EP3811354A1 - Symbol manipulation educational system and method - Google Patents
Symbol manipulation educational system and methodInfo
- Publication number
- EP3811354A1 EP3811354A1 EP19823611.9A EP19823611A EP3811354A1 EP 3811354 A1 EP3811354 A1 EP 3811354A1 EP 19823611 A EP19823611 A EP 19823611A EP 3811354 A1 EP3811354 A1 EP 3811354A1
- Authority
- EP
- European Patent Office
- Prior art keywords
- student
- symbol
- task
- manipulatives
- word
- Prior art date
- Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
- Withdrawn
Links
- 238000000034 method Methods 0.000 title claims description 28
- 230000004044 response Effects 0.000 claims description 31
- 230000003993 interaction Effects 0.000 claims description 24
- 230000003340 mental effect Effects 0.000 claims description 6
- 239000000203 mixture Substances 0.000 claims description 6
- 239000012636 effector Substances 0.000 claims description 5
- 230000000694 effects Effects 0.000 claims description 5
- 238000012544 monitoring process Methods 0.000 claims 1
- 230000003044 adaptive effect Effects 0.000 abstract description 5
- 230000004888 barrier function Effects 0.000 description 9
- 230000002452 interceptive effect Effects 0.000 description 5
- 230000000007 visual effect Effects 0.000 description 5
- 239000000463 material Substances 0.000 description 4
- 238000002156 mixing Methods 0.000 description 3
- 230000008569 process Effects 0.000 description 3
- 230000003319 supportive effect Effects 0.000 description 3
- 241001465754 Metazoa Species 0.000 description 2
- 230000008901 benefit Effects 0.000 description 2
- 230000001149 cognitive effect Effects 0.000 description 2
- 238000004891 communication Methods 0.000 description 2
- 150000001875 compounds Chemical class 0.000 description 2
- 235000021438 curry Nutrition 0.000 description 2
- 206010013932 dyslexia Diseases 0.000 description 2
- 238000012360 testing method Methods 0.000 description 2
- 241000282326 Felis catus Species 0.000 description 1
- 208000021392 Specific Learning disease Diseases 0.000 description 1
- 208000014584 Specific learning disability Diseases 0.000 description 1
- 230000008859 change Effects 0.000 description 1
- 230000002860 competitive effect Effects 0.000 description 1
- 238000007596 consolidation process Methods 0.000 description 1
- 238000011161 development Methods 0.000 description 1
- 238000011156 evaluation Methods 0.000 description 1
- 230000010354 integration Effects 0.000 description 1
- 230000007786 learning performance Effects 0.000 description 1
- 238000012986 modification Methods 0.000 description 1
- 230000004048 modification Effects 0.000 description 1
- 231100000252 nontoxic Toxicity 0.000 description 1
- 230000003000 nontoxic effect Effects 0.000 description 1
- 230000003287 optical effect Effects 0.000 description 1
- 230000002250 progressing effect Effects 0.000 description 1
- 230000002787 reinforcement Effects 0.000 description 1
- 238000012552 review Methods 0.000 description 1
- 230000001953 sensory effect Effects 0.000 description 1
Classifications
-
- 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
- G09B17/00—Teaching reading
- G09B17/003—Teaching reading electrically operated apparatus or devices
- G09B17/006—Teaching reading electrically operated apparatus or devices with audible presentation of the material to be studied
-
- 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
- G09B5/00—Electrically-operated educational appliances
- G09B5/06—Electrically-operated educational appliances with both visual and audible presentation of the material to be studied
-
- G—PHYSICS
- G06—COMPUTING; CALCULATING OR COUNTING
- G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
- G06Q50/00—Information and communication technology [ICT] specially adapted for implementation of business processes of specific business sectors, e.g. utilities or tourism
- G06Q50/10—Services
- G06Q50/20—Education
-
- 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
- G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers
- G09B7/06—Electrically-operated teaching apparatus or devices 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 from the answers
- G09B7/08—Electrically-operated teaching apparatus or devices 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 from the answers characterised by modifying the teaching programme in response to a wrong answer, e.g. repeating the question, supplying further information
Definitions
- the present subject matter applies to the field of educational instruction and exploration systems for children, and more specifically relates to a system and method for interactively teaching first and early learners the skills necessary for the symbolic understanding of abstract systems including language, math, and logic using a combination of physical manipulatives, a dock or stage for the physical manipulatives, a software application on an interactive computer device, and an adaptive database system.
