Patent Publication Number: US-2023154347-A1

Title: Method of presenting an interactive virtual classroom

Description:
FIELD OF THE DISCLOSURE 
     The present application relates generally to virtual classrooms, and more particularly to methods and systems of providing an interactive learning experience in a virtual classroom. 
     BACKGROUND 
     Video is widely used around the world for video conferences, sharing of information and collaboration. Video is also used for classroom models. However, current classroom models have drawbacks including social isolation. i.e., the student may only see the teacher. Other students in the class ma not have turned on their cameras. Another drawback is any language barrier; for example, the teacher may speak Kannada while the student speaks Portuguese. Another drawback is there is no context for the teacher or student surroundings. And, there is no ability to look around in the space as one could in a traditional classroom. Therefore, improvements are desirable. 
     SUMMARY 
     In a first aspect of the present invention, a method of presenting a virtual class in a presentation having a start time, normal speed, and end time includes determining if the presentation is being started after the start time and if so, determining a delay time; determining if the presentation is to be presented at the normal speed, and if so, presenting the presentation at the normal speed and finishing the presentation at the end time plus the delay time; if the presentation is not to be presented at the normal speed, presenting the presentation at accelerated speed such that the presentation ends at the end time.  
     In a second aspect of the present invention, a computer program product includes a non-transitory computer readable medium comprising instructions which, when executed by a processor of a computing system, cause the processor to perform the steps of: determining if the presentation is being started after the start time and if so, determining a delay time; determining if the presentation is to be presented at the normal speed, and if so, presenting the presentation at the normal speed and finishing the presentation at the end time plus the delay time; if the presentation is not to be presented at the normal speed, presenting the presentation at an accelerated speed such that the presentation ends at the end time. 
     In a third aspect of the present invention, a virtual class presentation on a non-transitory computer readable medium comprising instructions which, when executed by a processor of a computing system, cause the processor to perform the steps of: determining if the presentation is being started after the start time and if so, determining a delay time; determining if the presentation is to be presented at the normal speed, and if so, presenting the presentation at the normal speed and finishing the presentation at the end time plus the delay time; if the presentation is not to be presented at the normal speed, presenting, the presentation at an accelerated speed such that the presentation ends at the end time. 
     The foregoing has outlined rather broadly the features and technical advantages of the present invention in order that the detailed description of the invention that follows may be better understood. Additional features and advantages of the invention will be described hereinafter that form the subject of the claims of the invention. It should be appreciated by those skilled in the art that the conception and specific embodiment disclosed may he readily utilized as a basis for modifying or designing other structures for carrying out the same purposes of the present invention. It should also be realized by those skilled in the an that such equivalent constructions  do not depart from the spirit and scope of the invention as set forth in the appended claims. The novel features that are believed to be characteristic of the invention, both as to its organization and method of operation, together with further objects and advantages will be better understood from the following description when considered in connection with the accompanying figures. It is to be expressly understood, however, that each of the figures is provided for the purpose of illustration and description only and is not intended as a definition of the limits of the present invention. 
    
    
     
       BRIEF DESCRIPTION OF THE FIGURES 
       For a more complete understanding of the disclosed system and methods, reference is now made to the following descriptions taken in conjunction with the accompanying drawings. 
         FIG.  1    is a block diagram illustrating a virtual classroom model, according to one example embodiment of the present invention; 
         FIG.  2    is a block diagram illustrating a virtual classroom model, according to one example embodiment of the present invention; 
         FIG.  3 A  is an illustration of a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  3 B  is an illustration of a teacher in a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  3 C  is an illustration of an avatar of a student in a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  3 D  is an illustration of other students in a virtual classroom, according to one example embodiment of the present invention;  
         FIG.  3 E  is an illustration of a studious in a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  4 A  is an illustration of a chat function of a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  4 B  is an illustration of a green board of a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  4 C  is am illustration of a white board of a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  4 D  is an illustration of a student&#39;s desk in a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  4 E  is an illustration of a bookshelf in a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  5    is a flow diagram of a time shifting function of a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  6    is a flow diagram of a storyboard creation, according to one example embodiment of the present invention; 
         FIG.  7    is a flow diagram of a translation function of a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  8    is a flow diagram of an assessment in a virtual classroom, according to one example embodiment of the present invention; 
         FIG.  9    is a block diagram illustrating a computer network, according to one example embodiment of the present invention; and  
         FIG.  10    is a block diagram illustrating a computer system, according to one example embodiment of the present invention. 
