Abstract:
An e-learning system provides learning content and interactive learning games to users using computer. The e-learning system includes an authoring system allowing the creation of customized learning content and interactive learning games. A content presentation module presents learning content to users. A data collection module receives user data indicating the user&#39;s performance with the interactive games. A user data presentation module analyzes the user data and presents a report including user data. The data presentation module may also present rankings of user data for interactive games. The interactive learning games are designed to reinforce and measure users&#39; understanding of the instructional content provided by the content presentation module. While playing interactive games, access to corresponding instructional material can be enabled to enhance users&#39; retention or disabled to assess users&#39; knowledge. Open games can be used to calibrate user responses to model responses and to aggregate and evaluate users&#39; suggestions.

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS  
       [0001]     This application claims priority to U.S. Provisional Patent Application No. 60/660,562, filed Mar. 10, 2005 the disclosure of which is incorporated by reference herein. 
     
    
     BACKGROUND OF THE INVENTION  
       [0002]     This invention is related to the field of electronic learning systems and software applications for the creation of the same. Organizations typically devote a large amount of time and resources to educate and train their members. As organizations face increasing training requirements and reduced training budgets, they are using educational software applications, referred to as e-learning applications, to meet their training needs.  
         [0003]     Although e-learning applications allow organizations to train employees with minimal expense and supervision, the results of many e-learning applications are poor. Typical e-learning applications are designed to teach general topics and are not tailored to the specific needs of an organization. As a result, pre-packaged e-learning applications are often perceived by an organization&#39;s members as irrelevant, instructionally ineffective, and dull. E-learning applications can be customized to suit the needs of an organization and its members; however, producing customized e-learning applications is time consuming and expensive. Additionally, although interactive e-learning applications, such as those including instructional games and simulations, help retain users&#39; interest and improve retention, customization of interactive elements is typically extremely expensive.  
         [0004]     Additionally, many organizations would like to be able to deploy e-learning application in a consistent and organized manner. Furthermore, organizations would like to be able to monitor its members participation and performance in training activities. However, typical e-learning applications are difficult to deploy across organizations and offer limited, if any, reporting capabilities.  
         [0005]     It is therefore desirable for an e-learning system to provide organizations with an integrated system for rapidly and inexpensively creating customized, interactive e-learning applications tailored to the specific needs of organizations and its members. It is further desirable for an e-learning system to provide organizations with an integrated system for managing the deployment of e-learning applications and monitoring member participation and performance in these e-learning applications. 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0006]     The invention will be described with reference to the drawings, in which:  
         [0007]      FIG. 1  illustrates an example portal page for an e-learning system according to an embodiment of the invention;  
         [0008]      FIG. 2  illustrates an example interactive book for an e-learning system according to an embodiment of the invention;  
         [0009]      FIG. 3A-3K  illustrate example interactive learning games for an e-learning system according embodiment of the invention;  
         [0010]      FIG. 4A-4E  illustrate example interactive open learning games for an e-learning system according to an embodiment of the invention;  
         [0011]      FIG. 5  illustrates an example library of interactive books and learning games for an e-learning system according to an embodiment of the invention;  
         [0012]      FIG. 6A-6B  illustrate an example reporting system of an e-learning system according to an embodiment of the invention;  
         [0013]      FIGS. 7A-7B  illustrate an example online store of e-learning applications for an e-learning system according to an embodiment of the invention;  
         [0014]      FIG. 8  illustrates an e-learning application authoring system according to an embodiment of the invention; and  
         [0015]      FIG. 9  illustrates an example computer system suitable for implementing an e-learning system according to an embodiment of the invention. 
     
    
     DETAILED DESCRIPTION OF THE INVENTION  
       [0016]      FIG. 1  illustrates an example portal page  100  for an e-learning system according to an embodiment of the invention. Portal page  100  enables users to navigate between the different modules of the e-learning system. These modules include interactive book modules  105 , referred to as QBooks, interactive game modules  110 , referred to as QGames, an Administration module  115 , a library module for accessing sets of related interactive books and games  120 , referred to as a QLibrary, a Reports module  125 , and an online store module  130  enabling users to purchase additional interactive books and games, referred to as a QBookstore.  
         [0017]     Interactive book modules  105  are easily customizable e-learning applications that incorporate a variety of text, graphics, video, and links to other applications, web-based documents, and/or electronic or paper documents in any form. Interactive book modules can include data in any standard or proprietary formats for representing text, hypertext, bit-mapped or vector graphics and animation, video, and sound.  
