Video lesson builder system and method

An online video lesson builder system and method. The remotely-located system generates a single interface having a lesson index display area and a video display area for displaying data presentation (e.g., video) content associated with a lesson. A section control menu provides edit and assembly control buttons for editing and assembling the lesson and for segmenting the lesson into a plurality of time sections, each time section being associated with a key concept of the lesson.

COMPUTER PROGRAM LISTING APPENDIX

A computer program listing appendix is provided on CD-R with this application. The CD-R includes the file appendix.txt, size 281KB, created Mar. 10, 2016. The material on the CD-R is hereby incorporated by reference as if set forth in full in this application for all purposes. A portion of the disclosure recited in this application contains material which is subject to copyright protection. Specifically, the computer program listing appendix and possibly other portions of the application may recite or contain source code, data or other functional text. The copyright owner has no objection to the facsimile reproduction of the functional text; otherwise all copyright rights are reserved.

BACKGROUND OF THE INVENTION

The present invention relates generally to computer information and communication systems and methods and more specifically to computer information and communication systems and methods for building video content for learning.

One fundamental human trait is our desire to continue learning. We might want to learn for personal reasons, for reasons related to work or for other reasons. As an example, a user might want to learn how to play the guitar. As another example, a user might wish to improve his or her understanding of a particular technology.

The Internet has made it particularly convenient to learn and teach by providing flexibility. Thus, many entities now use video content to offer online courses to reach a widespread audience via the web. Such video content is usually created using video capture devices such as a video camera, camera phone or the like.

Often, content creators are limited by the capabilities of the video capture device and must usually present or publish the video content “as is” for viewing on a generic website or the like. After publication, the content creator wishing to modify or update original video content, must usually create a new or modified content, which is then again uploaded for publishing. Thus, conventional systems for creating or modifying such online courses and corresponding video content can be time-consuming, arduous and can involve a multiplicity of steps.

It is within the aforementioned context that a need for the present invention arises, and there is a need to address one or more of the foregoing disadvantages of conventional systems and methods, and the present invention meets this need.

BRIEF SUMMARY OF THE INVENTION

Various aspects of a video lesson builder system and method can be found in exemplary embodiments of the present invention.

In a first aspect, the lesson builder system can create online video lessons, series, courses and the like for publication to online users. By employing a single, yet comprehensive interface, the lesson builder system of the present invention can quickly assemble, edit and publish online video lessons unlike conventional systems and methods.

Specifically, a remotely-located instructor/content creator wishing to build an online video lesson begins by initiating the lesson builder system and then uploading one or more video data files for the online video lesson. The video data files, which might be MP4 or other compatible container formats, are associated with the video lesson for viewing by an end user.

More specifically, the lesson builder system initially creates a first lesson and then associates this first lesson with the received video data file for display in the video display area. In one exemplary embodiment, the first lesson might be an empty vessel with instructions to play the video data file.

Among other features, the lesson builder system includes a video display area approximately centered on a display screen for viewing the video lesson. The lesson builder system also includes a lesson list display area and a section control menu proximate to the video display area.

Contemporaneously and in real time, as the video lesson is played in the video display area, the section control menu is used to manipulate/edit the video lesson. The section control menu might include a split control button that segments a lesson into two or more time sections. The section control menu may also include an add control button that uses additional video data files to add additional time sections to an existing lesson.

As the video lesson is played, the lesson builder system also displays a timeline having a playhead. Here, the width of the timeline remains fixed irrespective of whether a time section is added or deleted from the video lesson. For example, when a new time section is added, the representation of the new and existing time sections is time scaled in proportion to the duration of the time sections to fit within the fixed-width timeline.

As the video lesson is further played in real time, the section control menu is employed to edit/manipulate contiguous and noncontiguous elements of the video data file into a plurality of contiguous time sections, each time section associated with a key concept of the online video lesson. All of the time sections can then be played in the video display area in a linear and smooth manner.

Thus, unlike conventional systems for creating or modifying online courses that are time-consuming, arduous and can involve a multiplicity of steps, the lesson builder system of the present invention provides a single interface that is simple, efficient and can be utilized with minimal effort to accomplish creation of online video lessons and courses.

A further understanding of the nature and advantages of the present invention herein may be realized by reference to the remaining portions of the specification and the attached drawings. Further features and advantages of the present invention, as well as the structure and operation of various embodiments of the present invention, are described in detail below with respect to the accompanying drawings. In the drawings, the same reference numbers indicate identical or functionally similar elements.

DETAILED DESCRIPTION OF THE INVENTION

An example of a website for implementing the system and method of the present invention is locatable at www.curious.com. The term “website” is generally applicable to a method for downloading/uploading and should not be construed as being limited to content downloaded/uploaded via Internet or HTTP (HyperText Transmission Protocol). Note also that server-performed functionality can also be performed on the client side as well.

FIG. 1illustrates curative video communication system100according to an exemplary embodiment of the present invention.

