TRAINING AND KNOWLEDGE MANAGEMENT SYSTEM

Abstract: A training and knowledge management system is used to create, edit, deliver, maintain, and manage complex computer-based training systems. The core system includes a development module for developing training founded on competency-based adult learning theory, a publisher module for producing electronic and hard copies, a distance learning module to provide training over the internet and intranet, and a management module to provide full management capabilities. The integrated enterprise-wide software training system utilizes learning objects (40) to create tailored learning for organizations and individuals. The system supports all types of training, including web-based, intranet, instructor-led, or CD-ROM. The dynamic learning objects include the course, the module, the unit, the competency, the media, and the measurement. The learning objects dramatically reduce the cost of developing, publishing, and revising training content.

Description: TRAINING AND KNOWLEDGE MANAGEMENT SYSTEM Cross-Reference to Related Applications This application claims the benefit of U.S. Provisional Application No. 60/159,398, filed October 14, 1999. Field of the Invention The present invention relates generally to training and knowledge management, and more particularly to an integrated training and knowledge management system to be used for computer-based training. Background of the Invention Training and knowledge management plays an important role in successful organizations. Many of the most successful organizations credit their success directly to the skill and productivity of their workforce. Great care is taken to match the right person to each position, and then to ensure that he or she is armed with the specific tools, training, and support necessary to accomplish assignments. Employees need specific training and knowledge to meet the exact needs of their position in an organization. Most large sophisticated organizations that rely heavily on computers to develop their own computer-based training, or purchase training software for specific training needs. This can be a very expensive proposition. The organization must either employ a full-time training staff to develop new training software and implement the training, or outlay large sums of money to purchase commercial training software. Most training software is usually structured to a specific subject or course. Thus, new training software must continually be developed or purchased in order to provide new training courses. Therefore, there is a need for a computer-based training and knowledge management system that may be used to create, edit, deliver, maintain, and manage complex training systems. The training system is preferably flexible enough to support all types of training including web- based internet, intranet, print, instructor-led, or CD-ROM, and preferably dynamic enough to enable tailored learning for each individual. The present invention provides such a training and knowledge management system. The present invention helps organizations develop and deliver customized computer-based training to their employees and customers using dynamic learning object technology to integrate learning, knowledge management, and performance support. Summary of the Invention The training and knowledge management system of the present invention is used to create, edit, deliver, maintain, and manage complex training and knowledge management systems. Under this system, the user develops training programs based on proven concepts of Instructional Systems Development (ISD). The system design is based on the ISD process, providing efficiency in its ability to reuse information. This allows the development process to be streamlined and to provide a high degree of flexibility in all training modules. This integrated enterprise- wide system preferably supports all types of training including web-based, intranet, instructor-led, or CD-ROM. The system uses a dynamic learning object technology to integrate learning, knowledge management, and performance support. The system incorporates dynamic "learning objects" that dramatically reduce the cost of developing, publishing, and revising training content, and enables tailored learning. The system's "learning objects," allow training curricula to be tailored to a specific course or individual, thus permitting an organization to produce both employee and customer training materials from a single data source. Preferably, the system instantly tailors the training materials for each user. In addition, a user receives instant feedback and has easy access to the student training records. The system database provides web-based, traditional, and CD-ROM- based training materials, and can also be the source of an organization's policies, procedures, and practices used to support an enterprise wide electronic performance support system. The training and knowledge management system of the present invention is a client server, open architecture system that preferably consists of at least five integrated modules, the development module, the publisher module, the distance learning module, the management module, and the extended learning system modules. The development module is the front end of the database and the entryway into the system. This module is used to create and edit the training course structure, and develop learning objects to be included in the training courses. The learning objects are stored in a database and are available enterprise-wide for inclusion in courses, documents, and a performance support system. The learning objects can be assembled and reconfigured rapidly to meet the needs of both the individual learner and the organization. At the top of the learning object hierarchy, is the course. The course consists of modules, units, competencies, instructional media, and knowledge and performance measurements. The publisher module retrieves data from the database to produce printed and electronic training and user documentation. The publisher module is where learning objects are dynamically compiled and then produced or pubhshed for the student. There are two types of documents available from the publisher module; these are printed documents and web-based documents. The distance learning module connects the learner to the data. The learner can access the system through any standard web browser without using proprietary software