DE102009023624A1 - Device for generating teaching programs, has multiple individual teaching units, which are carried out individually by student and basic construction of teaching unit - Google Patents

Abstract

The device has multiple individual teaching units, which are carried out individually by the student and the basic construction of a teaching unit. A syllabus is imitated in a demonstration phase and then imitated in a repetition phase by the student, where every action of the student in the repetition is controlled by an analysis program.

Description

The This invention relates to a program system that simulates a teacher, a student in private lessons a complex program system teaches. Areas of application are all educational areas, from the housewife, who wants to learn Word to graduate engineer, the one would like to learn new complex design program.

State of the art

E-teaching belongs to the field of e-learning. For that are By now many different technologies are already known be used for didactically different representations. The most popular variants are web and computer based Training applications, authoring systems, simulations, videoconferencing / teleteaching, Learning (Content) Management Systems and Digital Educational Games.

Alles These technologies are primarily used to educate the user independent of space and time.

The However, there are disadvantages of the products available on the market especially in that the conventional teaching programs indeed are able to show off a curriculum, mostly however, do so on an artificial surface. They also narrow the possibilities of the student strong, usually only one (previously demonstrated) Accept action on repetition. There are also no intelligent ones Reactions in case of difficulties of the pupil - and thus a very important part of a normal training: the Feedback from the teacher on actions of the student!

From the document EP 0934581 B1 For example, a method of automated delivery of teaching material is known that generates student profile data including knowledge gaps, then generates an electronic student workbook tailored to the student profile data, and finally, in response to the student input data, updates the student input data , wherein according to EP 0934581 B1 a teacher and a student workstation are required.

A disadvantage of the system according to EP 0934581 B1 is, however, that for the implementation in particular a plurality of processors and a plurality of workstations is required.

Objective of the new procedure

objective The present patent application is therefore a simplified Develop a program system that a teacher as possible completely simulated, easy to use and generate is and also as a cost-effective teaching variant is available to a wide range of users. It should as much as possible to the student during the repetition Freedom and help him with errors and difficulties as efficiently as possible come to the rescue.

The Therefore project becomes - parallel to, Elearning ', Eteacher' - electronic teacher - called.

These Objective is in accordance with the claims solved. The invention accordingly relates to a device / a A system according to claim 1, a method according to claim 58, a computer program product according to claim 72 and a data processing system according to claim 73. The other claims relate to preferred embodiments the invention.

The Examples used here are partly in English.

The Invention is based on the surprising finding that a system comprising or representing (a) a demonstration phase, in a subject to be imitated by a student and (b) a repetition phase in which the material mimicked by a student is recorded is particularly suitable for the electronic generation of educational programs, which are composed of several individual teaching units and which are done individually by a student or are feasible if any action of the student is checked during the repetition by an analysis program or controllable.

The invention therefore relates to a device or a system and a method for generating teaching programs, wherein the teaching programs are composed of several individual teaching units, which are carried out individually by the student or are feasible and wherein the basic structure of a teaching unit is that first in a demonstration phase a subject matter is presented or is presentable and this can then be imitated in a repetition of the student or is imitable, and wherein each action of the student is controlled in the repetition by an analysis program or is controllable.

Under Device or system according to the invention in particular any device or arrangement understood on the the following inventive features, in particular method steps, are executable or executed who (eg a data processing system, especially a computer, with a connected display and an input unit). Accordingly has the device or the system according to the Invention an analysis program or is an analysis program executed on the device or the system.

• – entspricht sie der Aktion des Lehrers zur Lösung einer Aufgabe der Lektion?
• – ist sie hilfreich zur Lösung der noch ausstehenden Aufgaben der Lektion?
• – hat der Schüler alle Aufgaben gelöst?

According to the invention, the analysis program analyzes each individual action of the student according to the following scheme:

• - Does it correspond to the action of the teacher to solve a task of the lesson?
• - Is it helpful in solving the remaining tasks of the lesson?
• - has the student solved all the tasks?

at Errors (eg if the student does not complete all tasks according to the Has solved the actions of the teacher), gives the analysis program corresponding comments.

In a particularly preferred embodiment of the invention In this analysis, a condensed lesson table (in particular according to Table A) with those for the lesson actions to be used or superactions and their specifics Used parameters.

The condensed lesson table is a list of superactions or actions and their parameters of a lesson. The Super Actions then get back into the super action table in their individual actions divided up.

Z. B. has the super action Frmt with their specific parameters A1, B1, Bold, 14 and Red the task of the content of the cell area A1 to B1 Bold (bold), in 14 point font size and Red (red) to format.

These Super action is in turn made up of the new Super Action Mark ClSt (start cell), ClEn (end cell) (with the task: Mark the cell range from the Starzelle to the end cell) and the individual actions act Stl1 - activate the button of Stil1 = Bold, act Stl2 - activate the button from Stl2 = 14p ... together.

The new super action Mark ClSt, ClEn sits down again (see below) from the individual actions act ClSt ... act ClEn together.

The Super Actions - eg. Mark ClSt, ClEn - are general can be used, they therefore contain no specific but generic Parameter - this is how z. B. the super action Frmt in the Super Action Table (see below) instead of the specific one Parameters Bold the generic parameter Stl1.

Tracking the actions of the student through a condensed lesson table and a superaction table

The use of the tables shall be explained by means of Tables A and B, which show the beginning of a lesson: un = unit rw step stat ifdn logop sact par1 par2 par3 par4 par5 1 1 1 0 frmt A1 B1 Bold ! 14 Red 2 1 0 Instr E3 st1 3 1 0 Instr E4 ! st2 ... Table A: condensed lesson table (detail) sa = superactions sact rw par1 par2 par3 par4 par5 stat ifdn logop sact par1 par2 frmt 1 CLST Clen STL1 STL2 STL3 1 0 mark CLST Clen 2 0 1 act STL1 3 0 1 act STL2 4 0 1 act STL3 mark 1 CLST Clen 1 0 act ! CLST 2 1 or1 dr ! Clen 3 1 or1 inky Shift 4 1.3 act Clen ... Table B: Super Action Table (detail)

The At the beginning of the lesson table, the super action format with the Kurzform Frmt, who pretends that the cell grouping with the start cell A1 (par1) and the end cell B1 (par2) bold: Bold (par3) in font size 14p (par4) and red: Red (par5) should be formatted - the Exclamation marks will be explained later).

These We find super action again in the Super Action Table - here with their generic parameters par1 ... par5 on the left side and their individual actions or super actions with their generic parameters par1 ... par2 on the right side. The specific parameter A1 (par1 from the lesson table) is here as a generic parameter ClSt (CellStart = start cell) and the specific parameter Bold (par3) is represented as generic parameter Stl1 (Style1).

The first action - here super action - the super action Frmt is Mark: first, the cell group must be marked: here's the Super Action Mark down in the Super Action Table referenced - this points to the right again on their individual actions: first, the starting cell A1 and then either (row rw = 2) with pressed left mouse button in the end cell B1 are pulled (dr ClEn) or then the shift key must be pressed (inky shift), then in both cases the end cell B1 is activated must be (act ClEn).

The Or-form of the two possibilities (rw = 2 and rw = 3) is identified by the entry Or1 in the column logop (logical operation) shown.

In the column ifdn (if done) shows which action is executed must be in order for this action to be carried out - e.g. For example, for the last action, act ClEn in rw = 4 the action act ClSt in rw = 1 as well as the action inky shift in rw = 3.

After this the Super Action Mark ClSt, ClEn is running (rw1 in the super action Frmt ClSt, ClEn, Stl1, Stl2, Stl3) must either the function Stl1 = Bold or the function Stl2 = 14 or the function Stl3 = Red.

In The stat (Status) column indicates which of the actions (resp. Super Actions) can be performed (stat = 1). This is always the case if the ifdn column is the same Row displays an action that has already been executed - in the lesson table (Table A) is showing for the first one Row the ifdn column = 0 (0 indicates the start state), the super action in this series (Frmt) can therefore be performed from the start become.

