Abstract:
Present herein is a technique for providing computer and internet access for a group of participants, which can include economically disadvantaged persons. An orientation is first conducted wherein computer technical skills are taught. After the orientation, a computer is provided and installed in the homes of each participant. During installation, the participant is provided with additional training. Internet access is also provided for the participant through a partnership with the local telecommunications provider.

Description:
PRIORITY DATA 
     This application claims the benefit of “Personalized Internet Access”, Provisional Application for Patent, Ser. No. 60/191,339 filed Mar. 22, 2000, by Kimberly Bunting, Kenneth Davis, and James Howell, which is hereby incorporated by reference for all purposes. 
    
    
     TECHNICAL FIELD 
     The present invention relates to the internet, and more specifically, to improving internet access to a population. 
     BACKGROUND 
     America has identified a critical barrier to the advancement of society. Individuals must competently utilize technology to engage in an exponentially increasing number of routine daily activities. Until all citizens have basic technological skills and are connected to the Internet, the United States cannot fully realize the comprehensive modernization and educational advancement afforded by universal connectivity. To truly be connected to the Internet, citizens must have in-home access. 
     Of those not connected, the 34.5 million Americans (Census, 1998) living below the poverty line represent the greatest challenge. This group faces not only the economical barriers to owning a home computer, but also the barriers of functional and technological literacy required to maintain a personal computer and content customized to the unique situations poverty creates. Accordingly, in addition to the provisioning of computers and internet access, the foregoing group requires technical skills development to effectively use the internet. 
     SUMMARY 
     A system, method, and apparatus for creating community networks for the historically disadvantaged is described herein. Through consortiums of local community-based organizations, the resources, issues, and needs of the disadvantaged and their support groups are evaluated o a customized on-line community which meets those needs. 
     A method for providing internet training and access to persons is presented herein. An orientation and training session is provided initially to the persons which provides internet and computer training. The orientation and training can be provided in partnership with local community based organizations. During the orientation and training session, the persons can be provided tools, such as detailed users&#39; manuals. 
     Upon completion of the orientation and computer training sessions, computers are installed in the persons&#39; homes. Internet access, either dialup or broadband is arranged in partnership with the local telecommunications providers. During the installation, the computers are programmed to automatically dial and access a predetermined proxy server. Additional computer instruction can also be provided by technicians during the installation. 
     The predetermined proxy server provides secure access to an internet community which is customized to the user. The proxy server also provides the facility to prevent users from accessing Internet web sites that contain questionable content through the use of filtering software. Once users have logged on and been authenticated by the web site, they have access to a multitude of activities and services provided by the web site software, for example, personalized training curriculums, customized content, featured activities, personal support mechanisms, online mentoring, facilitated communications, and technical support. The web site content is customized to the reading and literacy levels of the users. The activities available on the web site are selected activities which meet the goals of the funding organizations. Additionally, counselors are able to monitor the progress of the users and track their progress. 
    
    
     BRIEF DESCRIPTION OF THE DRAWINGS 
     FIG. 1 is conceptual diagram describing an Internet community; 
     FIG. 2 is a block diagram describing an Internet community; 
     FIG. 3 is block diagram of processes which are available from the Internet community; 
     FIG. 4 is a flow diagram describing the sign on process; 
     FIG. 5A is a flow diagram describing the building of a personal desktop; 
     FIG. 5B is a flow diagram describing the building of a personal desktop; 
     FIG. 6 is a flow diagram describing the updating of a personal profile; 
     FIG. 7 is a flow diagram describing the updating of the calendar; 
     FIG. 8A is a flow diagram describing the building of curricula; 
     FIG. 8B is a flow diagram describing the building of curricula; 
     FIG. 9 is a flow diagram describing the building of curricula; 
     FIG. 10A is a flow diagram describing scheduling courses; 
     FIG. 10B is a flow diagram describing scheduling courses; 
     FIG. 11 is a flow diagram describing taking courses; 
     FIG. 12 is a flow diagram describing taking courses; 
     FIG. 13 is a flow diagram describing usage tracking; 
     FIG. 14A is a flow diagram describing automated help; 
     FIG. 14B is a flow diagram describing automated help; and 
     FIG. 15 is a flow diagram describing automated help. 
