Electronic flashcards

Graphical user interfaces, systems, and methods of implementing electronic flashcards are disclosed. Embodiments provide an interface for enabling information on a selected side of an electronic flashcard to be displayed and hidden. For example, the information on a first side of an electronic flashcard may be displayed while the information on the second side is hidden, thereby enabling a user to test himself or herself before revealing the information on the second side of the electronic flashcard. The interface may also enable placement or storage of inactive electronic flashcards in multiple piles or stacks. For example, electronic flashcards which have not yet been viewed may be displayed in a first pile, while previously viewed flashcards may be displayed in one or more additional stacks. Additionally, the interface may limit the number of flashcards in one or more of the stacks. Further, the interface may perform automated shuffling of the flashcards.

RELATED APPLICATIONS

The present application is related to and claims the benefit of U.S. Provisional Patent Application No. 60/963,342, filed Aug. 2, 2007, entitled “INTERACTIVE LEARNING TOOL AND ELECTRONIC FLASH CARDS,” naming Vicci Tucci as the inventor, assigned to the assignee of the present invention. That application is incorporated herein by reference in its entirety and for all purposes.

The present application is related to U.S. patent application Ser. No. 11/900,953, filed Sep. 14, 2007, entitled “INTERACTIVE EDUCATIONAL TOOL,” naming Victoria A. Tucci as the inventor, assigned to the assignee of the present invention. That application is incorporated herein by reference in its entirety and for all purposes.

BACKGROUND OF THE INVENTION

Flash cards are often used to memorize or otherwise learn information. For example, a term may be written on the front side of a conventional flash card and a definition of the term may be written on the back side. As such, a user can flip the card back and forth to test the user's knowledge of the term and/or definition.

To improve upon conventional flash cards and provide users guidance in using the flash cards, SAFMEDS cards were developed. Conventional SAFMEDS cards are paper cards with writing on both sides similar to a conventional flash card, thereby enabling a user to flip each SAFMEDS card to learn the information written on the SAFMEDS cards. However, SAFMEDS cards are intended to be used in a specific manner as indicated by the phrase “say all fast one minute every day shuffled,” from which the “SAFMEDS” acronym was derived. As such, users should go through all SAFMEDS cards in the SAFMEDS deck quickly using brief sessions of approximately one minute. The sessions should be performed often, with at least one session per day. Additionally, the cards should be shuffled before each of the sessions.

Despite their popularity, conventional flashcards and conventional SAFMEDS cards require a significant amount of time and effort to create. Conventional flash cards and SAFMEDS cards are also susceptible to damage, loss and theft. Additionally, SAFMEDS cards are difficult to shuffle, especially when a large SAFMEDS deck is used. Further, the use of a SAFMEDS deck with a large number of SAFMEDS cards increases the length of review sessions and makes it more difficult to learn more troublesome material.

SUMMARY OF THE INVENTION

Accordingly, a need exists for flashcards which can be created with less time and effort. Additionally, a need exists for a flashcard system which is less susceptible to damage, loss, and theft. A need also exists for SAFMEDS cards which are easier to shuffle. Further, a need exists for SAFMEDS cards which can be reviewed in shorter review sessions and reduce the difficulty of learning more troublesome material. Embodiments of the present invention provide novel solutions to these needs and others as described below.

Embodiments are directed to graphical user interfaces, systems, and methods of implementing electronic flashcards. More specifically, embodiments provide an interface for enabling information on a selected side of an electronic flashcard (e.g., SAFMEDS card) to be displayed and hidden. For example, the information on a first side of an electronic flashcard (e.g., comprising a term, phrase, picture, etc.) may be displayed while the information on the second side is hidden, thereby enabling a user to test himself or herself before revealing the information on the second side of the electronic flashcard (e.g., comprising a definition of a term on the first side, additional information about the information on the first side, etc.). As such, the electronic flashcards are less likely to be damaged, lost, or stolen given that they are in electronic form. Additionally, the electronic flashcards enable the learning of more material or content (e.g., accessed from a local computer system presenting the electronic flashcards, accessed from a remote computer system, etc.) than conventional flashcards. Additionally, the information on each side of the electronic flashcards may be automatically generated (e.g., based upon a lesson plan of another module, based upon a user-defined subject matter, etc.) in one embodiment, thereby reducing the time and effort to create the flashcards.

The interface may also enable placement or storage of inactive electronic flashcards (e.g., which are not currently being viewed or used) in multiple piles or stacks. For example, electronic flashcards which have not yet been viewed may be displayed (e.g., stored) in a first pile (e.g., automatically as the subject matter of the flashcard is encountered during a lesson), while previously viewed flashcards may be displayed (e.g., stored) in one or more additional stacks. In one embodiment, the additional stacks may enable users to sort the electronic flashcards based upon user-confidence level with the subject matter of the flashcards, differences in the subject matter of the flashcards, etc. As such, users may separate the electronic flashcards with more difficult or troublesome subject matter, thereby enabling users to focus on the more troublesome material while devoting less attention to the material which the user is more comfortable with. Additionally, the interface may limit the number of flashcards in one or more of the stacks, thereby reducing the review time for each pile and enabling users to more quickly and easily learn the material. Further, the interface may perform automated shuffling of the electronic flashcards, thereby providing more randomized and improved shuffling over manual shuffling of conventional flashcards.

In one embodiment, a graphical user interface for implementing electronic flashcards includes a first region for displaying a first set of information associated with a predetermined subject matter (e.g., a word, a phrase, and a picture, etc.), wherein the first set of information is associated with a selected electronic flashcard. The graphical user interface also includes a second region for displaying a second set of information associated with the predetermined subject matter (e.g., a definition of said first set of information, additional information about said first set of information, etc.), wherein the second set of information is related to the first set of information and associated with a selected electronic flashcard. The second set of information remains hidden until the display of the second set of information is initiated by a user. The graphical user interface may also include a first graphical object for flipping the selected electronic flashcard, wherein the first region is further operable to display the second set of information in response to a user interaction with the first graphical object, and wherein the second region is further operable to display the first set of information in response to a user input requesting display of the first set of information. Additionally, the graphical user interface may also include a third region for displaying inactive electronic flashcards, and wherein the first set of information is displayed in the first region in response to a selection of the selected electronic flashcard from the inactive electronic flashcards displayed in the third region. The selected electronic flashcard may include a visual representation of a SAFMEDS card, and wherein the graphical user interface may further include a third region for displaying inactive electronic flashcards, wherein the third region may include a first section for displaying electronic flashcards which have not yet been accessed by a user, and wherein the third region may further include a plurality of additional sections for displaying electronic flashcards which have been previously accessed by a user.

In another embodiment, a method of implementing electronic flashcards using a graphical user interface includes displaying a first set of information associated with a predetermined subject matter while a second set of information associated with a predetermined subject matter remains hidden, wherein said first set of information is displayed in a first region of said graphical user interface, wherein said second set of information is related to said first set of information, and wherein said first and second sets of information are associated with a selected electronic flashcard. In response to a user input requesting display of said second set of information, the method also includes displaying the second set of information associated with said predetermined subject matter, wherein said second set of information is displayed on a second region of said graphical user interface. The selected electronic flashcard may include a visual representation of a SAFMEDS card, and wherein the method further includes displaying inactive electronic flashcards in a third region of said graphical user interface. The method may also include automatically hiding said second set of information after a predetermined duration following said display of said second set of information.