or plug-ins. Through a customized personal web page, each remote learner accesses the system to participate in training. Each remote learner's page connects to the system to access information from the development module, management module, an other modules needed to complete training. The distance learning module provides students with access to courses, electronic reference materials, and message forms for sharing ideas with subject matter experts and other learners who are participating in the same course. The distance learning module allows each student to take a pre-test before starting an instructional module. The distance learning module then automatically scores the test and creates a tailored learning unit. This is not simply a hst of topics to be reviewed, but an actual tailored learning experience. The system automatically gathers the necessary learning objects and assembles them into a customized lesson. A learner can also choose to follow a pre-defined path through the course of instruction. At the end of each module, the learner is presented with a post-test. The post-test can include both knowledge based questions and simulation based performance measurements. The post-test evaluates how well the learner has mastered the learning objectives and identifies where remedial instruction may be needed. At this point, the system will automatically gather the necessary learning objects to fill in the learning gaps. But rather than simply presenting the same material over again, the system can shift the learning mode from visual, to audio, to tactile, or to exercise based media. The management module provides complete record keeping and scheduling for an entire organization. It captures student training history, maintains grade books, preserves learning profiles, and provides training completion reports. The management module is designed to be flexible by providing an interface to an organization's existing human resource and training databases. The extended learning module provides additional capabilities through additional modules. A performance support module provides an indexed search function, which gives users access to the entire relational database of learning objects and information. An assessment module allows a user to create custom, front-end assessments that can be delivered over the web or converted to other formats. A library module serves as a central repository for the knowledge of the enterprise. An update module allows a user to change or update a learning object and send the information to those who need it. A collaboration module integrates individual learning with live, technology-supported interactions. Employees and customers can receive instant access to learning materials that are truly tailored to meet their needs and their learning styles. The open architecture of the system and compliance with emerging international standards provides a system that permits an organization to use most of its existing electronic training materials. Various other features, objects, and advantages of the invention will be made apparent to those skilled in the art from the following drawings and detailed description of the invention. Breif Description of the Drawings FIG. 1 is an overall block diagram of the training system software architecture; FIG. 2 is a schematic diagram of the learning object model hierarchy of the development module; FIG. 3 is a top level flow diagram of the core modules within the training system; FIG. 4 is a flow diagram of the development module of the training system; FIG. 4A is a flow diagram depicting the adding of a new course to the development module; FIG. 4B is a flow diagram depicting the adding of a new module to the development module; FIG. 4C is a flow diagram depicting the adding of a new unit to the development module; FIG. 4D is a flow diagram depicting the adding of a new competency to the development module; FIG. 4E is a flow diagram depicting the adding of a new media to the development module; FIG. 4F is a flow diagram depicting the adding of a new measurement to the development module; FIG. 5 is a flow diagram of the publisher module of the training system; FIG. 5A is a flow diagram of the report generator of the publisher module; FIG. 5B is a flow diagram of the classroom material generator of the publisher module; FIG. 5C is a flow diagram of the document generator of the publisher module; FIG. 5D is a flow diagram of the distance learning generator of the publisher module; FIG. 5E is a flow diagram of a subroutine of the distance learning generator; FIG. 5F is a flow diagram of a subroutine within the subroutine of Fig. 5E; FIG. 6 is a flow diagram of the distance learning module of the training system; FIG. 6 A is a flow diagram of the logon portion of the distance learning module; FIG. 6B is a flow diagram of the open course portion of the distance learning module; FIG. 6C is a flow diagram of the select test portion of the distance learning module; FIG. 6D is a flow diagram of the select tutorial portion of the distance learning module; FIG. 6E is a flow diagram of the grade book retrieval portion of the distance learning module; FIG. 6F is a flow diagram of the notebook retrieval portion of the distance learning module; FIG. 6G is a flow diagram of the course enrollment portion of the distance learning module; FIG. 7 is a flow diagram of the management module of the training system; FIG. 8A-8M are tables that illustrate the structure of the development module database; FIG. 9A-9R are tables that illustrate the structure of the management module database; FIG. 10 is a flow diagram of the update center process for the development, management and distance learning modules; FIG. 11 is a table of update history fields in the management and development modules; FIG. 12 is a screen example of the development module change summary; FIG. 13 is a table listing the data elements of the update history database; FIG. 14 is a flow diagram of the update center development module process; FIG. 15 is a table listing of exception handling; FIG 16 is a table listing the data fields added to the management module database; FIG. 17 is a listing of the changed fields associated with the course ID; FIG. 18 is a flow diagram of the performance support center process for the development, management and distance learning modules; FIG. 19 is a flow diagram of the performance center process in the distance learning