     
    
    
     DETAILED DESCRIPTION 
     In general, the present disclosure is about an interactive Virtual Classroom (IVC). The IVC is a 3D virtual, immersive environment of learning. The PVC seeks to mimic the traditional classroom experience in a virtual world. The IVC preferably includes a teacher, a scholar taking the class, other students in the class and a tutor. The IVC also includes a chat feature, a white board, a bookshelf, and green or black board, and a teacher presence. The IVC also includes time-shifting, translational capabilities, storybook creation for creating composed lectures and assessments of the student. 
     Referring to  FIG.  1   , an IVC  100  has several actors interconnected through a classroom  102 . The classroom  102  is the virtual location where learning occurs. The classroom  102  can have a traditional 4-walls look and feel. The look and feel of the classroom  102  is preferably configurable by the user. It can be any setting and can he any look and feel. For example, the classroom  102  can be traditional, an outdoor location, on the moon, under the sea, in a forest, etc. 
     The actors or participants of the IVC  100  include a teacher  104 , a scholar (the student)  106 , other students  108  and a studious  110 . The teacher  104  leads the education or training session. By default, the teacher  104  can be portrayed, perhaps directly form a recorded video, speaking to the class in a standard interaction way. The look and feel can be configured differently. For example, the teacher  104  could be a chosen avatar, celebrity likeness, an animation or an animal. The teacher  104  position could also be selected and configured, including in the front of the class or sitting with the class.  
     The scholar  106  is the student taking the class. The other students  108  are zero or more other students who appear in the classroom  102  in addition to the scholar  106 . The scholar  106  or students  108  could also be real pictures or video or could be selected avatars. The scholar  106  can also select whether or of to see the other students  108 . The scholar  106  can be presented in the first-person video such that the scholar  106  does not see herself in the classroom  102 —only the teacher  104  and other students  108 —or just the teacher  104 . The scholar  106  could also be presented in the third-person view such that the scholar  106  also sees herself in the classroom  102 . 
     The studious  110  is the scholar&#39;s  106  personalized chatbot or tutor. The scholar  106  may configure the studious  110  according to personal style. The studious  110  monitors the lecture and can answer the scholar&#39;s  106  questions in lieu of the teacher  104 . The scholar  106  can train the studious  106  and teach it new information, and through artificial intelligence, the studious can learn and gain knowledge. As the studious  110  instance travels from class to class with the scholar  106 , it gains additional information and skills. The scholar  106  can choose the language of the studious  110 , the avatar and how it interacts (e.g., through cartoon strip balloons). The studious  110  can interact with the scholar  106  to determine if the scholar  106  understands the materials, if they are listening and engaged, if they need a break, may proctor an exam or prepare the scholar  106  for an exam. The studious  110  could also serve as the teacher&#39;s  104  assistant. 
     The IVC  100  allows the scholar  106  to customize the learning experience. For example, the scholar  106  can change the classroom setting, the language, the teacher position, the teacher avatar, scholar avatar, student avatar, whether students are shown or not shown, look and feel of the classroom objects and first or third-person perspective. These settings can be  established for a chosen duration, i.e., this lecture, this course, all courses for this scholar  106  or all courses for this teacher  104 . 
     Referring to  FIG.  2   ., the IVC  100  has several objects related to the classroom  102  including a teacher presence  204 , a class chat  206 , a white board  208 , a green board  210  and a bookshelf  212 . The types, positioning in the space and number of each can be configured by the teacher  104  or the scholar  106  according to individual preferences. The teacher presence  204  is preferably projected from the front of the classroom  202  in a traditional classroom arrangement, but can be configured as desired. The class chat  206  fields questions or comments that can be seen by the scholar  106 , students  108 , teacher  104  and studious  110 . The white board  208  is scratch space where the teacher  104  can post text, code snippets, PDFs, PPTs, JPGs, videos or other items. 