InFIG. 1, curative video communication system100comprises, among other components, a learner or user102communicably coupled to curative video server system104via Internet/communication network106. Internet/communication network106can be any network, wireless or wired, whether direct or indirect that allows data communication from one point to another.

As shown, curative video communication system100further comprises a content creator such as teacher108or116also communicably coupled to curative video server system104via Internet/communication network106. Here, teacher108might be a skilled individual, an expert or any entity that is skilled in any subject matter and who wishes to use video content to teach that subject matter.

Teacher108produces such video content to impart knowledge about subject matter on which the teacher is skilled. For example, teacher108might produce video content on playing the guitar. As another example, teacher108might be an expert sourdough baker teaching the fine art of sourdough bread baking. Further yet, teacher108might be an expert pesto chef.

Once video content is produced, teacher108can then utilize client laptop110for uploading of the video content to curative video server system104. As will be further discussed, curative video server system104can then be employed for curating the video unlike conventional online video systems in which the video content is simply deposited for online viewing by users like user102.

Moreover, unlike complicated conventional systems, the video builder method of the present invention employs a simple, yet sophisticated interface for quickly editing, assembling and publishing online video lessons to a personal directory assigned to the content creator. A WYSIWYG (What You See is What You Get) interface is employed that renders an actual representation of the video without the need for preview. This interface further provides within a single interface all of the operational controls needed for segmenting, building, section settings, etc. to create the online video lesson with minimal effort.

User102might be an individual seeking to improve his or her understanding of a particular subject matter. Thus, user102can be a student, a homemaker, a worker, etc. Using client laptop105, user102can access curative video server system104to retrieve video content for the desired subject matter. Similarly, inFIG. 1, another learner such as user112can use client desktop114to access curative video server system104.

InFIG. 1, a content creator such as teacher116can also use client desktop117to upload video content to curative video server system104, said video content being accessible to both user102and user112. In this manner, the present invention provides a unique, distributed curative video teaching and learning system that matches teachers and learners not hereinbefore available or seen in conventional systems.

Content creators such as teacher108and teacher116can provide content and be matched with consumers such as user102and user112. Video content is associated with specific subject matter so that users102and112need not spend invaluable amounts of time searching for video content that does not match their needs. As will be further described, an embodiment of the embeddable video player of the present invention displays video content that is time into sections so that users can quickly identify and proceed to relevant sections of a video lesson.

Referring now toFIG. 1, curative video server system104includes lesson builder118, video server120and web server122. Although shown separately as a server cluster, one skilled in the art will realize that the functionality of all of the servers can be provided by a single server.

Here, web server122serves up web pages through which media content can be accessed by users102and112. Such video content might be accessible, for example, at www.curious.com. Video server120retrieves available video content from database124for streaming or downloading to users102and112. One skilled in the art will realize that video server120may include additional functionality.

Lesson builder118curates video content received from teachers for distribution to users. In accordance with unique aspects of the present invention, lesson builder118can divide video content into a plurality of lessons, each lesson being segmented into time sections that are complete subsections or chapters related to a subtopic of the lesson. Other advantages of the present invention (e.g. embedded attachments, etc.) are further described below with reference to the following paragraphs.

After curation of content, lesson builder118might then generate one or more code instructions comprising embeddable video player107for downloading to client laptop105. User102can then employ embeddable video player107for viewing the video content. Note that the task of generating one or more instructions for embeddable video player107need not be performed by lesson builder118. Operation of curative video communication system100will now be described.

In use, content creator or teacher108, for example, may desire to create a lesson on a subject matter in which teacher108is skilled. For example, teacher108can create a lesson on playing the guitar, making sourdough bread, building a house, on philosophy, on particular humanities, Java coding, etc.

Teacher108begins by creating a video on playing the guitar, for example. Teacher108is not limited to a single lesson but can produce multiple or a plurality of lessons as part of a single course. Teacher108begins by using a recording device such as a video camera, a camera phone or other like to create the guitar video lesson.

The guitar video lesson is recorded or converted into a Web-readable format such as MPEG-4, etc. Upon completion, teacher108uses a web browser (not shown) on client laptop110to upload the guitar video lesson to curative video server system104. The guitar video lesson is then stored in database124. At this point, teacher108can then access the video content for curation.

By curating, it is meant that lesson builder118is used to add, delete, format, reformat, etc., in a manner that improves usability and functionality of the uploaded video content in accordance with the spirit and scope of the present invention. In one embodiment, teacher108uses lesson builder118to curate the uploaded video by, for example, segmenting the video lesson into time sections that identify separate sections of the video lesson. In other embodiments, the video lesson may also be curated by hanging attachments or exercises on the video frames and by providing overlay animation. Once curated, the guitar video lesson (or video clips) is cataloged and stored in database124for access by users.

