Patent Publication Number: US-2010120008-A1

Title: System and method for interactive learning on television

Description:
RELATED APPLICATIONS 
     This application claims priority to U.S. Provisional Patent Application Ser. No. 61/114,000, filed on Nov. 12, 2008, the contents of which are incorporated by reference herein. 
    
    
     FIELD OF THE INVENTION 
     The present invention relates generally to interactive learning technologies, and more particularly to interactive learning and managing a learning process on a television. 
     BACKGROUND OF THE INVENTION 
     Many students around the world may not have access to educational materials because of the expense involved. For example, educational materials can be provided to students on a CD for use on a Personal Computer (PC), but it may be too expensive to give each student access to a PC. This may be especially true in nonindustrialized or undeveloped regions of the world. Additionally, to improve a student&#39;s performance, parents and teachers may want to be able to control and monitor the student&#39;s progress at anytime. Therefore, there is a need for systems and methods for providing improved interactive learning. 
     SUMMARY OF THE INVENTION 
     A system and method for providing interactive learning applications on a television and managing the learning process is disclosed. Embodiments of this invention provide a way to utilize Internet and Learning Management Systems (LMS) technologies with television (TV) technologies for a personalized interactive learning experience via a TV. 
     According to a first embodiment, the LMS utilizes Internet, television, and learning management system technologies to allow a student to interactively access learning content and learning management system functionality on a television via a host server. 
     According to a second embodiment, the interactive application further allows parents and teachers to monitor student performance, select or change learning content, control workflow, and send messages and reminders to the student. The parents and teachers may also restrict television viewing based on learning results or until the completion of one or more assignments. 
     According to a third embodiment, learning content may be downloaded onto a computer readable medium (e.g., a memory stick) from a central location (e.g., a Kiosk or PC), and then copied or uploaded onto a television set-top box (STB/TV) for execution by the STB/TV. In this manner, the viewer can interact with the learning application via a remote control device, or other input devices (e.g., a keyboard) coupled to the STB/TV. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       The present disclosure, in accordance with one or more various embodiments, is described in detail with reference to the following Figures. The drawings are provided for purposes of illustration only and merely depict exemplary embodiments of the disclosure. These drawings are provided to facilitate the reader&#39;s understanding of the disclosure and should not be considered limiting of the breadth, scope, or applicability of the disclosure. It should be noted that for clarity and ease of illustration these drawings are not necessarily made to scale. 
         FIG. 1  illustrates exemplary interactions between an LMS and a STB/TV, and between an LMS and a Kiosk, according to embodiments of the invention. 
         FIG. 2  is an exemplary flowchart showing a STB/TV distribution of content and workflow, according to an embodiment of the invention. 
         FIG. 3  is an exemplary flowchart showing a method for using a portable media device for distribution by students, according to an embodiment of the invention. 
         FIG. 4  is an exemplary flowchart showing a method for using a portable media device for distribution by parents, according to an embodiment of the invention. 
     
    
    
     DETAILED DESCRIPTION OF EXEMPLARY EMBODIMENTS 
     In the following description of exemplary embodiments, reference is made to the accompanying drawings which form a part hereof, and in which it is shown by way of illustration of specific embodiments in which the invention may be practiced. It is to be understood that other embodiments may be utilized and structural changes may be made without departing from the scope of the preferred embodiments of the invention. 
     As used herein, the terms “application” and “software” include without limitation any sequence of human or machine cognizable steps that are adapted to be processed by a computer. Such may be rendered in any programming language or environment including, without limitation, C/C++, Fortran, COBOL, PASCAL, Perl, Prolog, assembly language, scripting languages, markup languages (e.g., HTML, SGML, XML, VoXML), functional languages (e.g., APL, Erlang, Haskell, Lisp, ML, F# and Scheme), as well as object-oriented environments such as the Common Object Request Broker Architecture (CORBA), Java™ (including J2ME, Java Beans, etc.). 
     As used herein, the term “memory” includes any type of integrated circuit or other storage device adapted for storing digital data including, without limitation, ROM, PROM, EEPROM, DRAM, SDRAM, DDR/2 SDRAM, EDO/FPMS, RLDRAM, SRAM, “flash” memory (e.g., NAND/NOR), and PSRAM. 
