Abstract:
A system for enhanced learning that combines tactile surfaces and audio recordings, allowing the user to explore a 3-dimensional object through touch while also hearing pre-recorded audio explaining regions or features of interest. One of a collection of 3-dimensional tactile modules is used with the system at a given time. When a tactile module is inserted into the system (or otherwise connected) by the user, the system automatically recognizes the inserted module, locates the set of audio recordings and region maps associated with that tactile module, and then plays module-specific audio recordings. 
     As the user explores the tactile surface, the system is continually alert for a signal from the user that he/she would like to know more about a particular feature or sub-region of the surface. When such a signal is detected, the system automatically plays a specific audio recording containing information associated with that region of the tactile surface. A region map, stored in memory along with the set of audio recordings for a specific tactile module links specific audio recordings to specific regions of interest.

Description:
TECHNICAL FIELD 
       [0001]    The present invention generally relates to educational tools and more particularly, to assistive learning devices for the visually impaired. 
       BACKGROUND OF THE INVENTION 
       [0002]    Children, as well as adults, who are visually impaired or blind sometimes encounter additional challenges when trying to learn about certain subjects, such as chemistry. With limited or no use of their sight, such a person must rely on his/her senses of hearing and touch, in particular, to a greater degree than the sighted. For example, such a person may listen to an audiobook describing the periodic table, use his/her fingertips to read a description of an element in Braille, or touch samples of elements that are readily available and safe to handle. 
         [0003]    Unfortunately, it is not possible or safe to touch many of the objects that are interesting and useful to study. For example, a blind person cannot touch a strand of DNA to fully understand its double-helical shape as easily as she could, say, a banana. This problem applies to several whole classes of objects—that are one or more of: too small, too large, too hot, too cold, or too far away—to touch. A person with sight does not have this problem because he/she can use his/her eyes to study and understand photographs and drawings of such objects. 
         [0004]    One existing solution to this problem is to employ a 3-dimensional model of an object of interest. As a visually impaired person touches the model, a sighted person can assist the student by offering information about the features currently being touched. For example, as a student touches a 3-dimensional model of a strand of DNA the instructor can give names to important features and provide additional information related to those features. The recent emergence of low-cost 3D printers holds promise for reducing the cost of such models and increases their availability to teachers, but does not change the learning process. 
         [0005]    A limited number of special-purpose 3-dimensional models are equipped with learning features to aid the visually impaired user. For example, there are models of the Earth with tactile continents that are labeled in Braille and/or have associated audio recordings. However, these learning tools are expensive and only available for a small number of subjects of interest. 
       SUMMARY OF THE INVENTION 
       [0006]    A learning tool of the present invention recognizes both a 3-dimensional object or model being examined by the student and the region of the 3-dimensional object or model being examined and automatically plays one or more audio recordings containing information associated with the regions of interest to the user. To increase the number of educational subjects that can be learned in this way, the learning tool of the present invention should be reloadable so that a large set of inexpensive 3-dimensional objects or models could be used with it. Additionally, learning tool of the present invention is expandable meaning that additional 3-dimensional objects or models may become available for use with the learning tool, and the information contained within the learning tool is updateable in that the information pertaining to one or more of the 3-dimensional objects can be updated, amended, or replaced. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0007]      FIG. 1  is a block diagram of a preferred embodiment of the present invention; 
           [0008]      FIG. 2  is a perspective view of a sample tactile module of a preferred embodiment of the present invention; 
           [0009]      FIG. 3  is a top-down view of one aspect of the pin board of a preferred embodiment of the present invention; 
           [0010]      FIG. 4  is a cut-away side view of the pin board of a preferred embodiment of the present invention; 
           [0011]      FIG. 5  is a flow chart of the central processes of a preferred embodiment of the present invention; and 
           [0012]      FIG. 6  is the user&#39;s experience of a preferred embodiment of the present invention. 
       
    
    
     DETAILED DESCRIPTION 
       [0013]    In the following detailed description of the present invention, numerous specific details are set forth in order to provide a thorough understanding of the present invention. However, it will be recognized by one skilled in the art that the present invention may be practiced without these specific details or with equivalents thereof. In other instances, well-known methods, procedures, components and circuits have not been described in detail as not to unnecessarily obscure aspects of the present invention. 
         [0014]    Accordingly, what is needed is a system that can be used with a set of removable 3-dimensional tactile modules, each of which has associated with it a set of audio recordings describing features or regions of interest on the surfaces. Such a system should be reloadable so that the user can insert different tactile modules to learn about different educational subjects. 
