Abstract:
A computer-based educational system provides the user or instructor with a suite of graphic editing tools, allowing the design of graphical objects, such as symbols and text that can be displayed to a viewer, such as a student, using a projector or computer terminal. In order to facilitate the educational process, the invention provides the user with robust ability to control parameters of the graphical objects, allowing the user to create simulations or models of subject matter, such as mathematical principles, in order to facilitate the educational process. In the preferred embodiment, the parameters of these graphical objects can actually be defined in terms of variables and specifically functions or expressions including those variables and then the values of the variables controlled in real-time by the user. This ability allows the user to control the execution of the simulations or models, enabling the user or instructor to dovetail the execution of those simulations with the instructional process.

Description:
RELATED APPLICATIONS  
       [0001]     This application is a Continuation of U.S. application Ser. No. 10/375,905 filed on Feb. 27, 2003 which is a Continuation of U.S. application Ser. No. 10/356,399 filed on Jan. 31, 2003 both of which are incorporated herein by reference in their entirety. 
     
    
     BACKGROUND OF THE INVENTION  
       [0002]     1. Field of the Invention  
         [0003]     The present invention relates to computerized systems for creating educational programs and use of such programs. More particularly, it relates to a computerized system and method for authoring and using educational programs which are based upon dynamic images and student interaction with the instructional materials.  
         [0004]     2. Discussion of Related Art  
         [0005]     The processes of educational instruction have changed little over the course of history. The prototypical process of instruction involves an instructor or teacher, presenting a concepts or processes to the students. Often, a textbook or other form of written material is used by the students to prepare for instruction, to review the concepts, or to gain greater knowledge of a subject. However, these verbal representations require students to mentally translate them in to visual concepts, particularly in the areas of math and science. The vast majority of ideas are dynamic visual concepts. Our minds hold them as moving images: atom, evolution, plate tectonics, black hole, variable, periodic table, mitosis, synapse, electromagnetic field, fractal, jet stream, wave motion, and derivatives. Yet today, they are taught principally with words. Text and talk is the medium of the classroom.  
         [0006]     Although technology has increased the use of images, it has done little to change the instructional process. Often, instructors use images that they draw on a blackboard, show using slides or overhead projector transparencies, or reference in a textbook. Such images do not help students comprehend the dynamic nature of many concepts. In many courses, the descriptive lectures are intended to help students try to imagine dynamic images and understand the concepts that they represent. Therefore, a need exists for a system which enables teachers to author and present dynamic concepts visually.  
         [0007]     New technologies have been developed using computers to generate images for lectures. In recent years, presentation technologies like Microsoft&#39;s.R™. PowerPoint.R™. have been used by instructors in search of a medium for presenting dynamic images to help students picture important concepts. PowerPoint was originally designed for business to create presentation slides. It simplified the process of making presentation slides particularly for non-technical users. However, PowerPoint, as similar presentation software, is limited to the creation of static slides. It does not include the tools necessary to develop or present truly dynamic content visualization required for education.  
         [0008]     New technologies have also increased the use of multi-media presentations in education. Multi-media presentations increase the use of dynamic images and may include motion. Technological advances, such as video tape recorders, CD-ROMs and DVD have simplified the use of media in the classroom. However, theses technologies are more difficult and expensive for instructors to use in creating content. Furthermore, such presentations are not interactive. They move at a predetermined pace and cannot be easily adjusted to accommodate different student needs. New animation technologies, like Macromedia&#39;s Flash, are also being used to animate the images and even add some interactivity and simulation facility for students. Flash, however, was designed as a professional tool for artists and animators to create business animations that will be used many times. Such animations are difficult to edit or change and very expensive to create. Often, instructors are not sufficiently computer literate to create elaborate dynamic images using known systems. Therefore, a need still exists for a system which allows simple creation and use of visual and interactive images for teaching dynamic concepts.  