module; FIG. 20 is a screen example of the development module competency; and FIG. 21 is a table of performance support fields in the management and development modules. Detailed Description of the Invention The training system is an integrated, enterprise-wide system that supports most, if not all learning formats including web-based, intranet, instructor-led, print and/or CD-ROM learning through the use of dynamic learning objectives which dramatically reduces the cost of developing, publishing, and revising training content and enables tailored learning to meet the individual needs of each student. FIG. 1 illustrates an overall block diagram of the training system's integrated system architecture. The architecture consists of three domains. The domains include the developers and administrators domain 10, the knowledge bank or server domain 12, and the learner/subscriber domain 14. The system architecture allows for data distribution within the knowledge bank domain 12, and transactional distribution in the developers and administrators domain 10. The developers and administrators domain 10 consists of clients which use TCP/πVIPX/SPX AppleTalk, or Microsoft Networking protocols to access data files located in the knowledge bank domain 12. The clients are used to access data and execute stored procedures on a data server located in the knowledge bank domain 12. Developers and administrators access the databases on the knowledge bank and perform database operations such as adding data, generating reports, etc. The chent and knowledge bank domain share the same interface tools, the same language, and the same information management system. The developers and administrators clients include an administrative chent 16, a development chent 18, a publisher 20, an update editor 22, an assessment chent 24, a chat administrator 26, and a media administrator 28. The administrative chent 16 provides access to the knowledge management database 30 in the knowledge bank domain 12. The development client 18 provides access to the object methods and attributes of the development database 32 in the knowledge bank domain 12. The development chent 18 is principally used to create, edit, and review training and performance support content. The publisher 20 provides access to the object methods used to assemble training content into a usable product. The update editor 22 is used to update training summaries. The assessment chent 24 provides access to the assessment database 34 in the knowledge bank domain 12. The knowledge bank domain 12 is a multi-user, cross-platform data and application server for the system's learning objects. The knowledge bank domain 12 allows developers and administrators to access user databases and custom applications in a client/server architecture. The knowledge bank domain 12 provides development tools, full scalability, data security, and connectivity options for enterprise systems. The knowledge bank domain 12 also provides a completely integrated architecture where both client and server use a single application. The knowledge bank domain 12 includes a knowledge management database 30, a development database 32, an assessment database 34, and a media library 36. The knowledge bank domain 12 also includes a development server 38, training objects 40, performance objects 42, a resource library 44, update summaries 46, style sheets 50, a chat room 52, a message forum 48, a software and scripts interface 56, a Java Web server 58, and an HTTP server 60. The training objects 40 are defined as any digital entity that can be used, reused or referenced during supported learning. Examples of supported learning include computer-based training, distance learning, and collaborative learning. Examples of training objects include multi-media content, instructional content, learning objectives, instructional software, and software tools that support learning. The training objects 40 are used to assemble structured learning, tailored learning, and remedial learning lessons. The performance objects 42 are defined as any digital entity that can be used, reused, or referenced to a support job performance. Examples of support job performance include electronic performance support, electronic knowledge management, and online procedural referencing. Examples of performance objects 42 include multi-media content, procedures, and information that supports a major competency of task performance **The resource library 44 consists of a data repository for electronic documentation, and an index of external documents as defined by a system administrator. The documents contained in or identified in the resource library 44 are accessible by structured and tailored lessons in the learner domain. The chat room 52 and message forum 48 provides an environment for collaboration between students, content experts, instructors, and/or other students. **** The interface software and scripts 56 controls access to training content and administrative data. The interface software and scripts 56 control the following functions: logon, training navigator creation, course syllabus creation, course enrollment, system registration, course directory creation, resource library searching, chat and message forum access, email, help retrieval, training object assembly, performance object search and catalog, notebook save and recovery, grade book recovery, redirection to assembled training content, MTME typing and mapping of assembled content, and XML object tagging and parsing. The HTTP server 60 may be any server that supports common bindings to HTTP for learning technology services. The server 60 preferably supports common URL suffixes, HTTP commands, and/or HTTP post-body contents that correspond to common learning technology services available through web servers. The server 60 provides an interface between the learner domain and the server domain via encoded post-body contents and user IDs. The learner/subscriber domain 14 includes a log-on page 62 which allows a learner to submit a user ID and password with a request for admission to the learning environment. On successful log-on, the server assembles a navigator page 64 for the learner to enter the training center. The navigator 64 is the central control point for the learner. Navigation options include: enrollment 66, *** open grade book, enrollment, directory of courses currently enrolled, open notebook, enter chat room, and enter message