DK180744B1 - Self-knowledge Three-dimensional Building System. - Google Patents
Self-knowledge Three-dimensional Building System. Download PDFInfo
- Publication number
- DK180744B1 DK180744B1 DKPA202000611A DKPA202000611A DK180744B1 DK 180744 B1 DK180744 B1 DK 180744B1 DK PA202000611 A DKPA202000611 A DK PA202000611A DK PA202000611 A DKPA202000611 A DK PA202000611A DK 180744 B1 DK180744 B1 DK 180744B1
- Authority
- DK
- Denmark
- Prior art keywords
- self
- insight
- piece
- building system
- aforementioned
- Prior art date
Links
Classifications
-
- B—PERFORMING OPERATIONS; TRANSPORTING
- B43—WRITING OR DRAWING IMPLEMENTS; BUREAU ACCESSORIES
- B43L—ARTICLES FOR WRITING OR DRAWING UPON; WRITING OR DRAWING AIDS; ACCESSORIES FOR WRITING OR DRAWING
- B43L13/00—Drawing instruments, or writing or drawing appliances or accessories not otherwise provided for
- B43L13/20—Curve rulers or templets
- B43L13/201—Stencils for drawing figures, objects
- B43L13/208—Stencils for drawing figures, objects letters, numbers, symbols
-
- A—HUMAN NECESSITIES
- A63—SPORTS; GAMES; AMUSEMENTS
- A63H—TOYS, e.g. TOPS, DOLLS, HOOPS OR BUILDING BLOCKS
- A63H33/00—Other toys
- A63H33/04—Building blocks, strips, or similar building parts
- A63H33/06—Building blocks, strips, or similar building parts to be assembled without the use of additional elements
- A63H33/08—Building blocks, strips, or similar building parts to be assembled without the use of additional elements provided with complementary holes, grooves, or protuberances, e.g. dovetails
- A63H33/084—Building blocks, strips, or similar building parts to be assembled without the use of additional elements provided with complementary holes, grooves, or protuberances, e.g. dovetails with grooves
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B1/00—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways
- G09B1/32—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways comprising elements to be used without a special support
- G09B1/36—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways comprising elements to be used without a special support the elements being connectible by corresponding projections and recesses
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B3/00—Manually or mechanically operated teaching appliances working with questions and answers
- G09B3/02—Manually or mechanically operated teaching appliances working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B3/00—Manually or mechanically operated teaching appliances working with questions and answers
- G09B3/06—Manually or mechanically operated teaching appliances working with questions and answers of the multiple-choice answer type, i.e. where a given question is provided with a series of answers and a choice has to be made
Landscapes
- Engineering & Computer Science (AREA)
- Business, Economics & Management (AREA)
- Physics & Mathematics (AREA)
- Educational Administration (AREA)
- Educational Technology (AREA)
- General Physics & Mathematics (AREA)
- Theoretical Computer Science (AREA)
- Toys (AREA)
Abstract
Det tredimensionelle Selvindsigt byggesystem bruger en række forskellige byggeelementer til at bygge en konstruktion, der repræsenterer en selvfortælling i forhold til en personlig udfordring. Sættet inkluderer forskellige tredimensionelle Selvindsigt basis byggeelementer (Brikker) med rektangulær form. I midten er der et udskåret ord. Nogle af ordene repræsenterer et aspekt ved en af selv (adfærd, følelser, værdier, vaner, frygt etc.), andre repræsenterer, hvordan vi har bygget forestillingen om verden op (kultur, miljø, erfaring, ønsker, vurderinger) og andre ord repræsenterer, hvordan vi giver verden mening (formål, motivation, mål og ambitioner). Processen med at bygge er en konstruktiv tankeproces, der resulterer i en konstruktion: fra skulpturer til tårne eller andre forme, som brugeren forestiller sig. Åbninger i den rektangulære form, der gør det muligt at samle flere Brikker, har en karakteristisk “U”-form med ikke-retvinklede sider (se fig. 11). Denne form gør det muligt for stabilt at samle en Brik med en anden, uden hensyn til stivhed eller i fejl i materialet. Brikken kan sættes sammen med andre genstande uden for byggesystemer, i toppen af rektangels hjørner har den et karakteristisk hul. Hullet gør f.eks., at Brikken kan hænges på en nøglering (se fig. 12) eller på en tavle med en knappemål. På Brikkens venstre side i bunden er hjørnet afskåret, det indikerer hvordan ordet vender korrekt. Sættet inkluderer også forbindere, som fungerer som Selvindsigt sekundære byggeelementer (Forbindere) for at udvide konstruktionens muligheder (se fig. 15).The three-dimensional Self-Insight building system