User102, wishing to become more proficient at playing the guitar, begins by firing up browser103in client laptop105to send an HTTP request for the guitar video lesson. Preliminarily, user102would have to register and log into the curative video server system104website. Once logged in, user102can browse available video content and then locate the desired guitar video lesson after which the HTTP request is sent.

Browser103can typically interpret traditional HTML (Hypertext Markup Language), although any comparable markup language consistent with the spirit and scope of the present invention can be used. The HTTP request is sent to a website (not shown) hosted by web server122of curative video server system104.

In response, in one embodiment, web server122returns a guitar lesson web page (not shown) to browser103. In one embodiment, the guitar lesson web page is embedded with embeddable video player107. Embeddable video player107may include embedded scripts or applications that can play the guitar video lesson in conjunction with a player plug-in (not shown) residing on client laptop105. An example of such a player plug-in might be Shockwave Flash available from Adobe, Inc., of San Jose, Calif.

One skilled in the art will realize that the present invention is also applicable to other computing type devices that have browsers and the like. Thus, although not shown, client laptop105may be tablet, mobile communication device, etc. In that case, such a device would utilize some other video player such as that incorporated in HTML 5.

The embedded scripts might be JavaScript and/or ActionScript. One skilled in the art will recognize that other comparable code can be employed. The ActionScript code is executed by the browser plug-in to play one or more portions of the guitar video lesson. The embedded applications might comprise JavaScript code including data retrieval applications for retrieving text for populating a portion of the guitar lesson web page, the address of JPEG images, the name of video files, the format of individual video files, etc.

In one embodiment, the guitar lesson web page is displayed in a display window comprising two sections: a main display section for displaying the video itself and a secondary or menu window for displaying a plurality of lessons that comprise the guitar video course. The main display window includes a play button that, once selected, enables the user to continue to use embeddable video player107and the browser plug-in for playing the selected guitar video lesson.

One of ordinary skill in the art will realize that the guitar lesson need not be played in a display window comprising two sections. Thus, although not shown, the guitar lesson web page may be displayed in a single display window. Lessons might be selected from the single display window and played therein as well.

FIG. 2illustrates curative video communication system200in accordance with an exemplary embodiment of the present invention.

InFIG. 2, curative video communication system200comprises payment server230in addition to components discussed with reference toFIG. 1. Although not shown, payment server230may itself be integrated with curative video server system104. Payment server230automatically debits user accounts to pay for access to video content in accordance with charges determined by content creators and/or curative video server system104.

In this manner, the present invention provides a novel and significant distribution channel that matches content creators and content users and automatically secures payments for content creators for videos consumed by content users. Lesson Builder118interface screenshots for building video lessons will now be discussed with reference toFIGS. 3-13below.

FIG. 3is a screenshot illustrating teacher homepage300of the video lesson builder according to an exemplary embodiment of the present invention.

InFIG. 3, content creators can employ teacher homepage300to initiate building of one or more video lessons to teach any subject matter in which the content creator has expertise. Once created, the video lessons can then be published for viewing by students.

As an example, a content creator such as teacher108(FIG. 1) may have significant tennis coaching experience and might wish to create a tennis lesson video to reach a widespread student audience via communication system100. Teacher108can utilize teacher homepage300to build this tennis lesson as further described with reference to the figures below. As another example, teacher116(FIG. 1) may be an experienced biology teacher; she can also utilize teacher homepage300to create one or more series of biology video lessons for user consumption.

Specifically, inFIG. 3, teacher108can select “Create a New Lesson” link302to create a new video lesson or may select “Create a New Series” link304to create a new series of lessons. Herein is an advantage of the present invention. Without third-party or manual intervention, teacher118can create new video lessons and categorize and compartmentalize them into series or other hierarchal categories or subcategories.

The video lessons may be categorized into groups such as series or courses, for example. Each video lesson can also be subdivided into subgroups or sections based on key concepts or subtopics. Each video lesson then becomes a selectable thumbnail displayed on the teacher's profile page.

Here, a lesson teaches subject matter for a particular topic. A series can include one or more lessons that teach the particular topic. One skilled in the art will realize that the particular nomenclature used in categorizing the lessons or subsections thereof is not critical so long as such lessons are categorized as part of a hierarchy. Thus, series, courses, parts, etc. may be used interchangeably to categorize video lessons.

Referring toFIG. 3, after “Create a New Lesson” link302is selected, teacher108may utilize file browsing window406(FIG. 4) to select or upload desired video data files (video lesson files) as discussed with reference toFIG. 4.

FIG. 4is a screenshot illustrating lesson builder interface400according to an exemplary embodiment of the present invention.

InFIG. 4, lesson builder interface400comprises main display window402and secondary window404for displaying a video lesson for editing/building. Main and secondary display windows402and404are further described with reference to corresponding windows ofFIG. 5.