     The green board  210  has a traditional look and feel of a black board or green board where the teacher  104  can write information to illustrate a point. The bookshelf  212  has the traditional look and feel of a bookshelf that the teacher  104  may pre-populate with resource materials including books, PDFs, PPTs, videos, audio recordings and other items. The bookshelf contains links to the resources. The scholar  106  and students  108  may add additional materials to the bookshelf  212  as desired. The bookshelf  212  can also be segregated into shared and personal portions. In addition, the WC  100  can handle any digital rights management necessary for any object put into the bookshelf  212 . 
     Referring to  FIGS.  3 A- 3 E , in  FIG.  3 A , a typical classroom  302  is illustrated. In  FIG.  3 B , a teacher  304  in real video is illustrated in the front of the classroom. In  FIG.  3 C , the scholar  306  is illustrated as an animated avatar. In  FIG.  3 D , other students  308  are  illustrated, one as an animal avatar and one as, an animated avatar. In  FIG.  3 E , the studious  310  is illustrated as an avatar. 
     Referring to  FIGS.  4 A- 4 E , in  FIG.  4 A , a chat window concept  402  is illustrated, here, questions, comments, etc. can be seen by the scholar  106 , all students  108 , the teacher  104  and the studious  110 . In  FIG.  4 B , a black board or green board concept  404  is illustrated. The green board concept  404  has the traditional look and feel of a black board or green board where the teacher  104  can write information to illustrate a point. In  FIG.  4 C , a white-board  406  is illustrated. This is scratch space where the teacher  104  can post text, code, snippets, PDFs, PPTs, JPGs, videos and other multi-media items. etc. The teacher  104  can create a new white-board for each illustration or can reuse an existing white-hoard with new content. 
     In  FIG.  4 D , a desktop  408  is illustrated. This is the scholar&#39;s  106  work surface. The placement, shape and texture of the desktop is configurable by the scholar  106  and can include any object. Objects to appear on the desktop, e.g. monitor, photo, studious, etc., are configurable by the scholar  106 . In  FIG.  4 E , a bookshelf  410  is illustrated. This is a collection of the digital resources available to the class. The objects of  FIGS.  4 A- 4 E  can appear as separate objects or as windows, portals or posterns in a larger canvas. The teacher  104  can configure zero, one or many instances of each to support the needs of the educational experience. The objects may appear on the wall, float in space, appear on the desktop, etc. according to the scholar&#39;s  106  choice. 
     Preferably, the IVC  100  supports and adapts to the scholar&#39;s  106  interaction mechanism. The IVC  100  can adapt to an augmented reality (AR) or virtual reality (VR) headset for the most immersive experience. The IVC  100  can adapt to a moveable device such as a tablet or phone to see side-to-side and up-and-down; it can adapt to one or more monitors whose  displayed content can be moved or scrolled left, right, up, down—either independently or together—to navigate around the virtual environment. Multichannel audio is used to position the source of the audio, e.g., teacher speaking according to the student&#39;s current orientation in the classroom space: above, below, ahead, behind, left, right etc. 
     Preferably, the IVC  100  experience is independent of time. It can be a live session with a teacher  104 , the student  106 , and other students  108  participating in the class simultaneously. It can also be a composed session with a teacher  104 , the student  106  and other students  108  created by the IVC  100  using previous live modes or composed modes. The IVC  100  allows time shifting, real-time, delayed tin catch-up time (which is not akin to “fast forwarding). A student  106  can join the session late and watch in a delay or accelerated time to catch-up to live. The student  106  can watch later in a passive playback of the class as well. 
     Referring to  FIG.  5   , a method  500  of presenting a virtual, class is illustrated. Flow begins at  502 . At  504 , the IVC  100  determines if the presentation started at a start time. If the IVC  100  determines the presentation did start at the start time, flow proceeds “YES” to  506  and the presentation is presented in live mode. Flow ends at  516 . At  504 , if the IVC  100  determines the presentation did not start at the start time, flow proceeds “NO” to  508  and the IVC determines the delay time. At  510 , the IVC  100  determines if the presentation is to be presented at normal speed. If the IVC determines the presentation is to be presented at normal speed, flow branches “YES” to  512  to the presentation is presented at the normal speed. In this case, the presentation will end at an end time plus the delay time. Flow ends at  516 . At  510 , if the IVC  100  determines the presentation is not to be presented at normal speed, then flow branches “NO” to  514  and the presentation s presented at an accelerated speed. In this case, the presentation will end at the end time. Flow ends at  516 .  