uses a number of different building elements to build a construction that represents a self-narrative in relation to a personal challenge. The set includes various three-dimensional Self-Insight basic building elements (Pieces) with rectangular shape. In the middle is a carved word. Some of the words represent an aspect of oneself (behavior, emotions, values, habits, fears, etc.), others represent how we have built up the notion of the world (culture, environment, experience, desires, assessments) and other words represent , how we give the world meaning (purpose, motivation, goals and ambitions). The process of building is a constructive thought process that results in a construction: from sculptures to towers or other shapes that the user imagines. Openings in the rectangular shape, which make it possible to assemble several pieces, have a characteristic “U” shape with non-right-angled sides (see Fig. 11). This shape makes it possible to stably assemble one Piece with another, regardless of stiffness or defects in the material. The piece can be put together with other objects outside building systems, in the top of the corners of the rectangle it has a characteristic hole. The hole means, for example, that the piece can be hung on a key ring (see fig. 12) or on a board with a button size. On the left side of the tile at the bottom, the corner is cut off, it indicates how the word turns correctly. The set also includes connectors, which act as Self-Insight secondary building elements (Connectors) to expand the possibilities of the construction (see Fig. 15).
Description
DK 180744 B1DK 180744 B1
BAGGRUND FOR OPFINDELSEN Som mennesker har vi behov for at fortolke, modellere eller give den verden, vi oplever, mening. Alle disse fortolkningers formal er at hjælpe os med at nå de mål i henhold til det, vi fortolker. Selvindsigt er en evne, der spiller en stor rolle i, hvordan vi oplever vores egen verden. Gennem selvindsigt kan vi besvare spørgsmålet "Hvordan er jeg?”. Det er evnen, der holder os orienteret om, hvordan vi mentalt repræsenterer os selv. Disse repræsentationer indeholder egenskaber, som vi entydigt sammenholder med os selv, uagtet om de egenskaber er stabile eller dynamiske. Selvindsigt har øget værdi 1 vores samfund, da vi kontinuerligt genkender fordelene ved at vide, hvem vi er i forhold til vores liv, job, familie, økonomi og afhængigheder etc.BACKGROUND OF THE INVENTION As humans, we need to interpret, model or give meaning to the world we experience. The purpose of all these interpretations is to help us achieve the goals according to what we interpret. Self-insight is an ability that plays a big role in how we experience our own world. Through self-insight, we can answer the question "How am I?" It is the ability that keeps us informed about how we mentally represent ourselves. dynamic Self-insight has increased value 1 our society as we continuously recognize the benefits of knowing who we are in relation to our lives, jobs, family, finances and addictions etc.
Selvudviklingsøvelser er ikke nyt inden for psykologi, neurovidenskab, lingvistik og kognitive videnskaber, men de eksisterende øvelser er for det meste i skriftlig form. Derudover er mange af disse øvelser normalt kombineret med en terapeut, der guider en session. I nærværende opfindelse udforskes brugen af tredimensionelle konstruktioner gennem Selvindsigts byggeelementer (Brikker) som byggeklodser. I US 7022181 fremlægges et spil til psykologisk evaluering og individuel behandling ved at bruge ord, der beskriver adfærd. Imidlertid er systemet kun designet på en todimensionel, plan flade. Det lader ikke brugeren udforske og analysere en mere kompleks tredimensionel opbygning, der i højere grad vil repræsentere brugerens syn og forståelse af ordene samt de mange relationer og dynamikker, der befinder sig mellem ordene.Self-development exercises are not new in psychology, neuroscience, linguistics and cognitive sciences, but the existing exercises are mostly in written form. In addition, many of these exercises are usually combined with a therapist guiding a session. In the present invention, the use of three-dimensional structures is explored through Self-Insight building elements (pieces) as building blocks. US 7022181 presents a game for psychological evaluation and individual treatment using words that describe behavior. However, the system is only designed on a two-dimensional, flat surface. It does not allow the user to explore and analyze a more complex three-dimensional structure that will to a greater extent represent the user's view and understanding of the words as well as the many relationships and dynamics that lie between the words.
