U.S. patent application number 15/457540 was filed with the patent office on 2017-06-29 for programming learning center.
The applicant listed for this patent is Neuron Fuel, Inc.. Invention is credited to Kelvin Voon-Kit Chong, Srinivas A. Mandyam, Krishna Vedati.
Application Number | 20170186337 15/457540 |
Document ID | / |
Family ID | 50931339 |
Filed Date | 2017-06-29 |
United States Patent
Application |
20170186337 |
Kind Code |
A1 |
Chong; Kelvin Voon-Kit ; et
al. |
June 29, 2017 |
PROGRAMMING LEARNING CENTER
Abstract
A programming learning center includes a learning center
workshop and a learning module generator. The learning center
workshop allows a user to create a computing program by connecting
programming blocks portrayed visually within the learning center
workshop as building blocks. The learning module generator
generates a learning module from the computing program. The
learning module iterates through the computing program to generate
a sequential list of steps. The learning module generator allows
the user to add notations to the sequential list of steps and to
reorder steps in the sequential list of steps
Inventors: |
Chong; Kelvin Voon-Kit;
(Mountain View, CA) ; Mandyam; Srinivas A.; (Los
Altos, CA) ; Vedati; Krishna; (Los Altos,
CA) |
|
Applicant: |
Name |
City |
State |
Country |
Type |
Neuron Fuel, Inc. |
Mountain View |
CA |
US |
|
|
Family ID: |
50931339 |
Appl. No.: |
15/457540 |
Filed: |
March 13, 2017 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
|
|
13715417 |
Dec 14, 2012 |
9595202 |
|
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15457540 |
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Current U.S.
Class: |
1/1 |
Current CPC
Class: |
G09B 5/12 20130101; G09B
7/02 20130101; G09B 5/062 20130101; G09B 19/0053 20130101 |
International
Class: |
G09B 19/00 20060101
G09B019/00; G09B 5/12 20060101 G09B005/12; G09B 7/02 20060101
G09B007/02; G09B 5/06 20060101 G09B005/06 |
Claims
1. A computer implemented method comprising: receiving, by a
computer system coupled to the Internet, an access request
transmitted over the Internet from a first client computing device
of a first user; in response to the access request, causing, by the
computer system, a plurality of programming blocks to be visually
displayed as building blocks on a user interface of the first
client computing device; receiving, by the computer system over the
Internet, a selection of programming blocks connected together by
the first user via the user interface of the first computing
device; generating, by the computer system, a computer program
based on the programming blocks being connected together;
generating, by the computer system and based on the computer
program, an ordered list of steps for a learning module, wherein
the ordered list of steps identifies actions to be taken by a
second user to re-create the computer program, wherein generating
the ordered list of steps for the learning module includes:
discovering dependences within the computer program; and ordering
the list of steps based on the dependencies; in response to input
from the first user via the user interface, adding a notation to
the ordered list of steps and reordering steps in the ordered list
of steps; transmitting the lesson module, by the computer system
over the Internet, to a second client computing device of a second
user; and causing, by the computer system, the lesson to run on the
second client computing device to guide the second user in
re-creating the computer program.
2. The method of claim 1, wherein generating the ordered list of
steps for the learning module additionally includes: giving steps
that include definitions that are used in steps having cyclical
dependencies priority to be placed earlier in the ordered list of
steps.
3. The method of claim 1, wherein generating the ordered list of
steps for the learning module includes: analyzing objects used by
the computer program to determine actor names, actor costumes,
sounds, stage properties and actor properties.
4. The method of claim 1, additionally comprising: marketing the
learning module to a plurality of other users in communication with
the computer system; and, providing compensation to the first user
that connected the programming blocks upon which the computer
program is based when marketing of the learning module to one or
more of the other users is successful.
5. The method of claim 1, additionally comprising: receiving voice
input from the first user via the user interface; and adding the
voice input as a notation to one or more of the ordered list of
steps, whereby the voice notation is played while the lesson module
is run.
6. The method of claim 1, wherein the plurality of programming
blocks includes: a success trigger block that displays a success
message when a user of the computer program satisfies a criteria
within the computer program; and a failure trigger block that
displays a failure message when a user of the computer program
fails to satisfy a criteria within the computing program.
7. The method of claim 6, wherein the criteria is selected from the
group consisting of: a geometric criteria; a time-based criteria; a
code based criteria; a value-based criteria; a physics based
criteria; an external physical criteria; and combinations
thereof.
8. The method of claim 1, wherein running the lesson module on the
second client computing device includes: displaying the ordered
list of steps in the lesson module to the second user; monitoring
actions of the second user to determine if correct actions are
taken; and providing a hint to the second user in response to
determining, based on monitoring the actions of the second user,
that the second user has problems completing the lesson module.
9. The method of claim 8, wherein the hint is selected from the
group consisting of: animating an action; highlighting a location
on a display; masking a location on the display; and combinations
thereof.
10. A tangible, non-transitory computer-readable medium storing
instructions that, when executed by a computer system coupled to
the Internet, cause the computer system to: receive an access
request transmitted over the Internet from a first client computing
device of a first user; in response to the access request, cause a
plurality of programming blocks to be visually displayed as
building blocks on a user interface of the first client computing
device; receive, over the Internet, a selection of programming
blocks connected together by the first user via the user interface
of the first computing device; generate a computer program based on
the programming blocks being connected together; generate, based on
the computer program, an ordered list of steps for a learning
module, wherein the ordered list of steps identifies actions to be
taken by a second user to re-create the computer program, wherein
generating the ordered list of steps for the learning module
includes: discovering dependences within the computer program; and
ordering the list of steps based on the dependencies; in response
to input from the first user via the user interface, add a notation
to the ordered list of steps and reorder steps in the ordered list
of steps; transmit the lesson module, by the computer system over
the Internet, to a second client computing device of a second user;
and cause, by the computer system, the lesson to run on the second
client computing device to guide the second user in re-creating the
computer program.