     As used herein, the term “module” refers to any combination of software, firmware, or hardware that may be used to perform a designated function. While various modules may be described as discrete modules throughout the specification, one of ordinary skill in the art will appreciate that multiple modules may be combined to form a single module according to various embodiments of the invention. 
     As used herein, the term “network” refers generally to any type of telecommunications or data network including, without limitation, cable networks, satellite networks, optical networks, cellular networks, and bus networks (including MANs, WANs, LANs, WLANs, internets, and intranets). Such networks or portions thereof may utilize any one or more different topologies (e.g., ring, bus, star, loop, etc.), transmission media (e.g., wired/RF cable, RF wireless, millimeter wave, hybrid fiber coaxial, etc.) and/or communications or networking protocols (e.g., SONET, DOCSIS, IEEE Std. 802.3, ATM, X.25, Frame Relay, 3GPP, 3GPP2, WAP, SIP, UDP, FTP, RTP/RTCP, TCP/IP, H.323, etc.). 
     As used herein, the term “server” includes without limitation any computerized component, system or entity (regardless of form) which is adapted to provide data, files, applications, content, or other services to one or more other devices or entities on a computer network. 
     As used herein, the term “wireless” refers to any wireless signal, data, communication, or other interface including, without limitation, Wi-Fi, Bluetooth, 3G, HSDPA/HSUPA, TDMA, CDMA (e.g., IS-95A, WCDMA, etc.), FHSS, DSSS, GSM, PAN/802.15, WiMAX (802.16), 802.20, narrowband/FDMA, OFDM, PCS/DCS, analog cellular, CDPD, satellite systems, millimeter wave or microwave systems, acoustic, and infrared (i.e., IrDA). 
     The present disclosure is directed toward systems and methods for providing interactive learning applications on a television and managing the learning process. Various embodiments of the invention are described herein in the context of one practical application, namely, interactively learning and managing the learning process on TV. In this context, the example system is applicable to provide a way to utilize Internet and LMS technologies with TV technologies for a personalized interactive learning experience for TV. Embodiments of the disclosure, however, are not limited to such applications, and the methods described herein may also be utilized in other applications. As would be apparent to one of ordinary skill in the art after reading this description, these are merely examples, and the invention is not limited to operating in accordance with these examples. 
       FIG. 1  illustrates exemplary interactions between an LMS and a STB/TV, and between an LMS and a Kiosk, according to embodiments of the invention. Elements involved in the interaction  100  may include an LMS  102 , an Interactive TV Service Delivery Platform (SDP)  104 , a STB/TV  106 , a Kiosk  126 , and a portable media device  128 . 
     The LMS  102  is operable to provide access to self-paced learning content for students. The LMS  102  may be implemented as any combination of software, hardware, and firmware. In one embodiment, the LMS  102  may include: a content repository module  108 , a workflow management engine  110 , a student personalization module  112 , a user administration module  114 , and other LMS modules  116 . In some embodiments, the LMS  102  may be available as a commercial product (e.g., Blackboard, Desire2Learn, etc.), and optionally may include open source software (e.g., ATutor, Claroline, etc.). 
     An Interactive TV Service Delivery Platform (SDP)  104  may be used to provide functionality which enables television operators to deliver and manage next-generation interactive television services. In some embodiments, the SDP  104  may directly interface with a STB/TV  106  via a cable or wireless connection. In other embodiments, the SDP  104  may be situated remotely relative to the STB/TV  106 . For example, the SDP  104  may be integrated within the LMS  102  or exist as a stand-alone server. Additionally, the SDP  104  may interface with the STB/TV  106  via an Internet or cable connection (e.g., over a coaxial cable connected to a cable modem or to the STB/TV  106 ). Note that the SDP  104  may be implemented as any combination of software, hardware, and firmware. Also, the SDP  104  may include software that is available as a commercial product (e.g., DigiSoft, Quative, NDS, etc.) according to some embodiments. 