         [0018]     Interactive game modules  110  implement a “Learn by Play” instructional design methodology. Interactive game modules  110  can be easily customized with content on any topic to provide organizations with educationally effective and engaging interactive games specifically tailored to the needs of organizations and its members.  
         [0019]     The library modules  120  include a Learning Management System (LMS) that integrates interactive book modules, interactive game modules, and other reference resources. The library modules  120  enable collections of interactive book and game modules can be branded according to the needs of an organization, thereby providing a consistent brand identity for the organization. Library modules  120  also provide analytical functions, such as manager reports summarizing game results (and therefore skills mastery) by individual, region, job role, business unit.  
         [0020]     Administration module  115  includes an authoring platform enabling organizations to develop and deploy customized interactive book modules  105 , interactive game modules, and library modules  120 . The administration module  115  also enables organizations to administrate the configuration of the e-learning system, its modules, and users.  
         [0021]      FIG. 2  illustrates an example interactive book module  200  for an e-learning system according to an embodiment of the invention. In an embodiment, interactive book module  200  combines the look-and-feel of an actual page-turning book with the functionality of a web page. Users can access interactive book module  200  electronically, for example using a web browser to access a web server hosting the interactive book module  200 . In an additional embodiment, users can download a standalone version of the interactive book module  200  on to a personal computer. Once downloaded, the standalone version of the interactive book module  200  can be accessed by a user without the need for a network connection.  
         [0022]     In an embodiment, the interactive book module presents content  210  in a two-page format similar to that of an open book. Users can access additional content by selecting controls  209  or  207  for the next or previous pair of pages, respectively. In a further embodiment, accessing an adjacent pair of pages is accompanied by a page turning animation.  
         [0023]     Users can control the interactive book module  200  using a graphical user interface that includes a retractable dashboard  205 . Dashboard  205  enables users to select functions including navigating between pages; viewing other hyperlinked content; adding notes, annotations, or bookmarks to the content  210 ; accessing a dictionary, glossary, or other reference materials; printing all or a portion of the content  210 ; downloading a standalone version of the interactive book module; and accessing one or more related interactive game modules.  
         [0024]     To further enhance the book metaphor presented by the interactive book module  200 , a further embodiment adds a graphic  215  at the edge of the page representing additional remaining pages. Graphic  215  changes size in proportion to the amount of content remaining following the current pair of pages. This provides users with a visual indication of the amount of content remaining in the interactive book module  200  in the form of the book&#39;s “thickness.” 
         [0025]      FIG. 3A-3K  illustrate example interactive learning games for an e-learning system according embodiment of the invention. In an embodiment, an interactive games module can include one or more interactive learning games, such as the example interactive learning games discussed below.  FIG. 3A  illustrates an example  300  of a “Categorize” game. Example game  300  includes a content area  301  for displaying game content. In the example game  300 , the content area  301  asks displays a question or statement  301   a  and asks the user to select one or more matching elements of a set of possible categories  301   b.    
         [0026]     A set of game controls  302  enable the user to stop the game, pause the game (if the game is timed), or to view reference materials to help the user make a correct selection. In an embodiment, the ability to let users view reference materials during a game (essentially, to “cheating”) can increase users retention of materials. In a further embodiment, this feature can be selectively enabled or disabled depending upon whether the purpose of the game is to help users learn and retain information or to assess their mastery of the game materials. In an embodiment, game  300  is accessed via a web browser connected with a web server hosting interactive game modules. In an additional embodiment, game controls  302  include a function enabling users to download a standalone version of the interactive game module  300  on to a personal computer. Once downloaded, the standalone version of the interactive game module  300  can be accessed by a user without the need for a network connection. Upon reconnecting with a network, interactive game module can automatically upload users&#39; game scores to the e-learning system.  
         [0027]     Example game  300  also includes game status displays  303  and  305  for indicating a user&#39;s progress in the game, a game difficulty level, a game score, and/or a game time. Game status display  304  also graphically indicates which questions the user has answered correctly or incorrectly. The interactive game module can automatically upload users&#39; game scores to the e-learning system for storage and analysis. Users scores can be aggregated into a hall of fame or ranking system, providing users with encouragement to repeat games to improve their scores, and consequently enhance their learning.  