InFIG. 4, specifically, file browsing window406displayed over secondary display window404, has been opened by teacher108to select the desired video data (lesson) file for the first lesson for editing/assembling. As noted above, teacher108opens file browsing window406by selecting “Create a New Lesson” link302ofFIG. 3. As shown here, file browsing window406indicates that two video data files, backhand1.mp4 and backhand2.mp4 are available for selection for editing/building.

Video data files are available if they have been previously uploaded to curative video server system104(FIG. 1). If no video data file is available, teacher108can use “Upload Video” button416for uploading desired video data files.

Here, as noted, teacher108has previously uploaded two video data files: backhand1.mp4 and backhand2.mp4. Teacher108can either select radio button408corresponding to video data file “backhand1.mp4” or radio button410corresponding to backhand2.mp4” to open the desired video data file. As shown, teacher108has selected radio button408; thus, video data file “backhand1.mp4” is opened by thereafter selecting “Select Video” button412. Backhand1.mp4-503is thus displayed as shown inFIG. 5.

FIG. 5is a screenshot illustrating lesson builder interface500according to an exemplary embodiment of the present invention.

InFIG. 5, specifically, the exemplary single interface, lesson builder interface500is shown. Here, lesson builder interface500includes main display area or video display area502for displaying a video lesson for editing/building. As shown, video display area502is currently displaying tennis lesson503(backhand1.mp4).

In one embodiment, the length and height and aspect ratio of video display area502can be varied consistent with the spirit and scope of the present invention. Moreover, all references to windows can be construed as being equivalent to display areas.

Lesson builder interface500also includes index area or lesson index display area504adjacent to video display area502for displaying an index or a list of video lessons that are associated with the corresponding video lesson playing in video display area502.

As shown, lesson index display area504includes a plurality of lesson placeholder areas, which are shown as horizontal bars distinctly separated from each other. Specifically, lesson placeholder areas are lesson “1”508, lesson “2”510, lesson “3”512and lesson “4”514and lesson “5”516. Each placeholder area may receive metadata such as the lesson number, a title identifying each lesson, etc. Typically, this title can be entered directly or can be selected using settings button501, discussed below.

When teacher108requests that a lesson be created, an empty vessel (not shown) for that lesson is created. The empty vessel is no more than a configuration file that stores all of the instructions for the created lesson (including instructions to play the video data file associated with the lesson). Contemporaneously, a corresponding placeholder area that is associated with the empty vessel is created.

Thus, each lesson placeholder area for lesson “1”508, lesson “2”510, lesson “3”512and lesson “4”514and lesson “5”516has an empty vessel associated with it that plays video data files for the corresponding lesson. If teacher108uses a pointing device to select lesson “1”508, the instructions contained in the empty vessel associated with placeholder area lesson “1”508are executed.

Here, the instructions might be to play a specific video data file associated with lesson1so that the video data file (and lesson1) begins to play. Thus, when backhand1.mp4 (FIG. 4) is selected, tennis lesson503is associated with placeholder area lesson “1”508, selection of which executes instructions to play tennis lesson503in video display area502.

InFIG. 5, lesson interface500also enables teacher108to directly enter lesson titles in index display area504. Thus, the text “Untitled lesson” can be directly replaced by entering the appropriate name for tennis lesson503. Thus an advantage of the present invention is that instructors and end users during playback can easily identify and start lessons from a single interface. A further description may be found in co-pending patent application Ser. No. 13/624,581, entitled Embeddable Video Playing System and Method, filed Sep. 21, 2012, which is hereby incorporated by reference as if fully set forth in the present specification.

To add a new lesson, additional empty vessels and corresponding placeholder areas can be added with “ADD NEW LESSON” button519. A person skilled in the art will recognize that other configurations for creating a lesson and associating video data files with the lesson are possible.

Another advantage of the present invention is that lesson builder interface500is a single display interface generated substantially at the same time as its components video display area502and lesson index display area504. In this manner, additional windows that add complexity and multiple steps need not be generated during the lesson creation process.

InFIG. 5, lesson builder interface500also includes video control bar517displayed upon hover by a user input device. As shown, video control bar517has a plurality of control buttons including play/pause button534.

Video control bar517also includes timeline515and progress indicator or playhead533. As implied by its name, timeline515is a temporal representation of video lessons, here, of tennis lesson503. Tennis lesson503is represented on the entire width of timeline515. As tennis lesson503is played, playhead533advances over timeline515until the entire video lesson is played. Another advantage of the present invention is that timeline515and playhead533operate like a player during the editing.

Another advantage is that timeline515has a fixed width. Thus, as described with reference to figures below, timeline515remains unchanged when video data files are added to the timeline or when video data files represented on the timeline are deleted.

Once video lesson “backhand1.mp4” begins to play, teacher108can begin various editing/building operations using various buttons located in section action518. As shown, such buttons include split button530; move buttons532; trim buttons520and522, all of which can be selected by teacher108to initiate desired operations. Settings button501also permits labeling of the various sections.