11. A system coupled to the Internet comprising: a processor; and
memory coupled to the processor and storing instructions that, when
executed by the processor, cause the system to: receive an access
request transmitted over the Internet from a first client computing
device of a first user; in response to the access request, cause a
plurality of programming blocks to be visually displayed as
building blocks on a user interface of the first client computing
device; receive, over the Internet, a selection of programming
blocks connected together by the first user via the user interface
of the first computing device; generate a computer program based on
the programming blocks being connected together; generate, based on
the computer program, an ordered list of steps for a learning
module, wherein the ordered list of steps identifies actions to be
taken by a second user to re-create the computer program, wherein
generating the ordered list of steps for the learning module
includes: discovering dependences within the computer program; and
ordering the list of steps based on the dependencies; in response
to input from the first user via the user interface, add a notation
to the ordered list of steps and reorder steps in the ordered list
of steps; transmit the lesson module, by the computer system over
the Internet, to a second client computing device of a second user;
and cause, by the computer system, the lesson to run on the second
client computing device to guide the second user in re-creating the
computer program.
Description
RELATED APPLICATIONS
[0001] The present application is a continuation application of
U.S. patent application Ser. No. 13/715,417, filed Dec. 14, 2012,
issued on Mar. 14, 2017 as U.S. Pat. No. 9,595,202 and entitled
"PROGRAMMING LEARNING CENTER", the entire disclosure of which
application is hereby incorporated herein by reference.
BACKGROUND
[0002] Computers are ubiquitous and used for business, education,
recreation and so on. Familiarity with the principles of computer
programming and experience in computer programming is a useful
skill. While familiarity with commonly used programming languages
may be beyond the competency of many younger children, even at a
young age children can learn the basic principles of computer
programming.
BRIEF DESCRIPTION OF DRAWINGS
[0003] FIG. 1 is a simplified block diagram of a learning center
that teaches basic programming principles in accordance with an
implementation.
[0004] FIG. 2 is a simplified block diagram of a learning center
server of the learning center shown in FIG. 1 in accordance with an
implementation.
[0005] FIG. 3 is a simplified diagram illustrating operation of a
graphics user interface used to program a project that runs within
a learning center runtime for the learning center shown in FIG. 1
in accordance with an implementation.
[0006] FIG. 4 is a simplified block of a learning center runtime
for the learning center shown in FIG. 1 in accordance with an
implementation.
[0007] FIG. 5 is a simplified flowchart that describes publication
to runtime of a project designed to run within a learning center
runtime for the learning center shown in FIG. 1 in accordance with
an implementation.
[0008] FIG. 6 and FIG. 7 are simplified diagrams illustrating
operation of a graphics user interface used to generate lesson
modules for a project designed to run within a learning center
runtime in accordance with an implementation.
[0009] FIG. 8 and FIG. 9 are simplified flowcharts that describe
generation of lesson modules for a project designed to run within a
learning center runtime in accordance with an implementation.
[0010] FIG. 10 is a simplified block diagram of a lesson runner
architecture that runs lesson modules within a learning center
runtime in accordance with an implementation.
[0011] FIG. 11, FIG. 12 and FIG. 13 are simplified diagrams
illustrating operation of a graphics user interface used to run
lesson modules within a learning center runtime in accordance with
an implementation.
[0012] FIG. 14 shows a success criteria block and a failure
criteria block as displayed by a graphics user interface used to
create lesson modules within a learning center runtime in
accordance with an implementation.
[0013] FIG. 15 and FIG. 16 are simplified block diagrams
illustrating validation of a project within a learning center
runtime in accordance with an implementation.
[0014] FIG. 17, FIG. 18 and FIG. 19 are simplified diagrams
illustrating operation of a graphics user interface providing
runtime feedback to a user within a lesson running in a puzzle mode
within a learning center runtime in accordance with an
implementation.
[0015] FIG. 20 is a block diagram illustrating a project runtime in
accordance with an implementation.
DETAILED DESCRIPTION
[0016] FIG. 1 is a simplified block diagram of a learning center
that includes a learning center server 12 that can be accessed
through the Internet 11 by multiple learning center clients.
Multiple learning center clients are represented in FIG. 1 by a
learning center client 13 and a learning center client 14.
Learning center client may be implemented, for example, on a
personal or laptop computer, a tablet computer, a smart phone, or
any other computing device capable of accessing learning center
server 12 through the internet 11. An interface 15 within learning
center client 13 is, for example a web browser or specialty
software that allows a user to interact with learning center 12
through internet 11. Likewise, an interface 16 within learning
center client 14 is, for example a web browser or specialty
software, such as an app, that allows a user to interact with
learning center 12 through internet 11.
[0017] For example, the learning center integrates social learning
and unique game mechanics with a guided curriculum to deliver a
highly engaging and rewarding experience to children of all ages.
The learning center allows children to perform creative activities
such as write digital storybooks and scrapbooks, build video games,
animate their favorite characters and share these with friends and
family.
[0018] FIG. 2 is a simplified block diagram showing that learning
center server 12 includes a learning center workshop 21, a learning
center runtime 22, a learning module generator 23 and a learning
module engine 24.
[0019] Learning center workshop 21 allows a user on a learning
center client to build learning center programs visually using the
interface for the learning center client. Learning center runtime
22 allows a user on a learning center client to run learning center
programs.
[0020] Learning module generator 23 allows a user on a learning
center client to generate learning modules from learning center
programs. Learning module engine 24 allows a user on the learning
center client to run learning modules and guides the user to build
a learning center program. The learning module engine validates all
known triggers and keeps parameters within a known range.
[0021] Table 1 below, sets out an example of a language
specification for the learning center.