     The SDP  104  may also contain a variety of modules for implementing application specific functionality. For example, in one embodiment, the SDP  104  includes personalization functionality (e.g., viewer management module  122 ) for enabling a user to personalize his or her display, audio, interface, and/or presentation settings; broadcast functionality (e.g., playout module  118 ) for presenting output upon one or more associated displays; reporting functionality (e.g., reporting module  120 ) for reporting the user&#39;s activity/inactivity, completed assignments, assignment scores, television viewing histories or other information; business functionality (e.g., business operations module  119 ) for managing account information and subscription access; communications functionality (e.g., communications module  121 ) for transmitting data to or receiving data from one or more remote devices; integration functionality (e.g., integration module  123 ) for integrating user accounts, students, hardware devices, workflows, content and other LMS related entities; as well as various other modules  124 . These other modules  124  may include, for example, interfaces to connect to service providers (e.g., phone or cable companies), storage media, power supplies, communication ports for external equipment, output devices (i.e., speakers, displays, printers), etc. 
     According to some embodiments, the LMS  102  may utilize the Internet  130  to allow a student to interactively access the learning content and functionality of the LMS  102  on the STB/TV  106  via the SDP  104 . In this matter, learning materials (e.g., schedules, assignments, etc.) may be sent from LMS  102  to the STB/TV  106 , via the SDP  104 , for viewing by the students (as explained in more detail in the context of discussion of  FIG. 2  below). 
     Alternatively, learning content from LMS  102  may be copied or downloaded onto a computer readable medium such as a portable media device  128  (e.g., a memory stick) from a central location such as the Kiosk  126 . The learning content may then be copied or uploaded onto the STB/TV  106  for execution by the television STB/TV  106  (as explained in more detail in the context of discussion of  FIG. 3  and  FIG. 4  below). A viewer (e.g., student, parent) may interact with the learning application and/or contents via an input device coupled to the STB/TV  106  (not shown in  FIG. 1 ). The input device may consist of any device capable of providing input, including, without limitation, a remote control, a keyboard, a mouse, a touch sensor panel, a microphone, etc. 
     In some embodiments, the SDP  104  may be operable to manage the interaction between the LMS  102  and the STB/TV  106 . Also, in some embodiments, the SDP  104  may be operable to manage the interaction between the LMS  102  and the Kiosk  126 . 
     The Kiosk  126  may be implemented as an electronic device, for example, a small, self-standing physical structure containing a computer with a touch-screen display, a shared PC in a computer lab, an individual&#39;s notebook computer, etc. The Kiosk  126  may be located in any number of settings, including, for example, the common areas within a school such as a cafeteria, a classroom, a library, etc. Additional access to SDP  104  may be made available outside of the school, as well as outside of the home, through Kiosks placed in areas such as shopping malls, public libraries, government buildings, etc. In some embodiments, one or more Kiosks can be connected to the SDP  104  through the Internet  130 . 
     Although in the embodiments shown in  FIG. 1 , the LMS  102 , the SDP  104 , and the Kiosk  126  are shown as separate elements, they may be combined to form various other configurations. For example, in one embodiment, the LMS  102  may be included within the SDP  104 . Alternatively, the LMS  102 , the Kiosk  126 , and the SDP  104  may be combined to form another configuration. In this manner, any combination of the Kiosk  126 , the LMS  102 , and the SDP  104  may be possible according to various embodiments of the invention. 
     The STB/TV  106  may include a combination of separate components or may be a single, integrated component. In some embodiments, the STB/TV  106  may comprise standard cable and/or TV components along with SDP and/or LMS components. In other embodiments, the SDP  104  may be connectable to the STB/TV  106  by one or more communication ports (e.g., via a serial bus, coaxial, HDMI cable or over a wireless connection). 
       FIG. 2  is an exemplary flowchart  200  showing the STB/TV  106  distribution of content  108 , and workflow  110 , for the student&#39;s STB/TV  106  with an Internet  130  connection ( FIG. 1 ), according to an embodiment of the invention. The various tasks performed in connection with process  200  may be performed by software, hardware, firmware, a computer-readable medium having computer executable instructions for performing the process method, or any combination thereof. It should be appreciated that process  200  may include any number of additional or alternative tasks. The tasks shown in  FIG. 2  need not be performed in the illustrated order, and these processes may be incorporated into a more comprehensive procedure or process having additional functionality not described in detail herein. For illustrative purposes, the following description of process  200  may refer to elements mentioned above in connection with  FIG. 1 . Also, in various embodiments, portions of process  200  may be performed by different elements shown in interaction  100 , e.g., LMS  102 , SDP  104 , and STB/TV  106 . 
