Abstract:
Apparatuses and methods are provided directed at teaching writing, such as printing, cursive, and calligraphy, to users of all ages. Typically, the embodiments are directed toward teaching children the basic skills of writing. However, it may be appreciated that the embodiments may be utilized by users of all ages. In particular, embodiments of the invention can be used to teach the skill of writing and learning letters of the English alphabet to foreigners. Or, embodiments of the invention can be used to teach English speakers various foreign alphabets. For example, embodiments may provide instruction in writing Arabic letters, Greek letters, or Chinese or Japanese characters, to name a few. Additionally, embodiments of the invention may be used to teach artistic forms of writing, such as calligraphy, script, or various fonts.

Description:
CROSS-REFERENCES TO RELATED APPLICATIONS 
     This application is a continuation of U.S. patent application Ser. No. 10/961,999, which is a non-provisional of and claims the benefit of the filing dates of U.S. Provisional Application Nos. 60/510,809, filed on Oct. 10, 2003, and 60/512,326 filed on Oct. 17, 2003, all of which are herein incorporated by reference in their entirety for all purposes. 
    
    
     STATEMENT AS TO RIGHTS TO INVENTIONS MADE UNDER FEDERALLY SPONSORED RESEARCH OR DEVELOPMENT 
     NOT APPLICABLE 
     REFERENCE TO A “SEQUENCE LISTING,” A TABLE, OR A COMPUTER PROGRAM LISTING APPENDIX SUBMITTED ON A COMPACT DISK 
     NOT APPLICABLE 
     BACKGROUND OF THE INVENTION 
     Writing is a fundamental aspect of learning and communicating in our society. Although the introduction of computers and the adoption of word processing by younger and younger generations has introduced typing as a significant means of writing, the manual practice of handwriting is still a necessary skill and provides a unique aspect of the learning process. 
     Traditionally, such learning has been achieved in a classroom or tutorial setting wherein the pupil is guided by an instructor. The pupil is provided with a sheet of plain lined paper to practice the skill of writing. Or, the pupil is provided with a worksheet having blanks for writing text or numbers in relation to elements printed on the page. In either case, the pupil is generally directed by the instructor as to the tasks to be performed on the page. And, in the case of the worksheet, the pupil may be required to read to be able to follow the instructions. 
     It is desired to provide a means for learning that does not require the continuous presence of an instructor or the ability to read. Further it is desired to provide a means for learning which is stimulating, engaging and fosters interest in learning. These objectives are addressed, individually and collectively, by the present invention. 
     BRIEF SUMMARY OF THE INVENTION 
     The present invention is directed at teaching writing, such as printing, cursive, and calligraphy, to users of all ages. Typically, the embodiments are directed toward teaching children the basic skills of writing. Thus, many of the embodiments are described and illustrated in forms which appeal to children and utilize auditory and visual prompts which do not require advanced skills, such as reading. Further, embodiments of the invention also improve hand eye coordination and fine motor skills which are beneficial to developing children. However, it may be appreciated that the embodiments may be utilized by users of all ages. In particular, embodiments of the invention can be used to teach the skill of writing and learning letters of the English alphabet to foreigners. Or, embodiments of the invention can be used to teach English speakers various foreign alphabets. For example, embodiments may provide instruction in writing Arabic letters, Greek letters, or Chinese or Japanese characters, to name a few. Additionally, embodiments of the invention may be used to teach artistic forms of writing, such as calligraphy, script, or various fonts. 
     Various embodiments of learning apparatuses are provided which teach the user writing skills. A significant aspect of these embodiments is that they provide techniques that directly mimic writing on real paper. Rather than steering a mouse to direct a pointer on a computer monitor, the user is able to “write” directly on a screen with a stylus. Thus, the writing techniques provided to the user can transfer to real pen and paper smoothly. 
     Embodiments of the present invention can have multiple modes of learning and/or can provide audio and visual feedback to a user. Suitable modes of operations in educational apparatuses are discussed in U.S. patent application Ser. No. 09/886,399, and U.S. Pat. Nos. 4,403,965, 5,944,533 and 5,813,861, all of which are herein incorporated by reference in their entirety. In addition to writing, embodiments of the invention may also teach a child how to read, phonics, etc. 
     In a first embodiment of the present invention, an interactive learning apparatus is provided comprising (a) a housing, (b) a display screen on the housing, (c) an electronic position location system, wherein the electronic position location system includes a processor that is capable of determining a location of a selected region of the display screen, (d) a stylus for selecting regions on the display screen, and (e) a memory device operatively coupled to the processor, the memory device comprising (i) code for displaying an instructional stroke on the display screen, (ii) code for displaying a starting point for drawing the instructional stroke on the display screen, and (iii) code for displaying a user mark on the display screen drawn by a user with the stylus using the starting point as a reference point. 
     Typically, the instructional stroke forms at least a portion of a letter of an alphabet. However it may be appreciated that the instructional stroke may form other images, such as numbers, symbols, figures, etc. In some embodiments, the instructional stroke is surrounded by a boundary region. In these embodiments, the memory device includes code for providing feedback to the user regarding the location of the user mark in relation to the boundary region. For example, the apparatus may include an audio output device coupled to the processor unit and the feedback may then comprise an audio output. When the user mark is within the boundary region, the audio output may comprise a supportive phrase. When the user mark is outside of the boundary, the audio output may comprise a coaching phrase. Alternatively or in addition, such feedback may comprise displaying the user mark having a differing visual appearance or removal of the user mark from the display screen. For example, if the user creates a user mark that travels outside of the boundary region, the user mark may see a user mark having a different color or appearance or the user mark may simply disappear from the screen so that the user is able to redraw the line in a more correct manner. 
     The user may also receive feedback regarding the quality of the line, even if it is drawn entirely within a boundary region. For example, in some embodiments, the memory device further comprises code for providing feedback to the user regarding stroke direction of the user mark in relation to stroke direction of the instructional stroke. And, in some embodiments, the memory device further comprises code for providing feedback to the user regarding completion of the user mark in relation to the instructional stroke. In any case, as the user is creating their user marks, the instructional strokes remain so the user can see how closely they are following the instructional strokes. Optionally, once the user has finished drawing the letter or other form, the user may observe the user marks without the presence of the instructional strokes. Thus, memory device may further comprise code for removing the instructional stroke from the display screen while the user mark remains. The user may also receive a score based on the amount of time spent drawing within a boundary region. 
     In a second embodiment of the present invention, an interactive learning apparatus is provided comprising (a) a housing, (b) a processor unit in the housing, (c) a display screen coupled to the processor unit, (e) a position sensing layer associated with the display screen, wherein the position sensing layer comprises a touch panel having discrete touch points, and (f) a memory unit coupled to the processor unit, wherein the memory unit comprises (i) code for displaying an instructional stroke on the display screen, wherein the instructional stroke intersects at least a portion of the touch points, (ii) code for displaying a starting point for drawing the instructional stroke on the display screen, and (iii) code for displaying a user mark on the display screen drawn by a user with the stylus using the starting point as a reference point. 
