Patent Document

RELATED APPLICATIONS 
       [0001]    This application is a continuation of co-pending U.S. Ser. No. 13/933,207 filed Jul. 29, 2013 which claims priority to U.S. application Ser. No. 11/009,708 filed on Dec. 13, 2004, which claims the benefit of provisional application No. 60/528,705 filed Dec. 12, 2003, all of which are hereby incorporated herein in their entirety by reference. 
       CROSS-REFERENCE TO RELATED APPLICATIONS 
       [0002]    This application is related to U.S. patent application Ser. No. 09/338,440 filed Jun. 23, 1999, now U.S. Pat. No. 6,322,366, U.S. patent application Ser. No. 09/558,060 filed Apr. 26, 2000, U.S. patent application Ser. No. 09/628,806 filed Jul. 28, 2000, now U.S. Pat. No. 6,468,085, U.S. patent application Ser. No. 10/228,962 filed Aug. 28, 2002 and U.S. provisional patent application 60/528,705 filed Dec. 12, 2003 and all of which applications and patents are hereby incorporated herein in their entirety by reference. 
     
    
     COPYRIGHT NOTICE 
       [0003]    © 2002-2013 Assessment Technology, Inc. A portion of the disclosure of this patent document contains material which is subject to copyright protection. The copyright owner has no objection to the facsimile reproduction by anyone of the patent document or the patent disclosure, as it appears in the Patent and Trademark Office patent file or records, but otherwise reserves all copyright rights whatsoever. 37 CFR §1.71(d). 
       BACKGROUND OF THE INVENTION 
       [0004]    The present invention relates to computer systems used for the instruction of younger students, namely preschool children such as ages 3-5, and the assessment of the achievement of such students. 
         [0005]    Many computer based systems have been developed to provide improvement in education of students in schools. Some computer systems provide lessons or tests for students to learn and often these systems automatically assess the achievement of the students upon completion of a lesson or test. Also computer systems are employed by teachers to compose, copy or modify tests, lessons or lesson plans. 
         [0006]    However in the instruction of young children, such as preschool and the early grades, the children generally lack sufficient computer skills to effectively interact with prior art education computer systems. Thus there is a need for improved computer systems in the instruction of younger children. 
         [0007]    Thus Hofer does not teach capturing address candidates and using addressee name information to automatically disambiguate among those candidates. 
       SUMMARY OF THE INVENTION 
       [0008]    The present invention utilizes a computer system which contains and displays a cartoon-like story with a plurality of displayed components (such as cartoon characters, play items, etc.) recognizable by a preschool student on a first portion of the display screen along with an accompanying voice message on the speaker. Written instructions for teachers to follow in a personal one-to-one interaction with one or more students are displayed on a second portion of the display screen. For some activities, the student may actually respond using the computer such as by touching a touch screen or using a mouse to select one of the displayed components in response to a request to select a displayed component having a predetermined aspect. For other activities the teacher enters the response of the student as observed by the teacher. When one or more correct responses are entered by the student or teacher, achievement of a goal can automatically be entered into the educational management system such as that disclosed in the incorporated patents and applications. 
         [0009]    An object of the invention is to provide computer based instructional activities that include both teacher-facilitated and independent learning options. In the teacher-facilitated option, the computer provides on-screen instructions, which facilitates a three-way interaction involving the child, the teacher, and instructional material. The computer provides stimulus presentations and instructions to the child enabling independent learning by the child. In addition, it offers on-screen prompts to the teacher facilitating teacher-child interaction. The teacher-facilitated option paves the way for the independent learning option, in which the child interacts with the computer without the presence of the teacher. 
         [0010]    Other objects, advantages and feature of the invention will be apparent from the following detailed description of the invention and/or accompanying drawings. 
         [0011]    Additional aspects and advantages of this invention will be apparent from the following detailed description of preferred embodiments, which proceeds with reference to the accompanying drawings. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0012]      FIG. 1  is a diagram of a computer system which can be utilized by the invention. 
           [0013]      FIG. 2  is a step diagram of an initial portion of a program for controlling operation of one of the computers in the system of  FIG. 1  in accordance with the invention. 
           [0014]      FIG. 3  is a view of a message displayed on a monitor of the computer by the initial program procedure of  FIG. 2   
           [0015]      FIG. 4  is a step diagram of a first portion of an assessment procedure called by the program of  FIG. 2 . 
           [0016]      FIG. 5  is a view of a first screen displayed by the procedure of  FIG. 4 . 
           [0017]      FIG. 6  is a view of a second screen displayed by the procedure of  FIG. 4 . 
           [0018]      FIG. 7  is a step diagram of a second portion of the assessment procedure following completion of the procedure of  FIG. 4 . 
           [0019]      FIG. 8  is a view of a window displayed in the second portion of the assessment procedure of  FIG. 7 . 
           [0020]      FIG. 9  is a step diagram of a third portion of the assessment procedure and which is called by  FIG. 7 . 
           [0021]      FIG. 10  a view of a first screen displayed during operation of an assessment activity called in the assessment procedure. 
           [0022]      FIG. 11  a view of a second screen displayed during operation of an assessment activity called in the assessment procedure. 
           [0023]      FIG. 12  a view of a third screen displayed during operation of an assessment activity called in the assessment procedure. 
           [0024]      FIG. 13  a view of a fourth screen displayed during operation of an assessment activity called in the assessment procedure. 
           [0025]      FIG. 14  a view of a fifth screen displayed during operation of an assessment activity called in the assessment procedure. 
           [0026]      FIG. 15  a view of a sixth screen displayed during operation of an assessment activity called in the assessment procedure. 
           [0027]      FIG. 16  a view of a screen reporting achievement at the end of operation of an assessment activity called in the assessment procedure. 
           [0028]      FIG. 17  is a step diagram of an instruction procedure called by the program of  FIG. 2 . 
           [0029]      FIG. 18  is a view of a screen display in the procedure of  FIG. 17 . 
           [0030]      FIG. 19  is a view of a first screen display during operation of an instruction activity called in the instruction procedure of  FIG. 17 . 
           [0031]      FIG. 20  is a view of a second screen displayed during the operation of the instruction activity of  FIG. 19 . 
           [0032]      FIG. 21  is a view of a screen displayed during another instruction activity. 
       