     As such, the student can decide to view the presentation in live mode from the start: time to the end time. The student could also join late and view the presentation in normal time and finish at an end time plus the delay time. The student could also join late and choose to “catch” up with the lecture such that the lecture still ends on time. In this matter, the playback is accelerated such that by the end time, the lecture has fully played. Of course, the student could also join, and decide to skip the portion missed. The student can also pause at any time and then make a variation of the above to skip a portion, watch longer or catch-up. 
     A composed mode format is unique to the IVC  100 . After a live session, IVC  100  produces a storyboard containing a sequence of events. Video segments and corresponding transcripts are produced. In addition green-board, white-board and bookshelf artifacts are produced. When, the scholar  106  chooses a lecture for a co posed mode session, the IVC  100  creates a unique composed mode session using these existing storyboard and artifacts. The scholar&#39;s  106  interaction during the composed mode session creates additional events and artifacts which are then available for future composed mode sessions. 
     Referring to  FIG.  6   , a method  600  of decomposing a lecture into events is illustrated. Flow begins at  602 . At  604 , the IVC  100  processes a recorded video and segments the video into video, audio, transcripts, etc. At  606  the IVC  100  processes the video segments into discreet events. At  608 , the IVC  100  stores the event in order in a storyboard. At  610 , the IVC  100  creates a composed lecture from the events. Flow ends at  612 . 
     In one example embodiment, the teacher  104  records a class session to video. The IVC  100  processes the video and divides it into the following channels: video, chat, audio and audio transcript. Using artificial intelligence, the IVC  100  process the video and divides it into events, such as lecture, write on green board, show illustration on white board, answer a scholar&#39;s  question, new entry into the chat, etc. The IVC  100  divides it into sentences and concepts. The results are stored as the storyboard. The storyboard events identify break points in the session, for example, for when a scholar  106  can ask a question. The IVC  100  processes the video and extracts the chat and green-board and white-board content It coordinates the sequencing and timing of these with the storyboard and pre-populates the bookshelf  212  with this content. The teacher may edit the storyboard or objects extracted from the video. The teacher  104  identifies a text book for the students to use and pre-populates the books shelf  212  with auxiliary materials. The teacher  104  identifies class meta-data. The teacher  104  can identify the course topic, unusual jargon and suggest translations to certain languages. 
     In one example embodiment, the storyboard drives the composed session. During a composed session, the bookshelf  212  is pre-populated with all available content. The scholar  106  sees the teacher  104  speak in the scholar&#39;s chosen language—lips move and word formation happens—and the scholar  106  hears the teacher  104  speak in the chosen language. The scholar  106  may ask a question, post on the class chat  206 , add to the bookshelf  212 , etc. during the composed session. The IVC  100  interrupts the composed session at the end of an event, recognizes the scholar  106  who then asks her question, generates a response and continues with the storyboard. The scholar&#39;s  106  interaction generates new artifacts. A future scholar  106  chooses the same lecture and experiences the composed mode session using the modified storyboard, including the previously posed question from the previous composed mode. 
     In addition, the IVC  100  also manages extensive translation of spoken and textual information. Each scholar  106  can identify a language of choice in which to interact with the lecture. The IVC  100  presents the teacher avatar speaking in the scholar&#39;s  106  chosen language  and teacher avatar can be chosen by the scholar  106 . The teacher avatar appears to speak—lips move, word formation happens, etc. in the scholar&#39;s language of choice. 
     The IVC  100  performs real-time audio translation of the teacher&#39;s  104  language into the scholar&#39;s  106  chosen language. The IVC  100  also performs real-time textual transcription of the teacher&#39;s  104  language into the scholar&#39;s  106  chosen language. The IVC  100  also includes real-time transformation of the video of the teacher&#39;s  104  speech into the scholar&#39;s  106  chosen language. In other words, the teacher&#39;s  104  lips move and word formation appear as though the teacher  104  was speaking in the scholar&#39;s  106  chosen language, even though the teacher  104  actually spoke in his/her native language. The IVC  100  also performs real-time transformation and translation of interaction between the students  108  and the scholar  106 . The IVC  100  can also translate the materials in the bookshelf  212 . 