     Again, the instructional strokes typically form at least a portion of a letter of an alphabet. However it may be appreciated that the instructional stroke may form other images, such as numbers, symbols, figures, etc. In some embodiments, the instructional stroke is a first instructional stroke, the starting point is a first starting point, and the user mark is a first user mark. In such embodiments, the memory unit may further comprise (iv) code for displaying a second starting point for drawing a second instructional stroke on the display screen and (v) code for displaying a second user mark drawn by the user using the second starting point as a reference point for drawing the second user mark. 
     In preferred embodiments, the memory unit further comprises code for scoring the accuracy of the drawing of the user mark in relation to the instructional stroke. Scoring may be achieved with the use of the touch points. For example, scoring may comprise determining the amount of touch points intersected by the user mark which are included in the at least a portion of the touch points intersected by the instructional stroke. Alternatively or in addition, scoring may comprise determining the amount of touch points intersected by the user mark which are not included in the at least a portion of the touch points intersected by the instructional stroke. In any case, the user may receive a score that reflects the accuracy of the user mark in following the guide of the instructional stroke. When the apparatus further comprises an audio output device coupled to the processor unit, the memory unit may include code for providing an audio output from the audio output device indicating the accuracy to the user. In some embodiments, scoring may be stored and accumulated. Thus, the user may receive an audio output indicating an accumulated score or accuracy over time. 
     In some embodiments, the memory unit further comprises code for determining the distance between one of the at least a portion of the touch points and a corresponding point on the user mark. In these embodiments, the memory unit may further comprise code for prompting the user to draw the user mark again or to draw a different user mark depending on the determined distance between the one of the at least a portion of the touch points and the corresponding point on the user mark. And, finally, in some embodiments, the memory unit further comprises code for improving line quality of the user mark. 
     In a third embodiment of the present invention, an interactive learning apparatus is provided comprising (a) housing, (b) a processor unit in the housing, (c) an audio output device coupled to the processor unit, (d) an erasable display medium coupled to the housing, wherein the erasable display forms a display region, (e) an array of illumination sources in the display region, (f) a memory unit coupled to the processor unit, wherein the memory unit comprises code for illuminating a predetermined number of illumination sources in the array of illumination sources to display an image, and (g) a stylus for drawing on the erasable display to attempt to reproduce the displayed image. 
     The illumination sources are typically exposed through small holes in the erasable display medium. In preferred embodiments, the erasable display medium comprises a magnetic erasable display medium, and the stylus includes a magnetic tip. Thus, the erasable display medium includes magnetic particles that are attracted to the magnetic tip while the user writes. The magnetic particles remain in their attracted position, creating a user mark on the screen. Typically, the apparatus further comprises an erase lever that can be actuated to erase the erasable display medium. 
     In addition, methods are provided for using the learning apparatuses. For example, one method includes providing a learning apparatus of the first embodiment, viewing the instructional stroke displayed on the display screen, viewing the starting point associated with the instructional stroke displayed on the display screen, and drawing the user mark on the display screen with the stylus using the starting point as a reference point. 
     In embodiments where the memory device comprises code for at least one output, the method may further comprise receiving an output regarding the accuracy of drawing the user mark in relation to the instructional stroke. For example, the output may comprise a supportive phrase or a coaching phrase. Or, the method may further comprise receiving an output regarding stroke direction of drawing the user mark in relation to the instructional stroke. Or, the method may further comprise receiving an output regarding completion of drawing the user mark in relation to the instructional stroke. 
     Another method includes providing a learning apparatus of the second embodiment, viewing the instructional stroke displayed on the display screen, viewing the starting point for drawing the instructional stroke displayed on the display screen, and drawing the user mark on the display screen with the stylus using the starting point as a reference point. When the instructional stroke is a first instructional stroke, the starting point is a first starting point, and the user mark is a first user mark and the memory unit further comprises (iv) code for displaying a second starting point for drawing a second instructional stroke on the display screen and (v) code for displaying a second user mark drawn by the user using the second starting point as a reference point for drawing the second user mark, the method further comprises viewing the starting point for drawing the second instructional stroke displayed on the display screen, and drawing the second user mark on the display screen with the stylus using the starting point as a reference point. 
     In some embodiments, when the memory unit further comprises code for scoring the accuracy of the drawing of the user mark in relation to the instructional stroke, the method may further comprise receiving an output regarding the accuracy of drawing the user mark in relation to the instructional stroke based on the scoring. 
     Another method includes providing a learning apparatus of the third embodiment, viewing the illuminated predetermined number of illumination sources, and drawing on the erasable display with the stylus to attempt to reproduce the displayed image. When the erasable display medium comprises a magnetic erasable display medium and the stylus includes a magnetic tip, the method further includes drawing by attracting magnetic particles in the magnetic erasable display medium with the magnetic tip. Typically, the methods further include actuating an erase lever to erase the erasable display medium. 
     Other objects and advantages of the present invention will become apparent from the detailed description to follow, together with the accompanying drawings. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         FIG. 1  shows a perspective view of an electronic position location system embodiment of the interactive learning apparatus of the present invention. 
         FIG. 2  is a schematic block diagram illustrating various internal components of the apparatus included in one embodiment of the present invention. 
         FIG. 3  is a schematic block diagram further illustrating the memory access component included in one embodiment of the present invention. 
         FIG. 4  is a schematic block diagram further illustrated the random access memory component included in one embodiment of the present invention. 
         FIG. 5  is a schematic block diagram further illustrating the buttons and switches component and the LCD component included in one embodiment of the present invention. 
         FIGS. 6A-6G  illustrate steps of an educational exercise provided by an electronic position location system embodiment. 
         FIGS. 7A-7B  illustrate the use of boundary regions surrounding instructional strokes. 
         FIG. 7C  illustrates instructional strokes in the form of a non-line. 
         FIGS. 8A-8B  illustrate views of a position sensing layer embodiment of the interactive learning apparatus of the present invention. 
         FIGS. 8C-8J  illustrate another position sensing layer embodiment of the interactive learning apparatus of the present invention. 
         FIG. 9  is a schematic block diagram illustrating various internal components of the apparatus included in one position sensing layer embodiment of the present invention. 
         FIGS. 10A-10F  illustrate an embodiment of an educational exercise provided by a position sensing layer embodiment. 
         FIGS. 11A-11D  illustrate another embodiment of an educational exercise provided by a position sensing layer embodiment. 
         FIGS. 12A-12B  illustrates a perspective view an erasable magnetic display medium with illumination embodiment of the interactive learning apparatus of the present invention. 
         FIG. 13  is a schematic block diagram illustrating various internal components of the apparatus included in one erasable magnetic display medium with illumination embodiment of the present invention. 
         FIG. 14  illustrates an erasable display having matrix of holes through which light from illumination sources may be seen when illuminated. 
         FIG. 15  illustrates illumination sources indicating a first instructional stroke. 