Selvindsigt byggeelementer (Brikker) har forskellige ord: nogle ord repræsenterer et aspekt af en selv (adfærd, følelser, værdier, overbevisning, vaner, frygt etc.), andre repræsenterer, hvordan vi bygger vores verdenssyn og os selv op (kultur, miljø, erfaringer, ønsker, vurderinger etc.), og andre repræsenterer vores fornemmelse af retning i verden (formal, motivation, mål, ambitioner etc.).Self-insight building elements (pieces) have different words: some words represent an aspect of oneself (behavior, emotions, values, beliefs, habits, fears, etc.), others represent how we build our worldview and ourselves (culture, environment, experiences, desires, assessments, etc.), and others represent our sense of direction in the world (formal, motivation, goals, ambitions, etc.).
Opfindelsens mål er at øge brugerens selvindsigt og selverkendelse uden brug af en terapeut.The object of the invention is to increase the user's self-insight and self-knowledge without the use of a therapist.
Opfindelser, der bruger byggeklodser i opbygningen af tredimensionelle konstruktioner med flade elementer, er set tidligere. Brugerne benytter sig af 40 byggeelementerne og gennem åbninger i fladerne kan de sammensætte elementerne og lave tredimensionelle konstruktioner. F.eks. i patentnummer US 201736135A1. (Se fig. 1 og 2).Inventions that use building blocks in the construction of three-dimensional structures with flat elements have been seen before. Users make use of the 40 building elements and through openings in the surfaces they can assemble the elements and make three-dimensional constructions. For example. in patent number US 201736135A1. (See Figs. 1 and 2).
I de tidligere forsøg er der imidlertid ikke nogle ord på de tredimensionelle byggelementer. Den mest lignende opfindelse er US WO2014163070A1 (se fig. 3, 1In previous experiments, however, there are no words on the three-dimensional building elements. The most similar invention is US WO2014163070A1 (see Figs. 3, 1)
DK 180744 B1 4 og 5), hvori byggelementerne kun har et bogstav, så brugeren bygger ord ved at sammensætte elementerne. I opfindelsen præsenteret i dette dokument, har byggeelementerne allerede et specifikt ord, som kan bruges i fortolkningen af brugerens selvindsigt. Opbygningen af de tredimensionelle genstande bliver uendelige, idet brugeren leger med meningen af ordene og relationen mellem dem. Patentnummer US 2010209247A1 (se fig. 6 og 7) bruger også bogstaver til at forme ord, men er imidlertid ikke konstrueret til at bygge tredimensionelle figurer, men kun flade forme på en overflade.DK 180744 B1 4 and 5), in which the building elements only have one letter, so that the user builds words by putting the elements together. In the invention presented in this document, the building elements already have a specific word which can be used in the interpretation of the user's self-insight. The structure of the three-dimensional objects becomes infinite, with the user playing with the meaning of the words and the relationship between them. Patent number US 2010209247A1 (see Figs. 6 and 7) also uses letters to shape words, but is not designed to build three-dimensional shapes, but only flat shapes on a surface.
BESKRIVELSE AF OPFINDELSEN Selvindsigt byggesystem bruger flere forskellige ord til at bygge en tredimensionel konstruktion, der præsenterer en løsning, perspektiv eller svar i en personlig situation. Målet med byggesystemet er gennem selvudforskning og selvopdagelse at få selvindsigt i større og mindre udfordringer i livet. Afhængigt af hvilken type mål brugeren har, kan Brikkerne bruges alene, i en gruppe, med familiemedlemmer såvel som i skoler, virksomheder eller i terapi.DESCRIPTION OF THE INVENTION Self-insight building system uses several different words to build a three-dimensional construction that presents a solution, perspective or answer in a personal situation. The goal of the building system is through self-exploration and self-discovery to gain self-insight into greater and lesser challenges in life. Depending on the type of goal the user has, the pieces can be used alone, in a group, with family members as well as in schools, companies or in therapy.