     In some embodiments, process  200  may begin by integrating a television management platform such as the SDP  104  platform into the LMS  102 . In this manner, the television management platform may be used to present the functionality of the LMS  102  on the STB/TV  106  for viewing by a user (e.g., student, parent) (task  202 ). The SDP  104  can manage the interactions between the LMS  102  and the student&#39;s STB/TV  106 . 
     Process  200  may then leverage the functionality of the LMS  102  (task  204 ) to the STB/TV  106  via the SDP  104 . A remote input device, as explained above, can be used on the STB/TV  106  by the student to communicate with the SDP  104 . 
     In some embodiments, process  200  may maintain personalized television learning accounts (e.g., TV student  1  profile) for each student (e.g., TV student  1 ) via the SDP  104  (task  206 ). The SDP  104  may leverage the existing LMS personalization  114  (e.g., personal account information, or profile) for TV specific accounts. For example, the LMS personalization  114  may contain a student&#39;s personal data (e.g., LMS student  1  profile) such as name, address, grade level, and so on. The SDP  104  may associate the LMS student  1  profile with the TV student  1  profile, such that the LMS student  1  profile becomes the TV student  1  profile. In this manner, the SDP  104  can provide TV students, such as the TV student  1 , with personalized TV prompts. These personalized TV prompts can be in a form of a schedule and/or content reminder to the TV student  1 . The SDP  104  personalization may be implemented using the viewer management module  122  in conjunction with the SDP&#39;s TV notification and broadcast technology of the playout module  118 . 
     STB/TV  106  specific personalization may be managed using SDP account functionality and implemented by an SDP viewer management module  122 . A student can use their remote input device to enter new account information data or can select an existing LMS account to associate with via the SDP  104 . Alternatively, the accounts may include a default-user setting for each STB/TV  106  when multiple STB/TVs or students are in a home. 
     Process  200  may then allow students to log on to their STB/TV  106  to access the learning applications (contents) (task  208 ). For example, the learning application may include lessons, learning programs from the TV learning channels, or other such content. In some embodiments, a student can be associated with one or more STB/TVs. For example, in one embodiment, a machine access code (MAC) of the STB/TVs may be mapped to a student&#39;s login information when the student logs in for a first time on a STB/TV  106 . In some embodiments, if more than one student is accessing one of the learning applications on the same STB/TV  106 , then login information with user name, and password, for each student (account) may be provided. A login screen may be provided to show a list of users who previously logged on from that MAC address of the STB/TV  106 , or alternatively to allow a new student to login. 
     Process  200  may allow personalized account information to be cached within the STB/TV  106  (task  210 ) or the SDP  104 . In this manner, the personalized account information may be saved locally, as opposed to being communicated to one or more remote modules (e.g., the SDP  104  and/or the LMS  102 ). In some embodiments, this caching method can allow for better performance and possibly a reduction in network traffic. Note that a wide variety of information may be cached in this manner, including, for example, mapping information (e.g., MAC address/student), student input, personalization data, configuration options, etc. In some embodiments, locally cached data may be asynchronously transmitted to one or more remote modules in order to minimize network traffic during peak traffic times. 
     In some embodiments, process  200  may allow parental control for a student&#39;s access (task  212 ). This may be used, for example, to assist the student in maintaining good study habits or to minimize distractions which prevent the student from completing assignments. In this manner, the SDP  104  can provide features that can help students with their performance and progress. 
     In one embodiment, a specified time can be set by the parent for the student to begin accessing the learning application&#39;s scheduled content. For example, the time of day when a student begins an assignment may be inappropriate if it is too late or there is no parental supervision available. Hence, this set time requirement can allow a parent to control access to the STB/TV  106 , and can also provide an assigned schedule for each student. Moreover, a parent may want the student to complete all of the student&#39;s assignments before allowing the student to have any leisure-time viewing, since students may become distracted by watching television instead of focusing on an assignment. Thus, if the student does not complete one or more assignments at the time specified by the parent, process  200  may activate a parental lock to prevent the student from watching television. In one embodiment, for example, a control command may be sent from the learning application to the STB/TV  106  viewing application (e.g., IPG, EPG, VOD, PVR applications, etc.). The control command may include instructions for blocking or unblocking television viewing functions according to preset parameters. Using such a “learning lock” enables parents to have greater control over students completing their assignments in a timely manner. In some embodiments, this “learning lock” can be overridden by a parent inputting a personal identification number (PIN) or other such identifier. 
