REMOTE INSTRUCTION AND COMMUNICATION SYSTEM
BACKGROUND
Remote instruction or distance learning is an educational service that takes place with the instructor and student geographically remote from each other. Remote instruction may occur by surface mail, pre-recorded video, interactive or cable TV, and satellite broadcast.
The implementation of a global computer communications network tremendously impacts many aspects of society. Recent advancement in broadband communication further creates a great opportunity for real-time high-bit-rate applications. One of the important applications is to integrate education services on advanced broadband communication networks. As a result, real-time information and interactive/multimedia education services can be delivered without geographic limitations.
SUMMARY This invention features a remote instruction and communication system.
In a general aspect of the invention, the invention features a method of remote communication with a student using a computer connected to a central server via a communication network. The method includes organizing learning materials as topic units. Each topic unit includes modules, where each module has contents and is associated with a function. Each module is indexed according to both the function and the contents. The method also includes selecting for the student a subset of the topic units according to an achievement level of the student; presenting the subset of the topic units to the student via the communication network; receiving feedback relating to the topic units via the communication network from the student; and assessing the achievement level of the student in accordance with the indexed function and the indexed contents based on feedback provided by the student to each of the modules presented to the student.
Embodiments of this aspect of the invention may include one or more of the following features. The function may be selected from a group consisting of preview, instruction, drill, review, test, and standardized test. The module may be further associated with a second function. The communication network may be the Internet. The topic units may be presented as a sequence of interactive/multimedia web pages. The presenting and receiving steps may be achieved by using communication tools selected from a group consisting of interactive/multimedia web pages, audio/video conferencing, shared white board, and audio/text-based chat room.
In another aspect of the invention, the invention features a system for remote communication with a student using a remote computer via a communication network. The system includes a database server having a data storage storing data including topic units and resource data. The system also includes a central server connected to the communication network and the database server. The central server includes a web server, a topic access module and a resource data access module. The web server is configured to communicate with a web client executed on the remote computer. The topic access module is configured to send and receive the topic units to and from the database server. The topic access module is also configured to communicate with the web server. The resource data access module is configured to send and receive the resource data to and from the database server computer. The resource data access module is also configured to communicate with the web server. Embodiments of this aspect of the invention may include one or more of the following features.
The resource data may include instructor information, student information, progress information, performance information, marketing information, accounting information and prize information. The web server and the web client may include a virtual classroom utility for on-line tutoring; an instructor resource utility for instructor training; an instructor planning utility for education planning and an administration utility for accessing student information. The virtual classroom utility may include a topic selection functionality; an individualized instruction functionality; an individualized learning functionality; a speech evaluation functionality based on ESL methods; a brain buster functionality; and a fun park functionality. The instructor resource utility may further include instructor certification functionality. The instructor planning utility may include a progress evaluation and planning functionality and an assignment distribution functionality. The administration utility may include an instructor information accessing functionality; an accounting information accessing functionality; and a registration information accessing functionality. The invention incorporates effective learning theories and classroom concepts in the remote instruction and communication system. In particular, the educational services delivered to students are individualized according to students' needs. The invention also features systematic learning materials supporting a discovery-based teaching pedagogy, which enables students to develop deeper understanding and longer retention of learned knowledge. The invention also features a multi-dimension index system allows for fast searching/retrieving of learning materials and flexible construction of various learning tracks and programs. The administration, academic assessment and planning tools allow instructors to minimize their routine workload and to optimize their focus on individual student's learning needs. The web-based learning-guiding interactivity allows for timely guidance during a virtual classroom course.
The details of one or more embodiments of the invention are set forth in the accompanying drawings and the description below. Other features, objects, and advantages of the invention will be apparent from the description and drawings, and from the claims.
DESCRIPTION OF DRAWINGS
FIG. 1 is a block diagram illustrating a remote instruction and communication system.
FIG. 2 is a block diagram illustrating components of the remote instruction and communication system.
FIG. 3 is a flow chart illustrating a virtual classroom instruction process of an instructor and a student connected to the remote instruction and communication system.
FIG. 4 is a topic unit including a number of modules, each module being associated with one or more functions.