         [0009]     The growth of global computer networks, such as the Internet, has led to great sources of information. Distance learning has become a desirable option for instruction, which accommodates the time and geographic constraints of instructors and students. However, most Web based instruction is like classroom instruction—textually based—with some multi-media periodically included. Students are again expected to learn visual concepts through internal visualization aided by textual descriptions from instructors. The Web provides a potential medium for dynamic image instruction which has yet to be utilized. While the Web is used to transfer or share textual information or basic images, dynamic systems or concepts are not easily created or used. Existing processes for authoring dynamic images are complex and most teachers lack the sufficient knowledge to use them. Therefore, a need exists for a system which allows instructors to easily author and share dynamic, interactive images. A need exists for a system which also allows instructors to author, edit, and share dynamic images as part of classroom instruction or distance learning.  
       SUMMARY OF THE INVENTION  
       [0010]     The disadvantages of the prior art are substantially overcome by the computer-based instructional system of the present invention providing a suite of authoring, editing and display tools for creating dynamic, interactive images.  
         [0011]     The present invention is directed to a computer-based instructional support system. It provides the instructor and the student with a suite of graphic authoring or editing tools which are designed for learning. These tools can be used by teachers to create or present content using a computer/video projector in a classroom or directly to students over the World Wide Web. They can be used by students on individual computers to see, read about, experiment with, or simulate a concept. The invention provides the teacher and the student with a robust ability to create a wide variety of objects on the screen and to control parameters of the graphical objects, allowing the user to create simulations or models of subject matter, such as mathematical principles, to enable learning.  
         [0012]     According to one aspect of the invention, the graphical objects are created and manipulated in terms of specific parameters. The parameters of these graphical objects can actually be defined in terms of variables and/or functions or expressions including those variables. The values of the variables can be controlled in real-time by the user. This ability allows the user to control the execution of the simulations or models, enabling the user or instructor to dovetail the execution of those simulations with the instructional process.  
         [0013]     In general, according to one aspect, the invention features a computer-based educational that enables the generation of graphical objects. Parameters of these graphical objects are defined in terms of variables and/or expression including the variables. Inputs of values for the variables are then received and the graphical objects updated in response to these values. In this way, the system provides a general-purpose simulation or modeling system that a user, such as an instructor, can utilize in the educational process of viewers, such as students for example.  
         [0014]     According to another aspect of the invention, a graphical object editor allows drag and drop generation of graphical objects. Parameters of the graphical objects are modified by selecting and manipulating specified handles associated with the graphical objects. Interestingly, however, parameters of the graphical objects are also definable in terms of the mathematical expressions. As a result, this system can be used to demonstrate abstract concepts associated with math.  
         [0015]     In one aspect of the invention, the system may be implemented as an applet that is invoked through a browser. The system may be accessed or used over a global network.  
         [0016]     According to another aspect of the invention, the graphical objects include coordinate systems on which functions are plotted. These functions can be then dynamically updated.  
         [0017]     In the preferred embodiment, a graphical variable controller is provided to which the variables are associated. This enables the user to then assign values to the variables by control of the graphical controller and step through a series of values for those variables.  
         [0018]     In general, according to another aspect, the invention also features a computer-based instructional method. It includes constructing graphical objects to illustrate principles by defining parameters of the graphical objects in terms of variables and/or expressions including the variables. The graphical objects are then displayed to viewers or students while inputting values for the variables. The graphical objects are then updated in response to the values to thereby demonstrate the principles.  
         [0019]     The above and other features of the invention including various novel details of construction and combinations of parts, and other advantages, will now be more particularly described with reference to the accompanying drawings and pointed out in the claims. It will be understood that the particular method and device embodying the invention are shown by way of illustration and not as a limitation of the invention. The principles and features of this invention may be employed in various and numerous embodiments without departing from the scope of the invention. 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0020]     In the accompanying drawings, reference characters refer to the same parts throughout the different views. The drawings are not necessarily to scale; emphasis has instead been placed upon illustrating the principles of the invention. Of the drawings:  
         [0021]      FIG. 1  is a block diagram of the computer-based educational system according to an embodiment of the present invention;  
         [0022]      FIGS. 2A-2D  illustrate an exemplary interface for the educational system showing the creation and editing of basic graphical objects on the interface;  
         [0023]      FIG. 3  illustrates the interface for the assignment of variables to the graphical variable controller;  
         [0024]      FIGS. 4A-4B  show the interface of the system showing how the parameters of the graphical objects can be manipulated or controlled via the graphical variable controller, thus illustrating the basic modality by which simulations and models can be constructed;  
         [0025]      FIGS. 5A-5E  illustrate the creation of various graphical objects from the system&#39;s library;  
         [0026]      FIGS. 6A-6F  illustrate the construction of a graphical object and its application in the context of illustrating the behavior of an equation;  
         [0027]      FIGS. 7A-7D  show the interface with specific lessons on direct and inverse variation; and  
         [0028]      FIG. 8  is a block diagram illustrating how user communities are created using the educational system as a platform for the interchange of template lesson plans for instruction. 