     Referring to  FIG.  7   , a method  700  of presenting a virtual classroom is illustrated. Flow begins at  702 . At  704 , the IVC  100  determines the user&#39;s choice of language, for example Chinese. At  706 , the IVC  100  determines the language (by the teacher) of the presentation, for example, Russian. At  707 , the IVC  100  determines if the choice of language matches the presentation language. If “YES” flow branches to end at  712 . No translation is necessary. At  707 , if the IVC  100  determines the languages do not match, flow branches “NO” to  708  and the IVC  100  translates the presentation language, i.e. Russian, into the choice of language, i.e. Chinese. At  710 , the IVC  100  modifies the video portion such that the mouth movements of the teacher  104  match the choice of language, i.e. Chinese. Flow ends at  712 . 
     The IVC  100  uses artificial intelligence driven rendering of the video, in conjunction with the chosen avatar, to construct the teacher presence who speaks to the class in the scholar&#39;s  106  chosen language. Furthermore, the teacher  104  can see if the student  106  is in real-time,  catch-up, delayed or on pause. The teacher  104  can see if the student  106  is in first or third person viewing. The teacher  104  can initiate a private dialogue with the student, either verbally or in transcript or both. 
     Whatever experience is selected, the student experience is consistent. It is not exactly the same experience because each student  106  can configure the platform according to his/her needs. In composed mode, the IVC  100  draws from previous class session artifacts and events and constructs an educational experience unique for a particular scholar  106 . The scholar  106  can pause the class for a break, and then resume or catch-up on the class after the break. 
     The scholar  106  may initiate an interaction with another student  108  in the class at any time. The interaction can be verbal or textural. The scholar  106  may pause or continue the lecture during the interaction. The scholar  106  provides input in their language of choice. The scholar  106  receives responses hack in the language of choice. In live mode, the other student  108  can choose to engage. In composed mode, the IVC  100  may reply with a virtual student  108 . 
     The scholar  106  can also participate in class. In live mode, the scholar  106  can raise her hand to ask a question. The teacher  104  can call on the scholar  106  and answer the question, The other students  108  can hear or see or both) the question and answer in their language of choice, which can be different for each student. In composed mode, the scholar  106  can also raise her hand to ask a question in the same manner. 
     The scholar  106  can present the question verbally or via keyboard. or other input device in the scholar&#39;s  106  language of choice. The IVC  100  can answer in a variety of ways including sending the query to the teacher  104  to answer. The query could also go to a teacher&#39;s assistant. The IVC  100  can search the bookshelf  212  for an answer or a document corpus. The internet could also be searched taking into account the context and subject matter jargon. Being able to  send the query to the teacher  104  in a composed mode is unique to the IVC  100 . When the answer is found, the IVC  100  has the teacher  104  avatar speak the answer. The teacher&#39;s prompt and scholar questions go into the lecture video, storyboard and transcript as new events. The answer also does. The new event is available for inclusion in a future composed session. The studious  110  could also answer the question. The scholar  106  and the students  108  may also rate the question/answer event. The events with a higher rating have a higher probability of being included in a future composed session. The scholar  106  may augment the answer by providing an addendum or link to the bookshelf  212 . 
     Course assessments i.e., tests, can be conducted either in live or composed modes. The teacher  104  can train the IVC  100  to evaluate the results such that the teacher  104  does not need to “grade” the tests. The teacher&#39;s studious  110  could also be used. The IVC  100  can run in a controlled-triode during assessments and limit the scholar&#39;s  106  access to the bookshelf  212 , the scholar&#39;s  106  personalized studious  110  and other resources. The teacher  104  can monitor the scholar  106  during the assessment and provide grades, Course completion certificates can also be issued based on grades. The IVC  100  can integrate with external platforms and issue course completion badges and/or share on social media platforms. 