FIG. 5 is a module associated with a function and a multi-layer content structure. FIG. 6 is a flow chart illustrating a re-enforcement learning process. FIG. 7 is a flow chart illustrating a re-enforcement learning process for early English communication.
FIG. 8 is a flow chart illustrating speech evaluation process. Like reference symbols in the various drawings indicate like elements.
DETAILED DESCRIPTION
Referring to FIG. 1, a remote communication and instruction system 10 provides remote educational services to a number of students 140 (only one is shown in FIG. 1) via a communication network, here the Internet 125. Each student is able to access system 10 using a computer 120A connected to the Internet. Computer 120 A can be equipped with a multimedia device 122 A including a digital video camera, a microphone and a speaker.
Remote communication and instruction system 10 also includes a central server 100 connected to the Internet 125, a database server 110 and a number of computers 120B, 120C with multimedia devices 122B, 122C. Instructors 130 (only one is shown in FIG. 1) and administrators 150 (only one is shown in FIG. 1), like students 140, access system 10 by logging into a WWW (world-wide-web) browser client software (e.g., Microsoft Explorer or Netscape Navigator) in which a number of communication and instruction utilities are embedded. WWW server software runs on central server 100 to provide educational services to students based on a client- server communication model. The educational services are conducted either on-line or off-line. For example, a virtual classroom provides an on-line educational system where instructor 130 can interact with a number of students in real time. Students can also conduct off-line self-learning via the WWW browser client without being monitored by an instructor. The off-line self-learning is based on automatic guidance generated by system 10.
System 10 also includes a database server 110 for storing all the data from activities conducted on the system as resource information. Database server 110 is also used to store organized learning materials which are designated as topic units (described below) in data storage 115. Computer 120 A provides remote access for students attending a virtual classroom on system 10. Students 140 execute WWW browser client which invokes a number of communication and instruction utilities on computer 120 to communicate with the server utilities on central server 100.
Referring to FIG. 2, data storage 115 stores topic units 210 and resource data 220. Each topic unit 210 is formed as a sequence of modules (not shown). Each module is presented to students 140 as a sequence of interactive/multimedia web pages during an on-line virtual classroom course. Resource data 220 contains a wide variety of information including instructor information, student information, progress information, performance information, marketing information, accounting information, and prize information. Central server 100 includes a topic unit access module 230, a web/application server 240 and a resource data access module 250. Topic unit access module 230 allows server 240 to fetch or load organized learning materials from data storage 115 of database server 110. Similarly, resource data access module 250 allows server 240 to fetch or load resource data from and to data storage 115 in database server 110. Server 240 is implemented using ASP (Microsoft Active Server Page) and JSP (Java Server Page) to serve interactive web pages connected with the data storage, and MTS (Microsoft Transaction Server) to connect to database server 110.
Instructor 130, administrator 150 and students 140 access system 10 by executing a web/application client 260 on computer 120. At an initial stage of the operation, the user types in a user ID and password to establish a network connection between web/application client 260 and server 240. Server 240 and client 260 together support a wide range of utilities including virtual classroom utilities 280, instructor resource utilities 290, instructor planning utilities 285, and administration utilities 270. Virtual classroom utilities 280 provide a number of instruction tools including a study track preparation tool, an individualized instruction tool, an individualized learning tool, a brain buster tool, a fun park tool, and an on-line tutoring tool. Instructor resource utilities 290 provide an instructor training tool, and an instructor certifying tool. Instructor planning utilities 285 provide a progress evaluation and planning tool and an assignment distribution tool. Administration utilities 270 provide support for easy management of student registration, accounting, general student information, and general instructor information. Referring to FIG. 3, a flow diagram illustrating the operation of the system will be described. Student 140 and instructor 130 login (300 and 400, respectively) to a virtual classroom of system 10 at a pre-selected time frame. Instructor 130 first reviews general information for every student in the virtual classroom. The general information includes tuition due information, reward information, schedule information and progress information. Instructor 130 is notified by the system if a student's tuition is past due within a pre-defined period of time. If the tuition is past due for more than the pre-defined period of time, the instructor will not be able to proceed with class assignments for that student. Instructor 130 may give students award points by updating the reward information according to their homework or class work performance. Instructor 130 also reviews schedule information, and evaluates progress information by accessing students' performance database for every student in the virtual classroom (410). A progress evaluation and planning tool, provided by instructor planning utilities 285, automatically generates a list of topic units for each student based on his or her progress information stored in data storage 115. Instructor 130 then creates a study track including a topic unit or a sequence of modules most suitable for the particular student based on each individual student for study during the course of the virtual classroom. Instructor 130 distributes the selected topic unit or a sequence of modules in the study track via Internet 125 to student's computer 120 using web/application server 240 and client 260 (420).