In use, as tennis lesson503plays, a typical initial operation is for teacher108to use split button530to split tennis lesson503into various time sections as desired. Tennis lesson503may be spliced up based on key concepts, subtopics, themes or different concepts taught by teacher108. Splitting may also be based on lesson highlights, important points, introductory material and summaries, etc.

Once teacher108identifies the point/time on timeline515to segment tennis lesson503based on the position of playhead533, she then selects split button530, which automatically segments tennis lesson503into two time sections, each time section being independently playable. Teacher108may in fact select any contiguous or noncontiguous time section of tennis lesson503that is associated with a key concept and then split the selected time section.

Herein is another advantage of the present invention. Concurrently and in real time, as a video lesson is played in the video display area, the section control menu including split button530is used to manipulate/edit the video lesson. In this manner, a teacher can know exactly where on the video lesson she wishes to split the video as she views the video.

Unlike conventional systems wherein thumbnails of the video lesson are split and then dragged to a timeline, the present invention manipulates/edits video lessons in real time. Teacher108can also use the online video interface of the present invention at any time to retrieve and segment video lessons without need for intervention by third parties such as operators of the website wherein the video lesson is published.

Moreover, in conventional systems for building online courses, once a video data file is added to a course, it can neither be edited nor can it be added to. The video data file can only be removed. Unlike such conventional systems, the present invention permits segmenting of video lessons into time sections as well as addition of new time sections to existing video data files.

FIG. 6is a screenshot of lesson builder interface600showing tennis lesson503(FIG. 5) according to an exemplary embodiment of the present invention.

InFIG. 6, tennis lesson503displays the start of subtopic “Eastern Contact Point,” of time section646. Specifically, based on this subtopic, teacher108has split tennis lesson503into various time sections including time section646beginning at point C on timeline515.

To create this section, in one embodiment, teacher108initially pauses the video lesson at point C. In turn, playhead533stops at point C indicating that tennis lesson503is paused. Teacher108may then select split button530to create time section646. Alternatively, teacher108can simply select split button530without pausing tennis lesson503when playhead533reaches point C, the desired split position.

Note that timeline515remains at a fixed width even where tennis lesson503has been segmented into various time sections. The representation of each time section on timeline515essentially remains the same.

Once split button530is selected, time section646is sectioned off on timeline515from the rest of the tennis lesson and becomes independently playable. Quizzes, attachments and other like objects may similarly be hung on the newly created time section. One skilled in the art will realize that split button530can be any means, or located anywhere so long as it enables user selection to split the video lesson at a desired point/time. Thus, for example, split button530may be a voice-activated input.

Other time sections are created with split button530as well. Thus, teacher108creates time section640as the tennis lesson plays and playhead533is initially at point A. Teacher108also selects split button530to create time section642as playhead533reaches point B.

As shown, both time sections644and646are created when playhead533reaches point/time C on timeline515. When selected, split button530divides the remainder of the video lesson into time sections644and646at point/time C. In one embodiment, each respective time section is based on a subtopic of the lesson. That is, each subtopic is related to the topic of the lesson. In an alternate embodiment, each time section is based on a theme.

In one embodiment, each time section is associated with a single video file. By selecting a particular time section, the video file associated with the time section is played. For example, when a user plays a time section, the player streams or downloads and plays the video file associated with the time section.

InFIG. 6, in addition to split button530, various section operation buttons include move buttons532A and B; trim buttons520and522; and settings button501used for labeling.

When selected by teacher108, move button532A shifts a time section leftwards, from its current location to that of the immediately preceding time section. For example, when playhead533is on time section646, selection of move button532A operates to move time section646to the current location time section644, which is itself shifted right to the former location of time section646. That is, the locations of time section646and time section644are switched.

Similarly, when selected by teacher108, move button532B shifts a time section rightwards from its current location to that of the immediately succeeding time section. For example, when playhead533is on time section644, selection of move button532B operates to move time section644rightwards to the current location of time section646, which itself is shifted left to the former location of time section644. That is, the locations of time section646and time section644are switched.

When selected by teacher108, trim button520deletes recordings including sections before the selection point (playhead533). For example, when playhead533is at point C of time section646, selection of trim button520operates to delete time sections640,642and644leaving time646.

When selected by teacher108, trim button522deletes sections after the selection point (location of playhead533). For example, when playhead533is at point B, selection of trim button522operates to delete time sections644and646leaving time sections640and642.

When selected by teacher108, delete button524operates to delete the current section. For example, when playhead533is at point C of time section646, selection of delete button524operates to delete time section646leaving time sections640,642and644.

In this manner, contiguous and noncontiguous time sections can be moved, trimmed, deleted and organized and played in a linear fashion. The time sections may be from a single video data file or from multiple video data files all of which can be assembled into contiguous time sections, such that each time section is associated with a key concept of the lesson.