In another particularly suitable embodiment of the invention become action paths and action trees with branches summarized to superactions with parameters, with the action path and the position of the parameters are stored in the path or tree.

• – act A1 – er aktiviert die Zelle A1 durch linken Mausklick
• – dr B1 – er zieht mit gedrückter linker Maustaste in die Zelle B1
• – act Bold – er aktiviert die Schaltfläche Bold und formatiert hierdurch den Inhalt von A1:B1 fett
• – act Fontcolor – er aktiviert die Schaltfläche Fontcolor – das Auswahlfenser Fontcolor öffnet sich
• ...

The action path (s. 15 ) specifies the sequence of actions - in the example above, the teacher performs the following actions:

• - act A1 - activates cell A1 by left mouse click
• - dr B1 - he moves with pressed left mouse button into the cell B1
• - act Bold - activates the Bold button and formats the contents of A1: B1 bold
• - act Fontcolor - activates the Fontcolor button - the Fontcolor selection window opens
• ...

3 shows an action tree with And and Or branches.

at And branches must go through all branches with Or branches only one of the branches.

• – act A1 – bei der ersten And-Verzweigung wählt er And1
• – hold Shift
• – act B1
• – act Bold – bei der zweiten And-Verzweigung wählt er And1-1
• – act Red – danach And1-2
• – act 15 – danach And1-3
• – act E3 – er läuft jetzt durch And2
• – instr Quarer Sales
• – act B3 – er läuft jetzt durch And3
• – drag E3 – Or1
• – act Bold

damit hat er alle And-Zweige und von allen Or-Verzweigungen jeweils einen Zweig durchlaufen!The student can now run any action path through the tree - eg. B .:

• - act A1 - at the first and branch it selects And1
• - hold shift
• - act B1
• - act Bold - at the second and branch it selects And1-1
• - act Red - then And1-2
• - act 15 - then And1-3
• - act E3 - he is now running through And2
• - in Quarer Sales
• - act B3 - he is now running through And3
• - drag E3 - Or1
• - act bold

He has gone through all branches with it and from each or branching one branch each!

Replacement of an and branch by the Indication of actions that have to be taken before

That These functions are executed in any order can be derived from the fact that all the same statement ifdn = 1, so they can all be executed as soon as rw = 1 (Mar ClSt, ClEn) is executed. By specifying the ifdn column, the specification of a specific and branching are dispensed with.

In another particularly preferred embodiment the superactions of the lesson table on a super action table (in particular according to Table B), in turn the actions used for each super action and superactions with their generic parameters (in particular according to the Tables A and / or B) listed above.

In turn to another preferred embodiment Actions and Super Actions in the Lesson and Super Action Tables a numbered Or statement marked, where the actions and superactions preferably optional / optional become.

The Actions Mark2 - dr ClEn (drag cursor to end cell) and Mark3 - inky shift (press the shift key) are in their column, logop '(logical operations) both preferably selected as numbered Or statement Or1. This means that either one or the other action is executed must become. All actions without numbered OR statement need be executed.

In another particularly suitable embodiment of the Invention exists for every action or super action Cell, ifdn ', which specifies what action in which Series already has to be done so that the action or super action of this series.

In a further particularly advantageous embodiment the invention becomes functions (group of actions that are the same Solve a task) a sibling table (in particular according to table C) created all the different actions of the function as siblings lists.

Generation of functions by sibling tables

features represent a group of actions that accomplish the same task - how z. For example, in Excel, the task, a highlighted cell, or a cell grouping bold (for example, by activating Bold1 - des Bold button - through the action path Format / Cells / Font / Bold2 or by pressing the key combination Ctrl. + Shift + B).

• • Bold1 ist das Schaltfeld für die direkte Aktivierung
• • Bold2 ist das Schaltfeld, das erst nach Aktivierung der Objekte ‚Format’ und ‚Cells’ sichtbar wird.
• • Bold ist der Name der gemeinsamen Funktion

To distinguish the objects used for this they are numbered

• • Bold1 is the button for direct activation
• • Bold2 is the button that only becomes visible after activating the 'Format' and 'Cells' objects.
• • Bold is the name of the common function

Table C shows a section of a sibling table: si = sister s action sist1 sist2 sist3 Ctrl + Shift + act Bold act Bold1 act Bold2 inky B act Ital act Ital1 act Ital2 inky Ctrl + Shift + I act Red act red1 act red2

If now the actions of the teacher and the student are compared and his siblings are analyzed. For example, the Bold1 button and the student types the keyboard shortcut Ctrl instead. + B, the program analyzer analyzer determines match (see also 12 - section of the menu tree)

In another advantageous embodiment of the invention Functions are also defined that are part of a menu tree in the menu graph correspond and preferably different Solutions to match the same task.

In yet another advantageous embodiment, for the analysis, the student's action is examined as to whether an instantaneous action of the student via an action path can lead to an action that the teacher has taken to solve one of the lesson's tasks. For this purpose, the action tree in tabular representation (in particular according to FIG 4 ) used.

In another particularly advantageous embodiment Each cell of a table or action tree is an activity trigger when they are analyzing the actions the pupil is used and being such a cell preferably marked with a prefixed exclamation mark is.

• – Kommentare,
• – Logische Verknüpfungen,
• – Berechnungen,
• – Darstellung von Bildern oder Videos,
• – Rücksprünge in der Lektion, und/oder
• – Hilfelektionen,

wobei eine Kombination solcher Aktivitäten insbesondere bevorzugt ist.In this case, it is particularly advantageous if such a cell again points, via a reference table, to the tables in which the triggered activity is described, and where such activities are preferred:

• - Comments,
• - logical links,
• - calculations,
• - presentation of pictures or videos,
• - Returns in the lesson, and / or
• - Help selections,

a combination of such activities being particularly preferred.

In Another particularly suitable embodiment of Invention becomes the entity in spoken commentary of the program to which the comment refers, by the cursor characterized. Is this a button with color change on activation, the cursor preferably jumps in the button and thereby solves the color change out. In all other cases he leads under the Surface of the entity prefers a reciprocating Movement for labeling off.

In another advantageous embodiment, the Presentation of Teaching by the Teacher (the lesson) by means of the program part recorder, which covers all actions of the teacher (Mouse movements and key presses and keystrokes) recorded along with its spoken comments, where an action always an action statement and an object (an activatable Unit).

Tracking the actions of the student by analyzing possible action paths

Instead of tracking previously generated superactions - such as For example, the Super Action, Mark 'in 10 and Table B - the student's actions can also be analyzed by determining whether each of his actions could form an action path leading to one of the possible target objects.

As an example, the section from the menu tree in 12 introduced: The teacher formatted the cell group A1: B1 after marking - in the lesson table (Table A) this is documented by the parameter par3 = Bold.

Of the Student activates the 'Format' button. Is this a permitted action that is one of the tasks of the lesson can solve?

12 shows that an action path act Format / act Cells / act Font (if not yet activated) / act Bold2 can be executed, which executes this formatting: It is an allowed action! To check the possibility of the action path, the action tree can be displayed in tabular form ( 4 ), as previously described. It is important that this action tree must be generated only once for the program to be taught!

Triggering comments and other activities by single cells

each Cell of a table or a tree can be an activity trigger when it is used. That's the cell for that is prepared by indicating that before its content Exclamation point stands - so has the cell par4 / rw1 in the Lesson Table in Table A z. For example, the entry '! 14'.

• ,Vergleiche einmal Deine Schriftgröße mit der der der Zieldaten in der unteren Hälfte!’
• ,Möchtest Du es noch einmal probieren F1’
• ,Möchtest Du, dass ich Dir die richtige Lösung vormache? F2’
• ...

This causes the following: If this cell is injured, z. For example, if the student falsely formats a font size of 12 points, it refers to a comment in a comment table in a comment table, "This is not the correct font size!"