         [0015]    The present invention provides a unique learning experience by allowing a user to explore a 3-dimensional surface through his sense of touch at his own pace. As he locates a feature or region of interest on the tactile surface of the 3-dimensional object or model being examined, the user is able to signal his interest in learning more about a specific feature or region. In response to such a signal from the user, the present invention plays a region-associated informational audio recording via speakers or headphones. 
         [0016]    For user convenience, the portion of the system that stores data associated with tactile modules, including the informational audio recordings, may consist of a removable memory device such as a USB-connected disk, SD or Micro-SD card, or any similar removable memory device. An advantage of such a design would be that users could install the audio recordings and other data associated with a new tactile surface by swapping memories or upgrading the contents of a memory device. Alternatively, this data may be made part of, or reside within, the tactile module itself. 
         [0017]    An optional network interface, such as Ethernet or WiFi, would allow for a connection to a local area network (LAN) or the Internet. Such connectivity would ease the process of updating the software and data in the system. Access to the Internet could also facilitate additional methods of adding support for new tactile surfaces, including subscription-based access to all of the audio for all of the educational modules from a single publisher to open source community-generated libraries of educational modules. 
         [0018]    The combination of a tactile module with associated informational audio recordings and other data is referred to herein as an educational module. The ability to use the present invention with a plurality of educational modules is a central feature of the invention. It allows the system to be reloadable and, thus, the user to use the system to learn about any subject of interest. 
         [0019]    Referring now to the invention in more detail, in  FIG. 1  there is shown a block diagram of a preferred embodiment. In this embodiment, a processor  115 , which runs specialized software, lies at the heart of the learning system  100 . Processor  115  is connected to a number of peripheral devices via bus  125 . 
         [0020]    Of most significance for the learning experience are the memory  135 , region selector  140 , and module interface  145  peripherals. A user is able to explore the tactile surface  155  through his sense of touch at his own pace. As he locates a feature of interest on tactile surface  155 , he may employ indicator device  150  to signal processor  115 . In response to this signal, processor  115  identifies and plays a region-associated audio recording, from memory  135 , via the speakers  105 ,  110  or audio jack  120 . 
         [0021]    One of a range of methods could be supplied for the user to generate such an indicator signal. For example, an electronic circuit could be completed between the region identifier  140  and processor  115  via the indicator device  150  and via a sub-region of tactile surface  155  and then via module interface  145  and bus  125 . Alternatively, region identifier  140  could be implemented as a CCD or other camera-like device that allows the processor  115  to observe the locations and gestures of the user&#39;s fingers on tactile surface  155  optically. One of ordinary skill in the art would understand additional methods to generate the indicator signal. 
         [0022]    Components left speaker  105 , right speaker  110 , and audio jack  120  may be present and used in several configurations. That is, the learning process can succeed when used with the included set of stereo speakers (shown in  FIG. 1 ) or a single speaker, with the user wearing headphones connected via audio jack  120  or with a set of external speakers attached via audio jack  120 . 
         [0023]    Note that memory  135  is not limited to a specific type of memory, and may include any of the following types of memory, without limitation, volatile working memory (e.g., RAM) and non-volatile code and data store memory (e.g., flash). These different memory types may be located in: (i) one or more separate integrated circuit packages connected to processor  115  via an external memory bus or (ii) on-chip within the processor  115  package connected via an internal memory bus or (iii) some combination of both. 
         [0024]    Furthermore, at least the portion of memory  135  that stores data associated with educational modules, including audio recordings, may comprise a removable memory device such as a USB-connected disk, SD or Micro-SD card, or any similar removable memory device. An advantage of such a design would be that users could install the audio recordings and other data associated with a new tactile surface by swapping or upgrading the contents of removable memory devices. 
         [0025]    The module interface  145  is the interface between processor  115  and tactile surface  155 . This could be implemented in a number of ways, such as via an electronic connector as illustrated in  FIG. 2  and described below, or as illustrated in  FIG. 3  and  FIG. 4  and described below, or as a CCD or other camera-like device that allows the processor  115  to examine tactile surface  155  optically. One of ordinary skill in the art would appreciate additional implementations. 
         [0026]    Optional network interface  130  is to provide a wired (e.g., Ethernet) or wireless (e.g., 802.11) connection to a LAN or the Internet. Inclusion of a network interface  130  would ease the process of updating the software in the system  100  as well as the data in memory  135 . Access to the Internet could also facilitate additional methods of adding support for new tactile surfaces, including subscription-based access to all of the audio for all of the educational modules from a single publisher to open source community-generated libraries of educational modules. 