    
    
     DETAILED DESCRIPTION 
     Referring now to FIG. 1, there is illustrated a conceptual diagram describing an internet community  100  for use by any number of participants  105 . In addition to the online usage provided by the community  100 , Internet service is provided to the participants by a partnership of training providers  110 , counselors or fund providers  115 , employers  120 , and an Internet Service Provider (ISP)  125 , and hardware/tech support provides  127 . 
     The participants  105  are the focal point and main users of the internet community and provide information regarding their personal goals, interests, and career choices, and use the community to schedule and participate in self-paced training courses of their choosing. The internet community can target specific courses for each participant  105  based on their specified goals, interests, and career choices, as well as input from counselors. 
     Each of the participants  105  is generally monitored by counselors or fund providers  115  from a governmental or private organization who support them to ensure they seek gainful employment. The internet community provides useful data regarding which courses participants  105  have enrolled in and how the participants have fared in each course. The internet community also tracks usage time and categorizes usage as may be required by the governmental or private organization. Additionally, the internet community can serve as a conduit for messages from the participants  105  to the counselors  115  and vice-versa. 
     Access to the internet community is made possible by installation of computers in the participant&#39;s homes by Hardware/Tech Support Providers  127 . The hardware/tech support providers  127  configure dial-up internet access to the internet community, and provide additional computer instruction and technical support during the installation. 
     Usage of the internet community resources is facilitated by any number of training providers  110  which offer web-based self-paced training to participants  105  for any number of types of courses. The courses are administered directly over the internet and include pre-placement exams and final exams. Additionally, the internet community provides statistical feedback to the training providers to assist them in fine-tuning their courses and curricula. 
     External content providers provide content such as web sites  130 , text links  135 , and audio/visual links  140  to articles and other useful information for the participants. Additionally, the internet community includes a content manager, a customized tool created in a programming language, such as Visual Basic for administration of site content. This tool is utilized to customize and prioritize site content (articles, resources, and related links) and to rotate it on a daily and weekly basis. This tool provides the flexibility to publish specific articles or other content concurrently in one or many specified online communities for selected date ranges. Content is edited and written at a level commensurate with the literacy levels of the participants  105 . For participants  105  with low literacy levels or disabilities, the content can be read aloud through the use of animated robots (BOTs). 
     The internet community administrator coordinates the installation, maintenance, and billing for broadband, or dialup access to the internet community through local telecommunication providers. The internet community trainer(s)  100  conduct orientation sessions for the participants, where the participants are provided detailed instructions on using computers the Internet, and the community web site. Reference materials are included in this orientation. After completion of the orientation session, the internet community administrator  100  coordinates the provisioning of internet access by an Internet Access Provider and installation of a computer into the residence of each participant by the Hardware Tech/Support Provider  127 . During installation of the computer, the Hardware Tech/Support Provider  127  provides additional instruction in the usage of the computer, and configures the computer to access the internet community. 
     Referring now to FIG. 2, there is illustrated a block diagram describing the internet community. The internet community includes a private network  205  which is accessible only by client computers of community participants  210 . The private network includes web servers  215  for providing web services, database servers  220  for providing access to a database  221 , and a proxy server to filter internet content accessed by participants  225 . 
     The private network  205  is accessed via an interface which includes a web server  225  and a firewall  230 . The web server  215  provides a graphical user interface which facilitates use of the private network  205  resources. The client computer  210  accesses the web server  215  by establishing a communication channel over a communication medium such as the internet  235 . Upon accessing the web server  215 , the graphical user interface is displayed at the client computer  210 . 