Thus, the present invention provides an intuitive online user interface configured to edit, assemble and publish video lessons. Note that all of teacher108's video lessons are published to a personal website directory dedicated to teacher108and configured to store all of the teacher's video lessons. While examples of video lesson editing have been provided, one skilled in the art will realize that the present invention may also be utilized to build one or more video lessons from several disparate video data files as described with reference toFIG. 7.

FIG. 7is a screenshot of lesson builder interface700according to an exemplary embodiment of the present invention.

Upon selection of add section icon761, file browsing window406(FIG. 4) is opened (not shown), enabling teacher108to select or upload a desired tennis video data file. The selected video data file is then added at a selected point on timeline515. Here, the selected tennis video data file is added at point/time E, the location of playhead533. Further, sections may also be added specifically before or after specific sections by selecting the “+” buttons.

Note also that addition of a new video data file does not change the width of timeline515. The representation of an existing video data file is simply time-scaled or compressed to fit on timeline515based on its duration. The representation of the new video data file is also time scaled in proportion to its duration to fit within timeline515along with the existing video data file.

Note that teacher108may also add attachments to time sections by selecting attachment icon762and can add exercises by selecting exercises icon764. In this manner, the present invention affords teachers not only the flexibility to edit their video content, but they can also build video content from disparate video content files.

FIG. 8is a screenshot of lesson builder interface800according to an exemplary embodiment of the present invention.

InFIG. 8, specifically, lesson builder interface800shows settings dialog box850for entering a lesson title and related descriptions. An advantage of the present invention is that settings dialog box850allows teacher108to enter all requisite information for identifying and describing a lesson within a single interface.

As shown, setting dialog box850, which is opened by selecting settings button501includes title text box852and description text box858. Once settings dialog box850is opened, teacher108can use its title text box852to enter metadata such as a title for tennis lesson503. Here, teacher108has entered “Learning the Two-Handed Backhand” in title text box852. Consequently, this title “Learning the Two-Handed Backhand” is displayed as the title of lesson1in placeholder area “1”508as shown.

Settings dialog box850also includes description text box858that can be used to enter a long description of the tennis lesson503. Here, teacher108has entered “The two-handed backhand uses the non-dominant hand to provide a more stable hit at contact.” This is the description of the tennis lesson provided to students prior to viewing tennis lesson503.

Setting dialog box850also includes short description text box860for entering short lesson descriptions. Here, no short description has been entered, but it can be observed that any such description must be between 140-160 characters. Settings dialog box850also includes dropdown box854for selecting an introduction video as well as dropdown box856for selecting a thumbnail.

Setting dialog box850also includes checkbox864that can be checked if teacher108wishes to provide the lesson at no charge to users. If this box is checked, all users and learners may access the tennis lesson at no charge. If checkbox864is unchecked, teacher108is required to check checkbox866and then enter the lesson cost/amount in amount text box867for the cost of the lesson.

The amount/cost entered is then displayed along with thumbnails so users can view the cost of the lesson prior to purchase. Teachers can access and manage this process at any time by accessing curative video system104of the present invention. In this manner, teachers can determine and enter how much they wish to charge for each lesson and/or series of lessons and can manage such amounts on their own and at their convenience without intervention by third parties.

Lesson builder interface800further shows section title text box862for entering the title for a section. Each time section has its own title text box for entering a section title. For example, here, time section646, which is currently playing as indicated by the position playhead533, has title text box862, in which the title “Shoulder Turn” has been entered to reflect its title.

FIG. 9is a screenshot of lesson builder interface900according to an exemplary embodiment of the present invention.

InFIG. 9, specifically, lesson builder interface900shows exercise popup970for adding exercises to a current session. Exercise popup970is accessible by selecting icon972displayed along a vertical edge of video display area502.

When accessed by teacher108, exercise popup970displays “section titles”976for all of the sections created by teacher108, where the title that is currently playing is grayed out. Note that such section titles are added using title text box862described with reference toFIG. 8.

Exercise popup970also displays “Add an exercise to the current section” link974, which upon selection, adds an exercise or quiz to the current section. Here, teacher108has selected “Add an exercise to the current section” link974, to add an exercise to “Section 4: Shoulder Turn,” which is the current section, as further discussed with reference toFIG. 10. InFIG. 9, lesson interface builder900also shows paper clip icon971configured to file browsing window1206(FIG. 12).

FIG. 10is a screenshot of lesson builder interface1000according to an exemplary embodiment of the present invention.

InFIG. 10, lesson builder interface1000enables teacher108to create an exercise for the current section. Thus, when a student such as user102plays the section, user102can answer the questions in that exercise created for the section. This is but another advantage of the present invention. Unlike conventional systems, the present invention allows teachers to create exercises to test a learner's knowledge of particular time sections on a section-by-section basis. Most learning occurs by testing what was previously learned to determine what is retained and what is understood.

To create an exercise, teacher108may use title text box1080to add an exercise title, employ text box1082to add question text for the exercise and use text box1084to add a hint. A hint provides a clue to an exercise answer.