    
    
     DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS 
       [0033]    As shown in  FIG. 1 , an interactive computer system for instructor-student teaching and assessment of preschool children in accordance with one embodiment of the invention is employed in a computer network having a plurality of computer stations  30  along with a server station  32  interconnected by a network  34 . Each computer station  30  typically includes a central processing unit  36  which is connected to a keyboard  38 , a mouse  40 , a monitor  46 , a speaker  42  and a printer  44 . The central unit  36  typically includes a read/write removable media device such as floppy disk drive  46 , a read only removable media device such as a CD-ROM or DVD reader (or reader/writer)  48  and a mass storage device such as a hard drive  50 . The server station  32  is similar to the computer stations but has a server unit  52  which contains storage units for holding a large quantity of files which are accessed by the computer stations  30  through the network  34 . 
         [0034]    The network  34  in one preferred embodiment is the World Wide Web (sometimes called the internet) but could alternatively be one of a variety of other possible network configurations. Where the educational management system is employed in a single school or closely distanced schools, the network  34  can be a hardwired internal network or connected through dedicated lines (sometimes called an intranet). 
         [0035]    The interactive computer system for instructor-student teaching and assessment of preschool children is formed by one or more software programs which control and operate the computers  30  and server  32 . In the program shown in  FIG. 2 , the user enters a user name and password to gain access to the program. Next the window of  FIG. 3  is displayed with options “curriculum resources”  64 , “assessment”  66  and “instruction”  68  for the user to select. In step  70  if the user selects “curriculum resources” the program calls a curriculum resources procedure  72  in which the user can retrieve documents, background information, support information, and other information about the invention. If assessment  66  is selected, step  74  branches to the assessment procedure  76  of  FIGS. 4 ,  7  and  11  and if instruction  68  is selected, step  78  branches to the instruction procedure  80  of  FIG. 16 . 
         [0036]    In the assessment procedure  76 , the window  84 ,  FIG. 5 , is initially displayed to instruct the teacher that no feedback regarding right or wrong answers should be given to the student during the assessment procedure. Next the window  86 ,  FIG. 6 , is displayed. This window  86  contains a scale selection window  88 , a knowledge area selection window  90  and a window  92  listing the animated activities, descriptions of the corresponding activities and the goals to be achieved by the corresponding activities along with check boxes  94  by which the user can select a particular animated activity of assessment. After the user has selected the scale to be assessed in step  100  it is determined if the user has elected to assess a single knowledge area in step  102 . Selection of a single knowledge area in step  104  reduces the number of activities displayed in window  92  to those activities relating to the selected single knowledge area instead of a listing of all activities relating to the selected scale. In step  106 , the user clicks on one of the check boxes  94  to select an animated activity for child assessment. Clicking on the next button  108  in  FIG. 6  calls the next procedure  110  in  FIG. 7 . 
         [0037]    In the second portion of the assessment procedure  110  of  FIG. 7 , the window  112  of  FIG. 8  is displayed. This window contains a class selection window  114  and a child selection window  116 . The user in step  118  uses the window  114  to select a class containing the child to be assessed and in step  120  uses the window  116  to select the child to be assessed. After selection of the child, step  122  displays a list  124  of the goals of the selected activity and the achievement status of these goals by the selected child. Then clicking on the start button  128  calls the third portion (start)  130 ,  FIG. 9 , of the assessment procedure. 
         [0038]    The selected animation activity is downloaded, if on the internet, and an initial screen (not shown) with another start activity button (not shown). Then in step  132  the procedure determines if the user has clicked on the start activity button and, if true, proceeds to step  134  where the activity is played. Playing the activity results in animated display of a cartoon in the upper portion of the display which contains a plurality of components which are readily recognizable by a preschool age child. For example the screens of  FIGS. 10-15  contain scenes from separate animated acts in an activity call “Guess the Action” containing components including cartoon characters  140  (Argus the alligator) and  142  (Belle the bunny), play items such as balls  144  and  146 , other items such as square  148 , pizza  150 , glass of ice  152 , red shirt  154 , blue shirt  156 , desk  158  and bunk bed  160 . In step  162  the instructor guides the child in the activity. On the lower portion of the screen a written instruction  164  is displayed for providing instruction and guidance to the instructor while monitoring or helping the child. 