     Referring now to FIG. 3, there is illustrated a block diagram of the various processes which are accessible at the private network  205 . The processes include a signon process  305  for accessing the private network  205 , a build personal desktop process  310  for customizing the desktop on the client computer  210 , a process for updating the personal profile  315  stored at the database  221 , a calendar process  320  for viewing and updating a calendar, a process for building the curricula of courses  325 , a course scheduler  330 , an interface for taking courses online  335 , external links  340 , a process for tracking usage  345 , a system administration process  350 , an automated help process  355 , and a site content and activities process  360 . 
     Referring now to FIG. 4, there is a flow diagram describing the signon process. At step  405 , a client/server connection between the client computer and the server computer is established. Responsive thereto, the computer system prompts the user for a userid and password (step  410 ). Responsive thereto, the user provides the userid and password (step  415 ). At step  420 , the computer system checks the userid in the database  221 . 
     The database  221  indicates whether the userid is associated with a community member, a counselor, or a system administrator. Wherein the userid is not in the database  221 , the userid is associated with a guest. At step  425 , a determination is made whether the userid is associated with a guest. Wherein the userid is associated with a guest, the user is permitted to take a guided visitor tour (step  430 ) but is not permitted access to the web site. 
     Wherein the userid is associated with a member or counselor, the system attempts to validate the password (step  435 ) and return the person type and community. At step  440 , the system determines if the password is valid. Wherein the password is not valid during step  440 , the user is prompted to reenter the password (step  450 ), unless the failed password validation during step  435  was a third consecutive failure (step  445 ), wherein the system sends a message to the system administrator (step  455 ) and user sign on is rejected (step  460 ). 
     Wherein the password is validated during step  435  the system uses the person type and ID to determine what entry page (participant or counselor), and contents are displayed (step  463 ). Once the password is validated during step  435 , the personal desktop for the user is build (step  485 ). However, in another embodiment may use an additional security measure, known an electronic certificate. At step  465 , the system attempts to validate an electronic certificate. Wherein the electronic signature is invalid during step  470 , security breach attempt procedures are executed (step  475 ) and the user is rejected (step  480 ). Where the signature is valid during step  470 , the personal desktop for the user is built (step  485 ). 
     Referring now to FIG. 5A, there is illustrated a flow diagram describing the building of the personalized desktop. After completion of the signon process describing in FIG. 4, at step  505 , a determination is made whether the userid is associated with a member or a counselor. Wherein the userid is associated with a counselor, a desktop with applicable messages for a counselor is built (step  510 ). In one embodiment, an icon can be displayed and the process proceeds to step  540 . In another embodiment, where the userid is associated with a user during step  505 , a validation is made whether the user has made goal and career choices (step  515 ). Wherein goal and career choices are found not to exist during step  520 , the user&#39;s personal profile is updated (step  525 ). After the procedure for updating the profile is performed, a determination is made whether the user has completed their profile (step  530 ). Wherein the user has not completed their profile during step  530 , the reminder message is loaded to the desktop (step  535 ). Wherein the user has completed their profile during step  530 , step  535  is bypassed. 
     During step  540 , the user&#39;s email is checked, and wherein the user has email during step  545 , a message indicating the same is loaded to the desktop (step  550 ). Wherein the user does not have email, step  550  is bypassed. At step  555 , a check is made for upcoming calendar events, which are subsequently posted to the desktop as reminders for the user. During step  560 , a determination is made whether the user needs assistance with their training and then process proceeds to step  610 . In another embodiment, a determination can be made whether the user attended each of the classes on time (step  560 ). Wherein the user has not attended a class on time, a message, such as an email, is generated and sent to the user&#39;s counselor (step  565 ) and a message indicating that a class was missed is loaded to the desktop (step  570 ). Wherein the user has attended each of the scheduled classes on time, or wherein no classes were scheduled, steps  565 , and  570  are bypassed. 