TABLE-US-00001 TABLE 1 <scripts> ::= <script> |
<script> <scripts> <script> ::=
<entry-block> <blocks> <blocks> ::= {empty} |
<exit-block> | <inline-block> <blocks>
<inline-block> := <container-block> | <block>
<entry-block> ::= <label> <exit-block> ::=
<label> <block> ::= <label>
<container-block> ::= <label> <containers>
<containers> ::= <container> | <container>
<containers> <container> ::= "{" <blocks> "}"
<label> ::= {string} <params> <params> ::=
{empty} | <param> <params> <param> ::= {string} |
{number} | {boolean} | <label-block> <label-block> ::=
{string} <params>
[0022] Table 2 below, sets out an example of language blocks for
the learning center.
TABLE-US-00002 TABLE 2 CONTROL on start when {choice:keys} pressed
when actor clicked broadcast {events} broadcast {events} and wait
send message {events} to {actor} with {string} send message
{events} to {actor} with {string} and wait received value received
source when I receive {events} clone startup wait {number:1} secs
forever repeat {number:10} create clone of {actor} name of last
cloned actor delete this clone forever if {boolean} if {boolean} if
{boolean} else wait until {boolean} repeat until {boolean} stop
{choice:stop} stop script stop all MOTION move {number:10} steps
turn CW {angle:15} degrees turn CCW {angle:15} degrees point in
direction {angle:90} degrees point towards {where} go to x:
{number:0} y: {number:0}' blockMotionGoTowards glide {number:1}
secs to x: {number:0} y: {number:0} change x by {number:10}' set x
to {number:0} change y by {number:10}' set y to {number:0} if on
edge, bounce x position y position LOOKS switch to costume
{costumes} next costume costume # set label to {string:Hello} say
{string:Hello} for {number:2} secs say {string:Hello} think
{string:Hmm} for {number:2} secs think {string:Hmm} change
{choice:effect} effect by {number:25} set {choice:effect} effect to
{number:0} clear graphic effects change size by {number:10} set
size to {number:100}% size # show hide go to front go to back go
back {number:1} layers go forward {number:1} layers switch to
background {costumes} next background background # SENSING touching
{where}? touching color {color}? color {color} is touching {color}?
ask {string:What is your name} and wait answer mouse x mouse y
mouse down? key {choice:keys} pressed? distance to {whereall}?
reset timer timer {choice:spriteprop} of {whereall} name of actor
{number} # of actors loudness loud? sensor {string:button pressed}?
sensor {string:button pressed}? {choice:datetime} of date/time
screen left screen right screen top screen bottom SOUND play sound
{sounds} play sound {sounds} until done stop all sounds play drum
{choice:instrument} for {number:0.2} beats rest for {number:0.2}
beats play note {number:60} for {number:0.5} beats set instrument
to {choice:instrument} change volume by {number:-10} set volume to
{number:100}% volume change tempo by {number:20} set tempo to
{number:60} bpm tempo OPERATOR {number} + {number} {number} -
{number} {number} * {number} {number} / {number} pick random
{number:1} to {number:10} {string} < {string} {string} =
{string} {string} > {string} {boolean} and {boolean} {boolean}
or {boolean} not {boolean} join {string:hello} {string:world}
letter {number:1} of {any:world} length of {string:world} {number}
mod {number} round {number} {choice:math} of {number:10}
{choice:constants} PEN clear pen up set pen color to {color} change
pen color by {number:10} set pen color to {number:0} change pen
shade by {number:10} set pen shade to {number:50} change pen size
by {number:1} set pen size to {number:1} stamp set font to
{choice:fontstyle}{choice:fontsize} {choice:font} draw text
{string} when drawing actor redraw actor set fill color to {color}
no fill draw bezier at x1:{number:0} y1:{number:0} to x2:
{number:0} y2: {number:0} with control points cx1:{number:0} cy1:
{number:0} and cx2: {number:0} cy2:{number:0}` draw point at
x:{number:0} y:{number:0} draw line from x1:{number:0}
y1:{number:0} to x2: {number:0} y2: {number:0} draw rectangle at
x:{number:0} y:{number:0} with width: {number:0} height:{number:0}
draw triangle with points x1:{number:0} y1:{number:0} x2:{number:0}
y2:{number:0} x3:{number:0} y3:{number:0} draw ellipse at
x:{number:0} y:{number:0} with width: {number:0} height:{number:0}
draw text {string} at x:{number:0} y:{number:0} draw rectangle with
width:{number:0} height:{number0}` draw ellipse with
width:{number:0} height:{number:0} PHYSICS when actor collides
collided with {where}? apply force {number:0} apply impulse
{number:0} apply force {number:0} at {number:0} degrees apply
impulse {number:0} at {number:0} degrees apply horizontal
{number:0} and vertical {number:0} force apply horizontal
{number:0} and vertical {number:0} impulse apply torque {number:0}
set static {boolean} set shape to {choice:geometry} set density to
{number:10} set friction to {number:0.5} set restitution to
{number:0.2} set angular damping to {number:0} set angular velocity
to {number:0} set linear damping to {number:0} set linear velocity
to {number:0} by {number:0} density friction restitution angular
velocity liertia is awake? x linear velocity y linear velocity set
gravity to {number:0} by {number:10} start physics stop physics
VARIABLES set {properties} of {actor} to {string:0} property
{properties} of {actor} set {variables} to {string:0} change
{variables} by {number:1} show variable {variables} hide variable
{variables} LISTS add {string:thing} to {lists} delete
{choice:lastall} of {lists} insert {string:thing} at
{choice:lastany} of {lists} replace item {choice:lastany} of
{lists} with {string:thing} item {choice:lastany} of {lists} length
of {lists} {lists} contains {string:thing}
[0023] A user from a learning center client accesses learning
center workshop 21 through an interface. For example, the interface
is a web browser or a dedicated app located on a computing device
such as a personal computer or a tablet. When learning is launched,
a user can build a project, which is essentially a computer
program. Learning center workshop 21 allows a user to construct a
project (computer program) and save it. The computer program can be
run using learning center runtime 22.
