independent navigational mode wherein the learner
selects activities from among a population of activities. In some
embodiments, the completion of an activity selected by the learner
in independent navigational mode is the equivalent of completing
the same activity in a sequenced or guided navigational mode. In
some embodiments, the independent navigational mode is further
characterized by the learner freely using a plurality of selectable
elements to access the population of activities, wherein said
plurality of selectable elements comprises selectable elements to
access a desired area of skill, interest, or expertise, selectable
elements to access a desired activity type, and selectable elements
to access a desired theme.
[0013] In some embodiments, the educational environment is
substantially in Adobe.RTM. Flash.RTM.. In some embodiments, the
educational environment further comprises a top-level graphic user
interface (GUI) characterized by representing a classroom
environment. In further embodiments, the classroom environment
further includes a representation of an instructor wherein the
learner or a mentor to the learner has the option to customize the
appearance of the instructor. In other embodiments, the GUI is
characterized by representing other environments conducive to
learning. In additional embodiments, the educational environment
further comprises a glossary of words used in one or more
activities.
[0014] In some embodiments, the educational system further
comprises a software module for monitoring the progress of the
learner, wherein said software module includes a visual indicator
adapted for use by the learner that displays the percentage of
activities completed within a sequence of activities. In some
embodiments, the educational system further comprises a software
module for monitoring the progress of the learner, wherein said
software module includes progress displays adapted for use by the
learner or a mentor to the learner. In some embodiments, the
progress displays indicate percentage completion of one or more
areas of skill, interest, or expertise, percentage completion of
one or more levels within each area of skill, interest, or
expertise, and completion of each activity associated with each
sequence of activities. In further embodiments, the progress
displays indicate the number of times each activity has been
completed. In additional embodiments, the progress displays
indicate performance by metrics such as raw scores or percentages.
Some embodiments might also indicate performance by metrics such as
grades. In additional embodiments, the progress displays indicate
time spent by the learner. In further embodiments, the software
module for monitoring the progress of the learner includes
printable reports adapted for use by the learner or a mentor to the
learner.
[0015] In some embodiments, the educational system further
comprises a software module adapted for conducting e-commerce
transactions. In further embodiments, the e-commerce transactions
create subscription-based access to the educational environment. In
still further embodiments, the transactions are sales of goods or
other services.
[0016] The term "learner" as used herein, refers to a person of any
age who interacts with an educational system for the purpose of
gaining knowledge, insight, or understanding of one or more areas
of skill, interest, or expertise or by virtue of having been
allowed, asked, or assigned to interact with an educational
system.
[0017] The term "mentor" as used herein, refers to a person who has
an interest in, or responsibility for, facilitating or furthering
the educational development of a learner and includes, by way of
non-limiting examples, a parent, step-parent, adoptive parent,
foster parent, grandparent, guardian, relative, friend, guide,
instructor, teacher, or professor, of a learner.
[0018] The term "instructional designer" as used herein, refers to
any person who designs and/or evaluates learning activities, and
grouped sequences of activities, that are elements of an
educational system.
[0019] The term "instructional plan" as used herein, refers to a
plan, conceived by an instructional designer or a mentor to the
learner, designed to accomplish one or more specific educational
objectives through the mutual reinforcement of individual
activities.
BRIEF DESCRIPTION OF THE DRAWINGS
[0020] FIG. 1 shows a non-limiting example of an educational system
including a top-level GUI characterized by representing a metaphor
suitable for learning; in this case, a preschool classroom
environment.
[0021] FIG. 2 shows a non-limiting example of software module for
customizing a representation of an instructor; in this case, a
software module for customizing the appearance of the
instructor.
[0022] FIG. 3 shows a non-limiting example of a glossary of words
used in one or more activities included in an educational
environment.
[0023] FIG. 4 shows a non-limiting example of a predetermined
sequence of activities represented in a GUI as a linear succession;
in this case, a path or road, as well as a non-limiting example of
lessons represented as points in the linear succession; in this
case, waypoints or stops along the path or road.
[0024] FIG. 5 shows a non-limiting example of a lesson represented
in a GUI as a group of selectable activity icons; in this case, a
group of selectable activity icons further represented on a
whiteboard or bulletin board.
[0025] FIG. 6 shows a non-limiting example of a visual indicator
for the benefit of the learner, that represents the percentage of
activities completed within a sequence of activities; in this case,
a bar chart indicating the percentage of activities completed
within a level of a multi-area sequence.
[0026] FIG. 7 shows a non-limiting example of a mentor selecting
activities from among a population of activities to create a
subpopulation of activities; in this case, a mentor to the learner
selects activity icons by dragging activity icons and dropping the
activity icons into a designated area.
[0027] FIG. 8 shows a non-limiting example of a software module for
building lessons allowing a mentor to view and sort a subpopulation
of activities; in this case, a mentor has the option to view and
sort the subpopulation of activities by area of skill, interest, or
expertise.
[0028] FIG. 9 shows a non-limiting example of a software module for
displaying and providing access to lessons allowing the learner to
view, sort, and access the subpopulation of activities; in this
case, the learner has the option to view, sort, and access the
subpopulation of activities by area of skill, interest, or
expertise.
[0029] FIG. 10 shows a non-limiting example of a software module
for monitoring the progress of the learner that includes a display
of the learner's progress for the benefit of a mentor; in this
case, the progress display indicates percentage completion of
multiple areas of skill, interest, or expertise, percentage
completion of multiple levels within each area of skill, interest,
or expertise, and completion of each activity associated with each
level within each area of skill, interest, or expertise.
[0030] FIG. 11 shows a non-limiting example of a software module
for monitoring the progress of the learner that includes a display
of the learner's progress for the benefit of the learner; in this
case, the progress display indicates percentage completion of
multiple areas of skill, interest, or expertise and percentage
completion of multiple levels within each area of skill, interest,
or expertise.
DETAILED DESCRIPTION OF THE INVENTION
[0031] Existing educational systems do not offer a wide enough
variety of navigational modes to accommodate learners' need to
effectively find, explore, navigate, and participate in learning
activities amid a large quantity of educational information. In
fact, none offers multiple navigational modes including sequenced,
guided, and independent modes, and optionally, the ability to
switch between available modes.
[0032] Thus, a primary objective of the systems, methods, and
computer programs described herein is to facilitate and enhance the
education of a broad spectrum of individuals by utilizing computer
technology to offer online educational systems with multiple
navigational modes. Advantages of the systems described herein
include, but are not limited to, offering at least three
navigational modes which include a sequenced navigational mode, a
guided navigational mode, and an independent navigational mode. A
sequenced navigational mode offers the advantage of a predetermined
sequence of activities wherein each activity builds on the
educational messages of those prior toward the goal of
understanding in an area of skill, interest, or expertise. A guided
navigational mode offers the advantage of involvement of a mentor
who knows and understands the learner's unique circumstances. An
independent navigational mode offers the learner an opportunity to
browse and explore learning activities according to their
individual interests. In further embodiments, the learner or a
mentor to the learner may restrict availability of one or more
navigational modes offered by the educational system. Moreover, in
some embodiments, the learner has the option to switch between
available navigational modes to find the mode that works best for
them.
Web-Based Educational System
[0033] Described herein, in some embodiments, are web-based
educational systems comprising a digital processing device that is
connected to the Internet and a computer program including
instructions executable by a digital processing system that create
an educational environment. The educational environment comprises
at least one area of skill, interest, or expertise, a plurality of
activities associated with each area of skill, interest, or
expertise, and at least three navigational modes. The navigational
modes include a sequenced navigational mode, a guided navigational
mode, and an independent navigational mode. Optionally, the learner
can switch between available navigational modes.