BESKRIVELSE AF FIGURER Fig. 1-7: Tidligere kendt teknik. Fig. 8: Denne tegning illustrerer Selvindsigt basis byggeelementer (Brikker). (801) - i midten af brikken er der udskåret et ord. Der er en variation af mere end 80 ord. (802) - otte åbninger på alle siderne af Brikken, hver åbning er blevet placeret med proportional afstand. (803) - på toppens højre og venstre hjørner er der et udskåret hul. (804) - i bunden af Brikkens venstre hjørne er der et afskåret hjørne, der viser, hvorledes ordet skal vende.DESCRIPTION OF FIGURES FIG. 1-7: Prior art. FIG. 8: This drawing illustrates Self-insight basic building elements (Pieces). (801) - in the middle of the piece a word is carved. There is a variation of more than 80 words. (802) - eight openings on all sides of the Piece, each opening having been placed at a proportional distance. (803) - on the right and left corners of the top there is a carved hole. (804) - at the bottom of the left corner of the Brick there is a truncated corner showing how the word should turn.
Fig. 9: Denne tegning forklarer, hvordan Selvindsigt basis byggeelementer (Brikkerne) samles med andre. Fig. 10: Dette er et eksempel på en byggekonstruktion, og hvordan mulighederne 40 for at bygge øges ved at have otte åbninger. Fig. 11: Dette er et nærbillede af den "U”-formede åbning, der bibringer stabilitet til Brikken, når den samles. 2FIG. 9: This drawing explains how Self-Insight basic building elements (The pieces) are assembled with others. FIG. 10: This is an example of a building construction and how the possibilities 40 for building are increased by having eight openings. FIG. 11: This is a close-up of the "U" -shaped opening that imparts stability to the Piece when assembled.
DK 180744 B1 Fig. 12: Viser hvordan Brikken kan sættes på en nøglering. Fig. 13: Viser hvordan de udskårne ord danner et vindue, som giver brugeren mulighed for at kigge bag Brikken. Fig. 14: Viser hvordan man kan skrive ordet på papir. Fig. 15: Viser de tre Selvindsigt sekundære (forbindere). Fig. 16: Denne tegning viser et udvalg af diversiteten i de ord, som er i sættet.DK 180744 B1 Fig. 12: Shows how the Chip can be put on a keychain. FIG. 13: Shows how the carved words form a window that allows the user to look behind the Piece. FIG. 14: Shows how to write the word on paper. FIG. 15: Displays the three Self-Insights secondary (connectors). FIG. 16: This drawing shows a selection of the diversity of the words that are in the set.
Fig. 17: Denne figur illustrerer et eksempel på en konstruktion. En bruger byggede et tårn i forbindelse med hans karrieresituation. Basen i tårnet repræsenterer, hvad det er, ifølge ham selv, der holder ham tilbage i forhold til at få et nyt job. Som følge deraf har han valgt fire Selvindsigt basis byggeelementer (Brikker): Selvtillid, Frygt, Forventninger og Modstand. I tårnets næste etage viser han, hvilke aspekter hos ham selv, han er nødt til at ændre for at øge chancen for et nyt job. Han har valgt endnu fire Selvindsigt basis byggeelementer (Brikker): Kontrol, Fokus, Tilknytning og Skyld. Afslutningsvist vælger han to Selvindsigt basis byggeelementer (Brikker): Glæde og Præstationer til toppen af tårnet.FIG. 17: This figure illustrates an example of a construction. A user built a tower in connection with his career situation. The base of the tower represents what it is, according to himself, that holds him back in terms of getting a new job. As a result, he has chosen four Self-Insight basic building blocks (Pieces): Self-Confidence, Fear, Expectations, and Resistance. On the next floor of the tower, he shows what aspects of himself he needs to change to increase the chance of a new job. He has selected four more Self-Insight basic building elements (Pieces): Control, Focus, Attachment and Guilt. Finally, he selects two Self-Insight basic building elements (Pieces): Joy and Achievement for the top of the tower.