And in yet another embodiment, a computer system includes a processor coupled to a memory, wherein the memory includes instructions that when executed on said processor implement a method of implementing electronic flashcards using a graphical user interface, wherein the method includes displaying a first set of information associated with a predetermined subject matter while a second set of information associated with a predetermined subject matter remains hidden, wherein said first set of information is displayed in a first region of said graphical user interface, wherein said second set of information is related to said first set of information, and wherein said first and second sets of information are associated with a selected electronic flashcard. In response to a user input requesting display of said second set of information, the method also includes displaying the second set of information associated with said predetermined subject matter, wherein said second set of information is displayed on a second region of said graphical user interface. The selected electronic flashcard may include a visual representation of a SAFMEDS card, and wherein the method further includes displaying inactive electronic flashcards in a third region of said graphical user interface. The method may also include automatically hiding said second set of information after a predetermined duration following said display of said second set of information.

DETAILED DESCRIPTION OF THE INVENTION

Notation and Nomenclature

It should be borne in mind, however, that all of these and similar terms are to be associated with the appropriate physical quantities and are merely convenient labels applied to these quantities. Unless specifically stated otherwise as apparent from the following discussions, it is appreciated that throughout the present invention, discussions utilizing the terms such as “accepting,” “accessing,” “adding,” “adjusting,” “analyzing,” “applying,” “assembling,” “assigning,” “calculating,” “capturing,” “combining,” “comparing,” “collecting,” “creating,” “defining,” “depicting,” “detecting,” “determining,” “displaying,” “establishing,” “executing,” “flipping,” “generating,” “grouping,” “hiding,” “identifying,” “initiating,” “interacting,” “modifying,” “monitoring,” “moving,” “outputting,” “performing,” “placing,” “presenting,” “processing,” “programming,” “querying,” “removing,” “repeating,” “sampling,” “sorting,” “storing,” “subtracting,” “tracking,” “transforming,” “using,” or the like, refer to the action and processes of a computer system, or similar electronic computing device, that manipulates and transforms data represented as physical (electronic) quantities within the computer system's registers and memories into other data similarly represented as physical quantities within the computer system memories or registers or other such information storage, transmission or display devices.

System for Implementing a Graphical User Interface

FIG. 1shows exemplary system100for presenting a graphical user interface (GUI) in accordance with one embodiment of the present invention. As shown inFIG. 1, computer systems110a-110care communicatively coupled by interface120. Interface120may comprise the internet, a network, or some other device/component for communicatively coupling computer systems110a-110c. Additionally, computer system110amay present GUI130, whereas computer system110cmay present GUI150. Data140may be accessed from computer system110b(e.g., via interface120) for generating GUI130and/or GUI150, where computer system110bmay comprise a remote server in one embodiment. Alternatively, data for generating GUI130and/or GUI150may be accessed locally from a respective computer system (e.g.,110a,110c, etc.), remotely from a computer system other than computer system110b, etc.

GUI130may comprise an interactive educational tool (e.g., as discussed with respect toFIGS. 3-14below) for enabling users to interact with content associated with a predetermined subject matter (e.g., a topic or subject of a lesson plan selected by a user). In one embodiment, the content may comprise media (e.g., video, still images, sound, etc.) which is simultaneously displayed with text or other information associated with the predetermined subject matter. GUI130and/or the content presented using GUI130may be generated from data (e.g.,140) accessed from a remote computer system (e.g.,110b). Where interface120comprises the internet, the interactive educational tool implemented using GUI130may comprise an online interactive educational tool (e.g., presented using a web browser of computer system110a). As such, remote access of information may enable GUI130to present additional and/or different content compared to conventional solutions, while presentation of multiple forms of content using GUI130may enable users to more conveniently, effectively, and efficiently learn subject matter presented using GUI130.

In another embodiment, system100may implement a remote observation and evaluation interface (e.g., as discussed with respect toFIGS. 15-20below) for observing and evaluating (e.g., in real-time) a student's performance when performing an action or task associated with the predetermined subject matter (e.g., presented using the interactive educational tool implemented by GUI130as discussed above). Computer system110cmay present video and/or audio information (e.g., using GUI150) of the student's performance accessed or captured using at least one interface device (e.g., a camera, microphone, etc.) coupled to computer system110a. The video and/or audio information may be communicated via a communication channel (e.g., implemented using interface120and/or other networking components) formed between computer systems110aand110c. In addition to enabling observation and/or evaluation of the student, a scheduling interface may be presented to the user for scheduling the session with the professor. Further, a timing interface may be presented to the professor for enabling the professor to time the student and/or automatically bill the student based upon the duration of the session.

Alternatively, GUI130may comprise an interface for enabling information on a selected side of an electronic flashcard (e.g., SAFMEDS card) to be displayed and hidden. For example, the information on a first side of an electronic flashcard (e.g., comprising a term, phrase, picture, etc.) may be displayed while the information on the second side is hidden, thereby enabling a user to test himself or herself before revealing the information on the second side of the electronic flashcard (e.g., comprising a definition of a term on the first side, additional information about the information on the first side, etc.). GUI130may also enable placement or storage of inactive electronic flashcards (e.g., which are not currently being viewed or used) in multiple decks or piles (e.g., based upon user-confidence level with the subject matter of the flashcards, differences in the subject matter of the flashcards, etc.) to improve learning of the material (e.g., by enabling users to focus study efforts on more troublesome material of flashcards placed in a given pile). Further, GUI130may enable automated shuffling of the electronic flashcards, thereby providing more randomized and improved shuffling over manual shuffling of conventional flashcards.

AlthoughFIG. 1shows three computer systems (e.g.,110a-110c) coupled via interface120, it should be appreciated that a larger or smaller number of computer systems may be coupled via interface120in other embodiments. Additionally, it should be appreciated that interface120may comprise more than one component in other embodiments.

FIG. 2shows exemplary computer system platform200upon which embodiments of the present invention may be implemented. As shown inFIG. 2, portions of the present invention are comprised of computer-readable and computer-executable instructions that reside, for example, in computer system platform200and which may be used as a part of a general purpose computer network (not shown). It is appreciated that computer system platform200ofFIG. 2is merely exemplary. As such, the present invention can operate within a number of different systems including, but not limited to, general-purpose computer systems, embedded computer systems, laptop computer systems, hand-held computer systems, portable computer systems, stand-alone computer systems, or game consoles.

In one embodiment, depicted by dashed lines230, computer system platform200may comprise at least one processor210and at least one memory220. Processor210may comprise a central processing unit (CPU) or other type of processor. Depending on the configuration and/or type of computer system environment, memory220may comprise volatile memory (e.g., RAM), non-volatile memory (e.g., ROM, flash memory, etc.), or some combination of the two. Additionally, memory220may be removable, non-removable, etc.

In other embodiments, computer system platform200may comprise additional storage (e.g., removable storage240, non-removable storage245, etc.). Removable storage240and/or non-removable storage245may comprise volatile memory, non-volatile memory, or any combination thereof. Additionally, removable storage240and/or non-removable storage245may comprise CD-ROM, digital versatile disks (DVD) or other optical storage, magnetic cassettes, magnetic tape, magnetic disk storage or other magnetic storage devices, or any other medium which can be used to store information for access by computer system platform200.