         [0028]      FIG. 3B  illustrates an example  305  of a “Choices” game. Like the example game  300 , example game  305  includes a content area, game controls, and game status displays. In the “Choices” game, the user is presented with a question or statement and must select a correct response from a set of possible answers.  
         [0029]      FIG. 3C  illustrates an example  310  of a “Chunks” game. Like the example game  300 , example game  310  includes a content area, game controls, and game status displays. In the “Chunks” game, the user is presented with a scrambled set of fragments of a target sentence or phrase, and the user must arrange these fragments in the proper sequence to form the target sentence or phrase.  
         [0030]      FIG. 3D  illustrates an example  315  of a “Dichotomy” game. Like the example game  300 , example game  315  includes a content area, game controls, and game status displays. In the “Dichotomy” game, the user is presented with a question or statement and must select a correct response from a set of possible opposite answers.  
         [0031]      FIG. 3E  illustrates an example  320  of a “Hangman” game. Like the example game  300 , example game  320  includes a content area, game controls, and game status displays. In the “Hangman” game, the user must form a target statement by making guessing the letters of the target statement, similar to the traditional “hangman”-style game.  
         [0032]      FIG. 3F  illustrates an example  325  of an “Infoquest” game. Like the example game  300 , example game  325  includes a content area, game controls, and game status displays. In the “Infoquest” game, the user is presented with a question or statement and must enter an answer from the reference materials, such as an interactive book module, or other paper or electronic document, matching the statement or question.  
         [0033]      FIG. 3G  illustrates an example  330  of a “Match” game. Like the example game  300 , example game  330  includes a content area, game controls, and game status displays. In the “Match” game, the user is presented with a set of covered tiles and must uncover matching pairs of tiles.  
         [0034]      FIG. 3H  illustrates an example  335  of a “Matrix” game. Like the example game  300 , example game  335  includes a content area, game controls, and game status displays. In example  335  of the “Matrix” game, the user is presented with three categories and three items arranged in a grid. The user must provide a matching statement or answer for each combination of an item and category.  
         [0035]      FIG. 3I  illustrates an example  340  of a “Popup” game. Like the example game  300 , example game  340  includes a content area, game controls, and game status displays. In the “Popup” game, the user is presented with a clue, question, or other prompt, and in response the user inputs an appropriate answer. This can be repeated for additional clues, answers, or prompts.  
         [0036]      FIG. 3J  illustrates an example  345  of a “Sequence” game. Like the example game  300 , example game  345  includes a content area, game controls, and game status displays. In the “Sequence” game, the user is presented with a set of statements that must be sequenced correctly.  
         [0037]      FIG. 3K  illustrates an example  350  of a “Tic Tac Toe” game. Like the example game  300 , example game  350  includes a content area, game controls, and game status displays. In the “Tic Tac Toe” game, each square of a tic tac toe board is associated with at least one statement or question, which the user must respond to appropriately to fill in the square.  
         [0038]      FIG. 4A-4E  illustrate example interactive open learning games for an e-learning system according to an embodiment of the invention. Open games are games in which the user does not have to provide a predetermined answer; rather, the purpose of open games are to elicit new ideas from users and develop new skills.  
         [0039]      FIG. 4A  illustrates a first screen  400  of an example “Idea Builder” open game. The purpose of the “Idea Builder” game is to assist organizations and its members in brainstorming. Example screen  400  includes a content area  405  displaying one or more open-ended questions. In response to the contents of content area  405 , a user supplies one or more answers in area  410 . These answers are recorded by the interactive games module.  
         [0040]      FIG. 4B  illustrates a second screen  420  of an example “Idea Builder” open game. Example screen  420  displays answers  425  previously provided by the user, other random-selected users, and/or the current top-ranked users. In an embodiment, users rank each of their answers and those of one or more randomly selected peers according to one or more criteria. For example, an answer can be assigned a first rank based upon its anticipated benefit to the organization and a second rank based upon its anticipated cost. Users assign one or more rank values to each answer presented on screen  420  using input fields  430 . The rank values of each answer are aggregated by the interactive games module to produce one or more cumulative rank values for each answer.  
         [0041]      FIG. 4C  illustrates a first screen  450  of an example “Journaling” open game. The purpose of the “Journaling” open game is to collect users&#39; opinions on a variety of topics and to share these opinions with other users in the organization. Example screen  450  includes a content area  455  displaying one or more open-ended questions. In response to the contents of content area  450 , a user supplies one or more answers in area  460 . These answers are recorded by the interactive games module.  FIG. 4D  illustrates a second screen  475  of an example “Journaling” open game. Example screen  475  displays a user&#39;s previously provided answers  480  in response to displayed question  477 . Users have the option of reviewing their answers to one or more questions and to make these answers public.  