     Process  200  may then allow students to view the available learning content (task  214 ) when logged into an SDP account through the STB/TV  106 . In one embodiment, a user interface may obtain a list of content when the interactive learning application is started by the STB/TV  106 . The list of content can be obtained by the SDP  104  from the LMS  102 , stored in a local file repository, and filtered/displayed accordingly. For example, in one embodiment, the content for a particular student&#39;s grade level may be retrieved from the set of all content for various grades (e.g., K-12), and then appropriately displayed. 
     According to some embodiments, the SDP  104  may provide a TV-specific personalized list of content for each student based on account information such as TV-learning subscriptions, etc. Process  200  may display the list of selectable content on the student&#39;s STB/TV  106 . The list of selectable content generated may be based upon one or more filters. For example, as described below, a student may have subscribed to learning applications A, B and C, but not to learning application D. Thus, the content displayed on the student&#39;s STB/TV  106  may correspond only to learning applications A, B, and C. 
     In some embodiments, process  200  may allow the scheduled content workflow to be displayed (task  216 ) when the student has logged into an SDP account through the STB/TV  106 . The workflow  110  may be obtained by SDP  104  from the LMS  102  (and may be stored in a file repository), and then filtered accordingly. For example, if a subject is not part of a student&#39;s TV-learning subscription, then that assignment may not be available for the student, in which case, a service provider can prompt the student to enter into a subscription to that learning application (such as the application D mentioned above). Note that in some embodiments, the TV-specific content workflow can be personalized for each student by SDP  104 . Additionally, in some embodiments, a user interface can be provided to display a workflow schedule for the content when the interactive learning application is started by the STB/TV  106 . 
     According to some embodiments, process  200  can automatically setup a workflow  110  for a student on the LMS  102 . The workflow generated may be determined by any number of factors, including grade-level, student information, teacher input, recent developments within a particular field, and/or random functions. In some embodiments, process  200  can allow a teacher to create or modify the work flow  110  as explained below. 
     In one embodiment, for example, if a teacher wishes to make manual modifications to the existing workflow (task  218 ) schedule (e.g., the tasks are not be challenging enough), the teacher may log into SDP  104  and make changes accordingly. In this example, a teacher may assign additional content to reinforce that day&#39;s lesson, provide extra credit work, optional readings, etc. This workflow may also be created by the teacher from scratch on SDP  104  to be LMS  102  workflow independent (i.e., TV-specific workflow for a particular subject). In one embodiment, the teacher can log in to the SDP  104  and browse a listing of choices for a customized workflow, thereby selecting appropriate content from a predetermined list. In other embodiments, the teacher may copy or upload one or more files to the SDP  104 . These files may then become the content for a customized workflow, and optionally shared with other teachers with access to the SDP  104 . Note that the workflow schedule and homework that is assigned to students may be any combination of required and optional content, as determined by the teacher, as well as any combination of predetermined and/or user-uploaded content. 
     Process  200  may allow content selection information to be provided to the SDP  104  from the STB/TV  106  (task  220 ). When the content has been selected on the interactive learning application, a user interface on the STB/TV  106  may send file request information to SDP  104 . 
     Process  200  may then retrieve the file for the student&#39;s selection (task  222 ) by the SDP  104 . In some embodiments, the selected file can be streamed in real time from the LMS  102 . In some embodiments, the selected file can be obtained from a pre-populated file repository on SDP  104 . Note that a variety of file formats may be used for these purposes, including, without limitation, Shockwave Flash files (SWF), hypertext markup language files (HTML), graphic interchange format (GIF), joint photographic expert group files (JPG), Powerpoint files (PPT), portable document format files (PDF), Microsoft Word Documents (DOC), and moving pictures expert group files (MP3, MP4). 
     Process  200  may then proceed by applying TV-related business logic (task  224 ) (i.e., functions related to billing, subscriptions, etc). For example, if a student is not eligible to receive certain content, then SDP  104  may filter out such content accordingly. 