     
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS  
       [0029]     The present invention is a computer based system. As such, it consists of a set of computer instructions, stored as a program in a computer memory and executable on a computer processor. They system can be implemented on any type of computer, including a personal computer, mainframe computer, laptop computer, or other computing device. In a preferred embodiment, the invention is implemented on a computer network comprising a server computer and a client computer, operable in known manners. The program and data are stored on the server computer. The program operates on the client system to provide the functionality of the system and the displayed images as discussed below. According to an embodiment of the invention, the system is implemented on a server computer connected to global network, such as the Internet. A client computer, having a browser program can access the educational system program of the present invention on the server computer for execution at a remote location. Furthermore, the program implementing the system of the present invention may be created in any known language, such as C, C++ or Java. Those of ordinary skill in the art of computer programming will readily understand how to create a program having the functionality of the present invention as discussed below.  
         [0030]      FIG. 1  is a block diagram of an embodiment of a computer-based educational system  100  implementing the present invention. Preferably, the educational system  100  is constructed as a Java-based applet using an object-oriented architecture. The applet includes all of the programming necessary to provide the features and functionality set forth below. In a preferred embodiment, the Java-based applet is stored in a server computer. The applet is accessed by a browser from a client computer. The applet is then transferred to the client computer where it is executed to provide the processes of the present invention. Of course, the system could be constructed in any programming language and stored directly at the client computer or in a computer not associated with a network.  
         [0031]     The system includes a canvas object  110 , a draw object  112 , and a simulation engine  114 . The canvas object  110  provides a basic user interface window. The user interface window is displayed on a monitor or other display device (not shown) of the computer system processing the program of the present invention. The canvas object  110  provides a background on which graphical objects created by the computer system of the present invention are positioned.  FIG. 2 , discussed below, illustrates an embodiment of a user interface generated by the canvas object  110 . Specifically, the background  210  is defined by a two dimensional Cartesian coordinate system providing position control of graphical objects based on X and Y axis positions.  
         [0032]     Graphical objects used in the system of the present invention are created by the draw object  112  and transferred to the canvas object  110 . The canvas object  110  displays each of the graphical objects provided by the draw object  112 . The graphical objects may have various types, such as basic shapes, graphs, or image information, as illustrated in  FIG. 1 . Multiple graphical objects may be displayed simultaneously or sequentially on the computer display by the canvas object  110 . The system includes a memory (not shown) for storing and retrieving graphic objects for display in the canvas object  10 . The graphic objects provide the dynamic, visual presentation of concepts within the present invention. The graphic object may also include or be associated with displayed text, audio, or multi-media images for presenting information useful to the student in understanding and operating the system and the concepts taught by the associated graphic objects.  
         [0033]     The draw object  112  functions as a graphical object editor. It enables the creation and location of graphical objects on the coordinate system of the user interface created by the canvas object  110 . A graphical object includes a type, such as rectangle, triangle, oval, image, and graph, and a series of parameters associated with that type. Of course, other types may be used for the graphical objects. The types provide robust capabilities of the system which are easily selectable by an instructor. A user interface is used to select an object type, appropriate parameters and variables for display of the graphic object. The draw object  112  provides the functionality to create the graphic object based upon the inputs from the user. Parameters associated with the graphic object control the size, location, color, and graphical characteristics of each graphical object.  