     At step  575 , a determination is made whether upcoming classes are scheduled. Wherein upcoming classes are scheduled during step  575 , the upcoming class information is retrieved during step  580  from the database  221  and messages indicating the upcoming messages are loaded to the desktop (step  585 ). Wherein no upcoming classes are scheduled during step  575 , steps  580  and  585  are bypassed. 
     During step  590 , a search is made in the database  221  for classes which the user has not taken which match the user&#39;s interests, goals, and career choices. Referring now to FIG. 6, at step  605 , messages indicating the courses which match the user&#39;s interests, goals, and career choices are loaded to the desktop. 
     At step  610 , an online calendar is loaded to the desktop. At step  615 , a determination is made whether a language translation is required by examining records in the database  221 . Wherein a language translation is required, the content of the desktop is translated to the user&#39;s language (step  620 ). Wherein a language translation is not required, step  620  is bypassed. 
     In one embodiment, adjustments can be made for the visually or hearing impaired. At step  625 , a determination is made whether adjustments are required for the visually or hearing impaired by examination of the database  221 . Wherein adjustments are required during step  625 , appropriate adjustments are made for the user (step  630 ). Step  630  is bypassed wherein no adjustments are required for visual or hearing impairments. 
     At step  635 , the user&#39;s use of the internet community is tracked, calculated, stored in the database  221  and reported on the desktop and at step  640 , the desktop is presented on the user&#39;s computer, thereby terminating the process. 
     Referring now to FIG. 7, there is illustrated a flow diagram describing the updating of the personal profile. At step  705 , the system retrieves the data from the database  221  and presents the personal data links which permit the user to change information, including personal data, family data, interests/hobbies data, personal goals data, disability data, education data, and career choices data. 
     At step  710 , a determination is made whether the user chose to change their personal data. Wherein the user has chosen to change their personal data during step  710 , the system presents the users personal data from the database  221  (step  715 ) and receives the updates to the personal data and stores the updates in the database  221  (step  720 ). Wherein the user does not choose to change their personal data, steps  715  and  720  are bypassed. 
     At step  725 , a determination is made whether the user chose to change their family data. Wherein the user has chosen to change their family data during step  725 , the system receives updates and edits to the family data and stores the foregoing in the database  221  (step  730 ). Wherein the user has not chosen to change their family data, steps  725  and  730  are bypassed. 
     Referring now to FIG. 8, at step  805 , a determination is made whether the user chose to change their interests/hobbies data. Wherein the user has chosen to change their interests/hobbies data during step  805 , the system receives updates and edits to the interests/hobbies data and stores the foregoing in the database  221  (step  810 ). Wherein the user has not chosen to change their interests/hobbies, steps  805  and  810  are bypassed. 
     At step  815 , a determination is made whether the user chose to change their disability data. Wherein the user has chosen to change their disability data during step  815 , the system receives updates and edits to the disability data and stores the foregoing in the database  221  (step  820 ). Wherein the user has not chosen to change their disability data, steps  815  and  820  are bypassed. 
     At step  825 , a determination is made whether the user chose to change their education data. Wherein the user has chosen to change their education data during step  825 , the system receives updates and edits to the education data and stores the foregoing in the database  221  (step  830 ). Wherein the user has not chosen to change their education data, steps  825  and  830  are bypassed. 
     At step  835 , a determination is made whether the user made any changes to career choices data, interests/hobbies data, or personal goals data. In one embodiment, wherein a change was made, an message (such as an email) is sent to the user&#39;s counselor (step  840 ) and the user is prompted (step  845 ) to determine if they wish to update the targeted course profile (step  850 ) and the updating of the user profile is complete. Wherein the user wishes to update their targeted courses, the system receives the updates and stores the updates in the database  221  (step  855 ). Wherein the user chooses not to update the course profile, step  855  is bypassed, and the updating of the user profile is complete. Wherein the user has not made a change to career choices data, interests/hobbies data, or personal goals data, steps  840 - 855  are bypassed and the updating of the user profile is complete. 