Digital Processing Device
[0034] The educational system disclosed herein includes a digital
processing device. The digital processing device includes one or
more hardware central processing units (CPU) that carry out the
device's functions. The digital processing device further comprises
an operating system configured to perform executable instructions,
a memory device, a display, a sound output device, and an input
device. In some embodiments, the digital processing device is
connected to the Internet such that it accesses the World Wide Web.
In other embodiments, the digital processing device is connected to
an intranet. In other embodiments, the digital processing device is
connected to a data storage device.
[0035] The digital processing device includes an operating system
configured to perform executable instructions. The operating system
is, for example, software, including programs and data, which
manages the device's hardware and provides services for execution
of applications. Those of skill in the art will recognize that
suitable personal computer operating systems include, by way of
non-limiting examples, Microsoft.RTM. Windows.RTM., Apple.RTM. Mac
OS X.RTM., UNIX.RTM., and UNIX-like operating systems such as
GNU/Linux.RTM.. In some embodiments, the operating system is
provided by cloud computing. Those of skill in the art will also
recognize that suitable mobile smart phone operating systems
include, by way of non-limiting examples, Nokia.RTM. Symbian.RTM.
OS, Apple.RTM. iOS.RTM., Research In Motion.RTM. BlackBerry
OS.RTM., Google.RTM. Android.RTM., Microsoft.RTM. Windows
Phone.RTM. OS, Microsoft.RTM. Windows Mobile.RTM. OS, Linux.RTM.,
and Palm.RTM. WebOS.RTM..
[0036] The digital processing device includes a memory device. The
memory is one or more physical apparatus used to store data or
programs on a temporary or permanent basis. In some embodiments,
the memory is volatile and requires power to maintain stored
information. In some embodiments, the memory is non-volatile and
retains stored information when the digital processing device is
not powered.
[0037] The digital processing device includes a display to send
visual information to the learner. In some embodiments, the display
is a cathode ray tube (CRT). In some embodiments, the display is a
liquid crystal display (LCD). In further embodiments, the display
is a thin film transistor liquid crystal display (TFT-LCD). In some
embodiments, the display is a plasma display. In other embodiments,
the display is a video projector. In still further embodiments, the
display is a combination of devices such as those disclosed
herein.
[0038] The digital processing device includes a sound output device
to send auditory information to the learner. In some embodiments,
the sound output device is a pair of headphones, earphones, or ear
buds. In some embodiments, the sound output device is an
electro-acoustic transducer or loudspeaker. In further embodiments,
the sound output device is a flat panel loudspeaker, a ribbon
magnetic loudspeaker, or a bending wave loudspeaker. In other
embodiments, the sound output device is a piezoelectric speaker. In
still further embodiments, the sound output device is a combination
of devices such as those disclosed herein.
[0039] The digital processing device includes an input device to
receive information from the learner. In some embodiments, the
input device is a keyboard. In some embodiments, the input device
is a pointing device including, by way of non-limiting examples, a
mouse, trackball, track pad, joystick, game controller, or stylus.
In some embodiments, the input device is a touch screen or a
multi-touch screen. In other embodiments, the input device is a
microphone to capture voice or other sound input. In other
embodiments, the input device is a video camera to capture motion
or visual input. In still further embodiments, the input device is
a combination of devices such as those disclosed herein.
[0040] In accordance with the description herein, suitable digital
processing devices include, by way of non-limiting examples,
desktop computers, laptop computers, notebook computers, net book
computers, set top computers, handheld computers, Internet
appliances, mobile smart phones, tablet computers, and video game
consoles. Those of skill in the art will recognize that many
Internet connected mobile phones are suitable for use in the system
described herein. Suitable tablet computers include those with
booklet, slate, and convertible configurations, known to those of
skill in the art.
Computer Program
[0041] The educational system disclosed herein includes a computer
program executable by a digital processing system that creates an
educational environment. The computer program includes a sequence
of instructions, executable in the digital processing device's CPU,
written to perform a specified task. In the case of the educational
system disclosed herein, the task is to create an educational
environment. In some embodiments, the sequence of instructions is
delivered to the digital processing system via the World Wide Web.
In other embodiments, the sequence of instructions is delivered to
the digital processing system via an intranet. In other
embodiments, the sequence of instructions is delivered to the
digital processing system via a data storage device.
[0042] Those of skill in the art will recognize that the computer
program may be written in various languages. The computer program
may be written in one or more markup languages, style languages,
client-side scripting languages, server-side coding languages, or
combinations thereof. In some embodiments, the computer program is
written to some extent in a markup language such as Hypertext
Markup Language (HTML), Extensible Hypertext Markup Language
(XHTML), or eXtensible Markup Language (XML). In some embodiments,
the computer program is written to some extent in a style language
such as Cascading Style Sheets (CSS). In some embodiments, the
computer program is written to some extent in a client-side
scripting language such as Asynchronous Javascript and XML (AJAX),
Flash.RTM., Actionscript, Javascript, or Silverlight.RTM.. In some
embodiments, the computer program is written to some extent in a
server-side coding language such as Active Server Pages (ASP),
ColdFusion.RTM., Common Gateway Interface (CGI), Perl, Java.TM.,
Hypertext Preprocessor (PHP), Python.TM., Ruby, Structured Query
Language (SQL), mySQL.TM., Oracle.RTM., or .NET.
[0043] The computer program creates an educational environment that
includes a GUI. The GUI allows learners to interact with the
educational environment through text, hyperlinks, graphical icons
and other visual elements, manipulation of graphical elements,
auditory elements, and motion elements. In some embodiments, the
GUI includes one level of hierarchical organization. In other
embodiments, the GUI includes multiple levels of hierarchical
organization including, a top-level and one or more sub-levels.
[0044] Referring to FIG. 1, in some embodiments the educational
system includes a top-level GUI characterized by representing a
classroom environment. In some embodiments, the classroom
environment is a preschool classroom environment. In other
embodiments, the classroom environment is a grade school, middle
school, junior high school, or high school classroom environment.
In other embodiments, the classroom environment is a university,
college, or professional training classroom environment. In further
embodiments, the classroom environment further includes a
representation of an instructor.
[0045] Referring to FIG. 2, in still further embodiments, the
learner or a mentor to the learner has the option to customize the
appearance of the instructor. In some embodiments the learner or a
mentor to the learner has the option to customize features of the
instructor including, by way of non-limiting examples, gender,
race, ethnicity, culture, age, size, or clothing in order to
provide a representation familiar to the learner.
[0046] In some embodiments, the educational system includes a
top-level GUI characterized by representing other metaphors
suitable for learning including, by way of non-limiting examples,
natural settings, academic settings, entertainment settings, retail
settings, and professional settings. In some embodiments, natural
settings include, by way of non-limiting examples, zoos, farms,
parks, beaches, mountains, deserts, oceans, lakes, jungles,
tunnels, caves, undersea environments, extraterrestrial
environments, arctic and Antarctic environments, and gardens. In
some embodiments, academic settings include, by way of non-limiting
examples, campuses, scientific laboratories, art studios, music
conservatories, computer laboratories, observatories, planetariums,
and libraries. In some embodiments, entertainment settings include,
by way of non-limiting examples, movies, plays, puppet shows,
sporting events, amusement parks, carnivals, and theme parks. In
some embodiments, retail settings include, by way of non-limiting
examples, shopping malls, stores, and markets. In some embodiments,
professional settings include, by way of non-limiting examples,
kitchens, garages, machine shops, wood working shops, metal working
shops, medical facilities, courtrooms, boardrooms, conference
rooms, trade shows, trade conferences, interview rooms, and
banks.