Sættet inkluderer 80 Selvindsigt basis byggeelementer (Brikker) (se fig. 8), der har en rektangulær form og et udskåret ord i midten af Brikken. Alle ord repræsenterer et aspekt af jeg’et - fra det sociale jeg, det spirituelle psykologiske jeg, ord som kultur, miljø, ego, adfærd, følelser, værdier, overbevisning, vaner, frygt, sårbarheder, drømme, opfattelse, selvfortælling, selvsabotage, kontrol, modstand, skyld, vurderinger etc. Brikkerne har otte åbninger af i dets sider, åbningerne gør, at Brikkerne kan sættes sammen og dermed skabe tredimensionelle konstruktioner.The set includes 80 Self-insight basic building elements (Pieces) (see Fig. 8), which have a rectangular shape and a carved word in the middle of the Piece. All words represent an aspect of the self - from the social self, the spiritual psychological self, words such as culture, environment, ego, behavior, emotions, values, beliefs, habits, fears, vulnerabilities, dreams, perceptions, self-narrative, self-sabotage, control, resistance, guilt, assessments, etc. The pieces have eight openings in its sides, the openings allow the pieces to be put together and thus create three-dimensional constructions.
Sættet inkluderer også 40 Selvindsigt sekundære byggeelementer (forbindere, se fig. 15.). Forbinderne øger muligheden for at forme konstruktionen.The set also includes 40 Self-insight secondary building elements (connectors, see fig. 15.). The connectors increase the possibility of shaping the construction.
For at lave øvelsen kræver det, at brugerne følger fire trin for at bygge den ønskede konstruktion: 40 Trin 1: Formulere et spørgsmål/udfordring - Brugeren formulerer et spørgsmål, der er relateret til en nuværende - lille eller stor - udfordring i livet. F.eks.: Hvorfor føler jeg mig vred, når min partner gør — ? Hvornår er det præcis, at det sker? Eller hvad udløser min vrede? Eller: Jeg ønsker at skifte job, men jeg vil 3To do the exercise, it requires users to follow four steps to build the desired construction: 40 Step 1: Formulate a question / challenge - The user formulates a question that is related to a current - small or large - challenge in life. For example: Why do I feel angry when my partner does -? When exactly is it happening? Or what triggers my anger? Or: I want to change jobs, but I want 3
DK 180744 B1 gerne finde ud af, hvad jeg gerne vil? Jeg onsker at ga fra min partner, men jeg vil gerne forstå, hvad jeg er bange for? Trin 2: Vælge Selvindsigts basis byggeelementer (Brikker) - Når spørgsmålet er stillet, vælger brugeren mellem fem og ti Selvindsigt basis byggeelementer (Brikker), der repræsenterer de dele af ham/hende, der spiller en rolle i spørgsmålet/udfordringen (se fig. 16). Mængden af ord giver meningsfulde muligheder, så brugeren kan få indsigt i specifikke aspekter hos dem selv. Da vi er komplicerede væsner, og vi alle er forskellige, vil de samme Brikker blive fortolket forskelligt. F.eks. kan Brikken Grænser blive brugt ud fra forskellige perspektiver; 1 en positiv eller negativ retning - Jeg er dårlig til at sætte grænser, eller jeg er god til at sætte grænser - såvel som nutid, fortid eller fremtid - jeg havde grænser, jeg har grænser, jeg vil sætte grænser. Det betyder, at meningen med et enkelt Selvindsigt basis byggeelement (Brikker) forandrer sig gang på gang. Det giver brugeren mulighed for utallige muligheder i spillet.DK 180744 B1 like to find out what I want? I want to go from my partner, but I want to understand what I'm afraid of? Step 2: Select Self-Insight Basic Building Elements (Pieces) - Once the question is asked, the user selects between five and ten Self-Insight Basic Building Elements (Pieces) that represent the parts of him / her that play a role in the question / challenge (see fig. 16). The amount of words provides meaningful possibilities so that the user can gain insight into specific aspects of themselves. Since we are complicated creatures and we are all different, the same pieces will be interpreted differently. For example. the Piece Boundaries can be used from different perspectives; 1 a positive or negative direction - I'm bad at setting boundaries, or I'm good at setting boundaries - as well as present, past or future - I had boundaries, I have boundaries, I want to set boundaries. This means that the meaning of a single Self-Insight basic building element (Pieces) changes time and time again. It allows the user countless possibilities in the game.