         [0034]     A simulation engine  114  is used to generate appropriate parameters for the graphic objects. The parameters may be defined, according to user control, in terms of variables  116  and expressions  118  received from the simulation engine  114 . The simulation engine  114  allows user modification of the variables  114  and expressions  118  thereby providing the ability to animate the graphical objects instantiated by the draw object  112 . This is accomplished through the control of, or assignment of values to, the variables  116 , and expressions  118  incorporating those variables. A math engine  120  is provided to interpret the mathematical expressions  118 . The embodiment below is described in terms of graphic objects used to instruction and learning of mathematical concepts. Of course, other types of engines may be provided to allow for various types of graphic objects in other subject areas. Different types of user interfaces may be used to allow for inputting information to the simulation engine  114 .  FIG. 1  illustrates a user input  122  as modifying a graphical joystick  124  displayed by the computer system of the invention. The graphical joystick  124  is used to select and modify variables  116  and expressions  118  within the simulation engine. Thus, in an implementation of the invention, an on-screen control mechanism allows the user to first select a variable to be controlled and then assign specific values to the variable or change the values stepwise.  
         [0035]     The ability of the system  100  to function as an dynamic, interactive educational platform is based on the graphical object creation and the ability to control parameters of those graphical objects via the variables  116  and expressions  118 . The simulation engine  114  may have different forms based upon the type of user. For example, it may include functionality for an instructor to create new graphic objects or to modify the variables  116  or expressions  118 . The instructor may also be able to reorder graphic objects or change the simultaneous or sequential nature of their display. On the other hand, a student may be limited to modification of the values of the variables  116  or of only some of the variables  116  of a specific graphic object. The system of the present invention can be used by an instructor in a classroom to illustrate concepts. In such a setting, the instructor may change the values of variables or the variables themselves to illustrate dynamic operation of the concept. Alternatively, students may be provided access to a previously created set of graphic objects for individual manipulation and learning.  
         [0036]      FIGS. 2-7  illustrate the creation and modification of different types of graphic objects according to an embodiment of the present invention. In this embodiment, a specific graphic user interface is used for accessing the functionality of the system. Although a graphic user interface is illustrated, the present invention is not limited to this interface or to any particular interface. Key features of the present invention require a system which allows creation and display of graphic objects including expressions or variables which can be changed for instruction of dynamic concepts.  
         [0037]      FIG. 2A  (and the following figures) illustrates an exemplary configuration for a user interface  200  of the computer-based educational system  100 . A system window  205  includes a title pane  214  providing a title for the session. It comprises a background or canvas  210 . The positions on the canvas are defined according to a coordinate system  212 .  
         [0038]     The bottom part of the window  205  provides a series of graphical controls for the system  100 . These graphical controls function as the graphic joystick  124  of the simulation engine  114  of the system  100 . The graphical controls, in this embodiment, can be generally categorized as authoring controls  220 , graphical variable controls  230 , paging controls  240 , panel controls  250 , and miscellaneous controls  260 . Also provided are a save control  272  and a link for the instantiation of an onscreen calculator  274 .  
         [0039]     In more detail, the editing controls  220  include a select mode control  222 , a shapes button  224 , a colors button  226 , a text button  229 , and a top/bottom button  228 . The editing controls  220  are used to create and edit objects. These controls are used by an instructor in creating the graphic object necessary for teaching a concept. For a student, the editing controls may be omitted or deactivated to prevent unintentional or unauthorized modification of the graphic objects.  
         [0040]     The select mode control  222  converts the mouse-controlled cursor to an arrow allowing the selection of graphical objects on the canvas  210  or control of the variable controller  230 , for example. It is used, in one situation, to escape from the creation of a new graphical object. The shapes button  224  is the entry point to the creation or instantiation of graphical objects. Selection of this button provides the user with a listing of types of graphical objects from a system library. The user can select one of the types to create a new object with that type. The colors button  226  allows the user to select among the color pallet to control the color of the generated graphical objects. The text button  229  provides the user with text tools to control a font and size of any generated text. Finally, a top/bottom button  228  allows the user to control the precedence of the graphical objects in their display on the canvas  210 . Specifically, graphical objects can be displayed either under or over other graphical objects and thus, may be hidden or hide other graphical objects.  