         [0039]    During play of each act, the vocal story requests selection of one of the displayed components which have a predefined aspect related to a goal being assessed. For example in the scene of  FIG. 10 , selection of the character standing on something square is requested. The program activates screen regions on the characters as buttons which can be clicked or alternatively touched in the case a touch screen is used and waits until a selection is made. Use of the mouse  40  to move the pointer  166  and clicking on the character standing on the square  148  by the child or by the instructor in response to the child pointing to the character indicates that the child has achieved an understanding of the word “square”. In the scenes of  FIGS. 11-15  the understanding of other words or aspects are assessed; in  FIG. 11  - - - “hot”, in  FIG. 12 , - - - “blue”, in  FIG. 13  - - - “next to”, in  FIG. 14  - - - “behind”, and in  FIG. 15  - - - “bottom”. Following the play and completion of selections in the scenes of the activity, step  170  displays the window  172  in  FIG. 16  which displays the results of the assessment activity just played. Correct selection of the displayed components having the requested predefined aspects in the scenes of  FIGS. 10-15  results in the indication that the goals of the activity have been achieved, i.e. “learned”. Incorrect selection of one or more components results in an indication that one or more goals of the activity have not been achieved i.e., “not learned”. 
         [0040]    The combination of the display of an assessment activity by the computer on a first portion of the screen in a format such as a cartoon which is attractive to preschool children with the display of written instructions for the teacher on a second portion of the screen provides for the unique interaction between a child and the teacher resulting in improved learning by the child. The child is readily instructed in the use of the mouse and can independently perform the activity after learning its use. The teacher by reading the written instructions is assisted in providing guidance, such as repeating a request, to a child. 
         [0041]    Referring back to  FIG. 9 , step  174  permits the instructor to request repeating the assessment activity, steps  134 ,  162  and  170  so that multiple children can be assessed using the same assessment activity. Step  176  responds to clicking on an exit button (not shown) to return the program to the procedure of  FIG. 7 . 
         [0042]    When the instruction button  68  of  FIG. 3  is selected, the procedure of  FIG. 17  is called and the window  180  of  FIG. 18  is displayed. In step  182 , a scale and a knowledge area are selected using the scale select window  184  and the knowledge area select window  186  which results in the display of a listing  188  of the instruction activities relating to the selected scale and knowledge area. Step  190  provides to the selection of a print name tag button  192  calling a name tag printing procedure  194 . An instruction activity is selected from the list  188  in the step  196  by clicking on a check box  198  associated with the selected activity. Similar to the assessment activities, the animated cartoon of the instruction activity is accessed or downloaded if on the internet and an initial screen with a start or play button is displayed. Clicking on the start button, step  200 , plays the cartoon. The instruction activity can have interactive portions similar to assessment activities or can be simply instructive. Instructional activities can be played individually or by a class or group of children. Guidance for the instructor can also be displayed on the screen, step  202 , in promoting interaction with a child or children. 
         [0043]    Scenes of  FIGS. 19 and 20  illustrate an instructional activity relates to the use of letters to form words. In the first scene of  FIG. 19  the vocal story describes the magician Argus magically displaying the word “cap” on the front side of a box. Sliding the front side upward shows a cap inside the box. The story requests that each letter, successively highlighted, be clicked on by a child or instructor, whereupon the phonetic sound of the letter is broadcast on the speaker. Then in the second scene of  FIG. 20  the story tells of Argus magically changing the letter “c” to “m”. Again the story requests clicking on each letter of the new word and broadcasts the phonetic sounds of each letter followed by raising the front side and display of a map inside the box. 
         [0044]    A screen  204  of another instruction activity shows the upper portion  206  where a cartoon shows a plate with letters to be selected by the child to form a word or name. A lower portion  208  of the screen contains written instructions for the instructor in promoting learning and interaction with the child. Step  210  in  FIG. 17  illustrates that the user can click on the close button in any window to close that window. 
         [0045]    The above description of detailed description of the invention and the accompanying drawings are only illustrative of one embodiment of the invention and only illustrate a small portion of an extensive library of assessment activities and instruction activities. Many modifications, changes in detail and variations can be devised without departing from the scope and spirit of the invention. 
         [0046]    It will be obvious to those having skill in the art that many changes may be made to the details of the above-described embodiments without departing from the underlying principles of the invention. The scope of the present invention should, therefore, be determined only by the following claims.

Technology Category: 3