- An object of the present subject matter is to provide an educational system and method that provides a combination of physical manipulatives and software to teach symbol manipulation skills.
- Another object of the present subject matter is to provide an educational system and method that can assess a learner's current literacy skills and then adaptively introduce lessons and tasks to optimize their progress.
- Another object of the present subject matter is to provide an educational system and method that can assist a learner in learning literacy principles by open-ended exploration.
- a system of the present subject matter compri ses a plurality of symbol manipulatives and a symbol identification device that can determine the identity and position of a symbol manipulative and communicate the identity and position to a computing device.
- the system further comprises a student computing device that is connected to the symbol identification device, comprising a processor, a memory, and an interface for connecting to the symbol identification device.
- the processor of the student computing device is configured to receive symbol identification data from the symbol identification device and present information to the user.
- the system further comprises a database that is configured to receive student response data, assess student response data, and make changes to at least one database component.
- the database comprises at least one of the following components: a personal database component, a lexical database component, a skills database component, a curri culum database component, and a supporting interactions database component.
- the entire database may be located in a cloud, or it may be partially located on the student computing device and partially in the cloud.
- the system further comprises a teacher computing device distinct from the student computing device, wherein the teacher computing device communicates with the student computing device through a remote interface.
- part of the database may be located on the teacher computing device, part on the student computing device, and part in the cloud.
- a processor is configured to present a user with at least one task, wherein the task can be completed by connecting symbol manipulatives to the symbol identification dock. Once the user completes the at least one task, the processor determines the percentage of correctly completed tasks and the category of errors made by the user, and records this in the personal database component. The user is then presented with at least one targeted task intended to correct the errors.
- the tasks may be organized into categories, for example, comprising the following: tasks related to phonological awareness, tasks related to letter-sound correspondence, tasks related to consonant blends and digraphs, tasks related to complex vowels, and tasks related to multisyllabic words.
- the tasks may be organized into key skill domains, for example, where the key skill domains comprise the following: print concepts,
- the symbol manipulatives may comprise letter shapes, number shapes, logographic shapes, or symbol shapes.
- the processor may also be configured to identify any symbol manipulatives connected to the symbol identification dock, generate a pronunciation for the symbol manipulatives, and use at least one effector to present the pronunciation to the user.
- the student computing device is a tablet.
- the student computing device is wirelessly connected to the symbol identification dock.
- a method of the present subject matter comprises presenting a student with a plurality of symbol manipulatives and a symbol identification dock, wherein symbol manipulatives may be placed on the symbol identification dock, wherein the symbol identification dock identifies the symbol
- the symbol identification dock is connected to a student computing device.
- the student is then presented with a first task, wherein the task can be completed by placing symbol manipulatives on the symbol identification dock.
- the task is derived from a curriculum database component, which comprises, for example, curricula, lessons, tasks, games, and open exploration activities, or any combination of the above.
- the system detects any symbol manipulatives connected to the symbol identification dock in response to the first task, detects if the task was performed correctly, and if the task was performed incorrectly, determines the type of error made by the student.
- the student's response to the first task is then used to assess the student's skill level on at least one skill, such as physical manipulation skill, memory skill, perceptual skill, mental modeling skill, or any combinati on of these.
- the assessment is then recorded in the personal database component, which comprises, for example, at least one of the following: a lesson plan, a response record, a supporting interactions record, and a specific learning interaction record for the individual student.