Trin 3: Samling af Selvindsigts basis byggeelementer (Brikker) - Med de valgte Selvindsigt basis byggeelementer (Brikker) bygger brugeren en fysisk genstand, afhængigt af hans/hendes logik i forhold til at organisere de valgte ord (gennem hierarki, grupper, mønstre etc.). Det er en konstruktiv tankerække, der resulterer i en konstruktion med forskellige former, fra skulpturer til tårne eller andre former, som brugeren kan forestille sig. For klarhedens skyld er der her nogle eksempler på, hvad der kunne være brugerens selvfortælling, der ligger til grund for konstruktionens logik. Den afhænger af, hvilke ord hun/han vælger: - Han/hun får indsigt og forståelse for sig selv gennem spørgsmålene/udfordringen. - Kan repræsentere hvordan de føler, tænker og handler på udfordringen. - Klarlægger handlemuligheder gennem ordene, der kan lede til en strategi i forhold til, hvordan man griber udfordringen an.Step 3: Assembly of Self-Insight basic building elements (Pieces) - With the selected Self-Insight basic building elements (Pieces) the user builds a physical object, depending on his / her logic in relation to organizing the selected words (through hierarchy, groups, patterns etc. ). It is a constructive train of thought that results in a construction with different shapes, from sculptures to towers or other shapes that the user can imagine. For the sake of clarity, here are some examples of what could be the user's self-narrative that underlies the logic of the construction. It depends on which words he / she chooses: - He / she gains insight and understanding of himself / herself through the questions / challenge. - Can represent how they feel, think and act on the challenge. Clarifies action options through the words that can lead to a strategy in relation to how to approach the challenge.
Trin 4: Adressere udfordringen - Med den opnåede selvindsigt og forøget klarhed, vil brugeren udvikle en strategi, så hun/han kan tage det første skridt for at løse udfordringen, der er nævnt i trin 1. Brugeren kan bruge deres selvfortælling repræsenteret i bygningskonstruktionen som en påmindelse om disse refleksion og 40 den selvindsigt han/hun opnåede, ved at lade konstruktionen være synlig i han/hendes kontor, soveværelse eller stue. Brugeren kan også skille konstruktionen ad og tilføje to (eller flere) af Selvindsigt basis byggeelementer (Brikker) til en nøglering.Step 4: Address the challenge - With the gained self-insight and increased clarity, the user will develop a strategy so that he / she can take the first step to solve the challenge mentioned in step 1. The user can use their self-narrative represented in the building construction as a reminder of these reflections and 40 the self-insight he / she gained, by letting the construction be visible in his / her office, bedroom or living room. The user can also disassemble the construction and add two (or more) of Self-Insight basic building elements (pieces) to a keychain.
44
DK 180744 B1 I en mere teknisk beskrivelse af Selvindsigt basis byggeelementer (Brikker) er det vigtigt at nævne, at åbningerne har en karakteristisk U-form (se fig. 11), der gør det muligt for Brikken at hænge stabilt sammen med en anden Brik, selvom materialet er stift. Det får Brikkerne til at hænge sammen. Det er en forbedring i forhold til opfindelsen US 201736135A1 (se fig. 1). Selvindsigt basis byggeelementer (Brikker) har otte åbninger, det er to mere end de i seks i det førnævnte patent. De to ekstra åbninger forøger muligheden for at bygge. En anden og afgørende forskel fra Selvindsigt basis byggeelementer (Brikker), og hvad der ellers er blevet udviklet inden for feltet af byggebloksystemer, er, at de førnævnte Brikker kan tilføjes på andre genstande end blot Selvindsigt basis byggeelementer (Brikker). I rektanglets to hjørner i toppen har den to karakteristiske huller. Hullerne gør det f.eks. muligt, at Brikken hænges på en nøglering (se fig. 12). Et andet eksempel kunne være at hænge den op på en opslagstavle med en nål.DK 180744 B1 In a more technical description of Self-insight basic building elements (pieces), it is important to mention that the openings have a characteristic U-shape (see fig. 11), which makes it possible for the piece to hang stably with another piece. , even though the material is stiff. It makes the pieces stick together. It is an improvement over the invention US 201736135A1 (see Fig. 1). Self-insight basic building elements (pieces) have eight openings, that is two more than those in six in the aforementioned patent. The two additional openings increase the possibility of building. Another and crucial difference from Self-Insight base building elements (Tiles), and what has otherwise been developed in the field of building block systems, is that the aforementioned Tiles can be added to objects other than just Self-insight basic building elements (Tiles). In the two corners of the rectangle at the top it has two characteristic holes. The holes do it e.g. possible that the piece is hung on a key ring (see fig. 12). Another example could be to hang it up on a bulletin board with a needle.