     Referring now to FIG. 9, there is illustrated a flow diagram describing the addition of events to the user&#39;s calendar. Responsive to receiving a selection of a calendar object (step  905 ), the personal calendar inherits events from a system calendar which are displayed, along with personal events and the user is prompted for event categories (step  910 ). At step  915 , an event selection is received. The event selection can either comprise an event category or all of the event categories. At step  920 , a determination is made whether the user has selected all of the event categories. 
     Wherein the user has selected a particular event category, pertinent future events are retrieved from the database  221  and listed (step  925 ). Wherein the user has selected all of the event categories, all of the event categories are listed (step  930 ). 
     At step  935 , a determination is made whether the user has indicated that they have finished selecting events. Wherein the user has not finished selecting events, an event selection is received at step  940 . Responsive thereto, a determination is made whether the event selection conflicts with another scheduled event or course by retrieving the foregoing information from the database  221  (step  945 ). Wherein no conflict exists, the event is scheduled in the calendar (step  960 ). 
     Wherein a conflict exists, the user is warned about the conflict (step  950 ) and asked whether they wish to still schedule the event (step  955 ). Wherein the user indicates that they still wish to schedule the event, the event is scheduled in the calendar (step  960 ). Wherein the user does not wish to schedule the event, step  960  is bypassed. 
     Steps  930 - 960  are then repeated until the user indicates that they have completed scheduling events during step  935 . When the user indicates that they are finished scheduling events during step  935 , the user exits the calendar (step  965 ) and the calendar scheduling is completed. 
     Referring now to FIG. 10, there is illustrated a flow diagram describing the building of curricula. Responsive to a user selection of an object for scheduling courses, a selection from a counselor is received which selects a particular participant (step  1005 ). At step  1010 , the counselor&#39;s selection of an object for building curricula is received. Responsive thereto, the curricula and relevant courses information are retrieved from the database  221  (step  1015 ). At step  1020 , a selection is received from the counselor and a determination is made whether the selection indicates that the counselor has completed building the curricula (step  1025 ). Wherein the counselor indicates that they have finished building the criteria, the process is terminated. 
     Wherein the counselor has not finished building the curricula during step  1025 , a determination is made whether the counselor has indicated that they wish to delete the curricula during step  1020  (step  1030 ). In one embodiment, wherein the counselor has indicated that they wish to delete the curricula, a determination is made whether the course associated with the curricula has started or not (step  1035 ). Wherein the course has started, the deletion is rejected (step  1040 ). Wherein the course has not started, the counselor is asked whether they are sure about the deletion (step  1045 ) and indicate such (step  1050 ) before deleting the curricula (step  1055 ). Wherein the counselor does not wish to delete curricular during step  1030 , steps  1035 - 1055  are bypassed. 
     Referring now to FIG. 11, at step  1105 , a determination is made whether the counselor wishes to change the curricula (from the selection made during step  820 ). Wherein the counselor wishes to change the curricula, the curricula is retrieved from the database  221  (step  1110 ). 
     Wherein the counselor does not wish to change the curricula during step  1105 , a determination is made whether the counselor wishes to add a curricula (step  1115 ). Wherein the counselor does wish to add a curricula, the system builds a new curricula (step  1120 ). Wherein the user does not wish to add a curricula during step  1115 , the process of changing curricula is completed. 
     The course additions, deletions are received (step  1125 ) as well as the priority arrangements (step  1130 ) from the counselor and saved (step  1135 ). During step  1140 , an email message is sent to the participant. Steps  1020 - 1140  are then repeated until an indication that the counselor has finished making course changes is received during step  1025 . 
     Referring now to FIG. 11A, there is illustrated an alternative embodiment of the build curricula process. At step  1150 , a selection by a training manager is received indicating a command to build a learning plan. At step  1155 , a selection of courses for addition to a generic learning plan is received. At step  1160 , an assignment of a generic learning plan users and varied due dates for each user is received. At step  1165 , selection of courses pertinent to specific career choices is received from the training manager and assigned targeted career learning plans to users with selected career choices is received from the training manager (step  1170 ). 