As shown inFIG. 2, computer system platform200may communicate with other systems, components, or devices via communication interface270. Communication interface270may embody computer readable instructions, data structures, program modules or other data in a modulated data signal (e.g., a carrier wave) or other transport mechanism. By way of example, and not limitation, communication interface270may couple to wired media (e.g., a wired network, direct-wired connection, etc.) and/or wireless media (e.g., a wireless network, a wireless connection utilizing acoustic, RF, infrared, or other wireless signaling, etc.).

Communication interface270may also couple computer system platform200to one or more input devices (e.g., a keyboard, mouse, pen, voice input device, touch input device, etc.) and/or output devices (e.g., a display, speaker, printer, etc.).

As shown inFIG. 2, graphics processor250may perform graphics processing operations on graphical data stored in frame buffer260or another memory (e.g.,220,240,245, etc.) of computer system platform200. Graphical data stored in frame buffer260may be accessed, processed, and/or modified by components (e.g., graphics processor250, processor210, etc.) of computer system platform200and/or components of other systems/devices. Additionally, the graphical data may be accessed (e.g., by graphics processor250) and displayed on an output device coupled to computer system platform200.

In one embodiment, computer system platform200may be used to implement computer system110a, computer system110b, computer system110c, interface component120, or some combination thereof. For example, communication interface270may communicatively couple computer system200to one or more other computer systems (e.g.,110a,110b,110c, etc. via interface120). Additionally, memory220, removable storage240, non-removable storage245, frame buffer260, or a combination thereof, may comprise instructions that when executed on a processor (e.g.,210,250, etc.) perform a method of implementing an interactive educational tool (e.g., using GUI130, GUI150, etc.), implementing a remote observation and evaluation interface (e.g., using GUI130, GUI150, etc.), implementing electronic flashcards (e.g., using GUI130, GUI150, etc.), or some combination thereof. The graphical data used to display the GUI (e.g.,130,150, etc.) may be accessed from frame buffer260and displayed on an output device coupled to computer system platform200.

Interactive Educational Tool

FIG. 3shows exemplary on-screen GUI300for implementing an exemplary interactive educational tool in accordance with one embodiment of the present invention. As shown inFIG. 3, GUI300comprises window or region310for displaying text or other information about a predetermined subject matter. The text or other information displayed in region310may be related to a lesson plan or region of a lesson plan identified in region320. Window or region330may present media (e.g., video, still images, etc.) related to the predetermined subject matter and/or the information presented in region310. The media presented in region330may also be related to audio (e.g., an audio track for a video displayed in region330, etc.) and/or other visual information (e.g., presented using GUI300, presented by other light emitting devices, presented by other displays, etc.).

Accordingly, GUI300may be used to simultaneously present various forms of information (e.g., text in region310and video in region330, etc.) related to a predetermined subject matter, thereby providing an educational tool which more conveniently and effectively presents educational information to users. For example, where GUI300is used to present information about or otherwise teach plumbing, region320may identify a unit associated with unclogging a drain, region310may present information about clogged drains (e.g., the cause of most clogs, the steps to be taken to unclog the drain, etc.), and region330may show a video of a plumber unclogging a drain. As such, learning may be enhanced using GUI300given the repetition of information in various forms (e.g., text in region310which may explain the steps of unclogging a drain, the video in region330which may show the performance of the steps explained in region310, etc.), the simultaneous display of this information (e.g., enabling students to quickly and conveniently move from one form of information to another), and the ability for users to interact with this information using GUI300as discussed below.

As shown inFIG. 3, a user may interact (e.g., by moving an on-screen cursor over a region of GUI300and clicking a mouse button, by moving an on-screen cursor over a region of GUI300, by pressing a touchscreen disposed over GUI300, etc.) with various regions of GUI300. For example, region310may comprise interactive regions312-316for enabling users to interact with text and/or other information presented in region310. In one embodiment, regions312-316may comprise hyperlinked text for initiating display (e.g., within regions of GUI300, in another displayed window, etc.) of additional content (e.g., related to the predetermined subject matter). Region330may comprise interactive regions332and334for enabling a user to interact with media presented in region330.

Additionally, GUI300may comprise graphical objects340for enabling users to control and/or interact with media presented in region330. For example, a user may play, stop, alter playback (e.g., fast forward, rewind, zoom, etc.), etc. media presented in region330by interacting with graphical objects340. Additionally, a user may control the volume level (e.g., of the sound accompanying the media displayed in region330) using one or more of graphical objects340.

As shown inFIG. 3, interaction with graphical object352may initiate presentation of facts, rules, or similar information associated with the predetermined subject matter. For example,FIG. 4shows display of exemplary information410in response to interaction with GUI300(e.g., graphical object352) in accordance with one embodiment of the present invention. Information410may comprise an excerpt, paraphrase, summary, etc. of information presented in region310and/or region330of GUI300. As such, embodiments enable presentation of information about the predetermined subject matter to users in yet another form, thereby improving learning and retention of the information. Additionally, presentation of information410enables users to repeat and/or study the information (e.g., comprising important points that the user may have previously overlooked) to further improve learning of the information.

FIG. 5shows exemplary user prompt510for encouraging interaction with GUI300and viewing of information410in accordance with one embodiment of the present invention. Graphical object520may be used to close or hide user prompt510. In one embodiment, a user may be required to interact with graphical object352and view information410before the user will be allowed to progress in the lesson and learn new/different subject matter (e.g., presented in region310,330, etc.). As such, embodiments reduce the likelihood that a user will overlook or miss an important point (e.g., presented using information410). Additionally, user prompt510may be displayed periodically as a user progresses through a lesson (e.g., each time an important point is presented using GUI300), thereby increasing interaction with GUI300and improving learning of the predetermined subject matter presented using GUI300.

Turning back toFIG. 3, interaction with graphical object372may initiate display of handouts, worksheets, or the like, associated with the predetermined subject matter. In one embodiment where a still image (e.g., a chart, table, etc.) is displayed in region330, graphical object372may initiate the display of the still image in a larger form (e.g., in a separate window, etc.) for easier viewing and/or enable printing of the image. Alternatively, graphical object372may initiate display of a list of worksheets for a unit, task, lesson, etc., thereby enabling a user to select, view, print, etc. materials associated with the predetermined subject matter.

Interaction with graphical object374may initiate display of answer sheets associated with the predetermined subject matter. For example, where questions are presented in region310and/or region330, graphical object374may initiate display of answers to those questions. In this manner, a user may periodically test and/or check his or her knowledge of the presented subject matter to further reinforce and reiterate the material. As such, embodiments provide further mechanisms for improving learning of the predetermined subject matter (e.g., presented using GUI300and/or other related GUIs).

As shown inFIG. 3, Interaction with graphical object354may initiate presentation of a GUI which implements electronic flashcards associated with the predetermined subject matter (e.g., as discussed with respect toFIGS. 21A-22). The electronic flashcards may enable the user to further learn and/or study information about the predetermined subject matter. In one embodiment, the electronic flashcards may comprise information410, thereby enabling users to learn the information (e.g., presented in regions310and/or330of GUI300) in yet another form.

FIG. 6shows exemplary user prompt610for encouraging interaction with GUI300and viewing of electronic flashcards in accordance with one embodiment of the present invention. Graphical object620may be used to close or hide user prompt610. In one embodiment, a user may be required to interact with graphical object354and view electronic flashcards before the user will be allowed to progress in the lesson and learn new/different subject matter (e.g., presented in region310,330, etc.). As such, embodiments reduce the likelihood that a user will overlook or miss an important point (e.g., presented using a GUI for implementing the electronic flashcards). Additionally, user prompt610may be displayed periodically as a user progresses through a lesson (e.g., each time an important point is presented using GUI300), thereby increasing interaction with GUI300and improving learning of the predetermined subject matter presented using GUI300.