         FIG. 16  provides a cross-sectional view of the embodiment of the apparatus illustrated in  FIG. 15 . 
         FIG. 17  illustrates the user following an instructional stroke with a stylus creating a user mark. 
         FIG. 18  illustrates a magnetic tip of a stylus. 
         FIG. 19  illustrates magnetic particles forming a user mark. 
         FIG. 20  illustrates illumination sources illuminating a second instructional stroke. 
         FIG. 21  illustrating actuating an erase lever to erase the erasable display medium. 
     
    
    
     DETAILED DESCRIPTION OF THE INVENTION 
     Three main types of learning apparatuses of the present invention are described herein. These types include Electronic Position Location System Embodiments, Position Sensing Layer Embodiments, and Erasable Magnetic Display Medium with Illumination Embodiments. It may be appreciated that the following detailed description illustrates these types by way of example, not by way of limitation of the principles of the invention. 
     Electronic Position Location System Embodiments 
       FIG. 1  shows a perspective view of an embodiment of the learning apparatus of the present invention in the form of an interactive handheld apparatus. In this embodiment, the interactive handheld apparatus  100  includes: (a) a housing  102 ; (b) a display screen  104  on the housing  102 ; (c) an electronic position location system, wherein the electronic position location system includes a processor that is capable of determining a location of a selected region of the display screen  104 ; (d) a stylus  106  for selecting images on the display screen  104 ; (e) a directional control pad  108  on the housing  102 ; and (f) a memory device comprising computer code for an educational exercise or lesson, wherein the memory device is operatively coupled to the processor. An audio output device  110  such as a speaker may also be included and may be coupled to the processor. Exemplary embodiments of some of these features are provided in U.S. Provisional Patent Application No. 60/512,326, filed Oct. 17, 2003, and U.S. patent application Ser. No. 10/775,830, filed Feb. 9, 2004, both incorporated by reference for all purposes and assigned to the assignee of the present invention. 
     As shown, the housing  102  may be shaped so that it can be held in the hand of a small child. The housing  102  may be made of molded plastic and may be shaped as a trapezoid. Based on the disclosure and teachings provided herein, a person of ordinary skill in the art will appreciate how to utilize various housing shapes for use in accordance with the present invention. A trapezoidal shaped housing is preferred, as it is more ergonomic than, for example, a rectangle shaped housing. 
     The display screen  104  may comprise any suitable display device. Suitable display devices include, for example, LEDs (light emitting diodes), LCDs (liquid crystal displays), etc. Appropriate driver programs and/or driver chips (e.g., LCD driver chips) can be included in the apparatus  100  to facilitate the function of the display screen  104 . For example, in some embodiments, the display screen  104  may comprise an LCD screen having the following specifications including: a square screen size of 2.8″, a resolution of 160×160 pixels with a font size of about 7×5 pixels, and base colors based on 12-bit 4-4-4 RGB colors. Backlight for the LCD screen may be generated by using white LEDs with a diffuser. Contrast can be optimized and made adjustable by a user of the apparatus  100  via use of a potentiometer control. In addition, there are two (2) brightness levels or settings for the LCD screen—a low setting optimized for outdoor use and a high setting for internal and low light environment. 
     In one embodiment, the display screen  104  is used to display images that are rendered using a vector graphics engine, such as, the Macromedia Flash5™ vector graphics rendering engine. Techniques for providing improved vector graphics are described in co-pending, co-owned U.S. Provisional Patent Application No. 60/512,339, entitled “METHOD AND SYSTEM FOR PROVIDING EDGE SMOOTHING,” filed on Oct. 17, 2003, the disclosure of which is incorporated by reference in its entirety for all purposes. 
     Images that are formed using vector-graphics processes are preferred over bit-mapped images, which are used in some conventional gaming devices. A vector-graphics based image is stored in a file as a display list that describes in mathematical terms every shape, or object in the image along with its location and properties such as line width and fill (the color pattern that fills a shape). Moving images based on vector-graphics are generally smoother than corresponding bit-mapped images. This is desirable for providing animation that will entertain and engage a child. In some embodiments, the apparatus can play videos for a child (where the child is a passive observer rather than an active game player) in addition to providing interactive educational programs for children. Images formed using vector-graphics processes also take up less memory than bitmapped images so that many games can be stored in a memory device. 
     Referring again to  FIG. 1 , the display screen  104  also has touch-screen capability. In one embodiment, the touch-screen capability is adjusted for stylus sensitivity which allows movement of the stylus  106  on the display screen  104  to be detected. To provide for touch-screen capability, a 1K or 2K EEPROM is included in the housing  102  for storing calibration data. Furthermore, the display screen  104  can be made of plastic with an 1.55 mm nominal thickness. Moreover, the LCD screen can float on shock absorbers to protect the screen during impact. 
     The touch-screen capability is achieved via the electronic position location system. The electronic position location system is capable of determining a location of a selected region of the display screen  104 . A commercially available electronic position location system like the ones that are used in many commercially available personal digital assistants may be used. An exemplary system may comprise a glass or plastic plate with a metallic coating facing a metallic coating on an underside of a layer of Mylar™ above the glass or plastic plate. Pressing the screen with the stylus  106  brings the plate and the Mylar™ layer in contact with each other so that an electrical current flows through them. By measuring the electrical current from two sides of the display screen  104 , a computer program then determines the vertical and horizontal position of the stylus  106 . By sampling contact locations at a predetermined rate, such as, 100 times a second or faster, the display screen  104  can detect the position of the stylus  106 . In other examples, there can be a grid of wires under the display screen  104  that can be activated after interaction with the stylus  106 . The x-y position can be determined with a processor inside the apparatus  100 . 
     The stylus  106  may or may not comprise an electrical conductor, and may or may not be tethered to the housing  102  via a cord  112 . In some embodiments, the stylus  106  includes a light and is made of a translucent or transparent material and may be tethered to the housing  102  via the cord  112 . The light in the stylus  106  may be an LED. As will be further described below, the light in the stylus  106  may illuminate or flash during operation of the apparatus  100 , such as, when an exercise is being performed, to provide indications that the stylus  106  can be used to perform a particular function. The illuminated or flashing light represents directions that are easy to follow by a user, especially, a child. In other embodiments, a light can also or alternatively be included near or behind the cord exit  114  in the housing  102  or in the cord  112 . Similarly, the light may illuminate or flash during operation of the apparatus  100 . 
     A variety of input devices, in addition to the stylus  106 , may be used by the user to interact with the apparatus  100 . In addition, a directional control pad  108  can be included in the apparatus  100 . The pad  108  can be depressed to move a cursor up, down, to the left, to the right or to other predetermined directions. Further, as shown in  FIG. 1 , a “hint” button  118  may be provided to give the user a hint on how to proceed in an exercise provided by the apparatus  100 . Hints can be provided directly to the user upon activation of the “hint” button  118 . 