         [0042]      FIG. 4E  illustrates an example screen  485  of a “Calibration” open game. The purpose of the “Calibration” game is to ensure that users in an organization provide similar responses when handling similar tasks. For example, a “Calibration” open game can be used to ensure that users in an organization grade exams or prepare reports in a consistent manner. Example screen  485  displays a list  490  of calibration tasks. For each calibration task, a user can provide his or her own response. Furthermore, users can view model answers for the calibration tasks and provide themselves with score based on how closely their answers match the model answers.  
         [0043]      FIG. 5  illustrates an example library  500  of interactive book and learning game modules for an e-learning system according to an embodiment of the invention. Library  500  enables users to select related interactive book and game modules. In example library  500 , instructions are displayed in area  505 . Selecting “QBookshelf”  505  enables users to view a list of available sets of interactive book and game modules. After selecting a set of interactive book and game modules, users can access interactive book modules and related game modules as discussed above. In addition, a navigation bar  515  enables users to access portions of the e-learning system directly. In an embodiment, navigation bar  515  enables users to access interactive game modules tailored for learning and assessment, a record of their scores, and a report generator.  
         [0044]     Under the scores section, example library  500  includes a Hall of Fame, which displays a summary of the best scores for all interactive game module performers; a Hall of Champions, which displays a list of the top interactive game module performers overall and for each game; a recommended reading section, which analyzes users&#39; performances in response to questions and provides them with an individualized recommendation of specific pages in related interactive book modules, URLs, or other reference documents that they should review; a Certificates of Achievement section, which provides users with certificates, virtual trophies, or other rewards for achieving specific goals within the set of interactive game modules.  
         [0045]     The report generator enables management to evaluate the success of the training initiatives for individuals, teams, regions, job roles, business units, to evaluate training at different levels of mastery, and to gather and display information on user best practices.  FIG. 6A  illustrates an example flowchart for a method  600  of a report generator module. In an embodiment of method  600 , user data, which includes each user&#39;s game scores, name, job role, and region, is organized in a database according to organization or client, business unit, and project. Method  600  enables managers to generate reports according any of these criteria. Method  600  can then display or e-mail reports  
         [0046]     In an embodiment, the report generator is operated using a graphical user interface to select the type of report to be created and the users to be included in the report. In a further embodiment, users can be selected individually, by organization, region, job role, and/or by score or ranking in one or more interactive game modules or any portion thereof.  FIG. 6B  illustrates an example report  650  created by the report generator according to an embodiment of the invention. Example report  650  presents the number of registered users according to regions. Example report  650  presents information in tables, such as table  655 , and graphs, such as graph  660 . In an embodiment, detailed information about a category, such as a region, is displayed in a second table  665 .  
         [0047]      FIGS. 7A-7B  illustrate an example online store of e-learning applications for an e-learning system according to an embodiment of the invention. In an embodiment, the online store provides a secure automated web interface for buying, searching, and viewing interactive book and game modules and other e-learning products.  FIG. 7A  illustrates user functions of an example online store  700  of e-learning applications according to an embodiment of the invention.  
         [0048]     The functions of store  700  include a user registration, which allows users to register at the interactive book module store. An embodiment of store  700  provides two modes of registration: Register New User and Register Corporate User. Register New User allows individual users to purchase interactive book and game modules at online store  700 . A visitor who visits the store  700  registers by providing his or her name, mailing address, phone number and email address. The store  700  allows the user to create a Login Id and Password that can be used to re-enter the site at anytime. Register Corporate User enables users associated with an organization to purchase interactive book and game modules for his or herself and other members of the organization. Registration for a corporate user requires that the user feed in her Login Id and Password of a corporate account. The system invokes a Web service at QLibrary behind the scenes that authenticates the user.  
         [0049]     An embodiment of store  700  allows users that have already registered to log into the store  700  by providing the Login Id and Password created during registration. The login facility authenticates the user for valid login credentials and on successful authentication will grant access to features based on user role(s) defined in the system. User log in and log out activity can be maintained.  