[0024] Upon entering learning center workshop 21, a user can elect
to build a new computer program from scratch or open an existing
computer program.
[0025] To build a computer program from scratch, the user utilizes
blocks of programming instructions represented visually as building
blocks within learning center workshop 21. The tools provided
within learning center workshop 21 allow a user to create a scene
that includes a background, main objects and actors. Learning
center workshop 21 allows a user to add computer program logic to
the actors and the background. The user acts by dragging and
dropping visual blocks into code areas. The visual blocks snap into
place to form logic sequences.
[0026] Learning center workshop 21 saves the computer program and
all its assets as the computer program is being built. For example,
learning center workshop 21 saves the computer program in a
persistent format so that the computer program can be loaded later.
This can be done, for example in a Javascript Object Notation
(JSON) format, Extensible Markup Language (XML) or some other
structured syntax. The computer program file may be stored on
learning center server 12 and, in addition or instead of, stored on
the learning center client used by the user.
[0027] FIG. 3 shows a user interface 90 for learning center
workshop 21. An area 90 shows a stage area where selected stages
and actors are displayed. An actor area 92 shows available actors
that can be selected by a user. A horizontal bar 93 includes a code
tab 94 and a properties tab 95. When code tab 94 is selected
available code blocks are shown displayed and available in a code
block area 97. The code blocks can be dragged and dropped by a user
into work area 96 to form a computer program (project).
[0028] The flying bird project illustrated within interface 90
shown in FIG. 3 can be stored in file using language blocks for the
learning center. For example, Table 3 below sets out contents for
such a file.
TABLE-US-00003 TABLE 3 {"name":"Tropical Bird","description":"Help
the tropical bird fly out to sea.","background":
{"scaleType":"stretch","width":-.-600,"height":-.-400,
"canvasWidth":480,"canvasHeight":320,"currentBackground":
1,"scripts":[
],"backgrounds":[{"name":"beach","img":"/assets/Images/
Backgrounds/Outdoor/
4fcf9088692f886b16000e53.jpg","cx":512,"cy":341.5}],"sounds":[ ],"
documentation": {"description":"","inboundEvents":[
],"outboundEvents":[ ],"properFes "[
]}}"sprites":[{"label":"Parrot","scripts":
[{"func":"registerFlagTrigger","id":6,"values":[ ],"containers":[
],"next ":{"func":"blockControlForever","id":7,"values": [ ],
"containers":[{"func":"blockLooksNextCostume","id":8,"values":[ ],
"containers":[ ]"next":
{"func":"blockControlWait","id":9,"values":[{"type":"number","value
":".2"}],"containers":[ ],"next":
{"func":"blockMotionMove","id":11,"values":[{"type":"number",
"value":"6"}],"containers":[ ],"next":
{"func":"blockMotionBounceOnEdge","id":13,"values":[ ],"containers
":[ ]}}}}]],"x":82,"y":43}],"costumes": [{"name":"Bird
1","img":"/assets/user/50312c85692f88c95000006b.png"}, {"name
":"Bird 2","img":"/assets/user/
50312caa692f88ba5000007f.png","cx":80.5,"cy":56.5},{"name":"Bird
3","img":"/assets/user/
50312cb1692f88d550000075.png","cx":80.5,"cy":56.5},{"name":"Bir d
4","img":"/assets/user/
50312cb6692f88e050000078.png","cx":80.5,"cy":56.5}],"currentCost
ume":4,"sounds":[ ],"scale":
1.1090254493487,"x":142.77345132738003,"y":100.08159722222,"r
otation":180,"rotateLock":
1,"isHidden":false,"volume":100,"locked": false,"physics":
{"isStaFc":false,"isAcFve":true,"geometry":"circular","density":1,"fri
ction":0.5,"resFtution":0.2},"varDefaults": { },"variables":{"auto
start":true,"distance":6},"lists": {
},"classname":"Parrot","id":"50369e94692f885c770000c2","docume
ntation":{"description":"Parrot flies around and
screeches.","inboundEvents":[{"name":"[registerFlagTrigger]","de
scription":"","visible":true}]"outboundEvents": [
],"properFes":[{"name":"auto start","description":"If auto
start=true, animate on start","visible":true},
{"name":"distance","description":"Speed of
movement","visible":true}]}}],"models":[ ],"variables":{ },"lists":
{ },"physics":{"enabled":false,"gravity":{"x":0,"y":10}}}
[0029] A user can use learning center runtime 22, shown in FIG. 1,
to run a computer program built in learning center workshop 21. For
example, the interface by which the user accesses learning center
runtime 22 is a web browser on a computing device such as a
personal computer or a tablet or is an app running on a mobile
phone or tablet computer. For example, the user may iterate through
refining a computer program by making modifications such as adding
and removing logic, changing the code blocks used and testing the
computer program to see how the computer program runs.
[0030] FIG. 4 shows a simplified block diagram for learning center
runtime 22. Learning center runtime 22 is shown to include scripts
31, objects 37, event lists 38 and a scheduler 39. User events 32,
code events 33 and integrated development events (IDE) 34 are used
to invoke learning center runtime 22. Learning center runtime 22
calls application programming interface (API) blocks. FIG. 4 also
shows a script containing, for example, a context stack 301, an
actor description 302 and code blocks 303. The context stack
includes stack items represented by a stack item 305 having a block
pointer 306 and function parameters 307. Actor description 302
includes variables 308 and properties 309.
[0031] FIG. 20 is a block diagram illustrating implementation of a
project runtime. Project data 200 can utilize resources and media
201. When a project is loaded, the project is parsed and added to
object lists for each object (actor). Each object entry in the
object list maintains a reference to the scripts associated with an
object (actor). The project resource and media pointers are
referenced by various instructions in the scripts. For example a
loaded project 210 includes, for example, an object list 202 and
scripts 203.