     A “home” button  120  may be provided to the user back to home state. For example, the “home” button  120  can bring the user back to the beginning of an exercise. Also, a “pause” button  122  may be provided to allow the user to pause operation of the apparatus  100 . For example, the “pause” button  122  may be used by the user to pause an exercise in mid-progress. 
     The apparatus  100  may include a memory device comprising computer code for an educational exercise and/or for storing computer code that relates to the operation of the apparatus  100 . Based on the disclosure and teaching provided herein, various educational exercises and/or games can be played using the apparatus  100 . The educational programs and other functions described in this application can be programmed by those of ordinary skill in the art using any suitable programming language including C, C++, etc. 
     The memory device may be any suitable temporary or permanent information storage device. For example, the memory device may include one or more of optical, magnetic, or electronic storage media such as optical or magnetic disks, tapes, sticks, and the like. Storage devices such as these may be used alone or in combination to make up the memory device. Any suitable number of RAM (random access memory), ROM (read only memory) and EPROM (erasable programmable memory) chips may also be included in the memory device. In some embodiments, the ROM can include a memory storage capacity of about 2 MB (megabytes) or more, although the storage capacity is likely to change as data storage technology improves. The memory device may be internal and/or external to the housing of the apparatus  100 . 
     Furthermore, the memory device may be or include a cartridge (e.g., in a flash data cartridge), a disk, a tape, or a memory stick. Cartridges are especially desirable since they can be easily manipulated and handled by children. Any suitable amount of storage space may be provided on the memory device. Preferably, the capacity of the memory device is at least about 1 megabyte (e.g., 4 megabytes or more). Storage capacity can increase as storage technology improves. 
     In one embodiment, as shown in  FIG. 1 , a cartridge  123  can be received by an opening in the housing  102 . The opening includes appropriate circuitry that allows data from the cartridge to be read. The use of cartridges provides interchangeability. 
     Any suitable power source may be used. For example, rechargeable or non-rechargeable batteries can be used with the apparatus  100 . A battery pack that can use rechargeable batteries that is suitable for use in the apparatus  100  is described in U.S. patent application Ser. Nos. 10/697,074, filed on Oct. 22, 2003, and 60/506,254, filed on Sep. 26, 2004, which are herein incorporated by reference in their entirety. 
       FIG. 2  is a schematic block diagram illustrating the various internal components of the apparatus  100  according to one embodiment of the present invention. As shown in  FIG. 2 , the apparatus  100  includes an application-specific integrated circuit (ASIC)  140 . The ASIC  140  further includes a microprocessor and other internal circuitry. The ASIC  140  controls the operations of the apparatus  140  and manages interactions amongst various components including a memory access component  142 , a cartridge connector  144 , a random access memory component  146 , a buttons and switches component  148 , an LCD component  150 , and power supply circuits  152 . Additional schematic block diagrams showing the various components will be provided below. 
       FIG. 3  is a schematic block diagram further illustrating the memory access component  142  according to one embodiment of the present invention. The memory access  142  further includes a FLASH integrated circuit  160 . The FLASH integrated circuit  160  is used to store the boot code for the apparatus  100 . The boot code is used to initiate operations of the apparatus  100 . 
       FIG. 4  is a schematic block diagram further illustrating the random access memory component  146  according to one embodiment of the present invention. In one embodiment, the random access memory component  146  includes a SDRAM  162 . The SDRAM  162  is used to provide temporary storage for executable code during operations of the apparatus  100 . 
       FIG. 5  is a schematic block diagram further illustrating the buttons and switches component  148  and the LCD component  150  according to one embodiment of the present invention. In one embodiment, two sets of control signals are provided by the ASIC  140  to control two groups of buttons  170  and  172 . Circuitry for the two groups of buttons  172  and  170  respectively and schematic block diagrams further illustrating some of the power supply circuits controlled by the ASIC  140  are provided in U.S. patent application Ser. No. 10/775,830, filed Feb. 9, 2004, incorporated by reference for all purposes. 
     As previously mentioned, embodiments of the interactive handheld apparatus  100  include a memory device comprising computer code for an educational exercise. In preferred embodiments, the educational exercise includes instruction in writing, such as learning how to write letters of an alphabet.  FIGS. 6A-6G  illustrate steps of an educational exercise regarding writing the letter A. In these figures, the apparatus  100  has been simplified to illustrate the display screen  104 , housing  102  and stylus  106  attached thereto by a cord  112 . It may be appreciated that the housing  102  has been minimized for clarity of illustration. 
     The user will typically access the educational exercise by navigating through a series of menu screens. From a “Main Menu”, the user may select a “Lessons Menu” and therein select a “Letters &amp; Numbers” submenu. The user may then choose from “Capital Letters”, “Lower Case Letters” and “Numbers”. For instruction in writing the letter A, “Capital Letters” is selected with the use of the stylus  106 . In the lesson, the user is taught how to draw each of the letters of the alphabet, typically by an animated character, such as an animated pencil. The animated pencil will draw each stroke to form the letter on the screen  104  while giving step by step instructions related to each stroke via the audio output. Each lesson with be approximately 5 steps long, however any number of steps may be used depending on the shape of the letter, etc. The user is then instructed to trace or draw on top of the existing stroke marks made by the animated pencil while receiving auditory feedback. 
     For example,  FIG. 6A  illustrates the appearance of a start marker  48 , in the form of a flashing dot, on the screen  104  and an animated pencil  50  drawing a first instructional stroke  52 , wherein the first instructional stroke  52  starts at the start marker  48  and continues in a slanted direction to form a left side of the letter A.  FIG. 6B  illustrates the animated pencil  50  drawing a second instructional stroke  54 , wherein the second instructional stroke  54  starts at the start marker  48  and continues in a slanted direction to form a right side of the letter A.  FIG. 6C  illustrates the appearance of the start marker  48  at a new location on the screen  104 , the animated pencil  50  drawing a third instructional stroke  56  wherein the third instructional stroke  56  starts at the start marker  48  and continues in a horizontal direction to form a crossbar of the letter A. It may be appreciated that the first, second and third instructional strokes  52 ,  54 ,  56  may be drawn on the screen  104  without the presence of an animated character, may initially appear as complete lines rather than mimicking the drawing of each line, or may initially appear together to show the entirely formed letter. Further, it may be appreciated that the instructional strokes  52 ,  54 ,  56  may have any line thickness, quality (such as dashed or dotted) or color (such as grey). 
     Once the instructional strokes  52 ,  54 ,  56  have been drawn by the animated pencil, the user is prompted to trace the strokes  52 ,  54 ,  56 . Typically, as shown in  FIG. 6D , the letter, in this case the letter A, is shown in its entirety and the user is provided with a start marker  48  and stroke direction arrows  58  for guidance. The user then traces the instructional strokes  52 ,  54 ,  56  with the stylus  106 , as shown in  FIGS. 6E-6F . Referring to  FIG. 6E , as the stylus  106  traces the first instructional stroke  52 , a first user mark  62  is drawn on top of the first instructional stroke  52 . The user mark may have any line thickness, quality or color and typically differs from the instructional stroke so that it may be visually differentiated.  FIG. 6F  illustrates a second user mark  64  drawn on top of the second instructional stroke  54  wherein the second user mark  64  slightly mistraces the second instructional stroke  54  leaving portions of the second instructional stroke  54  visible. This allows the user to visibly judge their tracing and letter writing ability. Once the user has completed the tracing steps, the instructional strokes  52 ,  54 ,  56  may be removed and the user marks  62 ,  64 ,  66  remain, as illustrated in  FIG. 6G . This also allows the user to visibly judge their letter writing ability and to visualize their letter without the instructional strokes. 