         [0050]     An embodiment of store  700  allows users to browse for available interactive book modules. The system presents the user with options to filter the search, such as Subjects, Authors, Sellers and Publication dates. The user can also narrow down the search further by entering a keyword. The store  700  also maintains a history of frequently searched subject by a user and can provide recommended interactive book and game module selections for the day on the same or similar subjects. In an embodiment, each selection will display information such as a cover picture, a title, an author, a brief description, reviews, and/or price. A virtual shopping cart feature enables users to purchase selections.  
         [0051]     An embodiment of store  700  also includes a “Reading Room” feature that displays all the Interactive book modules and Interactive game modules purchased by the user, stacked on a bookcase. The books and games are organized on each shelf based on the subject. Users with corporate account will also see their corporate books if their corporation allows this facility. Each shelf has a game cabinet that contains games related to the books on the shelf. The reading room has a library assistant who provides online help to the user and answers his queries. The user can read books and play games online in the reading room or can download the Interactive book modules and Interactive game modules to his desktop to read and play offline.  
         [0052]     An embodiment of store  700  also has a “View Scores” feature that enables users to view their personal score analyses and public halls of fame. The personal score analysis displays visual depiction of scores in the form of graphs and charts, list of recommended readings, history of games and certificates. The public halls of fame display scores of users in comparison with other individual users.  
         [0053]     An embodiment of store  700  also includes an online demo section allowing users to view demos and excerpts of interactive book and game modules. A further embodiment of store  700  enables users to submit product reviews and to read reviews submitted by others.  
         [0054]      FIG. 7B  illustrates the features  750  of an example administrative interface for an online e-learning application store. These features  750  include an interface with an interactive book and game module authoring system, which allows creators of interactive book and game modules to add their creations to the online store. The set of features  750  also includes the ability to create customized, branded stores for specific organizations or clients. The set of features enables users to add or remove modules from the store, to receive and respond to customer queries by e-mail, and to notify customers via e-mail of their purchases and other modules available for purchase.  
         [0055]      FIG. 8  illustrates an e-learning application authoring system  800  according to an embodiment of the invention. E-learning authoring system  800  enables users to create and deploy new interactive book and game modules, to manage users and organizations, and to generate reports. System  800  includes a login  805  enabling authorized users to access the system  800 . The list of authorizes users is managed by platform administration module  815 , which enables users to be added or removed from the system  800 .  
         [0056]     Client administration  810  enables users to create and manage different organizations or clients utilizing interactive book and game modules and includes a module  812  for managing users of interactive book and game modules, which can be different from the users of the authoring system  800 ; a module  820  for creating new clients or organizations; an online store module  865 , as discussed above; and a project creation module  825  for creating and managing interactive book and game modules.  
         [0057]     The project creation module  825  includes a game creation module  830  for creating closed games  835  and open games  840  as described above. In an embodiment, users of the system  800  can use one or more forms to enter the properties  845  of a game, such as the rules, questions and answers, specific references to interactive book modules or other resources, and scoring criteria. In another embodiment, a file including questions and answers in a tabular format, for example stored in a standard format spreadsheet file, can be uploaded to the game creation module  830  to rapidly enter or change a large number of questions.  
         [0058]     A library module  850  enables users of the system  800  to link interactive book and game modules together, to set up and view analysis of book and game module users&#39; performances, to deploy interactive book and game modules, and to track book and game module users&#39; scores and rankings in a hall of fame, a hall of champions, and/or certificates of achievements. In an embodiment, this information, referred to as user data  852 , is stored in a database.  
         [0059]     An interactive book creation module  855  enables users of the system  800  to create and manage interactive book modules. In an embodiment, the system  800  provides a templates for one or more types of interactive book modules. Users can then insert their own content into a template to create a customized interactive book module. Templates can be provided in numerous different formats, such as HTML or Macromedia Flash.  
         [0060]     A report generator module  860 , similar to that discussed above, enables users to set up report templates and to generate reports of individual and aggregate interactive book and game module users&#39; performances.  
         [0061]      FIG. 9  is a block diagram of a system  900  for implementing an embodiment of the invention. System  900  includes user computers  905 ,  910 , and  915 . User computers  905 ,  910 , and  915  can be general purpose personal computers having web browser applications. Alternatively, user computers  905 ,  910 , and  915  can be any other electronic device, such as a thin-client computer, Internet-enabled mobile telephone, or personal digital assistant, capable of displaying and navigating web pages or other types of electronic documents. Although system  900  is shown with three user computers, any number of user computers can be supported.  