[0032] Scripts are registered against specific event types (e.g.
program start, key event, mouse event). As illustrated by arrow
206, an external trigger event 205 results in a script 203 that has
been registered in event registrations list 204 being added to a
scheduler 207, which is a list of running scripts. Run loop 209
picks up a script to execute from scheduler 207. The scripts are
executed in parallel by scheduler 207. Scheduler 207 determines how
to select the next script (e.g. round robin, priority queue, time
queue). The execution context is restored from a runtime stack 208
specific to that script. The instruction is executed as a
non-blocking process.
[0033] For example, within a project runner 209, in a block 211 a
next script is fetched from the scheduler. In a block 212,
execution context is restored for the fetched script. In a block
213 an instruction is run. In a block 214, context is moved to a
next instruction. As illustrated by arrow 216, block 213 and block
214 are continued until there is a context switch. A context
switches occurs, for example, when the script has executed a yield
instruction, a time slice expires, user interrupts execution, etc.
When there is a context switch, in a block 215, execution context
is saved and context is returned to block 211. If the end of the
script has not been reached, the script is retained in the
scheduler 207. If the end of the script has been reached, the
script is removed from runtime stack 208 and the list of running
scripts within scheduler 207.
[0034] For example, for learning center runtime 22, scripts 31 are
written using Javascript. Javascript is a single-threaded
environment in a web browser. A sequence of instructions is
executed sequentially until the sequence relinquishes control back
to the web browser before other instruction sequences will execute.
As a result, multiple Javascript sequences cannot run at the same
time.
[0035] For example, the learning center represents instructions as
blocks so that each block represents one instruction that executes
atomically, that is without being interrupted by another block.
Each block must relinquish control back to the web browser in a
timely fashion. Scheduler 39, therefore, maintains a context for
each script sequence. Scheduler 39 selects a script sequence,
switches to that script's context and executes a predetermined
number of blocks for each turn. Scheduler 39 then selects the next
script sequence and repeats until all scheduled scripts have run
their turn. At this point scheduler 39 relinquishes control back to
the web browser. The web browser starts up another time slice where
another script sequence is executed. As a result, multiple scripts
31 can be run at the same time.
[0036] FIG. 5 is a simplified flowchart illustrating learning
center workshop 21 publishing a project (learning center program)
to learning center runtime 22. As illustrated in FIG. 5, storage
for projects 51 and storage for assets 52 are accessed to obtain a
project and associated assets. Also configuration (such as user
input control mapping, display scaling, desired screen orientation)
information 53 is also accessed.
[0037] In a block 41, a project is loaded. In a block 42, assets
are iterated. In a block 43, assets are fetched from assets storage
52. In a block 44, paths to assets are resolved and rewritten. In a
block 45, optimization is performed. For example, the optimization
can include removing assets not used by a target, as shown in a
block 47. Likewise, the optimization can include recompressing
and/or scaling assets for the target, as shown in a block 48. Also,
the optimization can include native code generation, as shown in a
block 49.
[0038] In a block 46 the project is packaged based on a platform
specific runtime, as illustrated by a block 50.
[0039] Once a computer program (project) is complete, a user can
choose to create a lesson module based on the computer program. For
example, the user can choose a create lesson option in learning
center workshop 21 to activate learning module generator 23.
[0040] Learning module generator 23 includes a parser that parses
through the computer program that the user built and generates a
task list for the lesson module. For example, learning module
generator 23 reads through the computer program, identifies all
objects and identifies actions to recreate the computer program.
Then, different kinds of steps are generated based on the results
of parsing the computer program. A list of ordered steps are
generated where complex tasks are outlined and grouped
together.
[0041] As shown in FIG. 6, a drop down menu 99 accessed by a user
from the "Tropical Bird" label on the menu bar of user interface 90
includes a selection to "Create Lesson". As a result, learning
module generator 23 (shown in FIG. 2) is invoked and generates a
lesson module from the computer program (shown in Table 3) for the
flying bird project.
[0042] FIG. 7 shows in box 100, appearing as part of interface 90,
lesson steps. As discussed above, the author of the lesson module
can modify the lesson module generated by changing the order of
steps, adding voice over by selecting a voice over button 98, and
so on.
[0043] FIG. 8 is a simplified flowchart showing how learning module
generator 23 generates a lesson module from a computer program. In
a block 61, learning module generator 23 iterates through objects
in the project (computer program). In a block 62, learning module
generator 23 sets up non-coding properties 67. Non-coding
properties 67 include, for example, names 68, costumes 69, sounds
70, stage properties 71 and actor properties 72.
[0044] In a block 63, learning module generator 23 iterates through
scripts. This is done, for example, to discover dependencies
between messages and actors, etc., as shown in block 64, to
sequence script steps by dependencies, as shown in block 65, and to
determine cyclic dependencies and establish a preference for
definitions, as shown in block 66.
[0045] As represented by arrow 75, learning module generator 23
then generates a sequential list of steps 76. As illustrated by
block 73, a user can add notations to sequential list of steps 76.
As illustrated by block 74, a user can reorder steps within
sequential list of steps 76.
[0046] Once the list or ordered steps are generated, the user can
customize the lesson module. For example, the user can change the
order of steps so that the reconstruction of the steps of computer
program occurs in a different order than the steps as they
originally appeared in the in the computer program when authored.
Learning module generator 23 is used to assure that dependencies
between steps are accounted for.
[0047] For example, learning module generator 23 allows a user to
add voice over in each step. The voice over is played back while
the lesson module is being run within learning center runtime 22.
Similarly, learning module generator 23 allows a user to add video
in any step. The video is played back while the lesson module is
being run within learning center runtime 22. Also, learning module
generator 23 allows additional steps to be added in between the
steps for the lesson module originally generated by learning module
generator 23. For example, text for the lesson module can be
customized. When the user has completed modifications, learning
module generator 23 saves the workflow as a lesson module.