Den sidste, afgørende forskel fra det, der allerede eksisterer på markedet i øjeblikket, er, at hullet, som det udskårne ord efterlader, bliver til et vindue, hvor hvert bogstav giver brugeren mulighed for at se gennem materialet og derigennem får en bedre forståelse for alle ordene bag Brikken i den tredimensionelle konstruktion (se fig. 13). Det førnævnte udskårne ord fungerer også som en skabelon, så man kan skrive gennem Brikken, og brugeren kan skrive ordet på et stykke papir med en bestemt typografi. (se fig. 14). Sættet indeholder derudover flere forskellige Forbindere, der fungerer som Selvindsigt sekundære byggelementer (Forbindere), der udvider konstruktionens muligheder (se fig. 15). Forbinderne giver brugeren flere muligheder for at bygge tredimensionelle konstruktioner. Der er én Forbinder formet som en trekant, der giver mulighed for at forbinde tre Selvindsigt basis byggeelementer (Brikker). Én er formet som et kryds, der giver mulighed for at forbinde mindst to og højest fire Selvindsigt basis byggeelementer (Brikker). Én er formet som en heptagon, der giver mulighed for at forbinde maksimum fem Selvindsigt basis byggeelementer (Brikker).The final, crucial difference from what already exists on the market at the moment is that the hole left by the carved word becomes a window, where each letter allows the user to look through the material and thereby gain a better understanding of all the words behind the Piece in the three-dimensional construction (see Fig. 13). The aforementioned carved word also acts as a template so that one can write through the Chip and the user can write the word on a piece of paper with a particular style. (see Fig. 14). The set also contains several different connectors that act as self-insight secondary building elements (connectors) that expand the possibilities of the construction (see fig. 15). The connectors give the user more options for building three-dimensional structures. There is one Connector shaped like a triangle that allows to connect three Self-insight base building elements (Pieces). One is shaped like a cross that allows for connecting at least two and at most four Self-Insight base building elements (Pieces). One is shaped like a heptagon that allows for connecting a maximum of five Self-Insight base building elements (Pieces).
40 540 5
Claims (10)
Priority Applications (2)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| DKPA202000611A DK180744B1 (en) | 2020-05-22 | 2020-05-22 | Self-knowledge Three-dimensional Building System. |
| PCT/DK2021/000161 WO2021233508A1 (en) | 2020-05-22 | 2021-05-21 | Self-knowledge building system |
Applications Claiming Priority (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| DKPA202000611A DK180744B1 (en) | 2020-05-22 | 2020-05-22 | Self-knowledge Three-dimensional Building System. |
Publications (2)
| Publication Number | Publication Date |
|---|---|
| DK202000611A1 DK202000611A1 (en) | 2021-11-23 |
| DK180744B1 true DK180744B1 (en) | 2022-02-10 |
Family
ID=78643258
Family Applications (1)
| Application Number | Title | Priority Date | Filing Date |
|---|---|---|---|
| DKPA202000611A DK180744B1 (en) | 2020-05-22 | 2020-05-22 | Self-knowledge Three-dimensional Building System. |
Country Status (2)
| Country | Link |
|---|---|
| DK (1) | DK180744B1 (en) |
| WO (1) | WO2021233508A1 (en) |
Family Cites Families (11)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| SE25156C1 (en) * | 1908-07-25 | |||
| US3855748A (en) * | 1972-12-15 | 1974-12-24 | J Thomas | Playground assembly set |