forum. When a learner selects a course from the directory of courses on the navigator page, the server assembles a syllabus page from the training objects database. The syllabus provides an outline of the course, including pre-tests, post-tests, and structured lessons. When a learner selects a pre-test from the course syllabus, the server assembles a pre-test from the training objects database. Structured lessons are assembled when requested from a course syllabus page. When a learner selects a post-test from a course syllabus, the server assembles a post-test from the training objects database. Upon receipt of a pre or post-test, the system automatically scores the test, identifies the competencies associated with incorrect answers, and assembles a tailored lesson using learning objects found in the training objects database. Upon receipt of a request for performance support sheets, the server assembles a directory and search page for performance object files contained in the performance objects data store 42. Upon receipt of a request for learning resources, the server assembles a search page for training resources contained in the resource library data store. FIG. 2 illustrates the learning object model hierarchy of the development module. The learning object hierarchy of the training system includes courses, modules, units, competencies, media, and measurement. A course is an arrangement of modules designed to instruct people in the competencies (skills and knowledge) required to perform specific units of work. A unit can be instructor directed, self directed, distance learning, or practical application. The competencies of the unit are the discreet operations required to complete a unit of work. There are two domains for competencies, skills, and knowledge. Skills are discreet motor functions that contributes to the successful performance of a work unit. Knowledge is information or a cognitive action required when performing a work unit. Competencies are listed by line number and in an indentured hierarchy. Subordinate competencies are set at a lower level and called competency elements. The media allows the user to insert different types of visual, auditory, or tactile elements into a course. These types include a picture, a binary large object bit file (BLOB), an external media file, such as an animation, a Quick Time movie, etc. Questions or measurements are used to measure mastery of competencies in the skill or knowledge domain. A test question will be linked to a competency. FIG. 3 is a flow diagram of the core modules within the training system. These modules include the development module, the pubhsher module, the distance learning module, and the management module. The development module is the front end to the database. The database is designed to manage and store each of the learning objects. The development module allows a training curriculum to be developed for competency-based learning, utilizing dynamic learning objects to create a tailored learning environment. In the management module, a student table contains attributes that define the student's personal information. The student is also identified by a student ID. The management model also includes files of courses and other learning objects, courses, instances of a course, staff, organization, registration, billings, grade book, and events. The distance learning module includes tutorials which are pre-compiled and stored in a NTFS directory. In addition, tests are be pre-compiled measurements of a learning module. Each test is stored in an NTFS directory. Questions are pre-compiled, individual test questions related to a competency cluster. The individual questions are used for second tiered pre and post-testing. Clusters are pre-compiled competencies and the related elements of a learning unit. Each cluster is stored in a NTFS directory. The publisher module retrieves data from the database to produce printed and electronic training and user documentation. There are two types of documents that are available in the publishing function of the software. These are printed documents and web based documents. The ability to print documents allows the user to have hard copy training manuals and student and/or instructor textbooks. The ability to have web based documents allows the user to customize courses for online training. FIG. 4 is a flow diagram of the development module. This diagram illustrates how to create a course curricula using the development module of the training system software of the present invention. The curriculum is developed in the development module through a number of templates in which new course information, new module information, new unit information, new competency information, new media information, and new measurement information is input into the development module. FIGS. 4A-4F illustrate the details of entering this data. FIGS. 4A-4F show flow diagrams for creating a course curriculum with the development module. In FIG. 4 A, new course information is entered into the development module. The information includes course title, course number, online introduction, document introduction, classroom introduction, the publisher's name and address, and the copyright owner's name and address. As mentioned above, all of the course components are entered into the system under the course template. FIG. 4B illustrates a similar method of inserting module information. The module information to be entered into the system includes the module title, the module number, the sequence number, the author, the distribution attributes, the document introduction, the classroom introduction, the learning objective, the training area description, the pre-test instructions, and the post-test instructions. Modules can be used to group information for instructor directed learning, self directed learning, distance learning, practical exercise, testing, or textbook learning. A module is a section of a course that includes a group of related units. You can think of a module as a group of individual tasks that might be taught in a lesson, or a grouping of related information that would be covered in a chapter of a user's manual. FIG. 4C illustrates the full diagram for entering new unit information into the system. A unit is a clearly defined and a measurable activity accomplished by individuals. It is the lowest behavioral level in the job or subject that is performed for its own