         [0062]     A web server  925  is used to process requests for web pages or other electronic documents from user computers  905 ,  910 , and  915 . In an embodiment of the invention, all user interaction with the audit system is via web pages sent to user computers via the web server  925 .  
         [0063]     Web application server  930  operates the e-learning system. In an embodiment, the web application server  930  is one or more general purpose computers capable of executing programs or scripts in response to the user computers  905 ,  910  and  915 . The web application can be implemented as one or more scripts or programs written in any programming language, such as Java, C#, Visual Basic, C, or C++, or any scripting language, such as Perl, Python, or TCL. The web application can be implemented in conjunction with platform technologies such as Microsoft&#39;s NET.  
         [0064]     In an embodiment, the web application server  930  dynamically creates web pages for displaying the e-learning system and its data. The web pages created by the web application server  930  are forwarded to the user computers via web server  925 . Similarly, web server  925  receives web page requests and input data from the user computers  905 ,  910  and  920 , and forwards the web page requests and input data to web application server  930 .  
         [0065]     In an alternate embodiment, all or a portion of the e-learning system can be executed locally by each user computer. The locally executed portion of the e-learning system can be provided in a format native to the user computer or in a cross-platform format capable of running within a virtual machine or plug-in application on the user computer.  
         [0066]     As the web application on web application server  930  processes data and user computer requests, data can be stored or retrieved from database  935 . Database  935  stores general data used by every user of the e-learning system, such as interactive book and game modules. Database  935  also stores data associated with individual organizations and/or individual users of the e-learning system, such as scores and rankings.  
         [0067]     An electronic communication network  920  enables communication between computers  905 ,  910 , and  915 , web server  925 , web application server  930 , and database  935 . In an embodiment, network  120  may further include any form of electrical or optical communication devices, including wireless and wired networks. Network  930  may also incorporate one or more local-area networks, such as an Ethernet network; wide-area networks, such as the Internet; and virtual networks, such as a virtual private network.  
         [0068]     The e-learning system provides a foundation for implementing several novel learning methodologies. One methodology focuses on designing a learning curriculum. In an embodiment, a curriculum includes content, such as interactive book and game modules and/or other offline or online content, pertaining to core knowledge, skills, and attitudes that are applicable to any task or job. Examples of core knowledge, skills, and attitudes include problem solving, asking appropriate questions, resolving differences and objections, helping others, listening, creative thinking skills, accountability, optimism, achievement orientation, goal setting, and empathy. Once a learning curriculum introduces content for core knowledge, skills, and/or attitudes, the learning curriculum can introduce additional content pertaining to specific learning goals. This additional content can include information on applying core knowledge, skills, and attitudes to specific learning goals.  
         [0069]     An additional learning methodology maximizes an organization&#39;s investment in training across many different learning programs. In an embodiment, instructional materials are classified according to three different categories: mandatory content and time; mandatory time and voluntary content; and voluntary content and time. The first category is for information that users must learn and must spend a minimum amount of time or acquire a minimum level of proficiency. The second category is for content that can be selected by users (for example, from a list of approved topic) but in which users must devote a minimum amount of time or acquire a minimum level of achievement. The third category is for content that is completely voluntary in terms of both the topic selected and the minimum amount of time or achievement required.  
         [0070]     Organizations can efficiently allocate their resources by offering as few as courses as possible in the first category. For these courses, additional interactivity, in the form of a large number of interactive book and game modules can be created to retain the interest of as many users as possible. For the second category of information, organizations can offer a broad range of elective topics. For these courses, the interactivity can be decreased (hence decreasing the costs), as users are more engaged by selecting topics of interest. For the third category, organizations can offer a reduced number of courses and limit the interactivity and cost, as users taking courses in these categories are highly motivated to learn.  
         [0071]     Another learning methodology is a blended learning approach the uses the e-learning system in conjunction with other online or offline training, such as meetings, workshops, and practice sessions. In an embodiment, the e-learning system is used to “bookend” the other training, such that learning begins with the e-learning system, is followed by other training, and then ends with additional use of the e-learning system. This embodiment provides users with increased retention and enables organizations to assess the effectiveness of the training.  
         [0072]     Although the invention has been discussed with respect to specific embodiments thereof, these embodiments are merely illustrative, and not restrictive, of the invention. For example, the present invention can be utilized with any authentication system. Thus, the scope of the invention is to be determined solely by the claims.