         [0041]     The variable control section  230  is used for controlling the value of the variables  116  used in a graphic object. It has three main parts, a variable selection text window button  232 , a variable value text window button  234  and a graphical joystick  236 . The variable selection text window button  232  allows the user to select a variable associated with a graphic object from a pull-down menu. The value of the selected variable may then be modify using the other controls of the variable control section. The pull-down menu may include all of the variables associated with a specific graphic object, all variables associated with all currently displayed graphic objects, or a subset of variables which are identified as being controllable by the user. The modifiable variables in the pull-down menu may be different during creation and editing of the graphic object and later use by students. The variable value text window button  234  shows the value for the variable currently displayed on the variable selection button  232 . The value can be changed by inputting a new value in the variable value text window  234 . Finally, the graphical joystick  236  allows the user, by graphically selecting either one of the two illustrated arrows, to increase or decrease the assigned value to the variable shown in the variable selection button  232  by an assigned step value.  
         [0042]     The page control section  240  includes left and right arrow buttons allowing the user to move through a series of pages. This allows the user to create multi-page presentations including a series of separate simulations or models for each page. The pages may be stepped through during lesson progression.  
         [0043]     The panel control section  250  enables the user to step through or control the display of multiple panels for each page. In more detail, each page optionally includes a series of panels that are either alternatively or simultaneously displayed on the canvas  210 . This provides a capability to investigate variants of the current model in the various panels before stepping through to a new simulation on a next page. According to an embodiment of the invention, up to three panels can be associated with and displayed on each page.  
         [0044]     The miscellaneous buttons  260  provide additional control to the user. Specifically, an erase button  262  allows the user to erase graphical objects from the canvas  210 . A zoom button  264  allows the user to zoom in or zoom out, dynamically controlling the extent of the displayed canvas  210  in terms of the coordinate system  212 . The help button  266  is provided as a link into the system&#39;s help facility. Finally, a canvas-settings button  268  allows the user to control various settings of the canvas  210 .  
         [0045]     In the present embodiment, a number of other buttons are provided. Specifically, a save button  272  allows the user to save the simulations produced by the system. They are saved locally on the client or published to a web site to promote collaboration and shared content across a community of users. Further, a calculator window control  274  is provided. This provides an on-screen calculator to perform mathematical calculations.  
         [0046]     The present invention is not limited to the user interface  200  illustrated in  FIG. 2A  or to the specific controls included therein. Other user interfaces or controls could be provided to provide the operations necessary to create, edit, and display objects in the system of the present invention. Various controls may be combined or other controls added to increase or decrease the functionality of the system. Some of the editing or authoring features of the system  100  are illustrated with respect to  FIGS. 2-7 .  
         [0047]      FIG. 2B  shows process for the establishment of parameters for a basic graphical object  310 . Specifically, the shapes button  224  is used to select an graphical object  310  for placement on the canvas  210 . As illustrated in  FIG. 2B , the graphical object may be a basic shape, such as a triangle. A variety of controls are associated with each graphic object in the system library. These controls operate as parameters of the system. For example, the graphical object  310  may have a series of handles  312  which can be selected by the user, through control of the mouse, to change the size and location of the graphical object  310 . Other controls may be selectively displayed. According to an embodiment of the invention, right-click selection on the graphical object  310  invokes an edit, copy, cut, delete menu  314 . Selection of the edit function from the menu results in display of an object settings window  316 .  
         [0048]     The object settings window  316  provides control over the basic parameters of the graphical object  310 . For the graphical object illustrated in  FIG. 2B , the parameters include the X position  318 , the Y position  320 , the object&#39;s width  322 , the object&#39;s height  324 , and a label  326 , which can be added to the object. These parameters are based on the coordinate system  212  of the canvas  210 . The specific parameters depend upon the type of graphical object as selected from the system library.  
         [0049]     The parameters of the object are either defined in terms of constants, variables, or expressions including variables. Specifically, the width  322  and the height  324  in the illustrated example have specific constant settings. These are changed by the manipulation of the graphical object&#39;s handles  312  or by direct entry of the desire value, and cannot be changed during the use mode. The X position is defined in terms of the “a” variable and the “Y” position is defined in terms of the “b” variable. Alternatively, instead of a simple variable, an expression such as “a+b” or “a.sup.2” could be used to control the X and Y locations. This variable control is the basic modality by which the user constructs the simulations. Any of the parameters may be set to constants, variables or expressions during creation or editing.  