• 'Compare your font size with that of the target data in the lower half!'
• 'Would you like to try it again F1'
• , Do you want me to show you the right solution? F2 '
• ...

Just like that can also be more complex activities - eg. With calculations and logical operators become.

Cursor use for additional Explanations of spoken comments

at the playback of spoken comments in the demonstration phase the cursor can be used as an aid - the Teacher uses it during pointing or pointing also to explain objects by putting him in the activation zone an object that changes color here.

The However, movement of the cursor can also be skipped: The cursor jumps into the activation zone and reaches This causes the color change without visible cursor movement.

at Objects without color change during the comment should be highlighted, the cursor jumps into the object and make a little float there.

In yet another preferred embodiment the above features with at least one further of the following combined features.

moreover The invention also relates to a computer program product with a Computer program, the software means for performing the inventive method, when the Computer program executed in an automation system becomes.

moreover the invention also relates to a data processing system for Generating educational programs containing a program containing the instructs method steps according to the invention.

General process of teaching with the eteacher

• 1. Im ersten Teil wird dem Schüler vom Lehrer eine Lektion vorgeführt.
• 2. Im zweiten Teil kann der Schüler die Lektion wiederholen. Es wird hierbei die Richtigkeit seiner Aktionen überprüft – tragen sie nicht dazu bei, die Aufgaben der Lektion zu lösen, erhält der Schüler einen Hinweis auf seinen Fehler.

A teaching unit generally consists of 2 parts:

• 1. In the first part, a lesson is presented to the student by the teacher.
• 2. In the second part, the student can repeat the lesson. It verifies the correctness of its actions - if they do not help to solve the lesson's tasks, the student receives an indication of his mistake.

Process of analysis of the actions of the student compared to the demonstrated lesson

• 1. Die Überprüfung der einzelnen Aktionen durch Vergleich mit dem Aktionsbaum der Lektion
• 2. Die Überprüfung von Parametern von Tabellen, die durch die Aktionen eingetragen werden.
• 3. Die Überprüfung der Ergebnisse der Aktionen des Schülers

Here are three basic analysis methods are used, which can also be mixed:

• 1. The review of each action by comparing it to the action tree of the lesson
• 2. The verification of parameters of tables that are entered by the actions.
• 3. The review of the results of the actions of the student

These Analysis methods are basically explained here become:

Analysis of the actions of the student by checking compliance with the action tree the teaching unit

Representation of the actions of a unit in units graph

• • dem Objekt, das durch die Aktion aktiviert wird (ein Objekt ist jede Einheit eines Programmsystems – z. B. eine Menüfunktion oder auch ein Teil einer Struktur – die durch Anklicken aufgerufen werden kann)
• • der Aktion, die angibt, was mit diesem Objekt geschehen soll:

In 1 (Darstellung einer Aktion im Einheitengraphen) ist Bold1 (Fett1) das Objekt (die Schaltfläche Bold in Excel), dass durch Anklicken aktiviert (act = activate) wird.The actions of the teacher and the student are shown here in a spreadsheet environment - they basically consist of 2 elements:

• • the object that is activated by the action (an object is any unit of a program system - eg a menu function or also a part of a structure - which can be called up by clicking on it)
• • The action that specifies what should happen to this object:

In 1 (Representation of an action in the unit graph) Bold1 (Bold1) is the object (the Bold button in Excel) that is activated by clicking on it (act = activate).

Generation of action paths in the unit graph

Actions that are executed one after the other are displayed in an action path. B .: 2 (Representation of an action path in the unit graph)

• • die Zelle A1 aktiviert und damit markiert, dann
• • von hier aus mit gedrückter linker Maustaste der Cursor in die Zelle B1 gezogen (drag) dann
• • das Objekt Bold1 (die Schaltfläche Bold1 – Fett1) aktiviert und damit der Inhalt des Zellverbands A1:B1 fett formatiert.

Here are in the program system Excel

• • activates cell A1 and selects it, then
• • From here, hold down the left mouse button and move the cursor to cell B1 (drag)
• • activates the object Bold1 (the button Bold1 - Bold1) and thus formats the content of the cell group A1: B1 in bold.

Extension of the action paths to action trees by inserting branches

3 shows as an example an action tree with AND and OR branches, where AND branches show that they must be performed parallel to the other AND branches, whereas in OR branches only one of the branches of the action tree has to be traversed.

• • And1: Der Zellverbund A1:B1 muss zunächst markiert (2 alternative Möglichkeiten in Or1 und Or2 und dann fett (And1-1), rot (And1-2) und in 15p (And1-3) formatiert werden
• • And2: E3 (eine Einzelzelle) soll den String ‚Quarter Sales’ erhalten.
• • And3: B3:E3 muss zunächst markiert (Or1 und Or2) und dann fett formatiert werden

The action tree represents the following overall task:
The 3 and branches each represent a cell grouping with its task:

• • And1: The cell group A1: B1 must first be marked (2 alternative options in Or1 and Or2 and then bold (And1-1), red (And1-2) and 15p (And1-3))
• • And2: E3 (a single cell) should receive the string 'Quarter Sales'.
• • And3: B3: E3 must first be highlighted (Or1 and Or2) and then bolded

Internal representation of the action trees in tabular form

The tree view is used for graphical rendering because it reflects the dependencies optically well - for the internal programmer representation, the tabular form is chosen because it is easier to program. The branch And3 would z. B. in this form look like this:
4 shows the branch And3 of the action tree in 3 in tabular representation where the branches are represented by the specification of the parent cell. Action paths result from the pursuit of the mothers - the left branch of And3 results (here from bottom to top) z. B. Surname Mother no. name of the mother end3 11 act Bold act Bold 9 (+10) End1 End1 6 drag E3 drag E3 4 Or1 ... to End3 / act Bold / End1 / drag E3 / ...

tree view and tabular rendering can be merged without loss.

Verification adherence to the action tree

• • act B3 – er aktiviert die Zelle B3 – diese Aktion ist im Zweig And3 dargestellt: Ok! – die mögliche nächste Aktion wäre entweder zur Zelle E3 zu ziehen (drag E3) oder die Shift-Taste gedrückt zu halten (hold Shift).
• • hold Shift – auch diese Aktion ist erlaubt, da sie im Unterzweig Or2 der Oder-Verzweigung im Baum enthalten ist. Die nächste mögliche Aktion ist ‚act E3’ – er hätte damit den Zellverbund B3:E3 markiert
• • act E3 – ok! – seine nächste mögliche Aktion ist ‚act Bold’ – er würde damit den Inhalt des Zellverbundes B3:E3 fett formatieren
• • act Italic – falsch: Der Schüler verlässt den Baum und damit wird eine Fehlermeldung gegeben – z. B. ‚Achtung, dies ist nicht der richtige Fontstil! ...’

The monitoring of the adherence to the action tree in the actions of the pupil should be done using the example of the tree in 3 be explained:

• • act B3 - activates cell B3 - this action is shown in branch And3: Ok! - The next possible action would either be to drag the cell E3 (drag E3) or hold the shift key (hold shift).
• • hold shift - this action is also allowed because it is contained in sub-branch Or2 of the OR branch in the tree. The next possible action is 'act E3' - it would have marked the cell group B3: E3
• • act E3 - ok! - his next possible action is 'act Bold' - he would format the contents of the cell group B3: E3 bold
• • act Italic - wrong: The student leaves the tree and thus an error message is given - eg. B., Attention, this is not the right font style! ... '

Analysis of the actions of the student by checking the table parameters generated by him

• • A1:B1 muss fett (function1), rot (function2) und in 15p (function3) formatiert werden
• • E3 (eine Einzelzelle) soll den String ‚Quarter Sales’ (String) erhalten.
• • B3:E3 muss fett (function1) formatiert werden

Another way of storing the solutions given by the teacher's demonstration is to use the table form:
5 shows in the action tree in 3 presented overall task in tabular display: The 3 table rows show the same subtasks:

• • A1: B1 must be bold (function1), red (function2) and formatted in 15p (function3)
• • E3 (a single cell) should receive the string, Quarter Sales' (String).
• • B3: E3 must be formatted in bold (function1)

• • act B3 eine Einzelzelle B3 ist nicht vorgegeben aber sie ist die Startzelle des Verbundes B3:E3: ok!
• • hold Shift keine Veränderung sondern nur Vorbereitung zum Markieren des Verbunds: ok!
• • act E3 die Endzelle E3 erweitert den Verbund zu B3:E3 – dieser Zellverbund ist jetzt in der Tabelle aktiv: ok!
• • act Bold die Funktion Bold ist vom Schüler aktiviert worden – fn1ok wird daher = 1 gesetzt: ok! – zur vollständigen Lösung aller Aufgaben der Tabelle müssen jetzt noch die anderen fnok und das strok = 1 gesetzt werden!