Teacher108can also use text box1086to add answer text; if this answer is the correct answer choice for the exercise question, the teacher also selects corresponding checkbox1087. The same goes for text box1088. Teacher108can use text box1088to add an additional answer text; if this answer text is the correct answer choice, corresponding checkbox1089is selected. Teacher108can also use text box1092to add explanation text for the exercise.

If another answer choice is desired, teacher108uses “Add Another Answer Option” button1094to add another answer choice. If checkbox1090is checked, all answer choices are randomly presented. Those skilled in the art, in light of the present teachings, will recognize that the exercise format need not include multiple answer choices and in fact may include no answer choice at all.

FIG. 11Ais a screenshot of lesson builder interface1100according to an exemplary embodiment of the present invention.

InFIG. 11A, lesson builder interface1100shows an exercise created for a time section of tennis lesson503. Here, teacher108has used title text box1080(FIG. 10) to enter text “Shoulder Turn”1180since “Shoulder Turn” is the section title. Teacher108has also employed text box1082(FIG. 10) to enter question text for the exercise. Specifically, text “What should you do with your racket as you make your shoulder turn?”1182has been entered as the question. This question is of course displayed to users upon conclusion of the section. If there is no associated question, the system may proceed to play the next available section.

InFIG. 11A, teacher108has further used text box1084(FIG. 10) to add a hint, “C-Shaped”1184, which is a clue to the exercise answer “Make a loop,” since a loop is C-Shaped. Teacher108has also employed text box1086(FIG. 10) to add answer text “Go straight back”1186; and here, since this is an incorrect answer choice, its corresponding checkbox remains unchecked.

Text box1086has also been used to add answer text “Make a loop”1188; and here, since this is a correct answer choice, its corresponding checkbox1089is checked. Thus, upon conclusion of playback of this section and user102selects this answer choice, it is affirmed as the correct answer after which tennis lesson503can proceed to the next section.

Since another answer choice is desired, teacher108uses “Add Another Answer Option” button1094(FIG. 10) to add another answer choice text “split step”1192. This answer choice is incorrect and as such its checkbox remains unchecked. Further, checkbox1090(FIG. 10) is checked; thus all answer choices are randomly presented.

FIG. 11Bis a flowchart illustrating video building method1190according to an exemplary embodiment of the present invention.

InFIG. 11B, at block1191, an input signal by teacher108to create a new online video lesson is received by lesson builder118of curative video server system104(FIG. 1). Teacher108might transmit the input signal using an HTTP request via a browser (not shown) running on client laptop110.

As an example, teacher108can select “Create a New Lesson” link302(FIG. 3) to create a new video lesson. The video lesson itself might have one or more lectures or lessons, each of which can be independently displayed by student viewers. The video lesson may be based on one or more video data files (e.g., mp4 files, etc) uploaded by teacher108.

At block1192, responsive to the user-input signal, a file upload window (e.g., file browsing window406ofFIG. 4) configured to upload a plurality of video data files is displayed. Teacher108browses a local file storage and selects video data files for uploading from client laptop110to curative video server system104. Each video data file consists of lesson frames keyed to concepts of a lecture. This allows lesson frames associated with specific concepts to be identified and segmented according to precepts of the present invention.

At block1193, video and index display areas such as video display area502(FIG. 5) and lesson index display area504(FIG. 5) are generated adjacent to each other. Video display area502displays video lessons for editing/building and lesson index display area504includes a plurality of lesson placeholders areas lesson “1”508, lesson “2”510, lesson “3”512, lesson “4”514, lesson “5”516all ofFIG. 5.

At block1194, a user input signal from teacher108is received to select a first video data file from multiple video files previously uploaded. As an example, inFIG. 4, specifically, file browsing window406, displayed over secondary display window404, has been opened by teacher108to select the desired video data file for the first lesson. Here, file browsing window406indicates that two video data files, backhand1.mp4 and backhand2.mp4, are available for selection, of which teacher108has selected backhand1.mp4.

At block1195, responsive to the user-selection signal, the first video data file is associated with an empty vessel (not shown) for lesson one so that the first video lesson begins to play in the video display area502. Further, when the corresponding placeholder area lesson “1”508is selected in lesson index display area504, lesson one also begins to play.

At block1196, the first video data file might then be segmented into two or more time sections, each time section keyed to a concept of the lesson. Alternatively or in addition to segmentation, teacher108might choose to select a second video data file from the uploaded video data files to add the second video file to the first video file to create an additional time segment for the first video lesson. Although not referenced, one skilled in the art will realize that other comparable methods for video building consistent with the spirit and scope of the present invention may be utilized.

FIG. 12is a screenshot of lesson builder interface1200according to an exemplary embodiment of the present invention.