[0048] FIG. 9 illustrates an alternative method for generating a
lesson module from a computer program. In a block 81, a user
comments on blocks of programming code. In a block 82, the user
comments on program properties in integrated development
environment (IDE). Learning module generator 23 stores a list of
collected comments 83 that includes additional user added
annotations 84 and reordered steps 85. From list of collected
comments 83, learning module generator 23 generates, as illustrated
by an arrow 86 a new sequential list of steps 87 used to produce a
complex project lesson module 88.
[0049] Table 4 shows an example of computer program for a complex
project lesson produced based on language blocks from the flying
bird project set out in Table 3:
TABLE-US-00004 TABLE 4
{"width":-600,"height":-400,"bgtype":"stretch","canvasWidth":480,"canvasHe-
ig ht":320,"name": "Tropical Bird","description":"Help the tropical
bird fly out to sea.",
resources":[{"count":1,"name":"beach.jpg","img":
"\/assets\/Images\/
Backgrounds\/Outdoor\/4fcf9088692f886b16000e53.jpg"},{"count":1,"name":"
Bird 1.png","img":"\/assets\/user\/50312c85692f88c95000006b.png"},
{"count":1,"name":"Bird 2.png","img":"\/assets\/user\/
50312caa692f88ba5000007f.png"},{"count":1,"name":"Bird
3.png","img":"\/assets\/user\/50312cb1692f88d550000075.png"},{"count":
1 ,"name":"Bird 4.png","img":
"\/assets\/user\/50312cb6692f88e050000078.png"}],"blocks":
[{"count":1,"func":"registerFlagTrigger"},{"count":1,"func":"blockControlF-
orever
"},{"count":1,"func":"blockLooksNextCostume"},{"count":1,"func":"blockCo-
n
trolWait"},{"count":1,"func":"blockMotionMove"},{"count":1,"func":
"blockMotionBounceOnEdge"}],"notes":[{"block":null,"spriteName":null,
"resource":"\/assets\/Images\/Backgrounds\/Outdoor\/4fcf9088692f886b16
000e53.jpg","resourceName":"beach","attached":null,"id":1,"text":"
Let's select a Background for our tropical scene<\/h2> Click
Add to open the Media Library. Select the Background to add it to
the stage.
<\/p><\/div>\n"},{"block":null,"spriteName":"Parrot","resour-
ce":"\/assets\/us
er\/50312c85692f88c95000006b.png","resourceName":"Bird
1","attached":null,"properFes":{"x":442.77345132738,"y":99.91840277778,
"rotation":180,"rotateLock":1,"scale":1.1090254493487},"id":2,"text":"
Add a tropical bird to the Stge<\/h2> Open the Media Library
to add the Parrot<\/em> to the
Stage.<\/p><\/div>\n"},{"block":null,"spriteName":
"Parrot","resource":"\/assets\/user\/50312caa692f88ba5000007f.png",
"resourceName":"Bird 2","attached":null,"id":3,"text":" Let's make
an animation<\/h2> Let's add a couple costumes to the Parrot
that will let us make an animation. Later we will make it move as
well. Add the first Costume from the Media Library to the
Parrot.<\/p><\/div>\n"},
{"block":null,"spriteName":"Parrot","resource":"\/assets\/user\/50312cb1-
69 2f88d550000075.png","resourceName":"Bird
3","attached":null,"id":4, "text":" Two more to go...<\/h2>
Add the next Costume from the Media Library to the
Parrot.<\/p><\/div>\n"},{"block":null,"spriteName":"Parrot",-
"resource":"\/ass
ets\/user\/50312cb6692f88e050000078.png","resourceName":"Bird
4","attached":null,"id":5,"text":" Last one...<\/h2> Add the
costume \"9\" from the media library to
\"Parrot\".<\/p><\/div>\n"},{"block":"registerFlagTrigger","-
spriteName":
"Parrot","resource":null,"attached":null,"id":6,"text":" Now that
we have everything set up, let's make it work!<\/h2> Drag the
start<\/em> block to Parrot's
code.<\/p><\/div>\n"},
{"block":"blockControlForever","spriteName":"Parrot","resource":null,"at-
tac hed":["registerFlagTrigger",6],"id":7,"text":" Remember how to
animate?<\/h2> Just like we did in previous activities, start
by adding the forever loop <\/em> block to the
start<\/em> block in Parrot's
code.<\/p><\/div>\n"},{"block":"blockLooksNextCostume","spri-
teName":
"Parrot","resource":null,"attached":["blockControlForever",7,0],"id":8,"-
text":" Adding animation logic to the Parrot<\/h2> Add the
next costume<\/em> block into the forever loop<\/em>
block in Parrot's code. This allows us to keep changing costumes to
get the animation effect.<\/p><\/div>\n"},
{"block":"blockControlWait","spriteName":"Parrot","resource":null,"attac-
hed ":["blockLooksNextCostume",8],"id":9,"text":" Adding animation
logic to the Parrot<\/h2> Add the wait<\/em> block to
the next costume<\/em> block in Parrot's code. Without a wait
block, the Parrot flaps it's wings too fast. To get a better effect
we need to slow it down.<\/p><\/div>\n"},
{"block":null,"spriteName":"Parrot","resource":null,"attached":["blockCo-
ntrol Wait",9,0,".2"],"id":10,"text":" Adjusting our
animation<\/h2> Set the value of the wait<\/em> block
to .2<\/em> in Parrot's code. This will allow for a better
animation effect by slowing down how fast the costumes
change.<\/p><\/div>\n"},
{"block":"blockMotionMove","spriteName":"Parrot","resource":null,
"attached":["blockControlWait",9],"id":11,"text":" Now that the
Parrot knows how to fly, let's make it move<\/h2> Add the
move<\/em> block to the wait<\/em> block in Parrot's
code.<\/p><\/div>\n"},{"block":null,"spriteName":"Parrot","r-
esource":null,
"attached":["blockMotionMove",11,0,"6"],"id":12,"text":" Set the
speed of the Parrot<\/h2> The value of the move block
determines the number of steps that the bird makes in every cycle
of the loop. Set the value of the move<\/em> block to
6<\/em> in the Parrot's code.<\/p><\/div>\n"},
{"block":"blockMotionBounceOnEdge","spriteName":"Parrot","resource":
null,"attached":["blockMotionMove",11],"id":13,"text":" Last step,
don't let the bird fly away<\/h2> If we were to run the
program right now, the bird would just fly off the Stage. We can
easily fix this by adding the bounce on edge<\/em> block to
the move<\/em> block in the Parrot's code. This is the
easiest way to make the Parrot turn around when it gets to the edge
of the
Stage.<\/p><\/div>\n"}],"ownerid":"4fc97d5d692f883a79004c38"-
,"details":" Watch the bird fly back and forth across the
Stage.","concepts":"This project combines the forever loop,
animation and motion to make the bird fly across the Stage. The
animation is simulated by using Next Costume<\/em> in the
forever loop. The Move 6 Steps<\/em> block moves the bird in
the direction it is pointing. If on edge, bounce<\/em> is the
block that detects that the bird hits the end of the Stage and
turns it around. Used in combination, it appears that the bird is
flying across the Stage. "}
[0050] Learning module engine 24, shown in FIG. 2, is invoked when
a user runs a lesson module. For example, a user from a learning
center client utilizes learning center workshop 21 through an
interface to invoke the lesson module.