- a student places any symbol manipulative incorrectly during the performance of a task, the student is provided with at least one of the fol lowing: an encouragement, a suggestion, a hint, an instructive model, an intervention.
- the time period between any two symbol manipulatives being placed on the symbol identification dock is measured. If there is an unusual delay, the student is provided with at least one of the following: an encouragement, a suggestion, a hint, an instructive model, an intervention. [0026] In an example embodiment, if the student's response to the first task was incorrect, the student is presented with a second task, wherein the second task comprises a targeted intervention intended to focus on the type of error made by the student.
- the student if the student's response to the first task was correct, the student is presented with a second task, wherein the second task comprises the same type of task as the first task and requires a faster response time than the first task.
- the student if the student's response to the first task was correct, the student is presented with a second task, wherein the second task is more advanced than the first task.
- a method of the present subject matter comprises presenting a student with a plurality of symbol manipulatives and a symbol identification dock, wherein symbol manipulatives may be placed on the symbol identification dock, wherein the symbol identification dock identifies the symbol manipulatives placed on it, and wherein the symbol identification dock is connected to a student computing device. Any symbol manipulatives connected to the symbol identification dock are then identified. The student computing device then generates a pronunciation for the symbol manipul atives and presents the pronunciation to the student using the at least one effector.
- Figure 1 shows an example embodiment of a system of the present subject matter.
- Figure 2 shows an example embodiment of a symbol
- Figures 3 A and 3B show a flowchart for a process of teaching letter- sound correspondence in accordance with the present subject matter.
- Figure 4 shows a sample entry for a lexical database of the present subject matter.
- a “computing device” is a laptop computer, desktop computer, tablet, smartphone, wearable computer, or any other computing device capable of running the educational software of the present subject matter and connecting with the symbol identification dock.
- the present subject matter offers example systems and methods for pre-school, pre-ki ndergarten, and kindergarten children to learn the symbolic expression of a language as they are learning its spoken form. These example systems are configured for their independent learning through a guided curriculum with little oversight other than initial introduction and ongoing supportive attention. These example methods serve to select a current best or optimal curriculum for the child's assessed language skills, to measure a child's progress, and to recognize learning barriers as they occur and adaptively change the teaching instructions to overcome those barriers. The example methods continuously evaluate the effectiveness of teaching changes made for many children in order to optimize and customize curriculum, lessons, tasks, and intervention responses for every child.
- the present subject matter is directed to instructional systems for teaching abstract thinking and symbol manipulation via physical manipulatives combined with a computing device. While several described example embodiments of the subject matter use letter-shaped manipulatives to teach literacy skills, it will be understood that other applications of the present subject matter may incorporate other symbol manipulatives, such as numbers, logographic characters, or any other symbols.
- the present subject matter is directed to instructional systems for teaching abstract thinking and symbol manipulation to children as they interact with physical manipulatives and a computing device.
- This physical manipulation of abstract symbols is a key element of the present subject matter, because in early literacy learning, the patterns of physical manipulation are transformed into simil ar patterns of mental manipulation. While several example embodiments of the present subject matter use letter-shaped manipulatives to teach literacy skills, it will be understood that other applications of the present subject matter may incorporate other symbol manipulatives, such as numbers, logographic characters, or any other symbols.
- the 120 comprises a student computing device 180 on which a teaching application 182 executes to present instructions and tasks related to a customizable curriculum to a student 1 10 by using visual and audio instructions 143.
- the student 1 10 responds with touch and voice interactions 112 and by selecting and connecting symbol manipulatives 124 to a symbol identification dock 121 (e.g., by placing them in recesses 122 on the top surface of the dock 121).
- the symbol identification dock 121 uniquely determines the identity (e.g., name) and position of each connected symbol manipulative and communicates the identity and location of symbol manipulatives as they are connected to the teaching application 182 over a wireless link 123.