     In some embodiments, process  200  may determine if the content files stored on the LMS  102  contain functionality that is not supported by the STB/TV  106  (task  226 ). This may result in a limitation that prevents the student from accessing the file or completing the assignment. For example, a file that contains a drag and-drop interaction may not be possible using the student&#39;s remote input device, if such a device is not a mouse or a trackball. In such a case, the SDP  104  may first determine if the requested files are useable by the student. This may be determined, for example, by checking a data file indicating the student&#39;s hardware setup at a particular MAC address. If more than one version of a file exists, the SDP  104  may then determine if a version exists that is usable by the student. Optionally, unusable files may be dropped from a downloadable package with one or more error messages displayed to the user. In some embodiments, any unusable file and/or workflow may be identified and reported using the SDP  104  reporting module  120 . 
     The content available to each student on the LMS  102  may be provided, for example, on electronic files (e-learning files) that may comprise any number of files and/or file formats. Each file format may have its own particular playback requirements which may or may not be supported by the STB/TV  106 . For example, the STB/TV  106  may not have all of the capabilities of a Personal Computer (PC). Hence, in some embodiments, after process  200  determines the file format playback requirements (task  228 ), the files (e.g., e-learning files) may be modified and/or transcoded into a playback format that is supported by the student&#39;s STB/TV  106 . 
     Process  200  may then allow students to interact with the content that is presented on the STB/TV  106  (task  230 ) using their remote input device for an interactive learning experience. In some embodiments, when the student has completed an assignment, a pop-up/notification may appear on another TV or device that informs a parent of the student&#39;s accomplishment. For example, parents may be informed of the student&#39;s completion of the assignment by a text message, e-mail, pop-up window, alarm, or other communication. As mentioned above, the SDP personalization may be implemented using the viewer management module  122  in conjunction with the SDP&#39;s TV notification and broadcast technology of the playout module  118 . 
     Upon receiving a pop-up/notification, parents can enhance their student&#39;s interactive learning experience by selecting or providing additional content for the student (task  232 ). For example, in one embodiment, when a student has completed an assignment, content related to that subject may become available and/or further subscriptions. Additionally, one or more messages (including text, graphical images, video, audio, etc.) created or selected by the parent may be sent to the student upon completion of the assignment. 
     In some embodiments, a student&#39;s progress with an assignment may be reported (task  234 ) to the SDP  104  using reporting module  120 . For example, when a student performs some event (e.g., pauses during an assignment, completes the assignment, etc.) the SDP  104  may report this activity to the LMS  102 . In some embodiments, a listing of such events may be written to one or more event logs. 
     Process  200  may then apply TV-related business logic that relates to completing an assignment (task  236 ). For example, if the feature to prevent students from watching television was activated, then that feature may subsequently become deactivated upon the student&#39;s completion of the assignment. 
     In some embodiments, parents may access and set optional features provided by the SDP  104  to help enhance their student&#39;s learning experience (task  238 ). For example, optional content may be scheduled independent of workflow  110  of the LMS  102 . This optional content can be scheduled when it is convenient for the parent, for example, at recurring times each day during the week, or as a one-day review session on the weekend. 
     In some embodiments, students may make changes to their LMS personalized accounts at home (task  240 ). Students may update their LMS accounts at a local STB/TV  106  using their remote input device. Such updates may then be transmitted to the SDP  104  and/or LMS  102 . In some embodiments, a student may be able to change his LMS personalized account from a remote site as well (for example, a STB/TV located outside of the home with an active connection to the LMS  102  via the Internet  130 ). 
     In some embodiments, learning content can be copied or downloaded by a user (e.g., students or parents) onto a computer readable medium such as a portable media device  128  from a Kiosk  126  that is connected (via Internet  130 , or locally) to the SDP  104 . The learning content may then be copied or uploaded onto the STB/TV  106  for presentation on the television STB/TV  106  as explained in more detail below. In this manner, the viewer (e.g., student, parent) can interact with the learning application and/or its contents via an input device coupled to the STB/TV  106  such as a remote control, a keyboard, mouse, touch sensor panel, microphone, etc. 
       FIG. 3  is an exemplary flowchart showing a method for using a portable media device for distribution by students according to one embodiment of the present invention. The various tasks performed in connection with this process may be performed by software, hardware, firmware, a computer-readable medium having computer executable instructions for performing the process method, or any combination thereof. It should be appreciated that process  300  may include any number of additional or alternative tasks. Also, the tasks shown in  FIG. 3  need not be performed in the illustrated order. Additionally, these processes may be incorporated into a more comprehensive procedure or process having additional functionality not described in detail herein. For illustrative purposes, the following description of process  300  may refer to elements mentioned above in connection with  FIG. 1 . In various embodiments, portions of process  300  may be performed by different elements shown in interaction  100  e.g., LMS  102 , SDP  104 , Kiosk  126 , portable media device  128 , and STB/TV  106 . 