[0051] For example, the interface is a web browser on a computing
device such as a personal computer or a tablet. For example, when
learning is launched, a user chooses to run the lesson module using
a browser. Then, learning module engine 24 takes over and guides
the user to complete the lesson within the lesson module.
[0052] For example, learning module engine 24 displays a lesson bar
that shows the steps that the user must perform. The area of the
screen that the user must work on is highlighted and in order to
proceed, the user must complete a current task. For example,
learning module engine 24 provides the user withreal-time help such
as a "Hint/Show Me" button. Learning module engine 24 also plays
any voice over or video associated with the lesson module. Learning
module engine 24 also, for example, provides a user with an option
to fast forward several steps in a larger task and an option to
step backwards.
[0053] For example, learning module engine 24, while the user adds
logic, highlights the source and target areas of the task. If the
user makes a mistake, learning module engine 24 takes the user back
to a known state. Once the user has recreated the original program,
the lesson is complete. The user can then use learning module
generator 23 to modify the lesson module.
[0054] For example, learning module engine 24 can also operate in
other modes. For example, learning module engine 24 can include a
mode where a user can open a lesson module and learning module
engine 24 will animate the lesson module to a certain step.
Similarly, learning module engine 24 can include a mode where a
lesson module is run in slow motion continuously with voiceover.
This mode can be useful, for example, when a user wants to generate
a video.
[0055] FIG. 10 is a simplified block diagram illustrating operation
of learning module engine 24. Lessons produced by learning module
generator 23 are stored in lessons storage 101. A lesson loader 105
within learning module engine 24 sequentially loads assets,
computer programming blocks and lesson steps respectively stored as
assets used 102, blocks used 103 and lesson steps 104 within
lessons storage 101. Lesson loader loads lesson data and adds to
data structures the media assets from assets 102 that will be used.
Media assets include, for example, images and sounds.
[0056] From within a lesson runner 117, a get instruction block 115
fetches an instruction within the instructions loaded by lesson
loader 105. The instruction may include, for example, lessons steps
from lesson steps 104, assets from assets 102 and blocks from
blocks used 103. Get instruction 115 determines the type of
instruction and passes it to the appropriate lesson step
handler.
[0057] A determine type block 106 within learning module engine 24
sequentially handles instructions from lesson loader 105 and
determines instruction type.
[0058] For a plain note, the message is displayed and/or spoken.
This is an informational message requiring either a timeout or user
acknowledgement to continue. This is represented in FIG. 10 where
for a note 107, learning module engine 24 displays a message, as
represented by a block 108.
[0059] When a resource instruction is run, the resources that are
to be used when hints are turned on are highlighted. The lesson
step instructions are displayed and/or spoken with entered
explanations from the lesson creator. A check is performed that the
resource was placed in the correct place by checking the associated
project data structures for the correct placement. This is
represented in FIG. 10 where for a resource instruction 109,
learning module engine 24 displays a workshop window and highlights
change, as represented by a block 110. Learning module engine 24
also validates settings, as represented by a block 111.
[0060] A code block instruction, when run, highlights the block to
be used when hints are turned on and shows where the block should
be placed on the code canvas. The lesson step instructions are
displayed and/or spoken with entered explanations from the lesson
creator. A check is made that the block was placed in the correct
place by checking the associated project code data structures. If
validation is not successful, a message appears offering some
hints. For example, the hints might include such things as
animating actions, highlighting location on the display or masking
location on the display.
[0061] Users are optionally allowed to proceed to the next step, in
which case the lesson runner performs the action on behalf of the
user. If validation was successful, the next lesson step is
executed. This is represented in FIG. 10 where for a code block
instruction 112, learning module engine 24 displays code and
highlight blocks, as represented by a block 113. Learning module
engine 24 also validates programming blocks, as represented by a
block 114.
After an instruction is processed, in a block 115, a next
instruction is obtained. The lesson proceeds until no more steps,
at which point the runner can offer additional activities or the
user (lesson creator) can embed additional activities that can be
done.
[0062] FIG. 11 shows a welcome window interface 120. An area 125
provides announcements to a user. An area 121 allows the user to
select an action. An area 122 allows the user to select a project
(computer program) to run. In FIG. 11, a cursor 123 illustrates the
user selecting an icon 124 for the tropical bird lesson. Selection
of icon 124 brings up an interface for the tropical bird and
activates learning module engine 24 to run a project lesson for the
tropical bird, as illustrated by FIG. 12.