- the student computing device 180 is a tablet computer, such as an iPad 1® or Android ® tablet, that connects with the symbol identification dock 121 over a Bluetooth ® wireless link 123, or through any other wireless or wired connection that may be used.
- the student computing device 180 may comprise effectors for output (e.g., a display screen and speakers) and sensors for input.
- effectors for output e.g., a display screen and speakers
- the sensors are a microphone and a camera.
- the teaching application 182 can pass real-time indications of the learning interaction to a teacher system 150, a cloud system 160, or both, and receive responses of real-time teaching changes from one or both these systems 150 and 160.
- the teaching application 182 communicates with the teacher system 150 and the cloud system 160 over wireless connections 148 and 149.
- the real-time interaction information sent includes, for example: correct and incorrect letter selections, speed of response, voice and touch responses, and other indications of the student's engagement in the learning process.
- the student system 120, the teacher system 150, and the cloud system 160 may comprise separate applications and a joint teaching database.
- the teaching application 182 serves to present instructional material and interact with a student, to assess a student's responses, and to manage the curriculum, lessons, tasks, and supportive interactions by accessing the joint teaching database.
- the applications and teaching databases in the teacher and cloud systems 150 and 160 receive student interaction data, assess student responses to instruction, and in turn provide real-time changes to curriculum, lessons, tasks, and supportive interactions back to the teaching application 182.
- the teaching database in the teaching application 182 is a smaller subset of the teaching database in the teacher system 150, which in turn is a smaller subset of the teaching database in the cloud system 160.
- the teaching application 182 can make use of a teaching database subset to teach students in a standalone mode. While connected, it may rely on either the database in the teacher system 150 or the cloud system 160.
- a symbol identification dock 220 comprises eight recessed letter spaces 221 that serve both as containers to position and align symbol or letter manipulatives 210, and as letter readers providing an information connection between the letters and the dock 220.
- the symbol or letter manipulatives 210 are letter-shaped to make the learning experience tactile, as well as visual. In other example embodiments, one or more symbol
- manipulatives 210 may be shaped like rectangular tiles with three-dimensional letter protrusions on them, as alphabet blocks with letters on the faces, or in other forms that facilitate manipulation and symbol identification.
- the symbol identification dock 220 comprises a board accommodating letter arrangements that can sense identities and relative positions of letters that are placed on, connected to, touching, or in close proximity to, it.
- the symbol identification dock 220 additionally comprises a processor and memory to enable the sensing and identification of letters and communication of the identified properties of each letter to the student's computing device 180.
- the symbol or letter connections to the symbol identification dock 220 are comprised of "letter reader” matrices of capacitive sensing pads in the bottom of each recessed letter space 221. These sensing pads read the encoded pattern of conductive pads on the bottom of inserted letters to determine the unique ID of each letter, e.g. "A.”
- identification and sensing means to identify letters
- a wide range of other identification and sensing means can be used, including, for example: direct electrical connection, RFID tags and sensors, optical sensing, and magnetic sensing.
- the symbol manipulatives 210 may also be colored differently, have different textures to make the learning experience even more sensory, or both.
- vowels may be colored differently from consonants in another example embodiment, the symbol manipulatives 210 may also comprise Braille patterns for the letter in question.
- the symbol manipulatives 210 may be made of a nontoxic and durable material that is safe for young children to use.
- each recessed letter space 221 has a backlit surface that illuminates each recessed letter space 221, such that the user (e.g., a child) knows where to place the letter.
- This can be, for example, an underline, a dot, the entire perimeter of the letter space, or the entire letter space.
- the symbol manipulatives 210 may also be translucent or partially translucent, such that they can glow when selected.
- the backlighting may also be used to illuminate particular letters; for example, letters that comprise compound consonants such as TH may be backlit, or silent letters may be backlit, depending on the needs of the user.
- the symbol identification dock 220 additionally comprises a stand to support and orient the student computing device 180, a storage space to store symbol manipulatives that are not in use, or both.