     Referring to  FIG.  8   , a method  800  of assessing aptitude in a virtual classroom is illustrated. Flow beings at  802 . At  804 , the IVC  100  presents a first set of questions to a first scholar. At  806 , the IVC  100  receives the first answers to the first set of questions and grades the answers. At  808 , the IVC  100  presents a second set of questions to a second scholar. Preferably, the second set of questions is not the same as the first set of questions. At  810 , the IVC  100  receives the second answers to the second set of questions and grades the answers. At  812 , in a first embodiment, the IVC  100  learns from the first and second set of questions and answers to  create a unique third set of questions, in a second embodiment, the teacher provides the third set of questions. In a third embodiment, the teacher actively oversees the IVC system machine learning, until the system has achieved the desired level of accuracy in independently-created test questions. Flow ends at  814 . 
     The IVC  100  keeps a set of meta-data. In one embodiment, this meta-data includes a course identifier, a lecture identifier and a variant identifier. A course is the overall course, e.g. Physics 101. A lecture is one class in the course, typically identified by a sequence number or a date. A variant is one instance of a class lecture—A new variant may be created each time a student  106  “plays” a lecture in composed mode. The scholar  106  may ask questions or add materials to the book shelf  212 , thus generating a new variant of the lecture. Each lecture is composed of one or more events. The meta-data can also include the course topic e.g. physics, The course topic enables customization of the vocabulary for translation of audio to transcript and for translation to the scholar&#39;s  106  chosen transcript language and audio language. The meta-data can also include the lecture storyboard and events in the lecture. For each event, the IVC  100  captures the language of the audio, transcript and video. 
     Another challenge with virtual classrooms is security. The IVC  100  uses authorization and authentication to control student access to a course or lecture. Stealth Identity from Unisys Corporation of Blue Bell, Pa. can be used to implement features of the present disclosure. Stealth can be used to protect the end to end data communications and make the endpoints go dark on the Internet. As with other Stealth applications, not all endpoints require Stealth protection. The IVC  100  uses an encryption and isolation mechanism, such as Stealth Core form Unisys. This can allow or disallow a student to participate in a course or lecture; segregate sets of students into independent groups, based on authorized identify, provide  encrypted channels for interaction and allow or disallow a scholar  106  to see or access materials in the bookshelf  112 . 
     In one example embodiment, the scholar  106  chooses a course and a lecture, for example, Banyan Elementary School, Grade 5, Spring 2021, 13 Apr. 2021 lecture. The scholar  106  arrives at 7:55 a.m. and the live session begins at 8:00 a.m. The scholar  106  appears in virtual classroom with the teacher  104  and any other students  108  who have already arrived. The scholar  106  may interact with the teacher  104  and any other students  108  who have arrived. The lecture starts at 8:00. At any time, the scholar  106  may pause and resume the live lecture. In another example, the scholar  106  arrives at 8:05 a.m. and the live session began at 8:00 a.m. The scholar  106  appears in the virtual classroom  102  with the teacher  104  and any other students who have already arrived  108 . The scholar  106  can choose between live real-time mode (missing the first minutes of the lecture), live delay mode (finishing the lecture 5 minutes late), or live catch-up mode (seeing the entire lecture and finishing on time). 
     In another example embodiment, the scholar  106  chooses a course and a lecture for example, Physics 101 Fall 2015, Lecture 3. Because the lecture happened in the past, the playback defaults to composed mode. The IVC  100  selects other students  108  to appear in the classroom  102 . The scholar  106  may choose to keep the default students or choose other students W ho have participated in the class in the past, choose more or fewer students or remove one or all of the students, etc. The scholar  106  may choose an avatar for each of the other students  108  in the classroom  102 . During this composed session, the scholar  106  may raise her hand to ask a question to the teacher  104 . The IVC  100  generates an answer for the question and animates the teacher  104  to appear to answer the question. The scholar  106  may ask a question or engage in dialog with another student  108  in the class. The IVC  100  animates the engaged student to give  the illusion that the other student is present in the classroom  102  simultaneous with the scholar  108 . The scholar  106  may ask the, studious  110  a question at any time, make use of any materials in the bookshelf  212  at any time, and pause and resume the session. Any questions that the scholar  106  asked become additional events which the IVC  100  may use in future composed sessions. 