         [0027]    Referring now to  FIG. 2 , which shows a preferred embodiment of a 3-dimensional object/model, or a “tactile module”  200 , a 3-dimensional surface  215  contains a variety of height-differentiated features, such as topological element  220 . Each tactile module  200  may also contain optional module connector  205  and optional module identifier  210 . If present, module connector  205  engages with module interface  145 . One of ordinary skill in the art would appreciate that the connection between module connector  205  and module interface  145  would preferably be wireless such that the module connector would not appear to be a portion of the 3-dimensional object/model to the student. 
         [0028]    The combination of the audio recordings and other data stored in memory  135  and an associated tactile module  200  is what is referred to herein as an educational module. The ability to use learning tool  100  with a plurality of educational modules is a central feature of the invention. It is the reason the invention is said to be reloadable. In other words, the sample 3-dimensional object/model shown in  FIG. 2  is just one of a plurality of 3-dimensional objects/models which would be included within the present invention. 
         [0029]    Note that in a preferred embodiment each tactile module  200  has the same width and length and a maximum supported height. However, in another embodiment a tactile module  200  is simply any 3-dimensional object that learning tool  100  is capable of recognizing. In either case, one method of delivering a new tactile module  200  is for the owner of a learning tool  100  to download a model of a 3-dimensional object and print said object on a 3D printer, such as a MakerBot. After also downloading the audio recordings and other data associated with new tactile module  200  into memory  135 , the user would then have a new educational module. 
         [0030]    A module identifier  210  is, for example and without limitation, a UPC (Universal Product Code) code, QR (Quick Response) code, pattern of raised dots (e.g., Braille), or other consistent labeling means by which processor  115  can recognize one tactile module  200  and distinguish it from another. For example, if each tactile module  200  has a unique UPC code in its upper right corner, then module identifier  210  could be read by the processor  115  (e.g., via a bar code reader peripheral) to recognize the installed tactile module  200 . 
         [0031]    Alternatively, a module identifier  210  may be omitted altogether by pairing a removable memory  135 , such as an SD card, with each tactile surface. In this design the user removes and inserts both a tactile module  200  and an associated memory  135  when changing from one educational module to another. 
         [0032]    In one embodiment, memory  135  may be integrated into a tactile module  200  and become connected to processor  115  via module interface  145  and module connector  205 . An advantage of this design is that the audio recordings and other data associated with a tactile module  200  are stored within the tactile module itself, thereby simplifying the user experience. Learning tool  100  is then able to support any installed tactile module  200  without the need for memory card swaps, memory updates, or network connections, and also without the need for a mechanism to recognize the module identifier  210 . 
         [0033]    Referring now in more detail to some of the interfaces between the tactile module and the rest of the system, a top view of an aspect of a preferred embodiment of this subsystem is illustrated in  FIG. 3 . Pin board  300  is, for example and without limitation, an electronic circuit board consisting of a 2-dimensional matrix of pin holes  310  each with a conductive cylindrical lining with a fixed inner dimension. Into each pin hole  310  is installed a conductive pin of approximately the same outer dimension. The pins are not visible in the top-down view of  FIG. 3 , but are visible as pins  405  in the cut-away side view of  FIG. 4 , which is described below. 
         [0034]    In a preferred embodiment of pin board  300 , each of the pin holes  310  is conductively coupled to module interface  145  via pin board connector  305 . These electrical signals could either flow each to a general purpose input pin on processor  115  or be consolidated and routed onto bus  115  via the module interface  145 . 
         [0035]    Referring now to the cut-away side view of the tactile surface  155  as illustrated in  FIG. 4 , pin board  300  is shown with pins  405  moving up and down through their respective pin holes  310 . Note that each pin  405  is conductively coupled to its pin hole  310 , irrespective of its height, so that the user can signal processor  115  by touching indicator device  150  to one of the pins  405  in a region of interest. For example, the sharp rise in tactile module  200  where indicator device  150  is shown, in  FIG. 4 , touching a pin  405 , is at a sharp rise in the 3-dimensional surface. An audio recording containing information about that feature of the surface would be played by processor  115  in reaction to the electrical signal from the user at that specific pin hole  310 . 
         [0036]    The pin board  300  described above and illustrated in  FIGS. 3 and 4  is a means for recognizing a signal from the user about regions of interest. Where a pin board  300  is used, the user touches the pin board to explore the tactile surface (indirectly) rather than directly touch the tactile module  200 . That is, the tactile module  200  is inserted below the pin board  300 . Each of the pins  405  of the pin board is pushed up by the point of the tactile module  200  that sits below it. 
         [0037]    For the learning tool  100  to support an educational module, each tactile module  200  preferably would have associated with it a set of audio recordings, including at least an initial module overview recording and a plurality of region-associated informational audio recordings stored in memory  135  or, in the alternative, accessible via network interface  130 . Furthermore, it is desirable to have a region map to place each pin  405  into up to one informational audio recording regions. This region map may also be stored in memory  135  or be accessible via network interface  130 . 