     Throughout the lesson, the user may receive feedback, typically auditory feedback via the audio output device  110 . For example, the animated pencil  50  may comment on stroke accuracy, stroke direction, or completion of line. For example, if the user is successfully tracing the instructional stroke, the user may hear a supportive phrase such as “That was great!”, “Good job!”, “Wow!”, or “Terrific!”, to name a few. If the user begins to draw a user mark which strays from the instructional stroke, the user may hear a coaching phrase such as “Uh Oh! Try Again!”, “Whoops!”, or “Let&#39;s see if you can get a little closer to mine”, to name a few. 
     Minimal straying from the instructional stroke may be permissible, however once the user mark strays outside of a boundary region  70 , as illustrated in  FIGS. 7A-7B , the user may receive feedback to assist the user to improve accuracy.  FIG. 7A  illustrates the letter C, formed from an instructional stroke  72 , on the display screen  104 . The instructional stroke  72  includes a starter marker  48  and stroke direction arrows  58 . In addition, a boundary region  70  is shown surrounding the instructional stroke  72 . Referring to  FIG. 7B , when the user draws a portion of the user mark  74 ′ within the boundary region  70 , the user hears a supportive phrase, and when the user draws another portion of the user mark  74 ″ outside of the boundary region  70 , the user hears a coaching phrase. The boundary region  70  is not visible to the user on the display screen  104 . Rather, the boundary region  70  simply delineates specific areas or x-y locations on the display screen  104  that provide different audio outputs when contacted with the stylus  106 . This can be achieved by a computer program or processor. It may also be appreciated that feedback other than supportive or coaching phrases may be provided, such as other audio and/or visual feedback. Or, if the user draws substantially outside of the boundary region  70 , such as drawing a horizontal line rather than a C shape, the user mark may be automatically erased and the user asked to try again. If the user does not provide a user mark that is within the boundary region  70  after a predetermined number of attempts, such as two attempts, the user may again be provided with the instructional stroke  72  on the display screen  104  to refresh the user&#39;s memory of how to draw the letter. This advantageously causes the user to repeat strokes that the user may not have mastered. 
     The animated pencil  50  may also comment on stroke direction and/or completion of line. For example, if the user traces an instructional stroke in a wrong direction, the a corrective phrase such as “Oops, you went the wrong way!”, “Try going in the same direction I did!”, “That was backwards!”, or “Nice one but start at the red dot next time!”, to name a few. If the user begins to draw a user mark but does not follow the instructional stroke to its end, the user may hear a coaching phrase such as “Oops! You didn&#39;t quite finish the line!”, “Try drawing the WHOLE line!”, or “Hey that line looks a little short!”, to name a few. The apparatus  100  is able to determine the direction of the user marks and the completion of lines by determining the x-y location of the stylus  106  at any time and correlating this information with the use of a computer program or processor. 
     Alternatively, the user may receive other forms of feedback throughout the lesson. For example, if the user mark strays outside of a boundary region  70  the user mark may be erased, deleted or disappear from the display screen  104 . This type of visual feedback alerts the user that the user mark was incorrect or did not sufficiently trace the instructional stroke. Other types of feedback may also be presented to the user throughout the lesson. 
     Embodiments of the invention provide for a number of advantages. As noted above, the user can receive both audio and visual feedback on how s/he can write letters. The visual feedback allows a user to see how much more that user needs to improve in his or her writing. 
     In the embodiments that are described above (and below), instead of solid lines, the instructional strokes may alternatively be in other forms such as dashed lines, dots, etc. In some embodiments, the instructional strokes relate to a particular “theme” of a particular piece of software. This encourages children to write in a fun environment and encourages learning. For example, as shown in  FIG. 7C , instructional strokes may be in the form of footprints  1000 , and these footprints  1000  can be used to form letters, numbers, and shapes, to name a few. In an illustrative embodiment, the software theme may relate to Cinderella and a Prince. The screen  104  shows footprints  1000  being drawn on the screen instead of the solid lines of the instructional strokes shown in  FIGS. 6A-6D . The instructional stroke may include a green footprint  1002  at the start point of a stroke and a red footprint  1004  at an end point of the stroke. Thus, the user may be instructed to “Start at the green footprints, and then make a line to the read footprints.” As the user traces over the footprints  1000 , they light up. Once a letter or shape is completely formed, it is lit up and identified by name (e.g., “You&#39;ve drawn, the letter C”). Of course, other themes can be provided instead of a Cinderella theme. For example, there can be a dinosaur theme with dinosaur tracks being instructional strokes, there can be a train theme with train cars representing the instructional strokes, etc. Thus, in embodiments of the invention, images of non-line, ordinary objects (e.g., cars, trains, boats, footprints, etc.) that correspond to theme unrelated to writing can be used as instructional strokes to teach a child how to write. Unlike traditional writing software, the instructional marks showing a child how to write can be put in an environment that is fun and is not strictly “learning”. This encourages learning. 
     Position Sensing Layer Embodiments 
       FIG. 8A  shows a perspective view of an embodiment of the present invention in the form of an interactive learning apparatus  160 . The interactive learning apparatus  160  teaches the user the basics of writing letters of an alphabet by showing the user the stroke order of each letter on screen  162 , such as an LCD (liquid crystal display) screen. A touch panel  164  (substantially transparent) is positioned on top of the LCD screen wherein the touch panel  164  includes a touch point matrix, such as a 48×54 grid of touch points. The letter (in this example, letter A) is positioned such that individual strokes of the letter coincide with touch points of the touch point matrix. The user then makes the stroke marks of the letter on the touch panel  164  with the stylus  170 . As the user makes the stroke marks, a segment on the screen appears mimicking the appearance of drawing a line on the screen. In addition, individual touch points are activated by the stylus  170 . The touch points are used to grade or score the accuracy of the letter formation. The more touch points that coincide with the letter are activated, the higher the accuracy of the letter form and thus the higher the score. If touch points are activated that do not coincide with the letter, the user had less accuracy in following the letter form and the score is lowered. 