Turning back toFIG. 3, interaction with graphical object356may initiate presentation of a GUI which implements a glossary of terms associated with the predetermined subject matter. For example,FIG. 7shows exemplary GUI700comprising a list of terms (e.g., in column710) with respective definitions (e.g., in column720) in accordance with one embodiment of the present invention. At least one respective keyword for each term is listed in column730, while at least one respective task (e.g., unit number, lesson number, etc.) is listed in column740. Information within GUI700may be sorted based upon column characteristic (e.g., in ascending order, descending order, etc.) by interacting with column headers in row760of GUI700. Additionally, in one embodiment, the information within at least one of columns710-740may comprise the same or similar information as information410ofFIG. 4, thereby improving learning by enabling users to quickly peruse the listing of important terms within GUI700.

As shown inFIG. 7, a term and/or its corresponding information (e.g., definition, keywords, task, etc.) may be selected and viewed by interacting with the graphical object in column750corresponding to the row comprising the selected term and/or corresponding information. In one embodiment, the term and/or its corresponding information may be displayed in a separate window from GUI700. Alternatively, the term and/or its corresponding information may be displayed within GUI700(e.g., by hiding all rows except for the row with the selected term, by graying out information in rows with non-selected terms, etc.).

Additionally, information within GUI700may be searched by interacting with graphical object770. In one embodiment, graphical object770may bring up a separate GUI or window enabling a user to specify a search criteria for the search. The search criteria may comprise one or more terms within one or more of columns710-740. Additionally, the GUI for specifying the search criteria may comprise one or more graphical objects for initiating the search and causing the search results to be displayed (e.g., within GUI700). Where a search (e.g., initiated using graphical object770) limits the displayed information within GUI700(e.g., to only the rows of information in GUI700meeting the search criteria), graphical object780may reset the display of information within GUI700to an initial state (e.g., originally displayed in response to interaction with graphical object356ofFIG. 3), to a state preceding the search (e.g., initiated using graphical object770), etc. Further, information within GUI700may be printed by interacting with graphical object790.

Turning back toFIG. 3, interaction with graphical object358may initiate presentation of a GUI which implements a note-taking tool. For example,FIG. 8Ashows exemplary GUI800A for enabling users to enter and save notes in accordance with one embodiment of the present invention. In one embodiment, terms may be entered in user-modifiable field810, definitions may be entered in user-modifiable field812, keywords may be entered in user-modifiable field814, a unit number may be entered in user-modifiable field816, and a task may be entered in user-modifiable field818. The entries in fields810-818and/or changes to the entries in fields810-818may be saved using graphical object820. Additionally, GUI800A comprises graphical object830for deleting a recalled note.

As shown inFIG. 8A, interaction with graphical object842may create a new note. In one embodiment, fields810-818may be cleared to enable a user to enter new information. Once graphical object842has been activated, subsequent interaction with graphical object820may save changes to the new note. Similarly, once graphical object842has been activated, subsequent interaction with graphical object830may delete the new note. Further, information within GUI800A may be printed by interacting with graphical object848.

Interaction with graphical object846may display a list of saved notes within GUI800B ofFIG. 8B.FIG. 8Bshows several exemplary notes in accordance with one embodiment of the present invention, where each note comprises a term (e.g., within column860), a respective definition (e.g., within column862), at least one respective keyword (e.g., within column864), a respective unit (e.g., within column866), a respective task (e.g., within column868), or some combination thereof. Information within GUI800B may be sorted based upon column characteristic (e.g., in ascending order, descending order, etc.) by interacting with column headers in row880of GUI800B.

As shown inFIG. 8B, a saved note may be selected and viewed by interacting with the graphical object in column870corresponding to the row comprising the selected note. In one embodiment, a term and/or it corresponding information (e.g., definition, keywords, unit, task, etc.) of the selected note may be displayed in a separate window from GUI700. Alternatively, a term and/or its corresponding information of the selected note may be displayed within GUI700(e.g., by hiding all rows except for the row with the selected note, by graying out information in rows with non-selected notes, etc.).

Additionally, information within GUI800B may be searched by interacting with graphical object844. In one embodiment, graphical object844may bring up a separate GUI or window enabling a user to specify a search criteria for the search. The search criteria may comprise one or more terms within one or more of columns860-868. Additionally, the GUI for specifying the search criteria may comprise one or more graphical objects for initiating the search and causing the search results to be displayed (e.g., within GUI800B). Where a search (e.g., initiated using graphical object844) limits the displayed information within GUI800B (e.g., to only the rows of information in GUI800B meeting the search criteria), graphical object846may reset the display of information within GUI800B to the state preceding the search (e.g., initiated using graphical object844). Further, information within GUI800B may be printed by interacting with graphical object848.

Turning back toFIG. 8A, interaction with graphical objects850may navigate or cycle through saved notes (e.g., all saved notes, a subset of saved notes determined by a search, etc.). Graphical object852may indicate a current note for which information is displayed (e.g., in GUI800A). Additionally, graphical object854may indicate a number of saved notes through which graphical objects850may be used to navigate.

Turning back toFIG. 3, interaction with graphical object362may initiate presentation of a GUI for entering answers to questions and comparing the entered answer with the correct answer. For example,FIG. 9Ashows exemplary GUI900for entering answers to questions in accordance with one embodiment of the present invention. As shown inFIG. 9A, a question may be selected by interacting with graphical objects910. The selected question may be displayed in region920. Additionally, user-modifiable field930may accept a user-input response to the question.

FIG. 9Bshow exemplary GUI900for comparing a user-input response with a predetermined answer in accordance with one embodiment of the present invention. As shown inFIG. 9B, interaction with graphical object940may initiate display of a predetermined answer (e.g., in region950of GUI900) to the question (e.g., selected using graphical objects910and displayed in region920), where the predetermined answer may remain hidden until graphical object940is activated. The predetermined answer may remain visible in region950for a predetermined period of time until it automatically returns to the hidden state. Alternatively, the predetermined answer may remain visible until a user input (e.g., via graphical object940, another graphical object of GUI900, etc.) is detected requesting that the predetermined answer be hidden. Accordingly, the user-input response entered in field930may be compared with the predetermined answer, thereby improving learning by encouraging the user to review the predetermined subject matter, find the correct answer, think about why the user-input response may not match the predetermined answer, etc.

Interaction with graphical object960may save the user-input response in field930. In one embodiment, graphical object960may indicate a final answer to the question presented in region920. Additionally, interaction with graphical object970may initiate display of a GUI which displays saved answers.

FIG. 10shows exemplary GUI1000for displaying saved answers in accordance with one embodiment of the present invention. The answers displayed in GUI1000may be those entered into field930of GUI900and saved by interacting with graphical object970of GUI900. As shown inFIG. 10, column1010may comprise a task number related to the answer, column1020may comprise the question (e.g., displayed in region920of GUI900), column1030may comprise a user-input response (e.g., entered into field930of GUI900) to the question, and column1040may comprise a predetermined answer (e.g., displayed in region950of GUI900as shown inFIG. 9B) to the question. As such, users can easily and quickly review their responses and compare them to the correct or predetermined answers. Further, interaction with graphical object1050may initiate printing of the information in GUI1000(e.g., to enable users to study and review a hardcopy of the information).