[0047] In some embodiments, the educational system further includes
a software module adapted for conducting e-commerce transactions.
In view of the disclosure provided herein, the software module is
created by techniques known to those of skill in the art using
machines, software, and languages known to the art. In some
embodiments, the e-commerce transactions provide monthly
subscription-based access to the educational environment. In some
embodiments, the e-commerce transactions provide weekly, quarterly,
or yearly subscription-based access to the educational environment.
In some embodiments, the e-commerce transactions are sales of other
services to the learner or a mentor to the learner. In some
embodiments, the e-commerce transactions are sales of goods to the
learner or a mentor to the learner. In other embodiments, the
e-commerce transactions are sales of services, such as advertising
services, to third parties.
Area of Skill, Interest, or Expertise
[0048] The educational system disclosed herein includes at least
one area of skill, interest, or expertise. An area of skill,
interest, or expertise may include informal topics such as those
relating to hobbies and personal interests. A hobby is an activity
or interest usually undertaken for pleasure or relaxation. An area
of skill, interest, or expertise may also include more formal
subjects addressing academic or professional topics. A subject is a
category of learning that a student may typically undertake in an
educational institution. In some embodiments, subjects comprise
topics addressing one category of learning. In other embodiments,
subjects comprise interdisciplinary topics addressing more than one
category of learning. An area of skill, interest, or expertise may
also include topics such as those relating to professional skills.
Some professional skills are not taught as formal subjects, nor are
they hobbies undertaken for relaxation, rather they are topics
undertaken for business purposes.
[0049] In some embodiments, one or more areas of skill, interest,
or expertise are selected from hobbies and personal interests
including, by way of non-limiting examples, animal husbandry,
animal breeding, antiquing, artistic endeavors, automobile
restoration, automobile repair, bird watching, collecting, cooking,
creating dioramas, fish keeping, fishing, flower arranging, game
playing, gardening, horticulture, investing, knitting, origami,
outdoor recreation, performing arts, poetry, quilting, reading,
sewing, scale modeling, scrapbooking, wine tasting, writing, and
yoga. In some embodiments, artistic endeavors include endeavors
such as drawing, glass blowing, painting, sculpting, photography,
and pottery. In some embodiments, collecting includes collecting
art, coins, dolls, figurines, stamps, spoons, sports cards, and
toys. In some embodiments, outdoor recreation includes activities
such as backpacking, bicycling, canoeing, caving, climbing, hiking,
running, snow sports, and water sports. In some embodiments,
performing arts include activities such as acting, dancing,
singing, juggling, magic, and playing musical instruments. In some
embodiments, reading includes reading materials such as books,
comics, magazines, and newspapers. In some embodiments, scale
modeling includes subject matter such as automobiles, planes,
ships, and trains.
[0050] In some embodiments, one or more areas of skill, interest,
or expertise are selected from basic subjects including, by way of
non-limiting examples, reading and mathematics. In further
embodiments, the subjects include one or more basic topics
including, by way of non-limiting examples, letters, phonics, word
families, sight words, numbers, and shapes.
[0051] In some embodiments, one or more areas of skill, interest,
or expertise are selected from preschool subjects including, by way
of non-limiting examples, language arts, mathematics, social
studies, science, music, art, and additional languages. In further
embodiments, the subjects include one or more preschool topics
including, by way of non-limiting examples, citizenship, colors,
computer skills, drawing, ethics, geography, music, physical
education, poetry, reading, sign language, Spanish, spelling, and
U.S. history.
[0052] In some embodiments, one or more areas of skill, interest,
or expertise are selected from grade school subjects including, by
way of non-limiting examples, language arts, mathematics, social
studies, science, music and other performing arts, visual arts,
additional languages, health, fitness and sports, and information
technology. In further embodiments, the subjects include one or
more grade school topics including, by way of non-limiting
examples, biology, chemistry, citizenship, composition, computer
skills, drawing, earth science, ethics, geography, grammar,
physical education, poetry, pre-algebra, reading, sign language,
spelling, U.S. government, U.S. history, and writing.
[0053] In some embodiments, one or more areas of skill, interest,
or expertise are selected from middle school subjects including, by
way of non-limiting examples, language arts, mathematics, social
studies, science, music and other performing arts, visual arts,
additional languages, health, fitness and sports, and information
technology. In further embodiments, the subjects include one or
more middle school topics including, by way of non-limiting
examples, algebra, American literature, biology, chemistry,
composition, computer skills, drawing, earth science, ethics,
geography, geometry, grammar, journalism, photography, physical
education, poetry, pre-algebra, reading, spelling, U.S. government,
U.S. history, world history, and writing.
[0054] In some embodiments, one or more areas of skill, interest,
or expertise are selected from high school subjects including, by
way of non-limiting examples, language arts, mathematics, social
studies, science, music and other performing arts, visual arts,
additional languages, health, fitness and sports, and information
technology. In further embodiments, the subjects include one or
more high school topics including, by way of non-limiting examples,
U.S. history, U.S. government, world history, European history,
economics, geography, psychology, sociology, anthropology,
philosophy, biology, ecology, anatomy, physiology, chemistry,
physics, earth science, astronomy, algebra, statistics, geometry,
calculus, trigonometry, grammar, spelling, writing, American
literature, European literature, English literature, world
literature, composition, poetry, drawing, painting, photography,
film, theatre, journalism, computer skills, computer science,
computer programming, business, physical education, and sign
language.
[0055] In some embodiments, one or more areas of skill, interest,
or expertise are selected from higher education subjects including,
by way of non-limiting examples, language arts, mathematics, social
studies, science, music and other performing arts, visual arts,
additional languages, health, fitness and sports, and information
technology. In further embodiments, the subjects include one or
more higher education topics including, by way of non-limiting
examples, U.S. history, U.S. government, world history, European
history, economics, macroeconomics, microeconomics, psychology,
sociology, anthropology, philosophy, law, political science,
education, urban studies, women's studies, biology, botany,
ecology, environmental studies, anatomy, physiology, virology,
pharmacology, cell biology, molecular biology, microbiology,
genetics, medicine, neuroscience, chemistry, organic chemistry,
biochemistry, physical chemistry, biophysics, physics, earth
science, astronomy, astrophysics, algebra, statistics, geometry,
calculus, trigonometry, electrical engineering, civil engineering,
mechanical engineering, chemical engineering, writing, American
literature, European literature, English literature, world
literature, composition, poetry, music theory, religion, drawing,
painting, photography, film, theatre, journalism, computer science,
computer programming, business, business administration,
accounting, nursing, law enforcement, physical education, and sign
language.
[0056] In some embodiments, one or more areas of skill, interest,
or expertise are selected from language arts topics including, by
way of non-limiting examples, phonics, reading, vocabulary,
spelling, grammar, writing, composition, public speaking, American
literature, world literature, and poetry.
[0057] In some embodiments, one or more areas of skill, interest,
or expertise are selected from mathematics topics including, by way
of non-limiting examples, mathematics, algebra, geometry, calculus,
trigonometry, probability, statistics, number theory, applied
mathematics, logic, and topology.
[0058] In some embodiments, one or more areas of skill, interest,
or expertise are selected from social studies topics including, by
way of non-limiting examples, political science, law, U.S.
government, U.S. history, world history, geography, economics,
archaeology, anthropology, sociology, communication, and
psychology.