         [0050]     As shown  FIG. 2C , additional parameters may include control over the color of the graphical object  310  through selection of the dynamic colors tab window  340 . Here, parameters include the line color  342  and the fill color  346 . The parameters are controlled by entering the level for each of the primary colors in data entry areas  342  for the line color and areas  348  for the fill color. As with the shape and position parameters, color levels may be entered as constants, variables, or expressions. Entry of a constant yields static colors. In contrast, entry of variables and/or expressions enables user control of the colors as part of a simulation.  
         [0051]     Further, as illustrated in  FIG. 2D , additional graphical objects  350  may be added to the same canvas  210 . In the illustrated example, a number graphical object  350  is added to the canvas  210  with the triangle object  310 . It has its own handles  312 , allowing the control of its size and position. This number graphical object  350  has its own object settings window  352 , which provides the ability to control its content, X, Y position, width, and height parameters. In the illustrated example, the value of the content is set to be the variable “a”.  
         [0052]     Thus, in the illustrated example, the positions and colors of graphical objects are defined in terms of constants, variables and/or expressions including variables. The values of the variables or expressions may be displayed on the canvas  210  using the number graphical object  350 .  
         [0053]      FIG. 3  shows an embodiment of variable creation and control during the creation or editing of graphic objects using the variable graphical controller  230 . During the creation or editing mode of the system, selection of a variable names button  412  invokes a variables window  410 . The variables window  410  provides a list of variables, illustrated as “a” through “k”. The user may create names for the variables by modifying the data entry areas in column  415 , to provide simulation-specific variable names, which will be later selected by the student.  
         [0054]     The variables window further enables the user to set minimum and maximum ranges for each of the variables, in columns  414  and  416 , respectively, and individual step sizes, in column  418 . The selected step size corresponds to how much a selected variable&#39;s value will change with the control of the graphical joystick  236  during the lesson mode of the system. A joystick configuration column  220  links the control of the variables value to the graphical joystick  236  and whether the joystick is in a horizontal vertical or horizontal and vertical control mode.  
         [0055]      FIGS. 4A-4B  show how the graphical objects  310 ,  350  are controlled via the graphical variable control system  230  and specifically the graphical joystick  236  during lesson mode. Specifically, as illustrated in  FIGS. 4A and 4B , selection of the left arrow  236 A and the right arrow  236 B via the computer mouse allows the increase or decrease to the selected variable in the variable selection button  232 , to thereby increase or decrease the value as illustrated in the variable value button  234 . In the illustrated example, this value is provided in the illustrated graphical object  350 . Thus, changing the value of variable “a” yields an update to the graphical object  350 , which displays the value of that variable. It also yields the update of graphical object  310 , specifically, with reference to  FIG. 2B , the X position of the graphical object  310  was defined in terms of the variable “a”, thus, as the variable “a” is increased and decreased as shown in  FIGS. 4A and 4B , the graphical object  310  moves across the canvas  210 . The effect of selection using the graphical joystick  236  or entry of a value in the variable value text window  234 , is controlled by the variable set up as set forth above. On the variables created using the variables window  410  can be modified. These variables are modified by entry of values or used of the graphical joystick  236  as they were set in the variables window, and values are limited to the set range and step size.  
         [0056]      FIGS. 5A-5E  illustrate selection of types of graphical objects provided in the system library. These graphical objects are selected via the shapes button to thereby invoke the graphical object editor. While certain types of graphical objects are illustrated, any type of object could be created and included in the system library. In order to simplify operation of the system, users are limited to the types of objects in the system library and cannot create other types of objects. Other functionality could be provided to allow creation of types of objects for inclusion in the system library. The system library includes the appropriate parameters which can be set for the type of object and the display characteristics based upon those parameters.  
         [0057]     Referring to  FIG. 5A , selection of the shapes button  224  invokes a shapes selection menu  510 . This illustrates the various shapes in the graphical object library. Specifically, selection of the line shapes  512  produces a line graphical object  514 . As illustrated in  FIG. 5B , selection of the rectangle button  516  from the menu  510  produces a rectangle graphical object  518 .  FIG. 5C  shows the selection of the oval graphical object  520  from the menu  510 . This produces an oval graphical object  522 .  
         [0058]     Additionally, as illustrated in  FIG. 5D , generic graphical objects can also be inserted onto the canvas  210 . Specifically, selection of the images button  524  from the menu  510  provides an open image-browsing window  526 . This allows the user to browse among various content provided by the system or stored elsewhere on the computer for insertion onto the canvas  210 .  