     In another example embodiment, two or more scholars  106  may be viewing a lecture in composed mode at the same time. For example, a team may schedule a composed session (e.g., 5 people in a team want to “take the basic MASM programming class” from 15 Jan. 2021 in a composed mode session). Each of the 5 would have the scholar  106  perspective and personalization capabilities. Each of the 5 would see the other 4 as students  108 , and possibly other students chosen by the IVC  100 , Each of the 5 could interact in real time while viewing the composed session—asking questions of each other, posting questions or answers in the Class Chat, adding materials to the Book Shelf, and so on. Each of these five experience would be different and each could generate new events or artifacts for possible inclusion in future composed sessions. The IVC  100  would capture the interactions as events which could be chosen for a subsequent composed mode rendering of the lecture. 
       FIG.  9    illustrates one embodiment of a system  900  for an information system, which may host virtual machines. The system  900  may include a server  902 , a data storage device  906 , a network  908 , and a user interface device  910 . The server  902  may be a dedicated server or one server in a cloud computing system. The server  902  may also be a hypervisor-based system executing one or more guest partitions. The user interface device  910  may be, for example, a mobile device operated by a tenant administrator. In a further embodiment, the system  900  may include a storage controller  904 , or storage server configured to manage data communications between the data storage device  906  and the server  902  or other components in communication  with the network  908 . In an alternative embodiment, the storage controller  904  may be coupled to the network  908 . 
     In one embodiment, the user interface device  910  is referred to broadly and is intended. to encompass a suitable processor-based device such as a desktop computer, a laptop computer, a personal digital assistant (PDA) or tablet computer, a smartphone or other a mobile communication device having access to the network  908 . The user interface device  910  may be used to access a web service executing on the server  902 . When the device  910  is a mobile device, sensors (not shown), such as a camera or accelerometer, may be embedded in the device  910 . When the device  910  is a desktop cot renter the sensors may be embedded in an attachment (not shown) to the device  910 . In a further embodiment, the user interface device  910  may access the Internet or other wide area or local area network to access a web application or web service hosted by the server  902  and provide a user it for enabling a user to enter or receive information. 
     The network  908  may facilitate communications of data, such as dynamic license request messages, between the server  902  and the user interface device  910 . The network  908  may include any type of communications network including, but not limited to, a direct PC-to-PC connection, a local area network (LAN), a wide area network (WAN), a modem-to modem connection, the Internet, a combination of the above, or any other communications network ow known or later developed within the networking arts which permits two or more computers, to communicate. 
     In one embodiment, the user interface device  910  accesses the server  902  through an intermediate sever (not shown). For example, in a cloud application the user interface device  910  may access an application server. The application server may fulfill requests from the user interface device  910  by accessing a database management system (DBMS), In this embodiment,  the user interface device  910  may be a computer or phone executing a Java application making requests to a JBOSS server executing on a Linux server, which fulfills the requests by accessing a relational database management system (RDMS) on a mainframe server. 
       FIG.  10    illustrates a computer system  1000  adapted according to certain embodiments of the server  902  and/or the user interface device  910 . The central processing unit (“CPU”)  1002  is coupled to the system bus  1004 . The CPU  1002  may be a general purpose CPU or microprocessor, graphics processing unit (“GPU”), and/or microcontroller. The present embodiments are not restricted by the architecture of the CPU  1002  so long as the CPU  1002 , whether directly or indirectly, supports the operations as described herein. The CPU  1002  may execute the various logical instructions according to the present embodiments. 
     The computer system  1000  also may include random access memory (RAM)  1008 , which may be synchronous RAM (SRAM), dynamic RAM (DRAM), synchronous dynamic RAM (SDRAM), or the like, The computer system  1000  may utilize RAM  1008  to store the various data structures used by a software application. The computer system  1000  may also include read only memory (ROM)  1006  which may be PROM, EPROM, EEPROM, optical storage, or the like. The ROM may store configuration information for booting the computer system  1000 . The RAM  1008  and the ROM  1006  hold user and system data, and both the RAM  1008  and the ROM  1006  may be randomly accessed. 