The in 3 pictured action path of the student (with improvement of his error) would cause the following

• • act B3 a single cell B3 is not specified but it is the start cell of the group B3: E3: ok!
• • hold shift no change but only preparation for marking the compound: ok!
• • act E3 the end cell E3 extends the connection to B3: E3 - this cell group is now active in the table: ok!
• • act Bold the function Bold has been activated by the student - fn1ok is therefore set to = 1: ok! - to completely solve all tasks in the table, the other fnok and the strok = 1 must now be set!

• • Name
• • Startpunkt/Position (in Solid Edge wird das Rechteck durch Angabe der beiden diagonalen Eckpunkte definiert)
• • Endpunkt/Position
• • Linie/Startpunkt/Position + Endpunkt/Position/Maß
• • Unter Line/Startpunkt/Position + Endpunkt/Position/Maß
• • ...

Another example of the possibilities of table analysis is the menu function 'Rectangle' in Solid Edge:
If this function is called, the program calls a new rectangle object as a table with the following parameters and subparameters:

• • Surname
• • Starting point / position (in Solid Edge, the rectangle is defined by specifying the two diagonal corner points)
• • Endpoint / Position
• • Line / Start point / Position + End point / Position / Dimension
• • Under Line / Start point / Position + End point / Position / Dimension
• • ...

Now menu functions are called, which provide information about these parameters - z. B. the Dimension function - stores your data on the corresponding parameters.

you can see that it is in the table representation in comparison to the action tree view by a simpler image of the overall task but it assumes that they are tasks whose solution can be represented in tabular form.

Analysis of the actions of the student by checking his results

The Registration of the actions of the student as a parameter A table is in the actual sense the representation of a result an act contrary to the first method of analysis where the act itself was analyzed - the second method of registration of table parameters can therefore be used as subform of the result check be considered.

• • der Aktivierung des Summensymbols
• • der Eingabe der Formel über die Tastatur
• • die Aktivierung des Gleichheitssymbols und dann durch Eingabe des Rests der Formel...

For this purpose, another example will be explained:
In 6 the generation of a formula is shown. For the generation of this formula there are many possibilities - eg. Example by marking the formula cell E4 and then

• • the activation of the sum symbol
• • entering the formula via the keyboard
• • activating the equality symbol and then entering the remainder of the formula ...

The Presentation of all possibilities through an action tree would require a very big tree - for a parameter representation in a table analysis would have the string after input - if the cells however z. B. can not be written but clicked on it can not be entered as a parameter in a table. Here is the Content of the input line as a result of the formula presentation of the student used: the formula in the line is using OCR (optical Character recognition) and analyzed by the teacher compared.

Standardization of the command line represented formula

The correct formula for the above example is (see 6 )
, = SUM (B4: D4) 'Accepted by Excel or too
, = Sum (d4: b4) 'so with extra spaces and interchanging of the cells. Not accepted, however
, = SUM (B4: D4) 'so with spaces between the cells!

These Ambiguity is overcome for unambiguous control, that before the test automatic standardization the formula takes place, the z. For example, = sum (d4: B4) 'the standardized form, = SUM (B4: D4) 'makes.

Become detected errors during this standardization - eg. B. a Space between cells becomes a specific error message issued - z. B., Between colon and cell can not be a space! '

Other forms of analysis of results

Other Possibilities of results arise z. B. in construction programs through the graphical evaluation of drawings, with the results from teacher and student z. B. analyzed by bitmap comparison become.

Choice of analysis form for one Lesson or part of a lesson

The optimal analysis form is largely dependent on the nature of the objects dependent:

table analysis

• • Zellen von Tabellenkalkulationsprogrammen (wie Excel) mit ihrer begrenzten Art von Prozeduren
• • Strukturen, wie z. B. Rechteck, Kreis usw. – auch hier gibt es im Allgemeinen eine begrenzte Anzahl von Operationen und Parametern – für das Rechteck z. B. die Parameter Maß oder Symmetrie zum Nullpunkt oder die Operation ‚Verrundung von Ecken’

Whenever the object allows a fixed number of operations, they can be stored as parameters to the object. Examples for this are:

• • Spreadsheet programs (such as Excel) with their limited type of procedures
• • Structures, such as Rectangle, circle, etc. - again, there are generally a limited number of operations and parameters - for the rectangle z. For example, the parameters dimension or symmetry to the zero point or the operation, rounding of corners'

result analysis

always then, when the conclusion of a result much more difficult is as the result itself and if the result is well analyzed this form of analysis is suitable - an example is (as shown above) the input of a formula in Excel.

Action Tree Analysis

These Analysis form is always possible. She has as well the advantage that mistakes of the student recognized early and very specific error comments can be issued.

As already mentioned above, these forms of analysis can mixed in a lesson as well.

Process of creating educational programs

The program development core for all program systems

It gives for the development of teaching programs for different program systems have a common development core. This core contains all the programming tools, in general - regardless of the program system to be taught - for development the teaching programs are necessary - such as B. tools to recognize the activated objects (as an object here each one Unit in the program system indicates that activated by clicking can be).

The development for individual program systems

Development of program-specific tools for several teaching units

While the tools needed for multiple program systems are included in the development core, the program specific Tools needed for several teaching units be developed in this development step. As an example here the tool tool-position-to-cell for the program system Excel called a cursor position in the corresponding cell converts.

Determination of program-specific objects for several teaching units

objects which are to be used for several teaching units determined in this step. These are z. B. the menu functions, which are activated and their activation by the program based on stored Analysis parameters must be recognized - in Excel z. B. the menu function Bold, the marked cell content formatted in bold. The determination of these objects and the generation Their analysis parameters will be explained using examples become:

Entry of the object in the object table of the program system

It For this, all relevant parameters of the object are put into a table registered, these can z. For example:

Name of the object

The Object is called by its name.

Property type

Of the Object type determines how to recognize which object by clicking on it has been activated.

• • Pixel Object – seine Aktivierung wird durch seine Verifikationspixel erkannt – s. u.
• • Position Objekt – es wird dadurch erkannt, dass der Cursor bei der Aktivierung sich in einem Aktivierungsfeld befindet, dessen Eckpunkte gespeichert sind
• • Text Object – es wird dadurch erkannt, dass bei seiner Aktivierung in einem festgelegtem Fenster eine gespeicherter Text erscheint, der über OCR (optische Zeichenerkennung) ausgelesen wird
• • CursorMarker Object – diese Objekte erzeugen, wenn der Cursor sie aktivieren kann einen spezifischen Marker, dessen Position sich mit dem Cursor bewegt – z. B. einen Marker, der die Mitte einer Linie anzeigt. Zur Bestimmung, ob dieses Objekt aktiviert wurde, wird untersucht, ob sich die gespeicherte Bitmap des Markers in der spezifischen relativen Position zum Cursor befindet
• • FixMarker Objekt – auch hier wird ein Marker angezeigt; dieser befindet sich jedoch in einer festen Position

There are different object types for different program systems (with partially specific parameters). B.