     The apparatus  160  includes a housing  172  which may have any suitable shape but preferably generally rectangular with a carrying handle  182  on top. The apparatus  160  is typically sized to be portable and allow play on a user&#39;s lap or on a table top. Surfaces of the housing  172  are available on either side of the screen  162  for the user to rest their hand when writing, accommodating a left-handed or right-handed user. The display screen  162  may be comprised of an LCD screen, while the position sensing layer may include one or more sublayers that provide position sensing capability. Such position sensing ability is provided in many touchscreen/LCD combinations that are known in the art (e.g., U.S. Pat. No. 5,633,660 and commercially available handheld computers such as Palm Pilot™). The screen may have any suitable size, such as a width of 2.25 inches and a height of 2 inches and the touch panel  164  covering the screen may have the same size. Screen resolution may be 32×28 pixels. The stylus  170  is positioned in the base/center of the apparatus  160  and connected to the housing  172  by a cord  174 . In addition, the apparatus  160  includes a keypad  176  comprised of a variety of buttons  178 , wherein each button  178  represents a letter of an alphabet. Each button  178  is activated by touch. To choose a letter to practice writing, user presses the button  178  corresponding to the letter of choice. The user may select the uppercase or lowercase version of the letter by manipulating a case selector  186 .  FIG. 8B  provides a side perspective view of the embodiment of  FIG. 8A . 
       FIGS. 8C-8J  illustrate a similar embodiment of the apparatus  160 .  FIG. 8C  provides a front view of the housing  172  having a carrying handle  182 , wherein the carrying handle  182  includes a textured portion  184  to improve gripping. The apparatus  160  includes a display screen  162  having a touch panel  164  positioned over the screen  162 . The apparatus  160  further includes a keypad  176  and a stylus  170  positioned in the base/center of the apparatus  160  which is connected to the housing  172  by a cord  174 . In addition, a speaker  186  is illustrated which provides audio output from an audio output device.  FIG. 8D  provides a top view of the housing  172  showing the textured portion  184  of the handle  182 .  FIG. 8E  provides a bottom view of the housing  172  showing the stylus  170  positioned in the base/center of the apparatus  160  connected to the housing by a cord  174 .  FIG. 8F  provides a right side view of the housing  172 . And,  FIG. 8G  provides an illustration of an embodiment of the keypad  176  having a variety of buttons  178 , wherein each button  178  represents a letter of an alphabet.  FIG. 8H  provides a back view of the housing  172  and  FIG. 8I  provides a left side view of the housing  172 .  FIG. 8J  illustrates an embodiment of a stylus  170  of the present invention connected with a cord  174 . 
     Additional exemplary embodiments of some of these features are provided in U.S. Provisional Patent Application No. 60/510,809, filed Oct. 10, 2003, incorporated by reference for all purposes and assigned to the assignee of the present invention. 
     In preferred embodiments, as illustrated in  FIGS. 8A-8J  and in  FIG. 9 , the interactive learning apparatus  160  includes: (a) a housing  172 , (b) a processor unit  190  in the housing  172 , (c) an audio output device  192  coupled to the processor unit  190 , (d) a display screen  162  coupled to the processor unit  190  (e) a position sensing layer  194  (or touch panel) associated with the display screen  162 , and (f) a memory unit  196  coupled to the processor unit  190 , wherein the memory unit  196  comprises (i) code for displaying an image on the display screen  162 , (ii) code for displaying a starting point for drawing at least a portion of the image on the display screen  162 , and (iii) code for displaying a mark drawn by a user using the starting point as a reference point. 
     As described, the interactive learning apparatus  160  teaches the user the basics of writing letters of an alphabet by showing the user the stroke order of each letter on the screen  162  and allowing the user to make the stroke marks of the letter on the touch panel  164  with the stylus  170 .  FIGS. 10A-10B  illustrate an embodiment of this exercise.  FIG. 10A  illustrates a screen  162  overlayed with a touch panel comprised of touch points  168 . An image  201 , in this example the letter B, is displayed on the screen and the user may hear an audio output such as “Letter B says B and buh! Here is the letter B!”. The letter B may simply appear in its entirety on the screen or the stroke marks may appear to form the letter B. Referring to  FIG. 10B , the letter B then vanishes and a dashed line  200  appears representing a first stroke to draw the letter B. In addition, a reference marker  204  (such as a blinking square) appears as a starting point to indicate to the user where to begin drawing the first stroke. The user may then hear instructional audio output such as “Draw a big line straight down starting at the blinking dot”.  FIG. 10C  illustrates drawing a first user mark  202  along the dashed line  200  with the stylus  170 . As the user draws the first user mark  202 , the stylus  170  passes over a portion of the touch points  168 . If the user correctly follows the dashed line  200 , the correct touch points  168  (or grading points) will be touched with the stylus  170 . The correct touch points will be tallied and used in the grading process. The reference marker  204  may then appear at the end of the dashed line  200 , as shown, to indicate the ending point for drawing the stroke mark. It may be appreciated that the reference marker  204  may “move around” to indicate different starting and ending points, or multiple reference markers  204  may be used wherein some indicate starting points and some indicating ending points. The user may also hear an audio output such as “Finish your line at the bottom. See the blinking dot”. 
       FIG. 10D  shows the first user mark  202  drawn and a dashed line  200  representing a second stroke to draw the letter B. In addition, a reference marker  204  is shown to indicate to the user where to begin drawing the second stroke. The user may hear an audio output such as “Good job, now for the next part. Leapfrog back to the starting point.”  FIG. 10E  illustrates drawing a second user mark  206  along the dashed line  200  with the stylus  170 . The reference marker  204  may then appear at the end of the dashed line  200 , as shown, to indicate the ending point for drawing the stroke mark. The user may hear an audio output such as “Make a curve around to the blinking dot.” As the user draws the second user mark  206 , the stylus  170  passes over a portion of the touch points  168 . Here, the user is not correctly following the dashed line  200  and incorrect touch points are touched with the stylus  170 . The incorrect touch points will be tallied and used in the grading process.  FIG. 10F  shows the first user mark  202  and second user mark  206  drawn and a dashed line  200  representing a third stroke to draw the letter B. In addition, a reference marker  204  is shown to indicate to the user where to begin drawing the third stroke. The user may hear an audio output such as “Now curve around again to the bottom to finish the B!”. The reference marker  204  may then appear at the bottom of the B and the user may create a third user mark over the dashed line  200 . It may be appreciated that songs, poems or other audio outputs may be used to coach or provide instruction to the user. 
     As mentioned, the touch points  168  are used to grade or score the accuracy of the user in drawing the letter. For example, the number of correct touch points and incorrect touch points that were touched by the stylus  170  may be tallied and used to generate a score. Typically, the higher the score the more accurately the user drew the letter. The user may also be scored on individual portions of the image. For example, if the user scored better on the curved portions than the straight portion, the user may hear an audio output such as “Good practice! Great curve! Let&#39;s try again!”. A variety of other audio outputs may also be heard indicating the accuracy to the user. 