     The computer system  1000  may also include an input/output (I/O) adapter  1010 , a communications adapter  1014 , a user interface adapter  1016 , and a display adapter  1022 . The I/O adapter  1010  and/or the user interface adapter  1016  may, in certain embodiments, enable a user to interact with the computer system  1000 . In a further embodiment, the display adapter   1022  may display a graphical user interface (GUI) associated with a software or web-based application on a display device  1024 , such as a monitor or touch screen. 
     The I/O adapter  1010  may couple one or more storage devices  1012 , such as one or more of a hard drive, a solid state storage device, a flash drive, a compact disc (CD) drive, a floppy disk drive, and a tape drive, to the computer system  1000 . According to one embodiment, the data storage  1012  may be a separate server coupled to the computer system  1000  through a network connection to the I/O adapter  1010 . The communications adapter  1014  may be adapted to couple the computer system  1000  to the network  1008 , which may be one or more of a LAN, WAN, and/or the Internet. The communications adapter  1014  may also be adapted to couple the computer system  1000  to other networks such as a global positioning system (GPS) or a Bluetooth network. The user interface adapter  1016  couples user input devices, such as a keyboard  1020 , a pointing device  1018 , and/or a touch screen (not shown) to the computer system  1000 . The keyboard  1020  may be art on-screen keyboard displayed on a touch panel. Additional devices (not shown) such as a camera, microphone, video camera, accelerometer, compass, and or gyroscope may be coupled to the user interface adapter  1016 . The display adapter  1022  may be driven by the CPU  1002  to control the display on the display device  1024 . Any of the devices  1002 - 1022  may be physical and/or logical. 
     applications of the present disclosure are not limited to the architecture of computer system  1000 . Rather the computer system  1000  is provided as an example of one type of computing device that may be adapted to perform the functions of a server  902  and/or the riser interface device  910 . For example, any suitable processor-based device may be utilized including, without limitation, personal data assistants (PDAs), tablet computers, smartphones, computer game consoles, and multi-processor servers, Moreover, the systems and methods of the present  disclosure may be implemented on application specific integrated circuits (ASIC), large scale integrated (VLSI) circuits, or other circuitry. In fact, persons of ordinary skill in the art may utilize any number of suitable structures capable of executing logical operations according to the described embodiments. For example, the computer system  1000  may be virtualized for access by multiple users and/or applications. The applications could also be performed in a serverless environment, such as the cloud. 
     If implemented in firmware and/or software, the functions described above may be stored as one or more instructions or code on a computer-readable medium. Examples include non-transitory computer-readable media encoded with a data structure and computer-readable media encoded with a computer program. Computer-readable media includes physical computer storage media. A storage medium may be any available medium that can be accessed by a computer. By way of example, and not limitation, such computer-readable media can comprise RAM, ROM, EEPROM, CD-ROM or other optical disk storage, magnetic disk storage or other magnetic storage devices, or any other medium that can be used to store desired program code in the form of instructions or data structures and that can be accessed by a computer. Disk and disc includes compact discs (CD), laser discs, optical discs, digital versatile discs (DVD), floppy disks and blu-ray discs. Generally, disks reproduce data magnetically, and discs reproduce data optically. Combinations of the above should also be included within the scope of computer-readable media. A serverless environment, such as the cloud, could also be used. 
     In addition to storage on computer readable medium, instructions and/or data may be provided as signals on transmission media included in a communication apparatus. For example, a communication apparatus may include a transceiver having signals indicative of instructions and data. The instructions and data are configured to cause one or more processors to implement  the functions outlined in the claims. A serverless environment, such as the cloud, could also be used. 
     Although the present disclosure and its advantages have been described in detail, it should be understood that various changes, substitutions and alterations can be made herein without departing from the spirit and scope of the disclosure as defined by the appended claims. Moreover, the scope of the present application is not intended to be limited to the particular embodiments of the process, machine, manufacture, composition of matter, means, methods and steps described in the specification. As one of ordinary skill in the art will readily appreciate from the present invention, disclosure, machines, manufacture, compositions of matter, means, methods, or steps, presently existing or later to he developed that perform substantially the same function or achieve substantially the same result as the corresponding embodiments described herein may be utilized according to the present disclosure. Accordingly, the appended claims are intended to include within their scope such processes, machines, manufacture, compositions of matter, means, methods, or steps.