[0059] In some embodiments, one or more areas of skill, interest,
or expertise are selected from science topics including, by way of
non-limiting examples, health, nutrition, biology, ecology,
environmental science, meteorology, oceanography, marine biology,
hydrology, soil science, botany, anatomy, physiology, virology,
pharmacology, cell biology, molecular biology, microbiology,
genetics, medicine, pathology, neuroscience, zoology, chemistry,
organic chemistry, biochemistry, physical chemistry, materials
science, biophysics, physics, optics, earth science, electrical
engineering, civil engineering, mechanical engineering, chemical
engineering, paleontology astronomy, astrophysics, and computer
science.
[0060] In some embodiments, one or more areas of skill, interest,
or expertise are selected from arts topics including, by way of
non-limiting examples, writing, composition, poetry, art, music,
music theory, drawing, painting, photography, film, theatre, dance,
sculpture, and art history.
[0061] In some embodiments, one or more areas of skill, interest,
or expertise are selected from languages including, by way of
non-limiting examples, English, Spanish, Italian, Portuguese,
French, Dutch, Polish, German, Russian, Ukrainian, Mandarin, Wu,
Cantonese, Hindi, Punjabi, Bengali, Marathi, Urdu, Arabic, Turkish,
Tamil, Farsi, Japanese, Korean, Vietnamese, That, Burmese, Malay,
Telugu, and Javanese.
[0062] In some embodiments, one or more areas of skill, interest,
or expertise are selected from health, sports, and fitness topics
including, by way of non-limiting examples, health, nutrition,
physical education, archery, baseball, basketball, boating,
bowling, cheerleading, cricket, cycling, field hockey, football,
golf, hiking, ice hockey, lacrosse, martial arts, water polo, rock
climbing, roller hockey, rugby, running, skiing, soccer, surfing,
swimming, and walking.
[0063] In some embodiments, one or more areas of skill, interest,
or expertise are selected from information technology topics
including, by way of non-limiting examples, computer skills,
Internet safety, computer programming, computer networking, and
computer science.
[0064] In some embodiments, one or more areas of skill, interest,
or expertise are selected from professional topics including, by
way of non-limiting examples, continuing legal education,
continuing medical education, and continuing education for
teachers, accountants, tax preparers, physical therapists,
occupational therapists, psychologists, nurses, and nurse
practitioners.
[0065] In some embodiments, one or more areas of skill, interest,
or expertise are selected from professional skills including, by
way of non-limiting examples, organization, leadership, time
management, negotiation, harassment awareness, conflict management,
interviewing, and networking.
[0066] In some embodiments, one or more areas of skill, interest,
or expertise comprise a plurality of levels. In further
embodiments, each area of skill, interest, or expertise comprises a
plurality of levels. In some of these embodiments, a level
comprises educational topics and activities appropriate for a
particular developmental stage of a learner. In some embodiments, a
level comprises educational topics and activities appropriate for a
particular skill level of a learner. In some embodiments, a level
comprises educational topics and activities appropriate for a
particular educational objective. In other embodiments, a level
comprises educational topics and activities appropriate for a
particular test or certification. In some of these embodiments, one
or more areas of skill, interest, or expertise comprise three,
four, five, six, seven, eight, nine, ten, eleven, twelve, or more
levels. In one particular embodiment, one or more areas of skill,
interest, or expertise comprise six levels. In some embodiments,
each area of skill, interest, or expertise comprises three, four,
five, six, seven, eight, nine, ten, eleven, twelve, or more levels.
In another particular embodiment, each area of skill, interest, or
expertise comprises six levels.
Learning Activities
[0067] The educational system disclosed herein includes a plurality
of activities associated with each area of skill, interest, or
expertise. In some embodiments, each activity is substantially
related to one or more specific areas of skill, interest, or
expertise. In further embodiments, the plurality of activities is
interconnected by an instructional plan designed to accomplish one
or more specific educational objectives through the mutual
reinforcement of individual activities. In some embodiments, an
instructional plan interconnects two or more activities associated
with a subject in such a way that understanding is built
progressively with one or more activities adding to the educational
messages of one or more previous activities. In further
embodiments, an instructional plan is conceived by an instructional
designer. In other embodiments, an instructional plan is conceived
by a mentor to the learner.
[0068] In some embodiments, one or more activities are selected
from informal activities including, by way of non-limiting
examples, demonstrations, how-to-articles, how-to-videos, and
simulations.
[0069] In some embodiments, one or more activities are selected
from preschool activities including, by way of non-limiting
examples, books, games, puzzles, art, and music.
[0070] In some embodiments, one or more activities are selected
from K-12 activities including, by way of non-limiting examples,
books, games, puzzles, art, music, reading assignments, articles,
videos, demonstrations, simulations, quizzes, examinations,
worksheets, problem sets, brainstorms, and journals.
[0071] In some embodiments, one or more activities are selected
from higher education activities including, by way of non-limiting
examples, books, reading assignments, lectures, articles, videos,
demonstrations, simulations, mock examinations, quizzes,
examinations, essays, laboratory experiments, problem sets,
brainstorms, and journals.
[0072] In some embodiments, one or more activities are selected
from professional activities including, by way of non-limiting
examples, books, articles, brainstorms, collaborations, group
activities, multi-player games, videos, lectures, role-plays,
simulations, demonstrations, quizzes, and exams.
[0073] In some embodiments, one or more activities are available in
a language other than English in order to facilitate the education
of non-English speaking learners. In other embodiments, one or more
activities are available in a language other than English in order
to address a language curriculum. In further embodiments, one or
more activities are available in one or more languages including,
by way of non-limiting examples, Spanish, Italian, Portuguese,
French, Dutch, Polish, German, Russian, Ukrainian, Mandarin, Wu,
Cantonese, Hindi, Punjabi, Bengali, Marathi, Urdu, Arabic, Turkish,
Tamil, Farsi, Japanese, Korean, Vietnamese, That, Burmese, Malay,
Telugu, and Javanese.
[0074] Referring to FIG. 3, in some embodiments, the educational
system disclosed herein includes a glossary of words used in one or
more activities. In further embodiments, the glossary comprises one
or more entries, wherein each entry comprises a word, a definition
of the word, and the word used in a sentence. In still further
embodiments, the entries further comprise audio of the word and its
definition read. In still further embodiments, the entries further
comprise an image associated with the word to facilitate
understanding of the word and its definition. In some embodiments,
the glossary includes video associated with the word to facilitate
understanding of the word and its definition. In some embodiments,
the glossary includes parallel entries for one or more words in a
language other than English.
Navigational Modes
[0075] The educational system disclosed herein further comprises
software modules for offering at least three navigational modes
including a sequenced navigational mode, a guided navigational
mode, and an independent navigational mode. In view of the
disclosure provided herein, the software modules are created by
techniques known to those of skill in the art using machines,
software, and languages known to the art. A navigational mode
includes the set of GUI elements that a learner uses to browse,
navigate, and access learning activities and the programming logic
that dictates whether such elements are active, how such elements
appear, and how such elements function. In some embodiments, a
navigational mode also includes tools and features that a learner
or a mentor to the learner has the option to use to review, track,
display, and report the learner's participation, progress, and
performance within the educational system.
Sequenced Learning Mode
[0076] In a sequenced navigational mode the educational system
presents to the learner a predetermined sequence of more than one
activity in one or more areas of skill, interest, or expertise
wherein the learner must complete each preceding activity in the
sequence to progress to the next activity. In some embodiments, the
learner has the option to repeat previously completed activities.
In further embodiments, the learner has the option to complete the
same activity multiple times. In some embodiments, the sequence of
activities is predetermined by an instructional designer.
Typically, the sequence of activities is selected such that each
activity builds on the educational messages of those prior toward
the goal of providing the learner understanding of one or more
areas of skill, interest, or expertise. In some embodiments, the
sequence of activities is predetermined to prepare the learner for
a particular certification or examination. In other embodiments,
the sequence of activities is predetermined in accordance with a
published educational standard.