     Process  300  may begin by allowing students access to their SDP accounts through Kiosk  106  via Internet  130  (task  302 ). Kiosks can be located in any number of areas, for example, in common areas within a school such as a cafeteria, classrooms, libraries, etc. Additional access to the SDP  104  may be made available outside of the school, as well as outside of the home, through Kiosks placed in areas such as shopping malls, public libraries, government buildings, etc. 
     In this manner, process  300  may allow students to log in to their SDP account through the Kiosk  126  (task  304 ). A portable media device  128  (e.g., USB storage device, flash memory device, etc.) may be connected by the students to the Kiosk  106  for storing a new content and workflow. The portable media device  128  may interface with the Kiosk in a wide variety of ways, for example, by a set of plugs, pins, or other connectors, by a cable (e.g., a high-speed serial bus cable such as a USB or FireWire cable), or by one or more wireless connections. 
     Process  300  may then obtain the workflow from the SDP  104  via the Kiosk  126 . The workflow may have been selected, created, modified, retrieved and/or displayed, for example, as stated above in the context of discussion of  FIG. 2  (i.e., tasks  216 - 218   FIG. 2 ). Process  300  may then update the workflow data (task  308 ) on the student&#39;s portable media device  128  via the Kiosk  126 . 
     Process  300  may also retrieve the learning content that is associated with the workflow data (task  310 ). In this manner, the learning content may be streamed by the SDP  104  from the LMS  102  in real time, retrieved asynchronously via one or more network connections, or loaded directly from a local file repository. According to some embodiments, storing the learning content in a remote location may have security advantages over retrieving the content from the local file repository of the Kiosk  126  in that the learning contents are not required to be stored within every Kiosk. Process  300  may then copy or download (task  312 ) the content that has been retrieved by SDP  104  to the Kiosk  126 . 
     Next, process  300  may copy or download the content to the portable media device  128  (task  314 ). In this manner, the Kiosk  126  may continually provide the student with new content for interactive learning. With the new content and workflow data stored, the portable media device  128  may be disconnected from the Kiosk  126  by the student. 
     As such, process  300  may provide the students with a portable means to continue with their interactive learning (task  316 ). For example, a student can connect the portable media device  128  to the STB/TV  106  or to a PC. Each student can take the current workflow data and learning content to different locations for access. 
     Optionally, process  300  may allow the student to suspend work on an assignment at a first location and resume his/her interactive learning at another location (e.g., home) (task  318 ). In some embodiments, a remote input device capable of communication with a first STB/TV  106  may be used by the student to open the interactive learning application at a STB/TV  106  in a second location. The remote input device may contain its own memory source for storing the suspended assignment. In other embodiments, a second remote input device may be used to interface with the STB/TV in the second location, with the suspended assignment being downloadable from a remote server. 
     In some embodiments, process  300  may provide the new content from the portable media device  128  to the STB/TV  106  (task  320 ). For example, the portable media device  128  may connect to STB/TV  106  to provide the new workflow data and the content to the STB/TV  106 . In one embodiment, the content and new workflow data on the portable media device  128  may be requested by the learning application as needed. 
     The student may then continue with his/her schoolwork (task  322 ). In this manner, the student may use the STB/TV  106  and the portable media device  128  to work on the latest school assignments from his/her teacher. 
     In some embodiments, as the student works on his/her assignments, his/her progress may be tracked (task  324 ). For example, in one embodiment, the student&#39;s progress with assignments, test results, etc. may be saved locally on the portable media device  128 . Upon the student returning to the Kiosk  126  and logging in to the SDP  104 , progress data (e.g., test results) may be copied or uploaded. The data on the portable media device  128  may then be uploaded via the Kiosk  126  to the SDP  104  (task  326 ). Based on the data, appropriate updated workflow information may then be reported by the SDP  104  to the LMS  102 . 