• • Pixel Object - its activation is detected by its verification pixels - see below
• • Position object - it is detected by the fact that the cursor is on activation in an activation field whose vertices are stored
• • Text Object - it is detected by the fact that when it is activated in a defined window, a saved text appears, which is read out via OCR (Optical Character Recognition)
• • CursorMarker Object - create these objects, if the cursor can activate them a specific marker, whose position moves with the cursor - z. B. a marker that indicates the center of a line. To determine if this object has been activated, it is examined whether the marker's stored bitmap is in the specific relative position to the cursor
• • FixMarker object - a marker is also displayed here; this is however in a fixed position

activation

This Parameter indicates whether the object is activated or not

Verification of pixel objects

The verification of pixel objects will be shown here using the example of the object Bold. 'Pixel objects' exploits the fact that in most programs the objects change the color of their button when they are activatable, 7a shows the object 'Bold' in non-active state before the cursor enters the activation area and 7b the same object in the active state after the cursor has entered the activation area. It can be seen that individual pixels of the object change their color in the active state. This color change can be used to check if the student has activated this object: 2 (partially automatic) pixels with changed color are saved to the object - the 'verification pixels' (see in 2 B the two pixels in the lower frame) and their color on the student's screen compared with the stored colors - they are the same, the student has activated the object.

Automatic determination and storage of marker objects

Some programs graph certain properties of objects. In an example shows 8a creating a line in the Solid Edge program that is not exactly horizontal.

8b shows how the marker 'Horizontal / Vertical' (the symbol next to the line) is automatically added by the program if the end point of the line is exactly at the same height or width as the starting point, therefore the line is exactly horizontal or vertical.

in the In this case, this symbol is always in the same position to the cursor - in other cases it is in the same Location to an object.

at Activation will detect the marker and in this example the parameter Hori-Verti of the line = 1 set.

Compaction of parts of action trees to a super object

9 shows a section of an action tree that describes an action - the formatting of a marked cell or a cell group - which will occur in several lessons for the program system Excel.

Such action units can be combined into one superobject: act Bold2,
where Bold2 represents a super object with the condition parameter (here: if font is not already active) stored in cell A3. The superobject stores the tree, the name of the superobject, the parameters and their assignment to the tree.

Generation of a super action

10 shows a section of an action tree, which in turn describes a common action unit: two ways to mark a cell group. Here the tree is summarized to a super action:
Mark A1 / B1, where A1 is stored as the start cell in B1 and B1 as the end cell in D5 and Mark is the name of the superaction.

The parameters can be changed here: The expression
Mark D5 / E6 would accordingly mark a cell group D5: E6.

Summary of super objects and Super actions to other super units

11 shows an example of an action path with already summarized super units. Again, it is a frequently recurring action: the formatting of a cell assembly. This sequence of actions is in turn combined into a superaction:
Format E4 / G6 / Bold2, where format of the name of the superaction and E4 to Bold2 are its parameters. Again, the parameters are interchangeable again - Format D5 / F7 / Italic2 would be italicize according to the cell group E4: G6.

Creation of the menu tree of the program system

Additional super actions and super objects can be generated automatically with the aid of the menu tree. The menu tree contains all menu objects of a program system (in 12 a section of the menu tree of Excel is shown). In addition, the menu tree still contains all actions that do not handle objects: The action 'instr Ctrl + Shift + B' generates z. For example, enter the string Ctrl + Shift + B by key entry and format the selected cell group Bold (bold). Other options of the same function: act Bold1 (B1: the Bold button) or Bold2 (after activating Format and then Cells and then - if not already active - Font and then Bold2.

• • act Format
• • act Cells
• • act Font (wenn nicht schon aktiviert)
• • act Regular

All menu objects of the menu tree automatically form superactions:
act Regular would be such a super action, it replaces the path:

• • act format
• • act Cells
• • act Font (if not already activated)
• • act regular

Definition of function objects

Function objects form a special form of the menu objects: they are different objects with the same task - in 12 would z. For example, the menu items Bold1 and Bold2 and the string Ctrl + Shift + B perform the same task (to format bold). They form the common function object Bold.

act Bold would be the instruction, one of the three (shown above) Ways to use a tagged cell or cell grouping to mark bold.

Also the menu tree is only for visual display stored in the form shown above - is internal he also saved in tabular form with naming the respective mother (see above).

Verification of relevance actions of the student using the table analysis using the menu tree

13 shows again (as already 5 ) a simple example of a table representation of the tasks. Has z. For example, if the student marks cell group B3: E3, then he must format this according to the table in bold (bold). After the presentation of the menu tree ( 12 ) he has 3 solutions through the menu tree. His actions are now being reviewed to determine if he is using one of these approaches:
act format would be z. B. a correct action to solve this task can be taken from here one of the three solutions
act Tools would be a wrong action that does not lead you to one of the three solutions in the menu tree. You would with the error comment, This would not lead to the solution of the task! ' acknowledged.

In the next step would be z. B.
act Cells a correct action - the analysis program knows the current position in the menu tree (format) and recognizes that the task (the bold formatting) can be achieved via Cells.

These Analysis can be used for every function of the menu tree become.

Generation of the lesson by the teacher with the help of the recorder

• • alle Aktionen des Lehrers (wie z. B. Maus- oder Tastenaktionen) und
• • parallel dazu alle Kommentare des Lehrers.

All the explanations so far have dealt with tasks that are general, that is, not specifically intended for a lesson. Now, in the next step, the lesson for this unit is created, which is presented to the student at the beginning of the lesson. This contains

• • All actions of the teacher (such as mouse or key actions) and
• • Parallel to this all teacher's comments.

These are recorded with the program 'Recorder' and can then be played again.

The graphical representation of the lesson is the lesson graph, which - similar to the unit graph - one Spreadsheet representation of actions and comments is.

An example of this lesson graph shows the section. (S. 14 Lesson graph)

Next The Lesson Graph contains sections for actions and objects and comments.

sections are autonomous parts of a lesson that work out for themselves can. They therefore contain their own start screen and all tables needed for the expiration become.

Lessons Comments are assigned to the sections.

Reset the screen

The Control of the actions of the student is based on that the objects of his actions are detected by the analyzer program. This is not a problem as long as there are menu items with a known location on the screen.

• • er gibt den Kommentar ‚Lass mich jetzt Deine Darstellung durch meine ersetzen!’
• • der Bildschirm mit der Zeichnung des Lehrers – mit den bekannten und gespeicherten Verifikationspixeln erscheint.

However, it can be a problem when it comes to objects that are created by the student - eg. B. a design drawing. Should z. If lines are to be dimensioned, they must first be activated. To verify that the student has activated the correct object, its parameters must be saved. If the teacher can activate this object z. B. its verification pixels are assigned to the object and stored. However, this is often not possible for the student's objects. Here is the 'reset the screen' (see above) to bear: After the student has created the drawing and now wants to dimension the teacher intervenes:

• • He gives the comment, Let me now replace your representation with mine! '
• • the teacher drawing screen - with the known and saved verification pixels.

If the student now lines up for a dimensioning activate, the analyzer can check this. Important is that this reset takes place only when the previous actions of the student - here the drawing of the rectangle - have been checked!

Additives for slower and deletions for faster learning

each Lesson becomes - for students with different Learning pace - offered with different educational progress. These different teaching speeds can z. B. be created in the editing that additional Wells inserted or explanatory additions of the teacher when editing are deleted. It can but also from the beginning lessons with different teaching speeds be generated.

Adaptation of the lesson to the learning speed of the student

At the first start of a lesson in the program system is the expected Learning speed of the student by a number of Questions determined and assigned to the student profile. Power the student during the following lessons too many mistakes, or can he work through the lessons without mistakes, the learning speed is lowered or raised in his profile and he gets the lessons for this learning speed offered.