In one embodiment, user-input responses (e.g., shown in column1030of GUI1000) may be accessed by another person and/or computer system for analyzing the student's performance, determining if a student is taking the lesson seriously, latency of the responses from a user, error analysis, or the like. For example, where GUI130of computer system110ais used to implement GUI900and/or GUI1000, the information may be stored locally on computer system100afor subsequent analysis (e.g., automatically by a program run on computer system110a, by a professor or other person using computer system110aafter the user, etc.), exported to another computer system for remote analysis (e.g., automatically by a program run on computer system110band/or110c, by a professor or other person using computer system110band/or110c, etc.).

Turning back toFIG. 3, interaction with graphical object382may advance the lesson (e.g., advance to a new task, new unit, etc.) and present new information (e.g., using GUI300, another GUI, etc.) related to the predetermined subject matter. Graphical object384may return to previously-accessed subject matter. Additionally, interaction with graphical object386may initiate display of a GUI for selecting a unit or task (e.g., to present using GUI300).

FIG. 11shows exemplary GUI1100for selecting a unit or task in accordance with one embodiment of the present invention. As shown inFIG. 11, column1110lists units, column1120lists the last task accessed (e.g., using GUI300ofFIG. 3), and column1130provides an exemplary description of each unit. In one embodiment, some or all of the information in columns1110-1130may be interactive such that users may initiate display of information (e.g., using GUI300ofFIG. 3) related to the information interacted with. For example, if a user interacts with “Unit4” in column1110, then GUI300may be displayed to present information about the fourth unit. As another example, if a user interacts with “4.01a1” in column1120, then GUI300may be displayed to present information about task4.01a1.

GUI1100may also comprise graphical object1140for initiating display of a GUI for entering or changing account information (e.g., username, password, personal details, etc.). Interaction with graphical object1150may initiate display of a GUI for enabling observation and/or evaluation of a student by a professor (e.g., as discussed below with respect toFIGS. 15-20).

Turning back toFIG. 3, interaction with graphical object388may initiate display of a GUI for tracking student progress.FIG. 12shows exemplary GUI1200for tracking student progress in accordance with one embodiment of the present invention. As shown inFIG. 12, interaction with graphical objects1210may initiate display (e.g., within a region of GUI1200, within a separate window or GUI, etc.) of information (e.g., amount of the unit or lesson completed, completion date if completed, etc.) about the student's progress through the lesson. For example, if a user positions an on-screen cursor over the number “5” of graphical objects1210, then information about the student's progress through unit5(e.g., a completion date for unit5) may be displayed.

As shown inFIG. 12, region1220of GUI1200may comprise unit numbers and descriptions of each unit. In one embodiment, the descriptions of the units in region1220may match the descriptions in column1130ofFIG. 11. In other embodiments, the information in region1220may comprise a summary or title for each unit.

Region1230comprises headings and subheadings for grouping the listing of units (e.g., represented by graphical objects1210and the numbers within region1220). For example, heading1240has four subheadings1250-1280. Subheading1250comprises unit13, unit1, and unit4. As such, GUI1200provides a listing of units as well as grouping and/or characterization of the units (e.g., represented by headings and/or subheadings within column1230) to provide additional information (e.g., contextual information for a selected unit with respect to other units) about the predetermined subject matter.

FIG. 13shows exemplary computer-implemented process1300for implementing an interactive education tool in accordance with one embodiment of the present invention. As shown inFIG. 13, step1310involves accessing data (e.g.,140ofFIG. 1) from a first computer system (e.g.,110bofFIG. 1). The first computer system (e.g.,110b) may be communicatively coupled to an interface (e.g.,120ofFIG. 1), and the data (e.g.,140) may be accessed using that interface (e.g.,120).

Step1320involves displaying text comprising educational information associated with a predetermined subject matter. The text may be generated from the data (e.g.,140) accessed in step1310. Additionally, the text may be displayed (e.g., using GUI130ofFIG. 1, in region310of GUI300ofFIG. 3, etc.) on a second computer system (e.g.,110aofFIG. 1) located remotely from the first computer system.

As shown inFIG. 13, step1330involves presenting media related to the text (e.g., displayed in step1320) and comprising educational information associated with the predetermined subject matter. The media may be generated from the data (e.g.,140) accessed in step1310. Additionally, the media may be presented (e.g., using GUI130ofFIG. 1, in region330of GUI300ofFIG. 3, etc.) on a second computer system (e.g.,110aofFIG. 1) located remotely from the first computer system. Further, the media may be presented simultaneously with the display of the text in step1320in one embodiment.

The media may comprise video, still images, sound, etc. Additionally, the media may visually depict the predetermined subject matter associated with the text. For example, where the predetermined subject matter is plumbing related to drain unclogging, the text (e.g., displayed in step1320) may explain how to unclog a drain and the media (e.g., presented in step1330) may show a plumber unclogging a drain.

As shown inFIG. 13, step1340involves presenting other information associated with the predetermined subject matter. For example, the additional information presented in step1340may comprise a listing of answers to questions associated with the predetermined subject matter, user-input responses to questions associated with the predetermined subject matter, user-input notes associated with the predetermined subject matter, a glossary of terms used in the text, and educational worksheets associated with the predetermined subject matter.

FIG. 14shows exemplary computer-implemented process1400for presenting questions and accepting user-input responses to the question in accordance with one embodiment of the present invention. As shown inFIG. 14, step1410involves displaying a question associated with a predetermined subject matter. The question may be displayed (e.g., using GUI130, in region920of GUI900, etc.) using data (e.g.,140) accessed from a remote computer system (e.g.,110b).

Step1420involves accessing a user-input response (e.g., answer) to the question. The user-input response may be input to and/or displayed in a user-modifiable field (e.g.,930) of a GUI (e.g.,900).

As shown inFIG. 14, step1430involves displaying an answer to the question for comparison with the user-input response. The answer may be displayed (e.g., in region950of GUI900) in response to a user input (e.g., an interaction with graphical object940of GUI900). Additionally, the answer may remain hidden until it is displayed in step1430. The answer may remain visible for a predetermined period of time after display in step1430until it automatically returns to the hidden state. Alternatively, the answer may remain visible until a user input (e.g., via graphical object940, another graphical object of GUI900, etc.) is detected requesting that the predetermined answer be hidden. Accordingly, the user-input response (e.g., accessed in step1420) may be compared with the predetermined answer (e.g., displayed in step1430), thereby improving learning by encouraging the user to review the predetermined subject matter, find the correct answer, think about why the user-input response may not match the predetermined answer, etc.

Step1440involves determining whether a request was detected for the user-input response (e.g., accessed in step1420) to be saved (e.g., by interacting with graphical object960). If it is determined that a request was not detected for the user-input response to be saved, then steps1420-1440may be repeated. Alternatively, if it is determined that a request was detected for the user-input response to be saved, then the user-input response may be accessed and stored (e.g., in a memory of the computer system presenting the GUI for displaying the question, in a memory of a remote computer system, etc.) in step1450.

As shown inFIG. 14, step1460involves accessing the stored user-input response for review and/or analysis. The stored user-input response may be displayed (e.g., in GUI1000for review by a user, on a remote system for review by a professor or an individual performing student analysis, etc.). The stored user-input response may be accessed (e.g., by a local computer system, by a remote computer system, etc.) for automated analysis of the student's performance in another embodiment.