Each student 140, after login to the virtual classroom utilities, will obtain a topic unit or a sequence of modules which are selected and distributed by instructor 130 (310). Each module is presented as a sequence of interactive/multimedia web pages. The content of the topic unit generally includes a virtual classroom assignment, an interactive homework and a printed homework. Student 140 then works on one of the topic units distributed to him or her in real time (320). If the topic unit obtained by student 140 is an interactive homework or a printed homework, he/she can request guidance or hints from instructor 130 as well as replies from the instructor via email. Student 140 then exits (i.e., logs out) from the virtual classroom utilities after he/she finishes the homework.
If the topic unit obtained by student 140 is a virtual classroom assignment, there is generally an exchange of greetings between student 140 and instructor 130. A list of all students receiving the virtual classroom assignment is shown on instructor's screen. The list displays each of the students' name, ID and an indicator (e.g. a light bulb) associated with each of the student. In addition, the instructor's screen also displays a list of students who are scheduled to be in the classroom but who have not yet arrived. This list of absent students is displayed so that at the end of the classroom session, the instructor can click a button to send emails to parents or guardians of the students informing their absence.
For the students who are attending the virtual classroom and receive the virtual classroom assignment, instructor 130 automatically monitors their progress (430) while they are working on the assignment. Student 140 provides feedback of his work results via the web/application server 240 and client 260. All of the feedback is saved in data storage 115 as part of the progress information associated with student 140. Student 140 can also click on a "hint/help" button to request help from instructor 130. On the instructor's side, status of each student is clearly indicated with an indicator, e.g. an icon or a color-coded light bulb, displayed on the screen. A green light suggests that the associated student is progressing at a normal pace. A blinking yellow light suggests that the associated student has been idle for more than 5 minutes. A blinking red light indicates that the associated student is requesting help from instructor 130. A blinking blue light represents that the associate student has been making more than 4 continuous mistakes or more than 30% errors on the current module. In this situation, instructor 130 generally chooses to send a message to the student with a warning sound that immediately alerts the student, or to monitor the student's screen remotely; but communicating with the student by using other tools provided by the system is also possible. For example, instructor 130 may use a message box, which provides a real-time and low-bandwidth communication channel, to send a short message to the student; or the instructor may start a chatting session if lengthier communication is necessary.
Instructor 130 initiates an interactive communication session with student 140 when a request from the student is received or when the student has been idle for more than 5 minutes (430). The progress information of the student and the current learning material presenting to student 140 will be displayed on the screen of instructor 130 upon initializing the interactive communication section. The interactive communication session between instructor 130 and student 140 is achieved by using a number of communication tools, e.g., video conferencing, audio-based or text-based chat room, and shared whiteboard. Depending on the resource available to both student 140 and instructor 130, the instructor invokes a communication tool and begins guiding student 140 through any problem the student is encountering. During the interactive communication session, instructor 130 can still conduct desktop monitoring of other students at the same time. Instructor 130 can also initiate a conference session with two or more students if necessary. Instructor 130 can also finish current interactive communication or conference session and switch back to the original monitoring mode.
Student 140 informs the system when he/she finishes the virtual classroom assignment. The assignment may be graded during the session one question at a time as student 140 proceeds with the assignment, or after the entire assignment is completed but before the session ends. Student 130 then may ask for permission for dismissal. Student 140 has one last opportunity before leaving the virtual classroom to ask instructor 130 questions in the form of a brief chat. Before student 140 leaves, instructor 130 chats with student 140 briefly and asks questions about the general concepts of the classroom session to ensure that student 140 has understood the essence of the session. Instructor 130 then gives student 140 the permission to leave the classroom.