Teaching, learning and learning speed profiles

• • Das Lerngeschwindigkeits-Profil des Schülers (siehe oben).
• • das Zielprofil des Schülers wird durch sein Lernziel des Schülers vorgegeben, das dieser zu Beginn der Lehre zusammen mit einem Programm definiert
• • das Kenntnisprofil des Schülers gibt an, welche der Lehrinhalte des Lernziels ihm schon bekannt sind, was durch einen Test am Anfang ermittelt wird
• • aus beiden zusammen ergibt sich sein Lückenprofil: alle Lehrinhalte, die dem Schüler zur Erreichung des Lernziels noch fehlen
• • jede Lehreinheit hat wiederum ein eigenes Lehrprofil: Die Summe der Lehrinhalte, die sie vermittelt.

The teaching is based on the following profiles:

• • The student's learning speed profile (see above).
• • the target profile of the student is determined by the learner's objective, which he defines at the beginning of the lesson together with a program
• • The student's knowledge profile indicates which of the instructional contents of the learning goal are already known to him, which is determined by a test at the beginning
• • The combination of the two results in a gap profile: all content that the student still misses to reach the learning goal
• • Each lesson, in turn, has its own teaching profile: the sum of the teaching content it conveys.

Adaptation of the knowledge profile of the student and selection of the next lesson

To Every conducted teaching will be about that Protocol of the unit adapted the knowledge profile - all Course content will be there along with the goodness of their mastery (how many mistakes were there, a recess was requested ...) registered - from this results then again the current Gap and learning speed profile.

Out The current gap profile then yields the ideal next lesson than the one whose teaching profile is the gaps shown in the gap profile for best meets the achievement of the learning objective.

Creation of the finished teaching unit

Generation of the teaching graph

• • Für die Tabellenanalyse und für die Ergebnisanalyse ist es ein Satz von Tabellen
• • Für die Aktionsbaumanalyse ist es der vollständige Aktionsbaum.

Manifestation of the lesson is the teaching graph, which contains all the information that the analysis program needs to review the student's actions. Depending on the form of analysis, this information looks different:

• • For spreadsheet analysis and results analysis, it is a set of tables
• • For the action tree analysis, it is the full action tree.

For the table and result analysis:

Automatic creation of the tables the action path of the lesson

• • Name: A1:B1
• • Startzelle: A1
• • Endzelle: B1
• • Funktion1: Fontstil Bold (Fett)
• • Funktion2: Fontfarbe Red (Rot)
• • Funktion3: Fontgröße 15 (Punkt)

15 shows again (as in 14 ) the action path of the teacher. It can easily be seen that the information for actions 2 to 8 can be inserted relatively easily into a cell composite table with the following parameters:

• • Name: A1: B1
• • Start cell: A1
• • End cell: B1
• • Function1: Font Style Bold
• • Function2: Font color Red (Red)
• • Function3: Font size 15 (dot)

Even the later actions can be easily converted into parameters. Likewise, z. For example, the formula can also be easily interpreted as the parameter string of a cell (see 5 )

So can also use other table parameters from the lesson path be taken: is z. For example, the object 'rectangle' in a design program in the preparation phase as a table object has been marked with its parameters, and it is now in the Action path called it will be installed as a new table object and the following actions - such as B. Dimension - create then the table parameters for this.

For the action tree analysis:

Automatic extension of the action path the lesson to the action tree

• • act A1 + drag B1 ist ein vollständiger Zweig der Superaktion Mark/A1/B1 (10)
• • act Bold1 ist vollständiger Zweig des Menübaums (12) und über die Funktionstabelle mit der Funktion Bold verbunden und kann daher durch act Bold ersetzt werden

The lesson graph represents the teacher's action path with the actions he chooses to solve the tasks of the lesson. However, the student can choose different solutions - therefore, to analyze his actions, the action tree must have all possible solutions. This extension can be partially automatic in the following steps:
The Action Path of the Lesson Graph ( 14 and 15 action by action is examined to see if Fragments of the path Complete branches of stored superactions, super objects or menu branches of the menu tree are:
16 shows the automatic extension of the action path of the lesson graph into the condensed representation of the action tree of the lesson graph in 3 steps: here the 1st and 2nd step - the action path of the lesson graph is shown on the left - bordered are path fragments, also called complete branches of super units (superactions , Super objects or functions) are present:

• • act A1 + drag B1 is a complete branch of the Super Action Mark / A1 / B1 ( 10 )
• • act Bold1 is the complete branch of the menu tree ( 12 ) and connected via the function table with the function Bold and can therefore be replaced by act Bold

Both replace the original in the expanded view Actions.

In a further extension, both form the complete branch of the Super Action Format / A1 / B1 / Bold ( 11 ) - this now forms the condensed representation on the right side. The expanded and condensed representations represent the same tree - one used for analysis, the second for easy editing of the action tree.

Extension of the action tree by und-branches

In a further step, the curriculum content is now structured: parts whose order is not fixed can be arranged in parallel via an AND branch - an example shows 17 - other parts that show alternative solutions can be marked by OR branches.

Analysis of the repetition of the lesson by the student

• • der Tabellenanalyse
• • der Resultatanalyse und
• • der Aktionsbaumanalyse

dargestellt worden.This step is already at the presentation of the different analysis options

• • the table analysis
• • the result analysis and
• • the action tree analysis

been presented.

error comments

Generation of error comments

proves an action of the student as wrong becomes an error comment output.

This An error comment is generally about the action in the action tree (if action tree analysis is available) or to a parameter stored in the table set (if the table analysis is present), the is violated by the action of the student.

• • ‚Möchtest Du es noch einmal versuchen F1’
• • ‚Möchtest Du eine Erklärung des Fehlers F2’
• • ‚Möchtest Du, dass ich Dir die richtige(n) Aktionen noch einmal zeige F3’

If the student activates z. B. Italic (italic) instead - as provided in the table or action tree Bold, he receives z. For example, first a general error comment:
'This is not right!'

• •, Would you like to try it again F1 '
• •, Do you want an explanation of error F2 '
• •, Would you like me to show you the right actions again? F3 '

Chooses the student z. B. F3 will be the section with the desired Action repeated.

Compound comments

For a specific identification of an error can be compound Comments with general and specific comment parts used be B. with the general ingredients, attention 'and, is already active ', which is always generated when the parameter akt () is violated and the specific part 'font' of the Object associated with the injured object.

composite the comment is: 'Attention' +, Font '+, is already active! '

Compound Parts considerably simplify the entirety of the error comments.

wells

There are cases in which students react differently - even those who have been graded with the same learning qualification and therefore receive teaching at the same teaching speed. An example is the formula for determining the bonus (see above in 1 ): For some, this formula may be understandable at first glance, for others it is difficult to understand!

For this student will be in this section on request Deepening offered in which the basis of the formulas is simple Examples will be explained.

The help button - the help button

Next the above communication between student and Teacher - controlled by the analysis program - can the student at any time the help button or the help button (the question mark) if he did not understand something.

• • ‚Möchtest Du die letzte Aktion noch einmal sehen? F1’
• • ‚Soll ich den letzten Abschnitt noch einmal vorführen? F2’
• • ‚Möchtest Du eine Vertiefung zum letzten Abschnitt? F3’ (Dies nur wenn zum Abschnitt eine Vertiefung gespeichert ist)
• • ‚Geht Dir meine Vorführung zu schnell? F4’ Der letzte Abschnitt wird mit der Ausführung mit langsamerer Lehrgeschwindigkeit vorgeführt – dies nur, wenn nicht schon die langsamste Lehrgeschwindigkeit vorliegt.

Falls das Problem in der Wiederholungsphase auftritt:

• • ‚Möchtest Du sehen, welche Aktion(en) Du jetzt machen könntest? F1’
• • ‚Soll ich den entsprechenden Abschnitt noch einmal vorführen? F2’

In this case the analyzer offers the following help:
If the problem occurs in the demonstration phase:

• •, Would you like to see the last action again? F1 '
• •, Shall I demonstrate the last section again? F2 '
• •, Would you like to get a deeper insight into the last section? F3 '(This only if there is a well for the section)
• •, Is my performance too fast? F4 'The last section is presented with slower teaching speed execution - only if the slowest teaching speed is not already available.