sake. The unit's title, catalog entry, language, author, distribution attributes, document introduction, classroom introduction, online introduction, instructor notes, and learning objective are input into the development module. FIG. 4D shows a full diagram for entering new competency data into the system. The competency is a major learning activity that enables a person to complete a task or conduct a measurable unit of work. A competency generally consists of skills and knowledge which contribute to the performance of the learning unit. A statement or description of the desired competency is input. The order in which the competency appears in the training material or documentation is also input. A verb describing the type of behavior is input. The instructional domain is automatically assigned upon selection of a performance verb. The domain level with a taxonomy is automatically assigned upon selection of a performance verb. A detailed description of a competency is also included. Other competency elements in the system include performance support, distribution attributes, training time, index entries, metatags, instructor notes, enabling learning objectives, performance standards, notices, warnings, equipment/tools, references and consumable supplies. FIG. 4E illustrates the flow for entering new media information into the system. A description of the media and the order in which a particular media record would be used by a competency or competency element is input; the learning mode, the delivery order, the credit, the caption, and a media type is selected. The media types typically include a picture, a binary large object bit file (BLOB), an external media file (animated GIF quick time movie) or a hypertext mark-up language (HTML) file. The last data to be input into the development module is new measurement data. This data includes a topic or a short statement describing the related subject, a question type such as multiple choice, essay or fill in the blank. FIG. 5 is a flow diagram of the publisher module of the training system. Fig. 5 illustrates the type of documents or reports that can be generated using the publisher module. FIGS. 5A-5F illustrate the flow diagrams of the various generators of the publisher module. The first type of report is published from a report generator in which a course hierarchy report or a test question report may be generated as shown in Fig. 5A. A classroom materials generator can be used to develop and publish a lesson plan, a student guide, a test package, or a media package, as shown in Fig. 5B. Fig. 5C illustrates two different textbook type documents which can be created using the document generator of the publisher module. The distance learning generator is used to publish distance learning type documents which may be used for web-based or CD-ROM-based training. The details of this document generation are illustrated in Fig. 5E and 5F. The distance learning generator allows a complete training package to be assembled, on the fly, for web-based training. Fig. 6 is a flow diagram of the distance learning module of the training system. The distance learning module is a connection between the training data and the user, or leaner. The module dynamically assembles and distributes all pages, lessons, and interfaces when requested by the user. The module also controls learner assessments and sends assessment data back to the personnel and performance database to track the learner's current knowledge base and their preferred learning style. This capability is the basis of the invention's ability to tailor the training experience specifically for the user. Figs. 6A-6G show flow diagrams of the different portions of the distance learning module. In this module, a user logs onto the system and a navigator is displayed on the screen. The individual selects a course from a hst of courses, displays the syllabus of the course, and selects the course object. The individual may then take a pre-test, and based on the pre-test results, enter into the structured learning portion of the module with a post-test at the end. If the user is not interested in selecting a course, then a number of other options are available, such as performance support, changing the summary, retrieving resources, retrieving a grade book, retrieving a notebook, enrolling, sending instructor email, and entering a chat room. These functions are illustrated in Figs. 6A-6G. Fig. 7 is a flow diagram of the management module of the training system. The management module allows an administrator to list courses, hst students, hst staff, list organizations, list iterations, hst registrations, list profiles, list billings, list events, and list grades in the system. The courses are the definition of a training object. They define the location of the digital content, and the administrative information associated with the conduct of a training event. Staff tables are used to identify persons who either administer or support the administration of courses. Staff members may be assigned to support a particular iteration of a course. An organization identifies an entity to which a student or staff member belongs. An iteration is an instance of a course. A course may have many concurrent iterations. A profile describes courses and other learning objects that may be prescribed for an individual student. Many courses may be contained in many profiles. Many profiles may be linked to many students. The event log is used to track critical system events and errors. A grade book record contains an instance of a knowledge or performance test completion. A grade book record can belong to one student and one course iteration. A billing identifies a chargeable event belonging to a particular registration. A billing may belong to one registration record. A registration identifies an instance of a student belonging to an iteration of a class. A registration may belong to one iteration. An iteration may have many registrations. The tables of Figs. 8A-8M illustrate the structure of elements within the development module database. The tables of Figs. 9A-9R illustrate the structure of elements within the management module database. Although the present invention has been described in detail, it should be understood that various changes, modifications, substitutions and alterations can be made without departing from the spirit and scope of the invention as described by the appended claims.