         [0038]    The process by which the system preferably operates is illustrated in  FIG. 5 . After a user inserts a tactile module of his selection, at step  505 , the system attempts to recognize the inserted tactile module, at step  510 . This step  510  could be done, for example, by examination of a module identifier as described above. If it is determined that the inserted tactile module is not recognized, the system plays an audio recording informing the user that the tactile module is unsupported, at step  515 . 
         [0039]    After an inserted tactile module is recognized, the system locates the region map and set of audio recordings associated with that tactile module, at step  520 . Next the system plays an audio recording that provides the user an overview of the inserted tactile module, at step  525 . 
         [0040]    As the user explores the tactile surface, at  530 , the system waits for a signal from the user, at step  535 . When a signal from the user is received, the system looks at the location of the signal (e.g., considers the pin number on the pin board) and uses the region map associated with the inserted tactile module to identify and play the region-specific informational audio recording, at step  540 . This process continues until the user has completed using the tactile module. 
         [0041]    Referring now to  FIG. 6 , a preferred embodiment of the present invention consists of a learning tool  100  for use in conjunction with a plurality of tactile modules  200 , each of which is preferably associated with a removable memory  135 . To use this system, the user inserts a first tactile module  200 , such as a 3D model of a topological feature, in combination with its associated memory  135  into learning tool  100 . He/she then explores the tactile surface through touch and signals learning tool  100  to play one or more audio recordings from memory  135 . When the user is done learning from that first educational module, he/she removes first tactile module  200  and associated memory  135  from learning tool  100  then replaces those with second tactile module  200 , such as a 3D model of an aircraft, in combination with its associated memory  135  and explores the new surface. 
         [0042]    For example, a blind person could use a learning tool of the present invention to learn about dinosaurs. In this scenario, a school or student purchases a plurality (or set) of different 3-dimensional model dinosaurs that work with the learning tool. When the student wants to learn about the Tyrannosaurus (T-Rex) he/she locates the T-Rex tactile module and inserts it into the learning tool  100 . Now either the learning tool  100  recognizes the T-Rex tactile module automatically or the student inserts an associated removable memory  135  into learning tool  100 . Once the T-Rex tactile module  200  is inserted/recognized, the student could then signal that the jaws of the T-Rex are of interest and receive information as to the number of teeth a T-Rex had at one time, the number of replacement teeth the T-Rex had during its lifetime, the pounds per square inch the T-Rex&#39;s jaw could exert, etc. When the student later signals that the legs of the T-Rex are a region of interest, the learning tool plays an audio recording providing information about the length of its legs and the top speed the animals. Conversely, when the Velociraptor tactile module is paired with the learning tool, the student would receive information on the Velociraptor. 
         [0043]    An alternate set of 3-dimensional models that may be offered with the learning tool of the present invention, is a set of 3-dimensional objects/models associated with U.S. military aircraft (for example). When the learning tool  100  is paired with an SR-71 Blackbird aircraft tactile module  200 , the student can signal that different parts of the Blackbird aircraft are of interest to be presented with audio recording about those aspects. For example, when a wing of the Blackbird aircraft is indicated, for example and without limitation, the student may be presented with information pertaining to the angle of attack of the wing or the variations of the angle of attack of the wing along its length. 
         [0044]    Among the advantages of the present invention are that, by comparison with tactile-only learning tools, information about specific features or regions of 3-dimensional objects or tactile surfaces can be provided automatically to the user without requiring a sighted teacher to provide such information. In addition, the present invention improves upon books written in Braille as well audio-books, which, even if they contain precisely the same information as the set of audio recordings described above, are necessarily limited in that the user cannot involve his sense of touch to augment the information to gain additional insights. Furthermore, the present invention improves upon fixed-surface tactile-audio systems, such as talking globes, by being reloadable and thereby supporting a plurality of educational modules potentially covering a huge range of topics. 
         [0045]    Furthermore, the same system could be used in contexts other than learning. For example, a system that is able to recognize a plurality of 3-dimensional objects could also be used to inform vision-impaired users of such an object that a hazard is present (e.g., a sharp corner or a hot spot). Additionally, such a system could be used to inform a user of a 3-dimensional object that there is a button or a knob near his fingers so that he can more easily interact with the object. 
         [0046]    While the foregoing written description of the invention enables one of ordinary skill to make and use what is considered presently to be the best mode thereof, those of ordinary skill will understand and appreciate the existence of variations, combinations, and equivalents of the specific embodiment, method, and examples herein. The invention should therefore not be limited by the above described embodiment, method, and examples, but by all embodiments and methods within the scope and spirit of the invention.