If the problem occurs during the replay phase:

• •, Would you like to see what action (s) you could do now? F1 '
• •, Shall I show you the section again? F2 '

Premature repetition and single repetition with 'split screen'

Of the Student does not have until the end of the demonstration wait for the teacher - he can also to any earlier Timing the repetition of the previously shown call - im In extreme cases, he can also do a single repetition, split screen ': Here is a screen for the teacher and one for the student - each one The teacher's action is initially repeated by the student. The two screens can be arranged side by side be or partially overlap, always one of both is in the foreground.

Offer for further training with the same content but without presentation

To Successful repetition of the presented teaching unit receives the student's offer, a similar task to solve with the same teaching content. This will however not demonstrated by the teacher.

Feedback of the student's mistakes about the Internet

Of the Pupil can choose a setting when starting the programs choose the protocol of his teaching (his action paths, his mistakes and the communication with the Analyzer) saves and this automatically from time to time over the Internet the developer sends the lesson. There they will automatically evaluated and then serve to improve the teaching units.

To the Incentive can give him points for each submitted Protocol are offered for which he z. B. a discount for the next update.

Determination of program errors by independent tester

A common source of error in program systems is that the test is done by the same developers or by people from the same company who have a similar knowledge as the developer has. It often results that the testers do not recognize the potential difficulties of the user.

For the eteacher another test option is proposed:
The individual lessons are given to several people who have the same knowledge and learning speed as the expected user. It is important that the testers do not know the program system any more than the user.

If Now one of these testers is testing the program, all of its actions recorded in a test log - as soon as at give him trouble, he can enter this in a window. This test protocol will then be available to the developer and then improved again to another tester forwarded.

Legend to the pictures

1 : Representation of an action in the units graph

2 : Representation of an action path in the units graph

3 : Action tree with branches

4 : Action tree in tabular view

5 : Table form of the action tree in 3

6 : Formula display in the input line

7a : Object Bold not activated

7b : Object 'Bold' activated and with 2 verification pixels

8a : not horizontal line

8b : horizontal line with feature icon, horizontal, vertical '

9 : Part of an action tree for the superobject Bold2

10 : Part of an action tree for Super Action Mark

11 : Action path with super action and superobject

12 : Detail of the menu tree

13 : Presentation of the tasks of the lesson in tabular form

14 : Lesson graph

15 : Action path of the lesson

16 : Automatic extension of the action path into the action tree

17 : Teaching with And Branches

All in the foregoing description, the following claims and the features shown in the figures can both individually or in any combination for the realization the invention in its various embodiments of importance be.

QUOTES INCLUDE IN THE DESCRIPTION

This list The documents listed by the applicant have been automated generated and is solely for better information recorded by the reader. The list is not part of the German Patent or utility model application. The DPMA takes over no liability for any errors or omissions.

Cited patent literature

• - EP 0934581 B1 [0005, 0005, 0006]

Claims (73)