     In some embodiments, process  300  may synchronize personalization changes on the portable media device  128 , STB/TV  106 , LMS  102 , or Kiosk  126  (task  328 ). In one embodiment, for example, any changes made to the personalization for the student (whether made via the STB/TV  106 , portable media device  128 , LMS  102  or Kiosk  126 ) are transferred to each of the other respective devices and subsequently applied. 
     Optionally, process  300  may enable manual or automatic updates of older versions of the interactive learning application on the portable media device  128  (task  330 ). In one embodiment, for example, any updates to the application may be automatically downloaded when the portable media device  128  is connected to the STB/TV  106 . In other embodiments, updates may be applied manually upon user confirmation. 
       FIG. 4  is an exemplary flowchart showing a method for using a portable media device for distribution by parents, according to an embodiment of the invention. The various tasks performed in connection with this process may be performed by software, hardware, firmware, a computer-readable medium having computer executable instructions for performing the process method, or any combination thereof. It should be appreciated that process  400  may include any number of additional or alternative tasks. Also, the tasks shown in  FIG. 4  need not be performed in the illustrated order. Additionally, these processes may be incorporated into a more comprehensive procedure or process having additional functionality not described in detail herein. For illustrative purposes, the following description of process  400  may refer to elements mentioned above in connection with  FIG. 1 . In various embodiments, portions of process  400  may be performed by different elements shown in interaction  100  e.g., LMS  102 , SDP  104 , Kiosk  126 , portable media device  128 , and STB/TV  106 . 
     As shown by  FIG. 4 , process  400  may allow parents to access an SDP account through a Kiosk  106  (or alternatively, a PC located at, for example, the home or workplace) (task  402 ). A parent can insert a portable media device  128  into the Kiosk  126  or respective PC and then log into an account associated with a student. In some embodiments, the account may be their child&#39;s own account. In other embodiments, parents may utilize one or more separate accounts. In still other embodiments, a single family account may be used by both the parents and their children. 
     According to some embodiments, process  400  may provide the child&#39;s information available by the SDP  104  (task  404 ). The workflow data and the learning content may be copied or downloaded to the portable media device  128 . If more than one child is registered to the parent to use the interactive learning application, then multiple entries corresponding to each child&#39;s information may be stored within the portable media device  128 . 
     Process  400  may then allow the parent to store the content and the workflow data on the portable media device  128  (task  406 ). If a parent chooses to access the SDP account at their workplace, then the content and workflow data may be subsequently transferred to the parent&#39;s portable media device  128 . Note that in some workplaces, where access to non-volatile storage is restricted, content and workflow data may be directly transferred from volatile memory of the workplace PC to the portable media device  128 . Parents may then provide their children with the updated portable media device  128  (task  408 ), and the interactive learning experience may then commence at task  216  in  FIG. 2 . 
     In some embodiments, process  300  may allow parents to receive notifications from SDP  104  on how the child is doing (task  410 ). Notifications about the student&#39;s progress may be provided by the SDP  104  using text messages, e-mail, or other means. Other notifications may include reminders about downloading new content, workflows, and the like. For example, a parent may get an e-mail about the student&#39;s next assignment a few days before it is due. 
     In this manner, various embodiments of the invention provide interactive learning available on TV. Many students around the world can benefit from these embodiments, especially students in countries where access to alternative tools (e.g., PCs) may be difficult to obtain. Additionally, various embodiments of the invention enable parents and teachers to control and monitor a student&#39;s performance at anytime in order to ensure appropriate progress is made by the student. 
     While various embodiments of the invention have been described above, it should be understood that they have been presented by way of example only, and not by way of limitation. Likewise, the various diagrams may depict an example architectural or other configuration for the disclosure, which is done to aid in understanding the features and functionality that can be included in the disclosure. The disclosure is not restricted to the illustrated example architectures or configurations, but can be implemented using a variety of alternative architectures and configurations. Additionally, although the disclosure is described above in terms of various exemplary embodiments and implementations, it should be understood that the various features and functionality described in one or more of the individual embodiments are not limited in their applicability to the particular embodiment with which they are described. They instead can be applied alone or in some combination, to one or more of the other embodiments of the disclosure, whether or not such embodiments are described, and whether or not such features are presented as being a part of a described embodiment. Thus the breadth and scope of the present disclosure should not be limited by any of the above-described exemplary embodiments.