     Referring now to FIG. 12, there is illustrated a flow diagram describing scheduling of courses. Responsive to a user selection for scheduling courses, a course categories list is presented (step  1205 ). At step  1210 , a user selection of a particular course category is received and courses which match the user&#39;s selection are searched for in the database  221  (step  1215 ). During step  1220 , a list of courses which pertain to the category selected by the user is presented and is sorted in as the user indicates (step  1225 ). At step  1230 , the user is prompted to schedule a course. 
     At step  1235 , a selection is received and a determination is made from the selection whether the user wishes to schedule a course (step  1240 ) and the process proceeds to step  1255 . However, in one embodiment, at step  1245 , the calendar is checked for conflicts and a determination is made whether any conflict exists (step  1250 ). Wherein no conflict exists, the course is schedule in the person calendar and the database  221  (step  1255 ) and the counselor is emailed (step  1260 ). Wherein a conflict exists, the user can either cancel or schedule the course, notwithstanding the conflict (step  1265 ). Wherein the user wishes to schedule the course, the course is scheduled (step  1255 ), the counselor is emailed (step  1260 ), and the course appears on the user&#39;s learning plan. Wherein the user cancels the course, steps  1255  and  1260  are bypassed. 
     Referring now to FIG. 13, there is illustrated a flow diagram describing how a user can take a course. Responsive to a user sign in, a selection to open a curricula is received (step  1305 ) with a course selection (step  1310 ). At step  1315 , a determination is made whether the course is self-paced computer based training (CBT). Wherein the course is not a self-paced CBT, the user is informed (step  1320 ) of when to take the course and the process is complete. Wherein the course is self-paced, a determination is made whether the user has already started the course (step  1325 ). Wherein the user has not started the course, a pre-entrance exam is administered (step  1330 ) and the course is started (step  1335 ). Wherein the user has already started the course, the course is resumed at the point which the user left off (step  1340 ). At step  1345 , a logoff selection is received from the user. Responsive thereto, a record is stored in the database  221  indicating the place during the course where the user left off (step  1350 ). 
     Referring now to FIG. 13A, there is illustrated a second of a process for taking courses, responsive to user entry of campus page (step  1353 ). At step  1356 , a learning plan is presented and the user is prompted to select whether they wish to work on the scheduled learning plan or take a separate course (step  1359 ). Wherein the user selects to take a separated course during step  1359 , individual course selections from a course library are received (step  1362 ). Wherein user selects to work on the scheduled learning plan during step  1359 , step  1362  is bypassed. 
     At step  1365 , selection of a course and a course play selection are received. Responsive thereto, the user is prompted to select whether they wish to take the course or attempt to place out of the course (step  1368 ). Wherein the user selects to take the course (step  1371 ), the course content is played. Wherein the user selects to place out of the course during step  1368 , step  1371  is bypassed. At step  1374 , a final examination is administered and evaluated to determine if the user achieved a passing score, e.g., 70%, (step  1378 ). Wherein the user achieved the passing score, the user is credited with completing the course (step  1381 ) and the process is terminated. Wherein the user does not achieve the passing score, step  1381  is bypassed and the process is terminated. 
     Referring now to FIG. 14, there is illustrated a flow diagram describing the tracking of the usage of the system by a user. Responsive to the user signing in, the tracking mechanisms are initiated (step  1405 ). At step  1410 , the date/time of the login is stored in the database  221 . At step  1415 , the internal site hits by the user are tracked and a determination of whether the user has left the predetermined proxy server web site is made during step  1420 . Wherein the user has left the web site associated with the predetermined proxy server, time is credited for the first external web site visited in the database  221  (step  1425 ). At step  1430 , the system records the exit time/date of the user. 