| US4130946A (en) * | 1975-10-06 | 1978-12-26 | Coady William J | Educational device for motivating, and for developing scribing and reading skills in, the handicapped |
| DE29909981U1 (en) * | 1999-06-09 | 1999-09-16 | Heimrich & Hannot Werbeagentur GmbH, 01097 Dresden | Composing and advertising game |
| US7033181B1 (en) * | 2000-06-20 | 2006-04-25 | Bennett Richard C | Brief therapy treatment device and method |
| WO2003061794A1 (en) * | 2002-01-24 | 2003-07-31 | Aa Studios, Inc | Three dimensional puzzle games |
| US8292627B2 (en) * | 2008-03-22 | 2012-10-23 | Marilyn Lewis | Apparatus and method for developing emotional literacy |
| ITVE20080083A1 (en) * | 2008-11-17 | 2010-05-18 | Costantino Ursella | TASSELLI TO INCASTRI TO REALIZE OBJECTS AND / OR TOYS |
| US20140015195A1 (en) * | 2012-05-23 | 2014-01-16 | Shirley SNOW | Customized therapeutic puzzles |
| US10272322B2 (en) * | 2014-04-23 | 2019-04-30 | Douglas Shin Kim | Word game with multi-sided pieces with notches for interlocking of the pieces at various angles |
| US20190083879A1 (en) * | 2017-09-18 | 2019-03-21 | Plow & Hearth, Llc | Multi-directional and multi-planar dominoes |
-
2020
- 2020-05-22 DK DKPA202000611A patent/DK180744B1/en active IP Right Grant
-
2021
- 2021-05-21 WO PCT/DK2021/000161 patent/WO2021233508A1/en active Application Filing
Also Published As
| Publication number | Publication date |
|---|---|
| DK202000611A1 (en) | 2021-11-23 |
| WO2021233508A1 (en) | 2021-11-25 |
Similar Documents
| Publication | Publication Date | Title |
|---|---|---|
| Whitton | Playful learning: Tools, techniques, and tactics | |
| Henriksen et al. | Twisting knobs and connecting things: Rethinking technology & creativity in the 21st century | |
| JP2015171392A (en) | Combination intellectual training toy | |
| DK180744B1 (en) | Self-knowledge Three-dimensional Building System. | |
| Shakhlo | The main tasks of the formation of professional qualities in future educators | |
| Blake et al. | The emerging technology of avatars: Some educational considerations | |
| Pateman | Space for the imagination | |
| Carr et al. | What’s in a Game?: Game-Based Learning and Gamification | |
| Al Aamri et al. | Children intrinsic reading motivation and playful applications: investigating the relationship | |
| Christopoulos et al. | Gamification in Education. Encyclopedia 2023, 3, 1223–1243 | |
| Martinez-Garza et al. | Games for learning | |
| JP6454022B2 (en) | Playing card | |
| JP3202206U (en) | Puzzle game set | |
| Ablan et al. | Developing Toy Design Criteria for Visually Impaired Children: A New Play Set Design. | |
| Buck | Parental expectations versus child performance: a picture graph method | |
| Turner et al. | Fostering early creative reading | |
| Friesen et al. | Anh Linh’s shapes | |
| Magnacca | Game-Based Learning in the Social Studies Classroom | |
| KR20240111236A (en) | Play-type learning tool | |
| JP3124609U (en) | Educational toys | |
| Ramdania et al. | Octalysis Audit to Analyze Gamification on Kahoot! | |
| Mulroy | WRITING AND ROLE PLAYING | |
| Reymova | SPIRITUAL AND MORAL IMAGE OF THE EDUCATOR | |
| Lavrinenko et al. | THE ROLE OF SPORT IN EMOTIONAL HARMONIOUS UPBRINGING OF THE INDIVIDUAL | |
| Minisheva et al. | USAGE OF EDUCATIONAL GAMES IN ENGLISH LESSONS AS A MEANS OF DEVELOPING FOREIGN LANGUAGE COMMUNICATION SKILLS OF PRIMARY SCHOOL STUDENTS |
Legal Events
| Date | Code | Title | Description |
|---|---|---|---|
| PAT | Application published |
Effective date: 20211123 |
|
| PME | Patent granted |
Effective date: 20220210 |