Remote Observation and Evaluation Interface

FIG. 15shows exemplary GUI1500for listing coaches or professors in accordance with one embodiment of the present invention. As shown inFIG. 15, region1510of GUI1500comprises a listing of coaches or professors, information (e.g., area of expertise, years in a given industry, etc.) about one or more of the coaches or professors, and times when the coach or professor is available to observe and/or evaluate a student. For example, “Coach 1” specializes in plumbing, has been a plumber for over 15 years, and is available on Tuesdays and Thursdays for observation and/or evaluation sessions with students. Additionally, GUI1500comprises graphical objects1520for requesting sessions with a coach or professor (e.g., listed in region1510). In one embodiment, interaction with one of graphical objects1520may initiate display of a GUI for enabling a student to request a session with a coach or professor (e.g., corresponding to the activated one of graphical objects1520). Additionally, interaction with graphical object1530may initiate display of a forum GUI for enabling users (e.g., students, coaches or professors, etc.) to share information, exchange content (e.g., videos, pictures, etc.), etc.

FIG. 16shows exemplary GUI1600for enabling a student to request a session with a coach or professor in accordance with one embodiment of the present invention. As shown inFIG. 16, region1610of GUI1600comprises information about the availability of coach or professor to aid the student in requesting a session. For example, “Coach 1” is available from 11 am to 3 pm on Tuesday, and from 2 pm to 5 pm on Thursday. Region1620comprises a plurality of user-modifiable fields for requesting a day and/or time for a session with a coach or professor. Further, students can enter or suggest multiple days/times for the session in order of preference. Additionally, region1630comprises a user-modifiable field for entering a message (e.g., to accompany the session request to the coach or professor). Further, interaction with graphical object1640may send the requested time and/or message to the coach or professor.

FIG. 17shows exemplary GUI1700for enabling a coach or professor to view students and setup a session with a student in accordance with one embodiment of the present invention. As shown inFIG. 17, GUI1700comprises a list of students (e.g., in column1710), a respective highest unit number to which each student has access (e.g., in column1720), and respective minutes of credit remaining (e.g., in column1730) for use toward observation and/or evaluation sessions with a coach or professor. Additionally, column1740comprises a plurality of respective graphical objects corresponding to each student and for enabling a coach or professor to initiate a session with a student. For example, interaction with a graphical object in column1740may initiate display of a GUI for enabling the coach or professor to observe and/or evaluate the student.

FIG. 18Ashows exemplary GUI1800for initiating an observation and/or evaluation session with a student in accordance with one embodiment of the present invention, whereasFIG. 18Bshows exemplary GUI1800for terminating an observation and/or evaluation session with a student in accordance with one embodiment of the present invention. As shown inFIG. 18A, GUI1800comprises region1810for presenting media (e.g., video, still images, etc.). In one embodiment, video of a student performing an action or task related to a predetermined subject matter (e.g., taught using an interactive educational tool implemented using GUI300) may be displayed in region1810. Audio related to the video presented in region1810may be played simultaneously with the video to implement an audio/visual presentation. The media presented using regions of GUI1800(e.g., region1810) may be pre-recorded, streamed, live, etc. Accordingly, a coach or professor may observe and/or evaluate the student's performance using GUI1800.

Video displayed in region1810may be generated using a video and/or audio conferencing software such as Skype™, IChat from Apple Inc. of Cupertino, Calif., or the like. As such, a student may use a camera (e.g., web camera, etc.) coupled to a computer system (e.g.,110cofFIG. 1) to record or otherwise capture an action or performance. The video data of the performance may be accessed by a computer system (e.g.,110a) of a coach or professor and used to present the student's performance to the coach or professor (e.g., in region1810of GUI1800). Thus, a coach or professor may observe and/or evaluate the student's performance using video (e.g., presented using GUI1800) and/or audio (e.g., associated with the video presented in region1810of GUI1800, presented simultaneously with the display of GUI1800, etc.).

GUI1800may also provide the ability to record the duration of an observation and/or evaluation session. For example, a coach or professor may interact with graphical object1820(e.g., shown inFIG. 18A) to start a timer (e.g., displayed in region1840of GUI1800showing an elapsed time of the session). The timer may be stopped by interacting with graphical object1830(e.g., shown inFIG. 18B). In one embodiment, the timer may be started when the student begins a performance, and may be stopped when the student completes the performance. Additionally, it should be appreciated that graphical object1820and graphical object1830may be simultaneously displayed in GUI1800in other embodiments.

Additionally, GUI1800may implement an automated billing system for the sessions conducted by the coach or professor. For example, a user or student may purchase a predetermined amount of time of observation/evaluation by a coach or professor. Region1850may indicate an amount of purchased time (e.g., displayed in column1730ofFIG. 17) for use toward observation and/or evaluation by a coach. In one embodiment, region1850may display an amount of purchased time remaining before the current session was initiated (e.g., using graphical object1820). Region1860may indicate the remaining time for use toward observation and/or evaluation by a coach, where the amount of time displayed in region1860may decrement as the elapsed time displayed in region1840increments. As such, GUI1800may enable the student to be automatically charged or billed (e.g., in response to interaction with graphical object1870) for observation/evaluation time used (e.g., displayed in region1840). Alternatively, interaction with graphical object1880may enable the session to be reset (e.g., to reset the timer displayed in region1840and the remaining minutes displayed in region1860).

It should be appreciated that audio alone (e.g., associated with the video presented in region1810of GUI1800, presented simultaneously with the display of GUI1800, etc.) may be used to observe and/or evaluate a student in one embodiment. For example, a coach or professor may listen to a vocal performance (e.g., by accessing a pre-recorded performance of the student, using an audio conferencing software, etc.) of a student and evaluate the student's performance based upon the presented audio. Further, regions of GUI1800may enable timing (e.g., using graphical objects1820and1830to time the session whose duration is displayed in region1840) and/or automated billing of the audio performance (e.g., based upon the elapsed time displayed in region1840, based upon the remaining amount of purchased time displayed in region1860, etc.).

FIG. 19shows exemplary computer-implemented process1900for initiating a GUI for enabling observation and evaluation of a user in accordance with one embodiment of the present invention. As shown inFIG. 19, step1910involves capturing content of a student's performance. Capturing may comprise storing the content (e.g., video, still images, audio, video and audio, etc.), generating a live feed of the content, digitizing the content, transforming the content (e.g., transforming light and/or sound into a signal or data used to reproduce the light and/or sound, etc.), etc. The performance may be related to a predetermined subject matter (e.g., taught using an interactive educational tool implemented using GUI300). Video content and/or still image content may be captured by a camera (e.g., a web camera, other still-image camera, other video camera, etc.) and accessed by a computer system (e.g.,110a) of the student. Audio content may be captured by a microphone or the like and accessed by a computer system (e.g.,110a) of the student.

Step1920involves accessing the captured content. The captured content (e.g., captured in step1910) may be accessed by a computer system (e.g.,110b) of a coach or professor. In another embodiment, the captured content may be accessed by an interface component (e.g.,120) coupled to the student's computer system (e.g.,110a) and/or a computer system of a coach or professor (e.g.,110b).