[0077] In some embodiments, the predetermined sequence of
activities is a macro-sequence, wherein lessons, comprising groups
of activities, are sequenced within an area of skill, interest, or
expertise, a level within an area of skill, interest, or expertise,
or a multi-area level. In some embodiments, the predetermined
sequence of activities is a micro-sequence, wherein activities are
sequenced within a lesson. In some embodiments, the predetermined
sequence of activities is both a macro-sequence and a
micro-sequence.
[0078] In some embodiments, each step in the predetermined sequence
of activities comprises either an activity or a set of alternate
activities. In further embodiments, where the next step in a
predetermined sequence of activities is a singular activity, the
web-based educational system presents the activity to the learner.
In further embodiments, where the next step in a predetermined
sequence of activities is a set of alternate activities, the
web-based educational system presents one activity from the set of
alternate activities to the learner. In some embodiments, the
web-based educational system presents an activity from a set of
alternate activities based on, by way of non-limiting examples, the
skill level of the learner, the performance of the learner in
previously completed activities, input of a mentor to the learner,
or the preference of the learner.
[0079] In some embodiments, the predetermined sequence of
activities is represented in the GUI as a linear succession. In
some of these embodiments, the representation provides a visual
metaphor, for the benefit of the learner, that will motivate the
learner to complete activities in the sequence and will reward the
learner for doing so by allowing them to progress in the
succession. In some embodiments, the entire linear succession is
not visible to the learner in a single view. In some of these
embodiments, a portion of the representation of a linear succession
is hidden to avoid overwhelming the learner with the scope of the
sequence. In further embodiments, the learner has the option to
explore the linear succession in parts.
[0080] In further embodiments, lessons, comprising groups of
activities, are represented as points in the linear succession. In
some embodiments, lessons comprise groups of activities in the same
area of skill, interest, or expertise. In other embodiments,
lessons comprise groups of activities in more than one area of
skill, interest, or expertise. In some embodiments, activities
within a lesson are further represented as a group of selectable
activity icons. In some of these embodiments, the representation
displays the activities and provides access to the activities for
the benefit of the learner. In some embodiments, the lesson is a
micro-sequence and the learner must complete the activities in the
predetermined sequence. In such embodiments, the learner must
complete each preceding activity in the sequence to progress to the
next activity. In some embodiments, the learner has the option to
repeat previously completed activities. In further embodiments, the
learner has the option to complete the same activity multiple
times. In other embodiments, the lesson is not sequenced and the
learner is free to complete the activities in any sequence.
[0081] In some embodiments, the group of selectable activity icons
is represented in the GUI in a defined area to symbolize the
interrelationship of the activities and their educational messages
within the lesson. In still further embodiments, the current
lesson, defined by completion of all activities in prior lessons in
the sequence, is highlighted and identified among other points in
the linear succession.
[0082] Referring to FIG. 4, in some embodiments, the linear
succession is further represented as a map, path, or road, and said
lessons, comprising groups of activities, are further represented
as waypoints or stops on the map, path, or road. In further
embodiments, the map, path, or road is represented in a larger
context including, by way of non-limiting examples, an urban
environment, a rural environment, or a natural environment.
[0083] Further referring to FIG. 4, in some embodiments, the
learner has access to a means of optionally removing one or more
categories of activities from the predetermined sequence of
activities. In some embodiments, the learner may remove activities
associated with one or more areas of skill, interest, or expertise.
In some embodiments, the learner may remove activities of one or
more types.
[0084] Referring to FIG. 5, in some embodiments, lessons are
represented as a group of selectable activity icons which are
further represented on a whiteboard, chalkboard, or bulletin
board.
[0085] In other embodiments, the linear succession is further
represented as a line graph, and lessons, comprising groups of
activities, are further represented as points on the line graph. In
further embodiments, lessons are represented as a group of
selectable activity icons which is further represented as on a
graph legend.
[0086] In still other embodiments, the linear succession is further
represented as a football field, and lessons, comprising groups of
activities, are further represented as yard markers on the football
field. In further embodiments, lessons are represented as a group
of selectable activity icons which is further represented as on a
scoreboard.
[0087] In still other embodiments, the linear succession is further
represented as a drawer within a filing cabinet and lessons,
comprising groups of activities, are further represented as folders
within the drawer. In further embodiments, lessons are represented
as a group of selectable activity icons which is further
represented as on a file.
[0088] In still other embodiments, the linear succession is further
represented as an auto racetrack, and lessons, comprising groups of
activities, are further represented as mile markers on the auto
racetrack. In further embodiments, lessons are represented as a
group of selectable activity icons which is further represented as
on a billboard.
[0089] In some embodiments, the educational system disclosed herein
further comprises a software module for monitoring the progress of
the learner. In view of the disclosure provided herein, the
software module is created by techniques known to those of skill in
the art using machines, software, and languages known to the art.
In some embodiments, the software module presents a visual
indicator, for the benefit of the learner, that represents the
percentage of activities completed within a sequence of activities.
In some embodiments, the visual indicator represents the percentage
of activities completed within, by way of non-limiting examples, a
lesson, an area of skill, interest, or expertise, a multi-area
sequence, a level of an area of skill, interest, or expertise, or a
level of a multi-area sequence. In further embodiments, the visual
indicator represents a percentage as, by way of non-limiting
examples, a number, a bar chart, or a pie chart.
[0090] Referring to FIG. 6, in some embodiments, the visual
indicator represents the percentage of activities completed within
a level of a multi-area sequence as a bar chart.
Guided Learning Mode
[0091] In a guided navigational mode the educational system
presents to the learner one or more activities in one or more areas
of skill, interest, or expertise selected by a mentor to the
learner from among a population of activities to create a
subpopulation of activities. In some embodiments, the guided
navigational mode further comprises a software module for building
lessons, for use by a mentor to the learner, and a software module
for displaying and providing access to lessons, for use by the
learner. In view of the disclosure provided herein, the software
modules are created by techniques known to those of skill in the
art using machines, software, and languages known to the art. In
some embodiments, the subpopulation of activities is selected based
on the mentor's understanding of the learner's preferences for
particular learning activities. In some embodiments, the
subpopulation of activities is selected to bolster specific gaps in
the learner's knowledge or understanding. In some embodiments, the
subpopulation of activities is selected to prepare the learner for
a particular certification or examination. In some embodiments, the
subpopulation of activities is selected to provide understanding of
one or more topics in a published educational standard.
[0092] In some embodiments, a mentor may designate the selected
subpopulation of activities as macro-sequenced lessons in a
sequenced learning mode. In additional embodiments, a mentor may
designate the selected subpopulation of activities as
micro-sequenced activities within a lesson in a sequenced learning
mode.
[0093] A mentor to the learner builds lessons by selecting
activities from among a population of activities to create a
subpopulation of activities. In some embodiments, the software
module for building lessons requires a password to select
activities to create a subpopulation of activities. In some
embodiments, a mentor selects activities by selecting elements
associated with the activities including, by way of non-limiting
examples, text, icons, or check boxes. In some embodiments, a
mentor selects elements associated with activities using a pointing
device including, by way of non-limiting examples, a mouse,
trackball, track pad, or stylus. In further embodiments, a mentor
makes selections with a pointing device by actions including, by
way of non-limiting examples, clicking, double clicking, right
clicking, dragging, or drawing a line, circle, or other shape. In
some embodiments, a mentor selects elements associated with
activities using a touch screen or multi-touch screen. In further
embodiments, a mentor makes selections with a touch screen or
multi-touch screen by actions including, by way of non-limiting
examples, tapping, double tapping, dragging, pinching, or drawing a
line, circle, or other shape. In other embodiments, a mentor
selects elements associated with activities using a microphone to
capture voice or other sound input. In other embodiments, a mentor
selects elements associated with activities using a video camera to
capture motion or visual input. In some embodiments, a mentor
selects activities using a keyboard, or alternative text input
device, by typing names of activities or other text associated with
activities.