     Wherein the user remains within the web site associated with the proxy server, the system monitors whether there has been activity for the last 30 minutes, or alternatively, some other predetermined time interval (step  1440 ). Wherein the no activity has occurred during the predetermined time interval, the user is logged off (step  1445 ) and the time and date are recorded in the database  221  (step  1450 ). 
     Referring now to FIG. 15, there is illustrated a flow diagram describing automated help. After the user signs in, the system BOT animation starts (step  1505 ). A determination is made during step  1510  whether the user is a community visitor. 
     Wherein the user is a community visitor, the user is asked whether they would like a community tour (step  1515 ) and based on the user&#39;s response, a determination is made during step  1520  whether the user would like a tour. Wherein the user would like a tour during step  1520 , demographic information about the user is gathered (step  1525 ) and the user is given a guided tour (step  1530 ). Wherein the user would not like a tour, steps  1525  and  1530  are bypassed. 
     Wherein the user is not a visitor, instructions are broadcast to enable/disable BOT (step  1535 ). A determination is made from the user&#39;s profile whether the user is visually impaired (step  1540 ). Wherein the user is not visually impaired, a determination is made whether the user disabled the BOT (step  1545 ). 
     Wherein either the user is visually impaired during step  1540  or the user has not disabled the BOT during step  1545 , the BOT speaks as the mouse is dragged over text areas of the screen (step  1550 ), introduces each new page (step  1555 ), and speaks all system prompts (step  1560 ). Wherein the user is not visually impaired during step  1540  and has turned off the BOT during step  1545 , visual text help, known as bubbles, appears as the mouse is dragged over areas of the screen (step  1565 ) and steps  1550 - 1560  are bypassed. 
     Referring now to FIG. 16, at step  1605 , the activity of the user is monitored to determine whether the user has initiated activity within a predetermined time period, such as 15 minutes. Wherein the user has not initiated any activity during the predetermined time period, the BOT prompts the user (step  1610 ) to ask if they need help (step  1615 ). 
     Wherein the user needs help, the BOT prompts the user (step  1620 ) to determine whether the user wishes to start from the beginning (step  1625 ). Wherein the user wishes to start over during step  1625 , the BOT takes the user to the home page (step  1630 ). Wherein the user does not wish to start over from the beginning step  1630  is bypassed. At step  1635 , the BOT offers an internal site search by keyword. 
     Referring now to FIG. 16A, there is illustrated a flow diagram describing an alternate embodiment of the automated help feature. Responsive to the user signing in (step  1655 ), a determination is made whether the user is a visitor or not (step  1660 ). 
     Wherein the user is a community visitor, the user is asked whether they would like a community tour and based on the user&#39;s response, a determination is made during step  1661  whether the user would like a tour. Wherein the user would like a tour during step  1661 , demographic information about the user is gathered (step  1662 ) and the user is given a guided tour (step  1663 ). Wherein the user would not like a tour, steps  1662  and  1663  are bypassed. 
     Wherein the user is not a community visitor during step  1660 , the signon process, e.g., the process described in FIG. 4, occurs (step  1665 ). During step  1670 , selection of a BOT by the user is received. At step  1675 , the BOT speaks and describes the page the user is on. At step  1680 , the user is prompted to indicate whether they need additional help. Wherein the user indicates that they need additional help during step  1680 , a selection requesting help is received and detailed help text is presented (step  1685 ). During step  1690 , a selection requesting reading of selected text is received and the BOT reads the selected text and the process is terminated. Wherein the user indicates that they do not need additional help during step  1680 , steps  1685  and  1690  are bypassed and the process is terminated. 
     Although the invention has been described with a certain degree of particularity, it should be recognized that elements thereof may be altered by person skilled in the art without departing from the spirit and scope of the invention. One of the embodiments of the invention can be implemented as sets of instructions resident in computer readable memory for execution by a computer system. One skilled in the art would appreciated that the physical storage of the sets of instructions physically changes the medium upon which it is stored electrically, magnetically, or chemically so that the medium carries computer readable information. The invention is limited only by the following claims and their equivalents.