Device for generating educational programs, The teaching programs are composed of several individual teaching units are done individually by the student and the basic structure of a teaching unit is that at first in a demonstration phase a curriculum is presented and this then in a repetition phase can be imitated by the pupil, and whereby each action of the Student in the repetition by an analysis program is controlled. Device according to claim 1, characterized in that that in this analysis a condensed lesson table (preferably according to Table A) with those for the lesson actions to be used or superactions and their specifics Parameters is used. Device according to one of claims 1-2, characterized in that action paths and action trees summarized with branches to superactions with parameters can be, with the action path and the position of the Parameters are stored in the path or tree. Device according to one of claims 2-3, characterized in that the superactions of this lesson table on a super action table (preferably according to table B), in turn, the one for each super action used actions and superactions with their generic parameters become. Device according to one of claims 2-4, characterized in that in the lesson as well as the superaction table Actions or Super Actions that are optional can be via a numbered Or statement Marked are. Device according to one of claims 2-5, characterized in that for every action or super action a cell, ifdn 'exists, which indicates which one Action in which row must already be performed, so that the action (or super action) of this series is executed can be. Device according to one of claims 1-6, characterized in that functions (group of actions, that solve the same task) a sibling table (preferably according to Table C) is applied, which lists all the different actions of the function as siblings. Device according to one of claims 1-7, characterized in that also functions can be defined which correspond to a submenu tree in the menu graph and the z. B. different solutions like task correspond. Device according to any one of claims 1-8, characterized in that, for the analysis of the action of the pupil, it is examined whether an instantaneous action of the pupil via an action path can lead to an action that the teacher performed to solve one of the tasks of the lesson Has. For this, the action tree in tabular representation (preferably in accordance with 4 ) be used. Device according to one of claims 1-9, characterized in that each cell is a table or a Action Tree can trigger an activity if she used for the analysis of the actions of the student and that such a cell z. B. with a prefix Exclamation mark is marked Device according to claim 10, characterized in that that such a cell will turn over a reference table indicates the tables in which the triggered activity is described; such activities may e.g. For example: • Comments • Logical links • calculations • Presentation of pictures or videos • returns in the lesson • Help selections and more Device according to one of claims 1-11, characterized in that in spoken comments, the entity of the program to which the comment refers is marked by the cursor - this is a button with color change on activation of the cursor jumps in the button and thereby triggers the color change - in all other cases, it leads below the surface of the Entity a reciprocating motion to identify Device according to one of claims 1-12, characterized in that the demonstration of the teaching unit through the teacher - the lesson - through the program part Recorder takes that all actions of the teacher (mouse movements and keystrokes and keystrokes) along with his recorded spoken comments, with one action always one Action statement and an object - an activatable unit - contains. Device according to one of the preceding claims, characterized in that it is for different learning qualifications different teaching units with different teaching speeds be generated. Device according to one of the preceding claims, while the presentation largely a briefing is simulated by a teacher, that hereby the original surface of the program to be taught. Device according to one of the preceding claims, characterized in that the student at the repetition to take a path other than that presented by the teacher, as long as his actions put in the demonstration Solve tasks. Device according to one of the preceding claims, characterized in that in this analysis an action tree, which contains all possible actions of the student is compared with the actions of the student. Device according to one of the preceding claims, characterized in that in this analysis tables with their Parameters, all possible actions of the student describe compared to the student generated tables becomes. Device according to one of the preceding claims, characterized in that in this analysis, a solution result -. For example, a text or a graphic - with that of the student generated result is compared. Device according to one of the preceding claims, characterized in that in this case generates a 'lesson graph' will, every commentary, every section and every action of the teacher recorded in written form, with a section being an autonomous Part of the lesson with its own saved home screen is. Device according to one of the preceding claims, characterized in that this lesson graph is represented by the table a spreadsheet program. Device according to one of the preceding claims, characterized in that this graph with the standard commands of the spreadsheet program can be edited. Device according to one of the preceding claims, characterized in that for an internal representation this graph will automatically be converted into a tabular form can, with stored for each action, the parent action on her becomes. Device according to one of the preceding claims, characterized in that from the Lektionsgraphen - partially automatically - the teaching purity graph is generated which - at Existence of the action tree analysis in an action tree all possible Contains actions of the student and their branches. Device according to one of the preceding claims, characterized in that in the presence of the table analysis the lesson graph - partly automatic - the Set of tables is generated, all for analysis the student contains necessary information. Device according to one of the preceding claims, characterized in that also this graph - in presence the action tree analysis a table of a spreadsheet program with all actions, objects and their branches. Device according to one of the preceding claims, characterized in that this super in turn, can be summarized in larger superactions in the same way. Device according to one of the preceding claims, characterized in that in addition to the teaching purity graphs with the action tree a menu graph with the menu object tree is generated, all the menu objects of the program system to be taught and contains all actions and action paths that solve tasks without working with objects - eg. B. by entering Keyboard shortcuts. Device according to one of the preceding claims, characterized in that by means of this menu tree Functions can be defined by action paths be executed in this tree. Device according to one of the preceding claims, characterized in that for the extension of the im Lesson graph shown action path Fragments of the path be examined in the same way in a complete Branch of a Super Action, Super Object or Menu Tree happen - in this case, they are controlled by the superaction, replaces the super object or the associated function, so that they now - instead of a solution of Lesson graphs - also all other solutions contain. Device according to one of the preceding claims, characterized in that the analysis program in case of errors of Schülers issues an error comment that - ever as instructed by the student - spoken or written can be. Device according to one of the preceding claims, characterized in that this comment on the object or the Action or function that was 'violated' on this error. Device according to one of the preceding claims, characterized in that the comment also unspecific and specific to the object, action or function May consist of parts that are composed for this purpose. Device according to one of the preceding claims, characterized in that for special sections of Lesson refinements are offered that are more profound in the illustrated Material penetrate. Device according to one of the preceding claims, characterized in that structures that the student can be replaced by structures of the teacher, leaving all their positions on the screen for one further treatment known as objects. Device according to one of the preceding claims, characterized in that the recognition of the student activated objects can be done by verifying pixels to them are stored, their position and color with those of the objects in the action tree or menu tree. These verification pixels can be set manually or automatically by the program to be generated. Device according to one of the preceding claims, characterized in that property symbols generated by the program be displayed automatically (eg a horizontal or vertical Course) are recognized by the program and used to to check if the student achieves this property Has. Device according to one of the preceding claims, characterized in that there are other types of objects with others Detection mechanisms - z. B. Position objects over their position will be recognized on the screen. Device according to one of the preceding claims, characterized in that the pupil before the beginning of Teaching with the help of a program part determines its learning objective, for the target profile is stored as the sum of all knowledge content that to achieve this goal. Device according to one of the preceding claims, characterized in that after the definition of the learning objective a Program part determines the current knowledge profile of the student and thus the gap profile as the difference of the learning objective profile and the current knowledge profile. Device according to one of the preceding claims, characterized in that for each teaching unit a teaching unit profile is stored containing the teaching content of the teaching unit. Device according to one of the preceding claims, characterized in that after completion of each teaching unit the Knowledge profile of the student is updated. Device according to one of the preceding claims, characterized in that on the basis of the current knowledge profile and the target profile of the student, that teaching unit the next one is the gap profile best closes and its learning speed profile is best adapted. Device according to one of the preceding claims, characterized in that the student in difficulty activate a help button during the presentation or press a help button, giving it a repeat the last action or section by the teacher, a depression of the represented substance (if present) or a change in the set teaching speed offering. Device according to one of the preceding claims, characterized in that the student on request the Demonstration of the teacher can interrupt and an immediate Repetition of the previously taught substance can begin. Device according to one of the preceding claims, characterized in that the student and the teacher everyone has their own screen and the student repeats every single action of the teacher - taking the two screens can be arranged side by side or partially obscure and respectively for the teacher or activated for the student. Device according to one of the preceding claims, characterized in that the student after graduation the repetition phase is offered a similar task with the same learning content without showing by the To solve teachers. Device according to one of the preceding claims, characterized in that in the presence of an unknown program interface a program part, crawler 'the provision of Parameters of the program interface, the menu objects and whose window is automatically determined. Device according to claim 48, characterized in that that this program has a simulated cursor, the arbitrary on the surface by the program system of the student can be moved. Device according to one of claims 48-49, characterized in that the program mouse clicks and activate key input in the student's program and their reactions by evaluation of the screen surface can evaluate. Device according to one of claims 48-50, characterized in that the program is the font of the teaching program present and analyze the student through keystrokes can and from this a character recognition of on the surface perform the student's strings can. Device according to one of claims 48-51, characterized in that the recognized strings are stored after Specifications can be standardized so that ambiguities, which allows the teaching program for strings, eliminated can be. Device according to one of the preceding claims, characterized in that the student is a learning mode Can choose all his mistakes over the Internet sends back to the developer of the unit. Device according to one of the preceding claims, characterized in that the testing of teaching units of persons is carried out, which has a similar Learning speed and a similar knowledge profile like the expected user. Device according to one of the preceding claims, characterized in that the test procedure of these testers is a test protocol which records all its actions and allows it to be difficult during testing and that this test log is sent to the Developer of the unit is forwarded. Device according to one of the preceding claims, characterized in that it is possible to save to the individual actions, which must be completed vorheri conditions action or actions be before this new action can be started and that if this condition is violated a corresponding error comment is output. Device according to one of the preceding claims, characterized in that the individual functions of the tables can be saved, which previous action or actions to be completed must be before this new feature is allowed to start and that at Violation of this condition issued a corresponding error comment becomes. Method for electronically generating educational programs, which are composed of several individual teaching units, which be done individually by a student, each teaching unit comprises (a) a demonstration phase, in a subject to be imitated by a student is presented and (b) a repetition phase, in which captures the subject matter mimicked by a student becomes, characterized in that each action of the student is checked during the repetition by an analysis program. Method according to claim 58, characterized that in this analysis a condensed lesson table (preferably according to Table A) with those for the lesson actions to be used or superactions and their specifics Parameters is used. Method according to one of claims 58-59, characterized in that action paths and action trees summarized with branches to superactions with parameters can be, with the action path and the position of the Parameters are stored in the path or tree. A method according to any of claims 59-60 characterized in that the superactions of this lesson table on a super action table (preferably according to table B), in turn, the one for each super action used actions and superactions with their generic parameters become. Method according to one of claims 59-61 characterized in that in the lesson as well as the superaction table Actions or Super Actions that are optional can be via a numbered Or statement Marked are. Method according to one of claims 59-62, characterized in that for every action or super action a cell, ifdn 'exists, which indicates which one Action in which series must already be performed, so the action (or super action) of that series will be executed can. Method according to one of claims 58-63, characterized in that functions (group of actions, that solve the same task) a sibling table (preferably according to Table C) is applied, which lists all the different actions of the function as siblings. A method according to any of claims 58-64. characterized in that also functions can be defined which correspond to a submenu tree in the menu graph and the z. B. different solutions like task correspond. A method according to any one of claims 58-65, characterized in that, for the analysis of the student's action, it is examined whether an instantaneous action of the student via an action path can lead to an action that the teacher performed to solve one of the lesson's tasks Has. For this, the action tree in tabular representation (preferably in accordance with 4 ) be used. Method according to one of claims 58-66, characterized in that each cell is a table or a Action Tree can trigger an activity if she used for the analysis of the actions of the student and that such a cell z. B. with a prefix Exclamation mark is marked. A method according to claim 67, characterized in that such a cell, by means of a reference table, again points to the tables in which the triggered activity is described; such activities may e.g. These include: • Comments • Logical links • Calculations • Appearance of images or videos • Fallbacks in the lesson • Help selections and more Method according to one of claims 58-68, characterized in that in spoken comments, the entity of the program to which the comment refers by the cursor is marked - this is a button with color change on activation the cursor jumps in the button and thereby solves the color change out - in all other cases he leads under the surface of the entity a reciprocating one Movement for labeling off. Method according to one of claims 58-69, characterized in that the demonstration of the teaching unit through the teacher - the lesson - through the program part Recorder takes place, all the actions of the teacher (mouse movements and keystrokes and keystrokes) along with his recorded spoken comments, with one action always one Action statement and an object - an activatable unit - contains. Method according to one of claims 58-70, characterized in that the step or steps are according to a or more of claims 14-57 will or will be. Computer program product with a computer program, the software means for performing a method according to a of claims 58-71 when the computer program is executed in an automation system. Data processing system for generating teaching programs, containing a program comprising the steps according to a of claims 58-71 instructs.