[0094] Referring to FIG. 7, in some embodiments, a mentor to the
learner selects activity icons by dragging activity icons and
dropping the activity icons into a designated area. In further
embodiments, the designated area is available in all parts of the
educational environment where activity icons are present. In
further embodiments, the designated area is a lesson builder
icon.
[0095] Referring to FIG. 8, the software module for building
lessons is further characterized by allowing said mentor to view
and sort the subpopulation of activities. In some embodiments, a
mentor has the option to view and sort the subpopulation of
activities by criteria including, by way of non-limiting examples,
area of skill, interest, or expertise, activity type, length of
activity, or level of activity.
[0096] Also referring to FIG. 8, the software module for building
lessons is further characterized by allowing said mentor to
sequence the subpopulation of activities. In some embodiments, a
mentor has the option to sequence the subpopulation of activities
by ranking the activities. In some embodiments, a mentor has the
option to sequence the subpopulation of activities by dragging and
dropping text or icons associated with activities.
[0097] Referring to FIG. 9, the software module for displaying and
providing access to lessons is further characterized by allowing
the learner to view, sort, and access the subpopulation of
activities. In some embodiments, the learner has the option to view
and sort the subpopulation of activities by criteria including, by
way of non-limiting examples, area of skill, interest, or
expertise, activity type, activity length, or activity level. In
some embodiments, the software module for displaying and providing
access to lessons is further characterized by displaying the
subpopulation of activities in the sequence determined by said
mentor to the learner. In other embodiments, the software module
for displaying and providing access to lessons is further
characterized by displaying the subpopulation of activities in a
sequence aligned to a predetermined sequence. In still other
embodiments, the software module for displaying and providing
access to lessons is further characterized by displaying the
subpopulation of activities in a sequence aligned to a published
educational standard.
[0098] In some embodiments, in a guided navigational mode, the
learner must complete the subpopulation of activities in the
sequence determined by said mentor to the learner. In such
embodiments, the learner must complete each preceding activity in
the sequence to progress to the next activity. In some embodiments,
the learner has the option to repeat previously completed
activities. In further embodiments, the learner has the option to
complete the same activity multiple times. In other embodiments,
the learner is free to complete the subpopulation of activities in
any sequence.
Independent Learning Mode
[0099] In an independent navigational mode the learner freely
selects activities from among a population of activities. The
learner selects activities and accesses them by interacting with
selectable elements including, by way of non-limiting examples,
text, hyperlinks, icons, buttons and other visual elements,
keystrokes, interactive elements, auditory elements,
voice-sensitive elements, motion-sensitive elements, gestural
elements, animated elements, and combinations thereof. In some
embodiments, the selectable elements include elements to access a
desired area of skill, interest, or expertise. In some embodiments,
the selectable elements include elements to access a desired
activity type. In some embodiments, the selectable elements include
elements to access a desired activity theme. In some embodiments,
the selectable elements include combinations of the elements
disclosed herein. In some embodiments, a plethora of selectable
elements allows the learner to freely browse, explore, and select
learning activities according to their interests and
preferences.
[0100] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from hobbies and
personal interests including elements providing access to, by way
of non-limiting examples, animal husbandry, animal breeding,
antiquing, artistic endeavors, automobile restoration, automobile
repair, bird watching, collecting, cooking, creating dioramas, fish
keeping, fishing, flower arranging, game playing, gardening,
horticulture, investing, knitting, origami, outdoor recreation,
performing arts, poetry, quilting, reading, sewing, scale modeling,
scrapbooking, wine tasting, writing, and yoga. In further
embodiments, artistic endeavors include endeavors such as drawing,
glass blowing, painting, sculpting, photography, and pottery. In
further embodiments, collecting includes collecting art, coins,
dolls, figurines, stamps, spoons, sports cards, and toys. In
further embodiments, outdoor recreation includes activities such as
backpacking, bicycling, canoeing, caving, climbing, hiking,
running, snow sports, and water sports. In further embodiments,
performing arts include activities such as acting, dancing,
singing, juggling, magic, and playing musical instruments. In
further embodiments, reading includes reading materials such as
books, comics, magazines, and newspapers. In further embodiments,
scale modeling includes subject matter such as automobiles, planes,
ships, and trains.
[0101] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from basic
subjects including, by way of non-limiting examples, reading and
mathematics. In further embodiments, the subjects include one or
more basic topics including, by way of non-limiting examples,
letters, phonics, word families, sight words, numbers, and
shapes.
[0102] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from preschool
subjects including, by way of non-limiting examples, language arts,
mathematics, social studies, science, music, art, and additional
languages. In further embodiments, the subjects include one or more
preschool topics including, by way of non-limiting examples,
citizenship, colors, computer skills, drawing, ethics, geography,
music, physical education, poetry, reading, sign language, Spanish,
spelling, and U.S. history.
[0103] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from grade
school subjects including, by way of non-limiting examples,
language arts, mathematics, social studies, science, music and
other performing arts, visual arts, additional languages, health,
fitness and sports, and information technology. In further
embodiments, the subjects include one or more grade school topics
including, by way of non-limiting examples, biology, chemistry,
citizenship, composition, computer skills, drawing, earth science,
ethics, geography, grammar, physical education, poetry,
pre-algebra, reading, sign language, spelling, U.S. government,
U.S. history, and writing.
[0104] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from middle
school subjects including, by way of non-limiting examples,
language arts, mathematics, social studies, science, music and
other performing arts, visual arts, additional languages, health,
fitness and sports, and information technology. In further
embodiments, the subjects include one or more middle school topics
including, by way of non-limiting examples, algebra, American
literature, biology, chemistry, composition, computer skills,
drawing, earth science, ethics, geography, geometry, grammar,
journalism, photography, physical education, poetry, pre-algebra,
reading, spelling, U.S. government, U.S. history, world history,
and writing.
[0105] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from high school
subjects including, by way of non-limiting examples, language arts,
mathematics, social studies, science, music and other performing
arts, visual arts, additional languages, health, fitness and
sports, and information technology. In further embodiments, the
subjects include one or more high school topics including, by way
of non-limiting examples, U.S. history, U.S. government, world
history, European history, economics, geography, psychology,
sociology, anthropology, philosophy, biology, ecology, anatomy,
physiology, chemistry, physics, earth science, astronomy, algebra,
statistics, geometry, calculus, trigonometry, grammar, spelling,
writing, American literature, European literature, English
literature, world literature, composition, poetry, drawing,
painting, photography, film, theatre, journalism, computer skills,
computer science, computer programming, business, physical
education, and sign language.
[0106] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from higher
education subjects including, by way of non-limiting examples,
language arts, mathematics, social studies, science, music and
other performing arts, visual arts, additional languages, health,
fitness and sports, and information technology. In further
embodiments, the subjects include one or more higher education
topics including, by way of non-limiting examples, U.S. history,
U.S. government, world history, European history, economics,
macroeconomics, microeconomics, psychology, sociology,
anthropology, philosophy, law, political science, education, urban
studies, women's studies, biology, botany, ecology, environmental
studies, anatomy, physiology, virology, pharmacology, cell biology,
molecular biology, microbiology, genetics, medicine, neuroscience,
chemistry, organic chemistry, biochemistry, physical chemistry,
biophysics, physics, earth science, astronomy, astrophysics,
algebra, statistics, geometry, calculus, trigonometry, electrical
engineering, civil engineering, mechanical engineering, chemical
engineering, writing, American literature, European literature,
English literature, world literature, composition, poetry, music
theory, religion, drawing, painting, photography, film, theatre,
journalism, computer science, computer programming, business,
business administration, accounting, nursing, law enforcement,
physical education, and sign language.