InFIG. 12, lesson builder interface1200shows file browsing window1206for embedding attachments such as files or external Internet web links into video lessons. Such attachments might be video files, images and the like. File browsing window is opened by selecting paperclip icon971(FIG. 9) or

This embedding functionality that can be accessed at any time during video-play is another benefit of the present invention. Unlike conventional video lessons that display documents that are no longer viewable after the video frame has played, user102can view attachments or links at any time during video lesson play.

InFIG. 12, file browsing window1206is open, and checkbox1215in this window is checked to select an attachment griptypes.jpg that demonstrates the various tennis grip types in a single image. After checkbox1215is selected, “Add attachment(s)” button1208is selected to embed griptypes.jpg into the requisite section of the tennis lesson. Teacher108can also select “Upload” button1216to upload photos; “Upload file” button1214to upload files; “Add Link” button1212to add a URL; and “Add” button1210to add an Amazon.com link.

Lesson builder interface1200also includes preview button1202for previewing lessons prior to publication and publish button1204for publishing lessons. Herein is another advantage of the present invention. When all editing, assembling, and previewing of tennis lesson503has been completed, teacher108can select publish button1204to publish tennis lesson503on the web. Unlike conventional systems, all of teacher108's video lessons are published to a website dedicated only to teacher108. A profile page (not shown) includes this website URL as well as a teacher bio, all video lessons/thumbnails offered by teacher108and other relevant information for viewing by online users. Thus, teacher108can advertise this website and consider it a personal one.

FIG. 13is a screenshot of lesson builder interface1300according to an exemplary embodiment of the present invention.

InFIG. 13, lesson builder interface1300illustrates a preview of tennis lesson503prior to publication. Teacher108previews a lesson by selecting preview button1202ofFIG. 12. Lesson builder interface1300is then displayed within video display area502. Here, as shown, tennis lesson titled “Learning the Two-Handed Backhand” is displayed.

Teacher108may then use play button1320located proximately midpoint of video display area502to play the video lesson. A lesson number “1” corresponding to tennis lesson503is also displayed within lesson index display area504. Here, the teacher108can then use play button1320to play the lesson to determine whether it is ready for publication. Alternatively, teacher108may use each of section links1326to preview each corresponding section of tennis lesson503.

Teacher108may also select paperclip icon1321to preview attachments or select exercise icon1322to preview exercises. Projects icon1324is used to preview project edits. Teacher profile1328, table of content1330and lesson description1332may also be viewed.

FIG. 14Ashows a typical computer10such as would be operated by a user on the Internet. Computer10includes a cabinet12housing familiar computer components such as a processor, memory, disk drive, Compact Digital Read-Only Memory (CDROM), etc. (not shown). User input devices include keyboard16and mouse18. Output devices include display20having a display screen22. Naturally, many other configurations of a computer system are possible. Some computer systems may have other components in addition to those shown inFIG. 14Awhile others will have fewer components. For example, server computers need not have attached input and output devices since they may only be accessed from time to time by other computers over a network. Human interaction with such a server computer can be at another computer that is equipped with input and output devices. Input and output devices exist in many variations from those shown inFIG. 14A. Displays can be liquid crystal displays (LCD), computer monitors, plasma, etc. Input devices can include a trackball, digitizing tablet, microphone, etc. In general, use of the term “input device” is intended to include all possible types of devices and ways to input information into a computer system or onto a network. Likewise the term “output device” includes all possible types of devices and ways to output information from a computer system to a human or to another machine.

The computer itself can be of varying types including laptop, notebook, palm-top, pentop, etc. The computer may not resemble the computer ofFIG. 14Aas in the case where a processor is embedded into another device or appliance such as an automobile or a cellular telephone. Because of the ever-changing nature of computers and networks, the description of hardware in this specification is intended only by way of example for the purpose of illustrating the preferred embodiment. Any distributed networked system capable of executing programmed instructions is suitable for use with the present invention.

FIG. 14Bshows subsystems of the computer ofFIG. 14A. InFIG. 14B, subsystems within box40are internal to, for example, the cabinet12ofFIG. 14A. Bus42is used to transfer information in the form of digital data between processor44, memory46, disk drive48, CDROM drive50, serial port52, parallel port54, network card56and graphics card58. Many other subsystems may be included in an arbitrary computer system, and some of the subsystems shown inFIG. 14Bmay be omitted. External devices can connect to the computer system's bus (or another bus or line, not shown) to exchange information with the subsystems in box40. For example, devices such as keyboard60can communicate with processor44via dedicated ports and drivers (shown symbolically as a direct connection to bus42). Mouse62is connected to serial port52. Devices such as printer64can connect through parallel port54. Network card56can connect the computer system to a network. Display68is updated via graphics card58. Again, many configurations of subsystems and external devices are possible.

While the above is a complete description of exemplary specific embodiments of the invention, additional embodiments are also possible. Thus, the above description should not be taken as limiting the scope of the invention, which is defined by the appended claims along with their full scope of equivalents.