As shown inFIG. 19, step1930involves presenting the accessed content using a GUI for enabling observation and/or evaluation of the student's performance. The GUI (e.g.,1800) may enable a coach or professor to observe and/or evaluate a student's performance (e.g., by displaying video or pictures of the performance captured in step1910, playing audio of the performance captured in step1910, etc.) related to the predetermined subject matter. In one embodiment, the content may be presented in real-time, thereby enabling the observation and/or evaluation in real-time. Additionally, the content may be communicated via a communication channel (e.g., implemented using interface120and/or other networking components) formed between the computer system presenting GUI1800(e.g., computer system110a) and the coach's or professor's computer system (e.g.,110c).

Step1940involves automatically billing the student for the observation and/or evaluation session. In one embodiment, automated billing may be implemented by deducting a determined length of the session from units of time purchased by the student. The duration of the session may be determined using a timer (e.g., presented to a coach or professor using GUI1800) which may be started and stopped based upon user inputs (e.g., by a coach or professor interacting with graphical objects1820and1830of GUI1800). Alternatively, the duration of the session may be automatically determined (e.g., based upon the duration of the video and/or audio captured).

Electronic Flashcards

FIG. 20Ashows exemplary GUI2000for implementing electronic flashcards in accordance with one embodiment of the present invention. As used herein, the term “electronic flashcard” can mean a visual representation of one or both sides of a flashcard, where the visual representation may be displayed on a display device coupled to a computer system (e.g.,110a,110b,110c,200, etc.). One side of the electronic flashcard may remain hidden until it is selectively revealed or displayed (e.g., in response to a user input or interaction with GUI2000), where the selective revealing or displaying may comprise a “flipping” of the electronic flashcard in one embodiment. Additionally, the term “hidden” as used herein can mean not displayed, displayed so that it is less visible, etc.

As shown inFIG. 20A, GUI2000comprises region2010for displaying one or both sides of an electronic flashcard (e.g., an “active” electronic flashcard). Additionally, region2020comprises multiple piles or stacks (e.g.,2022-2026) for storing electronic flashcards which are not currently being viewed (e.g., “inactive” electronic flashcards). In one embodiment, the electronic flashcards implemented using GUI2000may comprise SAFMEDS cards.

Electronic flashcards may be transferred between regions2010and2020by interacting with one or more regions of GUI2000. For example, graphical object2030may be used to automatically transfer an active electronic flashcard from region2010to region2020in one embodiment. Alternatively, interaction with one or both sides of the active flashcard displayed in region2010(e.g., by (e.g., by moving an on-screen cursor over one or both sides and clicking a mouse button, by moving an on-screen cursor over one or both sides and double-clicking a mouse button, etc.) may transfer an active electronic flashcard from region2010to region2020. Additionally, interaction with an inactive electronic flashcard in one of the piles of region2020and/or interaction with a graphical object (e.g., of GUI2000) may automatically transfer one or more selected electronic flashcards from region2020to region2010.

In one embodiment, limitations may be placed on the transferring of electronic flashcards between regions2010and2020. For example, a user may be required to view or otherwise interact with an electronic flashcard in region2010(e.g., one time, multiple times, etc.) before transferring it to portion2020. As such, embodiments may improve learning of the material presented using GUI2000by increasing user interaction with the material presented using the electronic flashcards of GUI2000.

As shown inFIG. 20A, region2010comprises region2040(e.g., a first side of an active electronic flashcard) for displaying first set of information2045. Information2045displayed in region2040may remain visible while a second set of information to be displayed in region2050(e.g., a second side of the active electronic flashcard) is hidden. Interaction with graphical object2060may “flip” the flashcard and display the second set of information (e.g.,2055) as depicted inFIG. 20B. Information2045and information2055may both be associated with a predetermined subject matter (e.g., taught using an interactive educational tool implemented using GUI300). As such, in one embodiment, a user may learn the first and/or second sets of information by viewing the information displayed in region2040(e.g., information2045), attempting to recite the information hidden in region2050(e.g., information2055), interacting with graphical object2060to display information2055in region2050, and then checking the recited information against information2055.

Information2045and/or information2055may comprise text (e.g., a word, phrase, term, definition of the term, etc.), colors, patterns, etc. Additionally, information2045and information2055may be related (e.g., to one another and a predetermined subject matter) such that a user may view one set of information and test his or her knowledge of the other (e.g., by trying to recite the hidden information). For example, information2045displayed in region2040may comprise a term (e.g., the words “pipe wrench”), while information2055to be selectively displayed in region2050may comprise a definition of the term displayed in region2040, where information2045and information2055are related to a predetermined subject matter (e.g., plumbing). As such, a user may attempt to recite information2055(e.g., a definition of “pipe wrench”) after looking at information2045(e.g., the term “pipe wrench”) but before the display of information2055in region2050, thereby using the electronic flashcards implemented using GUI2000to learn about the predetermined subject matter (e.g., plumbing).

Thus, embodiments improve learning (e.g., of a predetermined subject matter) by increasing the amount of information or content which may be displayed on the electronic flashcards compared with conventional, handwritten flashcards. For example, electronic information or content to be displayed on the electronic flashcards may be relatively small (e.g., occupy a relatively small amount of storage space) and/or be accessed from one or more sources (e.g., local hard drives, remote computer systems, etc.). Additionally, the electronic flashcards are less likely to be damaged, lost, or stolen given that they are in electronic form. Further, the information on each side of the electronic flashcards may be automatically generated (e.g., based upon a lesson plan of another module, based upon a user-defined subject matter, etc.) in one embodiment, thereby reducing the time and effort to create the flashcards.

In another embodiment, information2045may comprise a picture (e.g., of a pipe wrench) or video (e.g., of a plumber using a pipe wrench). As such, a user may attempt to recite information2055(e.g., a definition of a “pipe wrench,” the term “pipe wrench,” etc.) after looking at information2045(e.g., a picture or video showing a pipe wrench) but before the display of information2055in region2050, thereby using the electronic flashcards implemented using GUI2000to learn about the predetermined subject matter (e.g., plumbing).

Thus, embodiments may further improve learning (e.g., of a predetermined subject matter) by further increasing the amount of information or content which may be displayed on the electronic flashcards compared with conventional, handwritten flashcards. For example, video and/or audio content may be presented to a user, thereby improving learning by presenting information in different forms to stimulate more senses of a user (e.g., catering to visual learners, audio learners, etc.). Additionally, the presentation of information in different forms can increase repetition of information to improve information absorption/retention.

As shown inFIG. 20C, interaction with graphical object2070may initiate display of second set of information2055in region2040(e.g., while first set of information2045is hidden). Additionally, interaction with graphical object2070may associate first set of information2045with region2050such that a subsequent interaction with graphical object2060may initiate display of information2045in region2050(e.g., as depicted inFIG. 20D). As such, interaction with graphical object2070may effectively switch the front and back sides of the electronic flashcard in one embodiment. Thus, embodiments further improve learning by enabling both sets of information (e.g.,2045and2055) to be selectively hidden and revealed (e.g., in region2050using graphical object2060), thereby enabling users to test their memorization, learning, understanding, etc. of both sets of information (e.g.,2045and2055).

As shown inFIG. 20A, region2020comprises stacks2022-2026for storing electronic flashcards which are not currently being viewed (e.g., “inactive” electronic flashcards). Stack2022may comprise electronic flashcards which have not yet been accessed or viewed (e.g., transferred to region2010). In one embodiment, electronic flashcards may automatically accumulate in stack2022as a user progresses through a lesson and encounters or accesses new subject matter (e.g., to be placed on one or more electronic flashcards).