[0107] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from
professional topics including, by way of non-limiting examples,
continuing legal education, continuing medical education, and
continuing education for teachers, accountants, tax preparers,
physical therapists, occupational therapists, psychologists,
nurses, and nurse practitioners.
[0108] In some embodiments, selectable elements to access a desired
area of skill, interest, or expertise are selected from
professional skills including elements providing access to, by way
of non-limiting examples, organization, leadership, time
management, negotiation, harassment awareness, conflict management,
interviewing, and networking.
[0109] In some embodiments, selectable elements to access a desired
activity type are selected from informal activities including
elements providing access to, by way of non-limiting examples,
demonstrations, how-to-articles, how-to-videos, and
simulations.
[0110] In some embodiments, selectable elements to access a desired
activity type are selected from preschool activities including
elements providing access to, by way of non-limiting examples,
books, games, puzzles, art, and music.
[0111] In some embodiments, selectable elements to access a desired
activity type are selected from K-12 activities including elements
providing access to, by way of non-limiting examples, books, games,
puzzles, art, music, reading assignments, articles, videos,
demonstrations, simulations, quizzes, examinations, worksheets,
problem sets, brainstorms, and journals.
[0112] In some embodiments, selectable elements to access a desired
activity type are selected from higher education activities
including elements providing access to, by way of non-limiting
examples, books, reading assignments, lectures, articles, videos,
demonstrations, simulations, mock examinations, quizzes,
examinations, essays, laboratory experiments, problem sets,
brainstorms, and journals.
[0113] In some embodiments, selectable elements to access a desired
activity type are selected from professional activities including
elements providing access to, by way of non-limiting examples,
books, articles, brainstorms, collaborations, group activities,
multi-player games, videos, lectures, role-plays, simulations,
demonstrations, quizzes, and exams.
[0114] In some embodiments, selectable elements to access a desired
activity theme are selected from preschool themes including
elements representing, by way of non-limiting examples, a farm, a
zoo, toddler time, and basics. In further of these embodiments,
selectable elements to access a desired theme also include, by way
of non-limiting examples, iconic representations of an easel, a
solar system, calendar, piano, map, clock, number line, bookshelf,
computer, and aquarium.
[0115] In some embodiments, selectable elements to access a desired
activity theme are selected from K-12 themes including elements
representing, by way of non-limiting examples, a library, time
machine, space station, amusement park, carnival, sporting event,
shopping mall, market, laboratory, garage, kitchen, and medical
facility.
[0116] In some embodiments, selectable elements to access a desired
activity theme are selected from higher education themes including
elements representing, by way of non-limiting examples, a library,
laboratory, observatory, submarine, operating room, world map,
courtroom, crime scene, boardroom, bank, art studio, and
theatre.
[0117] In some embodiments, selectable elements to access a desired
activity theme are selected from professional themes including
elements representing, by way of non-limiting examples, a library,
conference room, trade conference, trade show, adult education
classroom, boardroom, and interview room.
[0118] In some embodiments, a learner's completion of an activity
selected by the learner in an independent navigational mode is the
equivalent of completing the same activity in a predetermined
sequence of activities in a sequenced or guided navigational mode.
In some further embodiments, completion of an activity selected by
the learner in an independent navigational mode will allow the
learner to later proceed past that same activity if encountered in
a predetermined sequence of activities in a sequenced or guided
navigational mode. In some further embodiments, completion of an
activity selected by the learner in an independent navigational
mode will cause the activity to be marked as completed in progress
displays and printable reports associated with any navigational
mode.
Switching Navigational Modes
[0119] In some embodiments of the educational system disclosed
herein, the navigational mode or modes available to the learner are
determined by a mentor to the learner or by an instructional
designer. In some embodiments, the navigational mode or modes
available to the learner are determined by the learner's age. In
other embodiments, the learner has the option to switch between
available navigational modes. In further embodiments, the learner
has the option to freely use any navigational mode offered by the
web-based educational system disclosed herein. In other
embodiments, the learner has the option to select one or more
navigational modes in a settings area of the educational
environment.
[0120] In one embodiment, the educational system offers a sequenced
navigational mode, a guided navigational mode, and an independent
navigational mode; however, the learner or a mentor to the learner
has restricted availability of the sequenced navigational mode. In
such an embodiment, the learner has the option to switch between
the guided navigational mode and the independent navigational
mode.
[0121] In one embodiment, the educational system offers a sequenced
navigational mode, a guided navigational mode, and an independent
navigational mode; however, the learner or a mentor to the learner
has restricted availability of the guided navigational mode. In
such an embodiment, the learner has the option to switch between
the sequenced navigational mode and the independent navigational
mode.
[0122] In one embodiment, the educational system offers a sequenced
navigational mode, a guided navigational mode, and an independent
navigational mode; however, the learner or a mentor to the learner
has restricted availability of the independent navigational mode.
In such an embodiment, the learner has the option to switch between
the sequenced navigational mode and the guided navigational
mode.
Other Non-Limiting Embodiments
[0123] In some embodiments, the educational system disclosed herein
further comprises a software module for monitoring the progress of
the learner. In view of the disclosure provided herein, the
software module is created by techniques known to those of skill in
the art using machines, software, and languages known to the art.
In some embodiments, the software module allows both the learner
and a mentor to the learner to independently monitor the progress
of the learner in each area of skill, interest, or expertise and
each level within each area of skill, interest, or expertise. In
further embodiments, the software module further includes progress
displays, also referred to as progress reports, progress records,
or progress logs. In still further embodiments, the software module
includes printable reports of the learner's progress.
[0124] In some embodiments, the progress displays indicate
percentage completion of one or more areas of skill, interest, or
expertise. In some embodiments, the progress displays indicate
percentage completion of one or more levels within each area of
skill, interest, or expertise. In some embodiments, the progress
displays indicate completion of each activity associated with each
sequence of activities. In further embodiments, the progress
displays indicate completion of each activity associated with one
or more areas of skill, interest, or expertise. In further
embodiments, the progress displays indicate completion of each
activity associated with one or more levels within each area of
skill, interest, or expertise. In still further embodiments, the
progress displays indicate the number of times each activity has
been completed. In some embodiments, the number of times each
activity has been completed is represented, by way of non-limiting
examples, as a number, a percentage, a color, a shape, or by an
icon such as a star, checkmark, dot, or smiley face.
[0125] In some embodiments, the progress displays indicate
performance via, by way of non-limiting examples, raw scores or
percentages. Some embodiments might also indicate performance by
metrics such as grades. In some embodiments, the progress displays
indicate performance in one or more areas of skill, interest, or
expertise. In some embodiments, the progress displays indicate
performance in one or more levels within each area of skill,
interest, or expertise. In some embodiments, the progress displays
indicate performance in each activity associated with each sequence
of activities. In further embodiments, the progress displays
indicate performance in each activity associated with one or more
areas of skill, interest, or expertise. In further embodiments, the
progress displays indicate performance in each activity associated
with one or more levels within each area of skill, interest, or
expertise.
[0126] In some embodiments, the progress displays indicate time
spent on one or more areas of skill, interest, or expertise. In
some embodiments, the progress displays indicate time spent on one
or more levels within each area of skill, interest, or expertise.