Unless a student has provided a reason accepted by the instructor, the student leaving the classroom without permission from his/her instructor is considered to have not completed the classroom session. In this situation, a notification (e.g. an email) is issued to the student's parents or guardian. In certain circumstances, (for example, student 140 being late for the classroom session) instructor 130 can end a classroom session before student 140 finishes the assignment. Instructor 130 in this situation can re-schedule the class for student 140, or allow student 140 to finish the assignment on his/her own. If instructor 130 chooses not to re-schedule the class, the instructor will leave questions about the general concepts of the session to student 140 and request that he/she answer them via email.
The final chat and permission for dismissal process normally takes about 30 seconds for each student, but it may take longer for a new student. The process enforces students to contemplate what they have learned in class and allows them to form a bigger picture from the learning materials, beyond merely completing a task. It also encourages them to verbalize the abstract concepts they have learned from the class. On the instructor's side, the process allows the instructor to form a bond with every student, to know every student better, and to further inspire the students beyond what they are able to conceive on their own.
If the virtual classroom is dismissed, student 140 exits (i.e., logs out) from the virtual classroom utilities. Otherwise, student 140 continues working on the virtual classroom assignment until permission for dismissal is given by instructor 130. After the class is dismissed, both student 140 and instructor 130 exit the virtual classroom utilities (340 and 450, respectively). Student 140 may take advantage of a skills sharpening tool, the Skill Sharpener, where more learning materials can be obtained for further practice based on a topic the student selects (370). After he/she finishes the selected task in the Skill Sharper, student 140 may choose to visit a "fun park" web site where fun activities and incentive programs are available (360). For example, the "fun park" web site provides network games, a classmate chat room and "stars of the month" board. Student 140 is awarded points based on his or her performance during the course of virtual classroom. Based on the points accumulated, student 140 can select gifts or cash to be used at the "fun park" website.
Referring to FIG. 4, a topic unit is organized as a sequence of modules. Each module is associated with one or more functions including "review" 600, "instruction" 610, "drill" 620, "test" 640, and "standardized test" 630. A topic unit always begins with module 500 which reviews prerequisite material associated with a particular topic. Accordingly, module 500 is indexed by function "review" 600.
Modules 510, 520 and 530 are indexed by function "instruction". Modules indexed by "instruction" indicate that interactive activities between an instructor and a student will be effective. Module 510 contains examples of the topic to be discussed, which allow a student to explore, observe, discover new patterns, and further generalize the new patterns into abstract concepts. Module 520 provides materials that guide a student to explore, analyze, and deduce advanced properties of the new concepts. Module 530 highlights the new concepts and their applications thereby allowing a student to appreciate the significance of the new concepts. Module 540 is indexed by function "drill". Module 540 provides a number of practice problems that allow a student to exercise the newly learned concepts. Module 550, indexed by function "review", further helps a student to integrate and connect the new concepts and their properties abstractly. Module 560 is indexed by function "instruction". With guidance from an instructor, module 560 helps a student to internalize the new concepts and develop a greater intuition of the subject matter. Module 570, indexed by function "standardized test", provides a student an opportunity to evaluate his or her progress by working on exercise problems collected from standardized tests. Module 580 is indexed by both function "standardized test" and function "review." Module 580 not only allows a student to evaluate his or her own progress but also provides an opportunity for a student to review the newly-learned knowledge again. Module 590, indexed by function "test", evaluates the student's level of understanding about this topic. Organizing each topic unit as a sequence of modules simplifies and realizes the objective of creating a systematic curriculum. Indexing each module based on its function allows an instructor to easily create a specific study track for each student based on his or her individual needs. For example, a student who has learned English grammar needs to review basic sentence structure. An instructor can select topic units related to English grammar. Since each topic unit includes a few modules indexed by function "review", the instructor can pick those modules that are most relevant to the student's need based on the contents included in the modules. The instructor can also pick modules, indexed by function "drill," relating to English sentence structure for the student to practice, thus creating a study track based on the particular student's needs.