Stack2024and/or stack2026may comprise electronic flashcards which have been previously accessed or viewed (e.g., transferred from region2010to region2020). In one embodiment stacks2024and2026may comprise electronic flashcards sorted based upon based upon user-confidence level with the subject matter of the electronic flashcards. For example, stack2024may comprise electronic flashcards with subject matter which a user is less comfortable with (e.g., has not memorized, etc.), while stack2026may comprise electronic flashcards with subject matter which a user is more confident with (e.g., has memorized, etc.). Alternatively, stacks2024and2026may comprise electronic flashcards sorted by subject matter (e.g., electronic flashcards with different types of plumbing tools in stack2024, electronic flashcards with different plumbing techniques in stack2026, etc.) and/or grouped based upon other characteristics.

As such, embodiments enable users to sort, group, or otherwise place electronic flashcards in one or more stacks (e.g.,2024,2026, etc.), thereby improving learning (e.g., of the predetermined subject matter) by enabling users to separate out and focus on the more troublesome material (e.g., displayed or stored in stack2024) while devoting less attention to the material which the user is more comfortable with (e.g., displayed or stored in stack2026). The number of electronic flashcards in a given stack (e.g.,2022,2024,2026, etc.) may also be reduced by placing the electronic flashcards into a larger number of stacks. Thus, the material presented using the electronic flashcards may be more easily learned by enabling users may focus on a smaller amount of material at a given time.

In one embodiment, the number of cards placed on at least one stack (e.g.,2022,2024,2026, etc.) of region2020may be limited. For example, once a stack (e.g.,2022,2024,2026, etc.) reaches its predetermined limit, one or more electronic flashcards may be removed before allowing additional electronic flashcards to be placed the stack. As a further example, stack2022may have a limit of one card and stack2024may have a limit of six cards, while stack2026may have no limit or a user-defined limit. In this manner, learning may be improved by encouraging and/or forcing a user to learn the previously-accessed material before moving on to additional material.

As shown inFIG. 20E, stack2024may have reached a predetermined limit (e.g., as indicated by a visual attribute, e.g., the darker color or shade of stack2024) of six electronic flashcards, thereby requiring removal of an electronic flashcard from stack2024(e.g., by moving an electronic flashcard from stack2024to stack2026, by moving an electronic flashcard from stack2024to region2010for viewing, etc.) before another electronic flashcard may be located on stack2024. Thus, embodiments reduce the review time for each stack and enable users to more effectively, quickly, and easily learn the material (e.g., using the SAFMEDS method of periodically performing short review sessions).

Additionally, GUI2000may enable automated shuffling of the electronic flashcards in one or more stacks (e.g.,2022,2024,2026, etc.) of region2020. The shuffling may be initiated by interacting with one or more graphical objects of GUI2000(not shown inFIG. 20A), by interacting with a region of GUI2000(e.g., activating or selecting an electronic flashcard from region2020, clicking or double-clicking a stack in region2020, etc.), etc. As such, embodiments enable more randomized and improved shuffling over manual shuffling of conventional flashcards, thereby improving learning of the material. Additionally, in one embodiment, the automatic shuffling of GUI2000may enable users to use the electronic flashcards in accordance with the SAFMEDS method.

Further, in one embodiment, GUI2000may enable one or more electronic flashcards (e.g., displayed within region2010and/or2020) to be printed. As such, users may conveniently and quickly generate hard-copy flashcards (e.g., printed on paper, cardstock, index cards, etc.) for reviewing the material of the electronic flashcards in hard-copy form. As such, if any of the cards are damaged, lost, stolen, etc., one or more of the flashcards may be conveniently and quickly re-printed.

AlthoughFIGS. 20A-20Edisplay only one active electronic flashcard in region2010, it should be appreciated that more than one active electronic flashcard may be displayed in region2010in other embodiments. Additionally, although region2020comprises three stacks (e.g.,2022,2024, and2026) inFIGS. 20A-20E, it should be appreciated that region2020may comprise a larger or smaller number of stacks in other embodiments.

FIG. 21shows exemplary computer-implemented process2100for implementing electronic flashcards in accordance with one embodiment of the present invention. As shown inFIG. 21, step2110involves displaying a first set of information (e.g.,2045) associated with a predetermined subject matter in a first area (e.g.,2040) of a GUI (e.g.,2000as depicted inFIGS. 20A-20E) while a second set of information (e.g.2055) associated with the predetermined subject matter remains hidden. In one embodiment, the first set of information (e.g.,2045) may comprise text (e.g., a word, phrase, term, etc.), colors, patterns, graphical information (e.g., still images, video, etc.), or the like.

Step2120involves determining whether a request to display the second set of information (e.g.,2055) in the first area (e.g.,2040) has been detected. If a request to display the second set of information (e.g.,2055) in the first area (e.g.,2040) has not been detected, then step2130may be performed.

As shown inFIG. 21, step2130involves detecting a user input requesting display of the second set of information (e.g.,2055). The user input may comprise an interaction with a graphical object (e.g.,2060ofFIGS. 20A-20E) of the GUI (e.g.,2000) displaying the first set of information (e.g.,2045) in step2110.

Step2140involves displaying the second set of information (e.g.,2055) in a second area (e.g.,2050) of the GUI (e.g.,2000). In one embodiment, the second set of information (e.g.,2055) may comprise text (e.g., a word, phrase, definition of a term, etc.), colors, patterns, graphical information (e.g., still images, video, etc.), or the like.

As shown inFIG. 21, step2150involves automatically hiding the second set of information (e.g.,2055) after a predetermined period of time. Alternatively, the second set of information (e.g.,2055) may be hidden in response to a user input (e.g., to GUI2000).

If it is determined in step2120that a request to display the second set of information (e.g.,2055) in the first area (e.g.,2040) has been detected, then the second set of information (e.g.,2055) may be displayed in the first area (e.g.,2040) of the GUI (e.g.,2000) in step2160. The second set of information (e.g.,2055) may be displayed in the first area (e.g.,2040) while the first set of information (e.g.2045) remains hidden.

As shown inFIG. 21, step2170involves detecting a user input requesting display of the first set of information (e.g.,2045). The user input may comprise an interaction with a graphical object (e.g.,2060) of the GUI (e.g.,2000) displaying the second set of information (e.g.,2055) in step2160.

Step2180involves displaying the first set of information (e.g.,2045) in the second area (e.g.,2050) of the GUI (e.g.,2000). In one embodiment, the first set of information (e.g.,2045) may comprise text (e.g., a word, phrase, definition of a term, etc.), colors, patterns, graphical information (e.g., still images, video, etc.), or the like.

As shown inFIG. 21, step2190involves automatically hiding the first set of information (e.g.,2045) after a predetermined period of time. Alternatively, the first set of information (e.g.,2045) may be hidden in response to a user input (e.g., to GUI2000).

In the foregoing specification, embodiments of the invention have been described with reference to numerous specific details that may vary from implementation to implementation. Thus, the sole and exclusive indicator of what is, and is intended by the applicant to be, the invention is the set of claims that issue from this application, in the specific form in which such claims issue, including any subsequent correction. Hence, no limitation, element, property, feature, advantage, or attribute that is not expressly recited in a claim should limit the scope of such claim in any way. Accordingly, the specification and drawings are to be regarded in an illustrative rather than a restrictive sense.