In some embodiments, the progress displays indicate time spent on
each activity associated with each sequence of activities. In
further embodiments, the progress displays indicate time spent on
each activity associated with one or more areas of skill, interest,
or expertise. In further embodiments, the progress displays
indicate time spent on each activity associated with one or more
levels within each area of skill, interest, or expertise.
[0127] Referring to FIG. 10, in some embodiments, the software
module for monitoring the progress of the learner further includes
a display of the learner's progress for the benefit of a mentor. In
some embodiments, the progress displays indicate percentage
completion of one or more areas of skill, interest, or expertise.
In some embodiments, the progress displays indicate percentage
completion of one or more levels within each area of skill,
interest, or expertise. In some embodiments, the progress displays
indicate completion of each activity associated with each sequence
of activities. In further embodiments, the progress displays
indicate completion of each activity associated with one or more
areas of skill, interest, or expertise. In further embodiments, the
progress displays indicate completion of each activity associated
with one or more levels within each area of skill, interest, or
expertise. In some embodiments, the software module for monitoring
the progress of the learner in each of the areas of skill,
interest, or expertise includes printable reports adapted for use
by a mentor to the learner. In further embodiments, the progress
displays and printable reports adapted for use by a mentor are
secure and cannot be accessed by the learner or others.
[0128] Referring to FIG. 11, in some embodiments, the software
module for monitoring the progress of the learner further includes
a display of the learner's progress for the benefit of the learner.
In some embodiments, the progress displays indicate percentage
completion of one or more areas of skill, interest, or expertise.
In some embodiments, the progress displays indicate percentage
completion of one or more levels within each area of skill,
interest, or expertise. In some embodiments, the software module
for monitoring the progress of the learner in each of the areas of
skill, interest, or expertise includes printable reports adapted
for use by the learner.
[0129] In some embodiments, the top-level GUI includes multiple
navigational tabs that provide quick access to commonly used
features of the educational system including, by way of
non-limiting examples, progress displays, printable progress
reports, lessons created by one or more mentors, most frequently
viewed activities, and e-commerce functions.
Computer Readable Media Encoded with a Computer Program
[0130] Also described herein is computer readable media encoded
with computer programs including instructions executable by a
digital processing system for delivering content to create an
educational environment. The educational environment comprises at
least one area of skill, interest, or expertise, a plurality of
activities associated with each area of skill, interest, or
expertise, and at least three navigational modes. The navigational
modes include a sequenced navigational mode, a guided navigational
mode, and an independent navigational mode. Optionally, the learner
can switch between available navigational modes.
Method of Facilitating the Educational Development of a Learner
[0131] Also described herein are methods of facilitating the
educational development of a learner by providing executable
instructions via the Internet to a digital processing device to
create an educational environment. The digital processing device
comprises an operating system configured to perform executable
instructions, a memory device, a display, a sound output device,
and an input device. The educational environment comprises at least
one area of skill, interest, or expertise, a plurality of
activities associated with each area of skill, interest, or
expertise, and at least three navigational modes. The navigational
modes include a sequenced navigational mode, a guided navigational
mode, and an independent navigational mode. Optionally, the learner
can switch between available navigational modes.
EXAMPLES
[0132] The following illustrative examples are representative
embodiments of the web-based educational system described herein
and are not meant to be limiting in any way.
Example 1
Sequenced Learning
[0133] A web-based educational system is developed comprising a
desktop computer connected to the Internet and a computer program
delivered via the World Wide Web that creates an educational
environment in Adobe.RTM. Flash.RTM., XHTML, and CSS format. The
educational environment's GUI is designed to represent a preschool
classroom. The educational environment includes four subjects:
reading, math, world around us (comprising science and social
studies), and art. Associated with each of the four subjects are
activities in the form of songs, books, puzzles, games, and
printables. The educational environment also includes three
navigational modes. First, a sequenced navigational mode wherein
the learner is presented with a predetermined sequence of
activities and the learner must complete each preceding activity in
the sequence to progress to the next. Second, a guided navigational
mode wherein the learner is presented with activities selected by a
mentor from among a population of activities to create a
subpopulation of activities. Third, an independent navigational
mode wherein the learner has the option to select any activity. The
learner has the option of switching between the three navigational
modes.
[0134] The web-based educational system is used for a preschool
aged learner mentored by a private school teacher. The learner is
instructed to use a sequenced navigational mode which presents a
predetermined sequence of thirty activities associated with each of
the four age appropriate subjects. The learner uses the system for
twenty minutes per day for two weeks. The child is informed of her
progress through the sequence of activities by a bar graph
indicator of her percentage completion of the sequence. The child's
teacher concurrently monitors her progress in the sequence of
activities via a progress display generated by the system.
Example 2
Guided Learning
[0135] A web-based educational system is developed comprising a
laptop computer connected to the Internet and a computer program
delivered via the World Wide Web that creates an educational
environment in Apple.RTM. QuickTime.RTM., XHTML, CSS, and AJAX
format. The educational environment includes several topics
including Spanish, U.S. history, U.S. government, geography,
biology, chemistry, algebra, American literature, composition, and
computer skills. Associated with each of the subjects are
activities in the form of books, articles, games, puzzles, music,
videos, quizzes, and examinations. The educational environment also
includes three navigational modes. First, a sequenced navigational
mode wherein the learner is presented with a predetermined sequence
of activities and the learner must complete each preceding activity
in the sequence to progress to the next. Second, a guided
navigational mode wherein the learner is presented with activities
selected by a mentor from among a population of activities to
create a subpopulation of activities. Third, an independent
navigational mode wherein the learner has the option to select any
activity. The learner has the option of switching between the three
navigational modes.
[0136] The web-based educational system is used for a middle school
aged learner mentored by a parent. The learner expressed passing
interest in the American Revolution. In response, the learner's
father uses the system to browse activities in the U.S. history,
U.S. government, geography, and American literature topics. He
selects seven relevant activities by clicking and dragging icons
associated with the activities to a "lesson builder" area to create
a subpopulation of activities. He then orders the activities, by
further clicking and dragging them, to best tell the story of the
American Revolution. The learner's father asks his son to use the
system's "my lessons" feature to view and access the lesson.
Example 3
Independent Learning
[0137] A web-based educational system is developed comprising a
tablet computer connected to the Internet and a computer program
delivered via the World Wide Web that creates an educational
environment in Adobe.RTM. Flash.RTM., HTML, CSS, and Javascript
format. The educational environment's GUI is designed to represent
a professional trade show. The educational environment includes
topics addressing professional skills; specifically, negotiation,
sales, and contracts. Associated with each of the curricula are
activities in the form of lectures, demonstration videos,
simulations, role plays, and quizzes. The educational environment
also includes three navigational modes. First, a sequenced
navigational mode wherein the learner is presented with a
predetermined sequence of activities and the learner must complete
each preceding activity in the sequence to progress to the next.
Second, a guided navigational mode wherein the learner is presented
with activities selected by a mentor from among a population of
activities to create a subpopulation of activities. Third, an
independent navigational mode wherein the learner has the option to
select any activity.
[0138] The web-based educational system is used for a professional
adult who is in her first year as a sales person for a medical
supplies manufacturer. She is mentored in her profession by a sales
manager. Her mentor restricts the navigational modes offered by the
system such that only an independent navigational mode is
available. The trainee uses the tablet computer to access the
system for forty-five minutes, three times a week, in order to hone
her skills for an upcoming trade show. She freely selects from
among all the available activities using hyperlinks to select
activities by topic and by activity type.
* * * * *