A module is also associated with multi-layer content indexes in addition to function indexes. Referring to FIG. 5, an example of a module 700 entitled "review English grammar" is shown. Module 700 is indexed by function "review". According to the contents included in the module, module 700 is also indexed by a multi-layer content structure. The first layer of the content structure includes content indexes, entitled "noun" 710, "verb" 740, and "adjective" 770, respectively. Based on the material reviewed in module 700, the content indexed by "noun" can be indexed more precisely by next-layer content indexes, e.g., "countable noun" 720 and "uncountable noun" 730. Similarly, the content indexed by "verb" can be further indexed by "present tense" 750 and "past tense" 760.
Indexing a module using a multi-layer content structure has a number of advantages. First, during a virtual classroom section, each student's feedback to each module will be recorded and analyzed. As the contents of each module are properly and precisely indexed, a student's strength and weakness in terms of contents can be automatically identified by the system. Second, indexing each module using a multilayer content structure allows an instructor to efficiently search and retrieve desired modules. Third, indexing each module allows an instructor to grasp the content of each module quickly, thus helping the instructor to efficiently create a study track for each student based on his or her specific needs.
Referring to FIG. 6, a virtual classroom assignment is conducted using a re- enforcement process 800. A student 140 performs a task specified in the sequence of multimedia web pages (820). The results generated by student 140 are fed back to central server 100. Central server 100 automatically detects errors and analyzes the results (804). Central server 100 distributes similar tasks with hints for student 140 based on the errors detected (806). Student 140 repeats the above process until he or she reaches a certain level of performance or the same task will be re-assigned to student 140 in the future class. At the end of re-enforcement process 800, student 140 is required to summarize the newly-learned concepts and provide feedback to central server 100 (808). In a preferred embodiment, the instructor has the option of redisplaying the content of the student's last session relating to the assignment including questions and answers (810). Central server 100 analyzes the summary to identify potential weaknesses and evaluates the student's achievement level. Central server 100 saves the analyzed performance results (e.g., in the form of a numerical or graphical chart) of student 140, and the server then uses the performance results to generate a study track or modify an existing study track next time when the student next attends the virtual classroom. The instructor has the capability of overriding the study track generated by central server 100.
Referring to FIG. 7, a re-enforcement process 820 is implemented for early English communication. Process 820 distributes animation and text in audio format via a sequence of multimedia web pages (822). Process 820 guides student 140 to pronounce the words (824). The pronounced words are recorded in audio file and an evaluation (826) is made on the student's computer as to the student's performance (i.e., the accuracy in which the words were pronounced). This evaluation is sent back to central server 100 as part of the student's performance data. Based on the student's performance, the student's computer will prompt the student to listen to the recorded audio file and compare it with a recording of the correct pronunciation. Central server 100 performs speech evaluation (828). The above process is repeated until student 140 reaches a certain level of accuracy. Next, a number of animations are presented to student 140 with a verbal expression. Student 140 listens to the verbal expression and chooses the animation corresponding correctly to the verbal expression (830). Student is guided to response verbally to an animation (832). The response is recorded and a speech evaluation is performed (826). Process 820 repeats until a certain level of accuracy is achieved. Central server 100 evaluates a level of achievement and save the evaluated result as performance information of student 140. Referring to FIG. 8, speech evaluation process 826 involves a number of hardware and software components. A microphone 840 is required to recorded input voice data. A voice engine 840 initiates microphone and saves the recorded voice as an audio file. Process 826 also performs voice to phonic transformation on the recorded voice data (844). Also, correct phonetic string 848 is obtained from a phonic table in database server 110 (shown in FIG. 1). Process 826 performs speech evaluation by comparing the transformed phonic string and string 848 to generate a percentage of accuracy 852 (850).
A number of embodiments of the invention have been described. Nevertheless, it will be understood that various modifications may be made without departing from the spirit and scope of the invention. For example, when high network traffic occurs, multiple central servers 100 or database servers 110 can be used to distribute the load instead of using only one central 100 and one database server 110. Accordingly, other embodiments are within the scope of the following claims.