       FIGS. 11A-11D  illustrate an embodiment of another letter writing exercise.  FIG. 11A  illustrates a screen  162  overlayed with a touch panel comprised of five touch points  168 . An image  201 , in this example the letter B, is displayed on the screen  162  coincident with the touch points  168  and the user may hear an audio output such as “Letter B says B and buh! Here is the letter B!”. The letter B may simply appear in its entirety on the screen or the stroke marks may appear to form the letter B. In addition, a reference image  203  is shown in a corner of the screen  162 . Referring to  FIG. 11B , the image  201  then vanishes while the reference image  203  remains. Alternatively, the reference image  203  may also vanish and then reappear by redrawing itself. In this case, the user may hear an audio output such as “Watch the letter as it is drawn, then draw your own.” 
     A reference marker  204  (such as a blinking square) appears as a starting point to indicate to the user where to begin drawing the first stroke. The user may then hear instructional audio output such as “Draw a big line straight down starting at the blinking dot”.  FIG. 11C  illustrates drawing a first user mark  202  and second user mark  206  with the stylus  170 . As shown, as the user draws the first user mark  202 , the stylus  170  passes over the three touch points  168  aligned with the first user mark  202 . However, as the user draws the second user mark  206 , the user misses a touch point  168 .  FIG. 11D  shows the user drawing a third user mark  208  passing over the last of the five touch points  168 . Since the user only touched 4 out of the five touch points  168 , the user will receive a reduced score. 
     In some embodiments, the user marks will be enhanced by a technique known as Gracious Writing. Gracious Writing improves line quality of user marks when the touch panel  164 /screen  162  does not have enough granularity for optimal implementation. In these instances, the user marks may have a jagged appearance even if the user made smooth lines. Each user mark is made up of pixels on the screen. In addition, the correct path for drawing the stroke marks on the screen is mapped out by the “correct” touch points  168 . As the user marks are drawn, the pixels of the user mark “lean” toward the correct path as indicated by the correct touch points  168 . Leaning of the pixels is achieved by software associated with the touch points  168 . Thus, the Gracious Writing feature leaves the user with a better feeling without actually changing the user&#39;s input. 
     Another letter writing exercise is actuated by selecting a Write Letter mode. The user then hears an audio output such as “Let&#39;s write! Press a letter or a number!” The user may then select a letter by pressing a button  178  on the keypad  176 . If an uppercase switch is on, then the letter will be uppercase. If a lowercase switch is on, the letter will be lowercase. The user may then hear an audio output such as “Letter A says A and ah, as in apple! Here&#39;s how you write the (uppercase/lowercase) letter A!”. An image of the letter is then shown on the screen  162 , typically animated to show the individual stroke marks. Music may be hear while the image is appearing on the screen  162 ; optionally the music may go up a scale as the stroke marks go up and go down a scale as the stroke marks go down. The user may the hear an audio output such as “Now it&#39;s your turn! Draw along with me!”. The image may then flash on the screen  162  and then vanish. The user may then draw user marks on the screen to recreate the image/draw the letter A. After a time delay, the user may hear an audio output such as “That&#39;s the letter A! Great job! Time to erase!”. Alternatively, the drawn user marks may morph into the image of the letter, and optionally the letter may animate, such as dance around. The user may then be prompted to select another letter from the keypad  176 . 
     Erasable Magnetic Display Medium with Illumination Embodiments 
       FIG. 12A  shows a perspective view of an embodiment of the present invention in the form of an interactive learning apparatus  220  having an erasable magnetic display medium with illumination. The interactive learning apparatus  220  teaches the user the basics of writing letters of an alphabet by showing the user the stroke order of each letter on an erasable display  222 , such as a magnetic drawing board, with the use of illumination. The display  222  is positioned on top of a matrix of illumination sources  224 , such as LEDs. Small holes in the display  222  allow light from the illumination sources  224  to shine through the display  222 . The stroke marks used to create the letter (in this example, letter A) are animated by the illumination sources  224 . The user is then able to draw directly over the holes with a stylus  226  while following the animated illumination sources  224  making the stroke marks of the letter on the display  222 . The stylus  226  has a magnetic tip  228  so that as the user makes the stroke marks, magnetic material within the display  222  is drawn toward the magnetic tip  228  and remains in place mimicking the appearance of drawing a line on the display  222 . 
     The apparatus  220  includes a housing  230  which may have any suitable shape but preferably generally rectangular with a carrying handle  232  on top. The apparatus  160  is typically sized to be portable and allow play on a user&#39;s lap or on a table top. Surfaces of the housing  230  are available on either side of the erasable display  222  for the user to rest their hand when writing, accommodating a left-handed or right-handed user. The display  222  may have any suitable size, such as a width of 3 inches and a height of 1.5-2 inches and the matrix of illumination sources  224  may be 5×7 (5 across by 7 high). Generally, the matrix of illumination sources  224  form upper and lower case letters no more than 1 inch high. 
     The stylus  226  is positioned in the base/center of the apparatus  220  and connected to the housing  230  by a cord  234 . In addition, the apparatus  220  includes a keypad  236  comprised of a variety of buttons  238 , wherein each button  238  represents a letter of an alphabet. Each button  238  is activated by touch. To choose a letter to practice writing, the user presses the button  238  corresponding to the letter of choice. The user may select the uppercase or lowercase version of the letter by manipulating a case selector  240 . Volume may be controlled by a volume control  242 ; in this embodiment, a three position (low, medium, high) switch on the front face of the housing  230 . In addition, the apparatus  220  may include a cover  244 . The cover  224  may be closed, as shown in  FIG. 12B , to cover the keypad  236  and display  222 . Or, the cover  224  may be opened, as shown in  FIG. 12A , revealing a reference alphabet that the user may view as a reminder as to the shape of various uppercase and lowercase letters of the alphabet. 
     In preferred embodiments, as illustrated in  FIGS. 12A-12B  and in  FIG. 13 , the interactive learning apparatus  220  includes (a) a housing  230 , (b) a processor unit  246  in the housing  230 , (c) an audio output device  248  coupled to the processor unit  246 , (d) an erasable display  222  coupled to the housing  230 , wherein the erasable display  222  forms a display region, (e) an array of illumination sources  224  in the display region; and (f) a memory unit  250  coupled to the processor unit  246 , wherein the memory unit  250  comprises (i) code for illuminating a predetermined number of illumination sources  224  in the array of illumination sources to display an image, and (ii) code for allowing a user to draw on the erasable display  222  to attempt to reproduce the displayed image. 
     As described, the interactive learning apparatus  220  teaches the user the basics of writing letters of an alphabet by showing the user the stroke order of each letter on the display  222  and allowing the user to make the stroke marks of the letter on the display  222  with the stylus  226 .  FIGS. 14-21  illustrate an embodiment of this exercise.  FIG. 14  illustrates an erasable display  222  having a matrix of holes  260  through which light from illumination sources  224 , such as LEDs, may be seen when illuminated. In preferred embodiments, the erasable display  222  is comprised of a magnetrophoretic display panel having a front piece of transparent or semi-transparent plastic, a middle honeycombed or hexagonal plastic lattice and a back piece of transparent or semi-transparent plastic. Typically, the walls of the middle, honeycombed lattice are less than 0.02 inches (0.5 mm) thick. 