         [0059]     Finally, selection of the graphing button  530  from the menu  510  yields a graph graphical object  532  as illustrated in  FIG. 5E . The parameters of the graphical object  532  are set via a graph settings window  534 . Here, again the position and length and width of the graph graphical object  532  are set. It further has a setting for the inclusion of an equation in data entry location  536 .  
         [0060]      FIGS. 6A through 6F  illustrate an application for the graph graphical object  532 . Specifically, in the illustrated example, the graph graphical object  532  in its settings window  534  includes an expression, which is a cubic equation, in the example, or other equation entered by the user, in which the multipliers for each of the terms are variables “a” through “d”. As illustrated in  FIGS. 6B and 6C , the student can then be shown how the function changes with changes to each of the variables.  
         [0061]     Specifically, as illustrated in  FIGS. 6B and 6C , changing the “a” variable between  10  and  1  for the x.sup.3 parameter using the graphical joystick shows the changes to the graphed function  534  in the graphical object  532 . In a similar vein,  FIGS. 6D and 6E  illustrate how changes to the “b” variable of the x.sup.2 parameter change the graphed function  534 . Finally,  FIG. 6F  illustrates control of the “c” variable and resulting changes in the function  534   
         [0062]      FIGS. 7A-7D  illustrate operation of an embodiment of the invention in lesson mode, with exemplary lesson loaded into the system. The exemplary lesson is designed to illustrate the principles of direct and inverse variation. As illustrated in  FIG. 7A , the first page of the lesson includes two panes  710 ,  712 . The left pane  710  includes text and numeric graphical objects corresponding to the variable “diameter” and the expression “circumference.” The right pane  712 , includes a graph graphical object of diameter and circumference and a circle graphical object. The position and diameter of the circle graphical object are determined by the variable “diameter”; the position is also determined, in the Y direction, by the expression “circumference.” 
         [0063]     As understood by comparing  FIGS. 7A and 7B , control of the graphical joystick  236  results in changes to the value of the “diameter” variable in window  232 . This updates the calculation in the left pane  710 . It also results in changes to the graphical objects in the right pane  712 . Specifically, the plot shows the relationship between the circumference and diameter and also the size of the circle graphical object  714 . This lesson illustrates how the circumference varies with the diameter by the amount Pi.  
         [0064]      FIGS. 7C and 7D  illustrate the second page of the lesson, which also has two panes  710 ,  712 . The second page of the lesson relates to the principle of inverse variation. Here, the left pane  710  illustrates the mathematical relationship between area, width and height. The right pane  712  shows how, for a fixed area, the height and width varying inversely. The right pane  712  again includes a graph graphical object, showing height and width for a constant area, and a rectangle graphical object  716 , with a width, height and position based upon variables. The aspect ratio of the rectangular object  716  changes with changes to the width variable, showing the hyperbolic relationship. The user can control the “width” variable using the variable control section  230 , including the graphical joystick  236 . As the value of the width variable changes, the displayed values on the left pane  710  and the position and aspect ratio of the rectangle on the right pane  720  are altered accordingly.  
         [0065]      FIG. 8  shows how the educational system  100  of the present invention is used as a platform for the exchange of content, such as lesson plans among a users&#39; community, such as a community of teachers. Specifically, lesson plans stored as sharable data files for the educational system  100  are exchanged via a file system over the internet. The save button  272  allows the content author to save lessons locally or to a shared file system. This file system allows lessons to be published to other user via a bulletin board  810 . Various users, User 1 . . . User n access that content, update it or modify it, and then save it back to the bulletin board  810 . The bulletin board also provides a vehicle by which updated graphical object libraries  812  are provided to the users.  
         [0066]     The notion is that the inventive educational system  100  functions as a basic platform for education in the same way as a word processor functions as a basis for interchange of documents. But, the “documents” are dynamic simulations that are used in the educational process by teachers.  
         [0067]     While this invention has been particularly shown and described with references to preferred embodiments thereof, it will be understood by those skilled in the art that various changes in form and details may be made therein without departing from the scope of the invention encompassed by the appended claims.