[0063] FIG. 12 shows user interface 90 with the added addition of a
bar 130 through which learning module engine 24 communicates with
the user. As illustrated by FIG. 13, learning module engine 24
communicates to the user next steps in the lesson and also can
provide visual instruction by adjusting entities within work area
96 and code block area 97. For example, when a user selects the
"Show Me" button within learning bar 130 as shown in FIG. 13,
learning module engine 24 provides animation of the move block in
code block area 97 being added to the wait block shown in work area
96.
[0064] For example, the Learning Center also allows the creation
and running of puzzle type lessons with system validating success
and failure type triggers.
[0065] That is, a puzzle is an example of a special kind of lesson
that has built in validation. For example, the puzzle has a
specific success criteria that the author defines, such as: "Make
the robot go to the green square."
[0066] The author of a puzzle lesson module builds the project
(computer program) using learning center workshop. When building
the lesson modules, the author uses two special blocks of code: a
success criteria block and a failure criteria block. The author
uses the blocks to define success and failure and to indicate the
consequences of success and failure. The author then uses learning
module generator 23 to generate a lesson module for the
project.
[0067] When a user opens the project in a lesson running mode, upon
a user completing an action, learning module engine 24 will check
whether the success or failure criteria are valid. Learning module
engine 24 will then execute the consequences of success or failure,
as appropriate. This is illustrated in FIG. 14.
[0068] FIG. 14 shows how a lesson creator can define a success
criteria block 141, a failure criteria block 142 and a failure
criteria block 143 within work area 96 of interface 90 while
creating a lesson or puzzle with using learning center workshop
21.
[0069] FIG. 15 is a block diagram that illustrates a lesson module
151 that includes scripts 150 that include a success block 154 and
a failure block 155. These are utilized by learning center workshop
21 to construct a project to be run by a lesson runner 160 to run
the lesson.
[0070] For example, the learning center allows a user to define
activities that can be automatically validated by the learning
runtime. For example, a task is presented to the student to
accomplish a goal such as to write code to move a golf ball into a
hole. The student creates the code. In order to check whether the
code accomplishes the task, code blocks that the student has added
can be checked to see that the code blocks are in the correct
order. Alternatively, a trigger methodology can be used to
determine whether the task was accomplished.
[0071] For example, a trigger is assigned to the objects that a
user manipulates. The trigger is based on whether a criteria placed
within the computing program has been satisfied. For example the
objects are a ball and a hole. The triggers are hidden from the
user. The triggers are code instructions that check for the
criteria, as delineated by parameters. If the parameters are
satisfied, the trigger is fired, and the process that checks that
the code can determine whether the user accomplished the task. For
example, a geometric criteria specifies that a ball must travel a
certain distance. For example, a hole trigger checks that the ball
is within the bounds of the hole.
[0072] In addition, other types of criteria can be used. For
example, a time-based criteria indicates whether a task is
completed within a specified amount of time. For example, did a
mouse finish a maze in under 8 seconds? A code based criteria
determines whether code used to accomplish a task is within
predetermined parameters. For example, was a lesson completed using
under 8 code blocks and without using recursion? Value-based
criteria determine whether a particular value was reached. For
example, was a score greater than 25? Event criteria determine
whether a certain event criteria was received. For example, was a
message sent by one of the actors? A physics based criteria
indicates a physical property or phenomena occurred. For example,
did a cannon ball reach a velocity of at least 25 meters per
second? An external physical criteria indicates some real activity
outside the program occur. For example, did a sensor on a physical
stage robot move 10 feet?
[0073] FIG. 16 illustrates validation during a lesson runtime. For
example, lesson module 151 is run within learning center workshop
21 that calls lesson runner 160 to run the lesson module. Lesson
runner 160 includes properties 161 and a code canvas 162. Actions
on properties 161 or code canvas 162 triggers property changes 163,
assets added events 164 and block events 165. Block events 165
include, for example, block attach events, block detach events,
block add events and block delete events.
[0074] An activity monitor 177 within lesson runner 160 includes a
timer module 166, a resource monitor 167 and an event monitor 168.
Lesson runner 160 performs a compare function 169 with a step list
170. Step list 170 includes steps 171, resources used 175 and
blocks used 176. Each of steps 171 may be an asset to add step 177,
a code to add step 173 or a property to change step 174.
[0075] FIG. 17 gives an example of a window 179 that may appear
over interface 90 that gives instructions for a lesson module that
includes validation.
[0076] FIG. 18 gives an example of a window 181 that appears over
interface 90 when a user fails to perform a lesson properly. Blow
up section 182 of work area 96 shows the incorrect code blocks.
[0077] FIG. 19 gives an example of a window 191 that appears over
interface 90 when user performs a lesson properly. Blow up section
192 of work area 96 shows the correct code blocks.
[0078] After a project author generates a lesson module within
learning center server 12, the author can make the lesson module
available to other users of learning center server 12. For example,
other users are charged a fee for using a lesson module made
available by an author and the author receives a portion of the
fee, based, for example, on the number of other users that use the
lesson module.
[0079] For example, an author is reimbursed based on tracking the
number of times another user views or completes a lesson authored
by the author. For example, an author gets paid $2 for every 1000
lesson views inside a paid course authored by the author.
Alternatively, an author can sell a lesson for a flat fee.
[0080] The foregoing discussion discloses and describes merely
exemplary methods and implementations. As will be understood by
those familiar with the art, the disclosed subject matter may be
embodied in other specific forms without departing from the spirit
or characteristics thereof. Accordingly, the present disclosure is
intended to be illustrative, but not limiting, of the scope of the
invention, which is set forth in the following claims.
* * * * *