     Each cell of the lattice is filled with a thick liquid suspension or dispersion medium filled with tiny magnetic particles. The lattice structure ensures that there is an even distribution of magnetic particles across the display  222 . The liquid dispersion medium is designed so that the particles can be pulled through the liquid in response to magnetic force applied by a magnet, such as the magnetic tip  228  of the stylus  226 . The particles do not change position, such as by floating or sinking, due to special properties of the liquid. In particular, the liquid is thick enough to prevent the magnetic particles from sinking. Typically, the liquid is comprised of water, glycol or organic solvent/oil, and the liquid has a particulate thickener, such as waxes (olefinic polymer, olefinic copolymer, wax, etc.), fatty acid derivatives (fatty acid amide, dextrin fatty acid ester, etc.), or metal soap, to name a few. The magnetic particles are typically dark, small and fine (approximately 10 microns). Such particles may be comprised of any suitable material including magnetic oxides (such as black magnetite, gamma-hematite, chromium oxide, or ferrite) and/or magnetic alloys (such as iron, cobalt or nickel). Example magnetrophoretic display panels include Magna Doodle™ and Doodle Pro™ (manufactured by Fisher-Price®). 
       FIG. 14  also illustrates an erase lever or a magnetic bar  262  having a magnetic bar handle  268 . The magnetic bar  262  is positioned beneath the display  222  and is moveable back and forth across the display  222  (as indicated by arrow  270 ) by the handle  264 . As the bar  262  moves beneath the display  222 , the magnetic particles in the liquid are pulled through the liquid in response to magnetic force applied by a magnetic bar  262 . Thus, the magnetic particles are pulled away from the front of the display  222  and are no longer visible. This “erases” the display  222 .  FIG. 14  also illustrates a stylus  226  attached to the apparatus  220  by a cord  234 . 
     The apparatus  220  includes a variety of modes of play which are selectable by a mode selector switch. The user may select a “Learn Mode” which teaches the user writing of uppercase and lowercase letters and numbers 0-9. In the Learn Mode, the user selects a letter by pressing the button  238  corresponding to the letter of choice (in this example, T) and selects the case by manipulating the case selector  240  (in this example, uppercase). The user may hear an audio output such as “Letter T says T and ta, as in top! Here&#39;s how you write the uppercase letter T!”. Referring to  FIG. 15 , illumination sources  224   a ,  224   b ,  224   c  then illuminate and shine through their respective holes  260  in the erasable display  222  to indicate a first instructional stroke  280  in drawing the letter T. The illumination sources  224   a ,  224   b ,  224   c  may illuminate one at a time, such as from left to right, to animate the directional nature of the stroke  280 . The user may hear an audio output such as drawing music during illumination. In some embodiments, the drawing music goes up or down a scale as the illumination sources  224   a ,  224   b ,  224   c  are individually illuminated. 
       FIG. 16  provides a cross-sectional view of the embodiment of the apparatus  220  illustrated in  FIG. 15 . As shown, the display  222  includes a plurality of holes  260  which pass therethrough. The holes  260  are sealed so that liquid within the display is not able to leak through the holes  260 . Likewise, the transparent or semi-transparent surfaces of the display  222  typically cover the holes  260  so that the front surface of the display  222  is smooth for writing purposes. Illumination sources  224  are disposed beneath the display  222 , as shown, and are controlled by the processor unit  246 .  FIG. 16  illustrates illumination sources  224   a ,  224   b ,  224   c  illuminated to indicate the first instructional stroke  280  of the letter T. The apparatus  220  may then continue to illuminate additional illumination sources to indicate the remaining instructional strokes in drawing the letter T. 
     The user may hear an audio output such as “Now it&#39;s your turn! Draw along with me!”. The letter T may then flash on the display  222  and disappear. The illumination sources  224   a ,  224   b ,  224   c  may then again illuminate one at a time to animate the directional nature of the first instructional stroke  280 . The user then follows the stroke  280  with the stylus  226 , as shown in  FIG. 17 , creating a first user mark  282 . As mentioned, the stylus  226  has a magnetic tip  228 , as illustrated in  FIG. 18 . Movement of the magnetic tip  228  across the display  222  attracts magnetic particles  284  as it moves, pulling the magnetic particles  284  through liquid  286  within the lattice structure  288  of the display  222 . The particles  284  remain near the surface of the display  222 , as shown in  FIG. 19 , forming the first user mark  282 . 
     Referring to  FIG. 20 , the illumination sources  224  may then again illuminate one at a time to animate the directional nature of a second instructional stroke  290 . The user then follows the stroke  290  with the stylus  226  creating a second user mark  292 . Once the letter T has been drawn by the user, the user may hear an audio output such as “That&#39;s the letter T! Great job!”. After a pause, such as a 2 second pause, the user may then hear “Time to erase!”. The user may erase the letter with the use of the magnetic bar  262 .  FIG. 21  illustrates movement of the magnetic bar  262  across the display  222  by advancing the handle  264  in the direction of the arrow  270 . As the magnetic bar  262  passes underneath the first and second user marks  282 ,  292 , the magnetic particles  284  are drawn toward the magnetic bar  262 , removing the marks  282 ,  292  from the surface of the display  222  thereby erasing the letter T.  FIG. 21  illustrates only a portion of the first user mark  282  remaining in the area in which the bar  262  has not yet passed. 
     Once the letter has been erased, the user may then hear an audio output such as “Hit GO to write the same letter. Or turn the wheel to write something new! It&#39;s up to you!” 
     Embodiments of the invention also include computer readable media for performing any of the functions described above. For example, embodiments of the invention include computer readable media including computer code for performing the functions shown in  FIG. 6A-6F ,  10 A- 10 F, or  11 A- 11 D. The computer readable media may be portable and may be in the form of disks, tapes, or data cartridges, or could be internal to a larger apparatus. 
     The terms and expressions which have been employed herein are used as terms of description and not of limitation, and there is no intention in the use of such terms and expressions of excluding equivalents of the features shown and described, or portions thereof, it being recognized that various modifications are possible within the scope of the invention claimed. Moreover, any one or more features of any embodiment of the invention may be combined with any one or more other features of any other embodiment of the invention, without departing from the scope of the invention. Further, although the embodiments of the present invention are described and illustrated to teach the basics of writing letters of the alphabet, the embodiments are equally applicable to writing numbers, symbols and other images. 
     Also, it should be understood that the present invention as described above can be implemented in the form of control logic using computer software in a modular or integrated manner. Based on the disclosure and teachings provided herein, a person of ordinary skill in the art will know and appreciate other ways and/or methods to implement the present invention using hardware and a combination of hardware and software. Any of the functions described above may be preprogrammed into a memory unit (or other computer readable medium) according to methods known to those of skill in the art using any suitable programming language). 
     All references, patent applications, and patents mentioned above are herein incorporated by reference in their entirety for all purposes. None of them are admitted to be prior art to the presently claimed inventions.