Claims: Claims I claim: 1. A computer-based training system comprising: a fully integrated technology platform that includes the ability to develop training curriculum, publish the curriculum in electronic and hard copy form, and manage distance learning and record keeping functions; a development module on the front-end of a database, the database designed to manage and store a plurality of learning objects, the development module used to develop curriculum for the training system based on the plurality of learning objects; a pubhsher module for automatically formatting the learning objects into usable products, the publisher generating hard copy and electronic training media; a distance learning module to control the distribution of web-based training materials, to be viewed through standard web browsers, and to provide lesson pre-testing to support tailored learning, post-testing, and automatic tailored remediation learning; a management module to provide record keeping and student tracing information, the management module interfacing with open system training and human resource; wherein the system stores data within the development module database structurally in a way that allows the system to re-use the data, dynamically assemble the data, and synthesize the data into new forms; and wherein distance learning module, a student's current knowledge is tracked, along with the student's preferred learning style, and the module assembles the learning material such that it is tailored for each individual. 2. The training system of claim 1 wherein a curriculum is developed using dynamic learning objects. 3. The training system of claim 1 wherein learning is tailored to each individual through pre-tests. 4. The training system of claim 1 wherein the system uses user friendly templates for developing curriculum. 5. The training system of claim 1 wherein the system publishes materials in any format such as on the internet, intranet, in print, or on CD-ROM. 6. The training system of claim 1 wherein the learning objects may be hnked to multiple courses. 7. The training system of claim 1 wherein users can search the entire data base for a particular procedure or any piece of information. 8. The training system of claim 1 wherein the collaboration module includes direct email connectivity to every designated content expert. 9. The training system of claim 1 wherein the collaboration module includes chat rooms for live discussions. 10. The training system of claim 1 wherein the collaboration module includes message forums. 11. The training system of claim 1 wherein the collaboration module includes streaming media capabilities. 12. A computer-based training system comprising: a fully integrated technology platform that includes the ability to develop training curriculum, publish the curriculum in electronic and hard copy form, and manage distance learning and record keeping functions; a development module on the front-end of a database, the database designed to manage and store a plurality of learning objects, the development module used to develop curriculum for the training system based on the plurality of learning objects; a pubhsher module for automatically formatting the learning objects into usable products, the publisher generating hard copy and electronic training media; a distance learning module to control the distribution of web-based training materials, to be viewed through standard web browsers, and to provide lesson pre-testing to support tailored learning, post-testing, and automatic tailored remediation learning; a management module to provide record keeping and student tracing information, the management module interfacing with open system training and human resource; an extended learning module to provide extended capabilities; wherein the system stores data within the development module database structurally in a way that allows the system to re-use the data, dynamicaUy assemble the data, and synthesize the data into new forms; and wherein distance learning module, a student's current knowledge is tracked, along with the student's preferred learning style, and the module assembles the learning material such that it is tailored for each individual. 13. The training system of claim 12 wherein the extended learning module includes a performance module. 14. The training system of claim 12 wherein the extended learning module includes an assessment module. 15. The training system of claim 12 wherein the extended learning module includes a library module. 16. The training system of claim 12 wherein the extended learning module includes an update module. 17. The training system of claim 12 wherein the extended learning module includes a coUaboration module. 18. A computer-based training system comprising: a fully integrated technology platform that includes the abUity to develop training curriculum, publish the curriculum in electronic and hard copy form, and manage distance learning and record keeping functions; a development module on the front-end of a database, the database designed to manage and store a plurality of learning objects, the development module used to develop curriculum for the training system based on the plurality of learning objects; a publisher module for automatically formatting the learning objects into usable products, the publisher generating hard copy and electronic training media; a distance learning module to control the distribution of web-based training materials, to be viewed through standard web browsers, and to provide lesson pre-testing to support taUored learning, post-testing, and automatic tailored remediation learning; and a management module to provide record keeping and student tracing information, the management module interfacing with open system training and human resource. 19. The training system of claim 18 further comprising an extended learning module. 20. The training system of claim 19 wherein the extended learning module includes a performance module. 21. The training system of claim 19 wherein the extended learning module includes an assessment module. 22. The training system of claim 19 wherein the extended learning module includes a library module. 23. The training system of claim 19 wherein the extended learning module includes an update module. 24. The training system of claim 19 wherein the extended learning module includes a coUaboration module.

Inventors: ZWART DALE R, ZWART, DALE, R.
Applicants: RENAISSANCE LEARNING INC, ZWART DALE R, RENAISSANCE LEARNING, INC., ZWART, DALE, R.
Application year: 2000
Main classification: G09B3
IPC codes: G06Q50, G09B5, G09B7