- the teaching application 182 of the present subject matter comprises a range of seamlessly linked applications and separate applications that serve to tutor students in language literacy. These applications provide a range of interaction modes, including, for example, curri culum-ori ented applications with formal lessons and tasks, competitive game oriented applications, and open-ended exploratory, play-oriented applications.
- the primary teaching applications of the present subject matter comprise integrated sub-applications that instruct students by presenting learning tasks in a range of forms or modes. These modes may include, for example, formal tasks for trial and error learning, speed-test games as assessments of progress, and interactive communication with virtual playmates providing encouragement, support, and coaching.
- the focus of these sub-applications ranges from rapid learning to slower paced consolidation and reinforcement of just learned skills. A child's pace in lesson tasks, assessment as games, and virtual playmate modes is steady and learning focused.
- the present subject matter may be used for learning games that are independent of any curriculum or assessment. Any games that require a child to place symbol manipulatives 210 on the symbol identification dock 220 as the interaction may be part of the present subject matter. As a non-limiting list of possible example embodiments, such games may be or include, for example, interactive stories that require a child to fill in words in the story or create new stories based on words the child inputs, letter-sound matching games that require a child to find a letter that matches the sound or vice versa, and so on.
- the English language (as well as many other languages) has complex rules of pronunciation and spelling that are not easy to explain or articulate to a small child. Accordingly, it is a more efficient process to enable the child to simply explore different letter combinations and their
- a child is encouraged to connect symbol manipulatives 210 to the symbol identification dock 220 in any order or any combination.
- the symbol identification dock 220 identifies the symbol manipulatives 210 and their order and sends that information to the student computing device 180
- the student computing device 180 uses the lexical database to look up the pronunciation for the particular combination of symbol manipulatives 210 created by the child.
- the student computing device 180 comprises a set of rules for generating pronunciations for letter combinations based on the phonics rules for the English language, and those rules are applied to the letter combination to generate a pronunciation for the particular combination of symbol manipulatives 210 created by the child.
- a child is placing symbol manipulatives 210 in an open-ended undirected way, and ends up creating a word (for example, "CAT"), either intentionally or accidentally, the student computing device 180 recognizes the word and displays an image or animation of a cat on the screen, in addition to generating a pronunciation for the word.
- a word for example, "CAT”
- the present subject matter comprises software that comprises lessons intended to teach literacy skills to students.
- the lessons may be organized into an integrated learning path comprising one or more (e.g., 7) key skill domains, including, for example: Print Concepts, Phonological Awareness, Phonics, Spelling/W riting, Vocabulary, Fluency, and Comprehension.
- the curriculum may be presented to a student in teaching phases, defined as steps in learning literacy skills. Each teaching phase covers a particular lesson or concept that is presented sequentially, such that subsequent stages are reached only by mastering prior stages.
- the teaching phases are or include:
- Phase 1 Phonological awareness (e.g., focusing on initial
- Phase 2 Letters and Sounds (e.g., introducing 26 letters and sounds, phoneme segmenting/blending with letters, introducing high-frequency and partially decodable words, starting blending/segmenting VC/CV/CVC with letters, writing/tracing letters, or any combination of these).
- Letters and Sounds e.g., introducing 26 letters and sounds, phoneme segmenting/blending with letters, introducing high-frequency and partially decodable words, starting blending/segmenting VC/CV/CVC with letters, writing/tracing letters, or any combination of these).
- Phase 3 Consonant Blends, Digraphs (e.g., focusing on consonant blends and digraphs, decoding/spelling CCVC/CVCC words with introduced blends, reading sentences, or any combination of these).
- Phase 4 Complex Vowels (e.g., focusing on vowel digraphs, long vowels, silent e, R-control, diphthongs, decoding/ spelling CVVC, CCVVC, and CVVCC words, deriving words' meanings from context, reading paragraphs, or any combinati on of these).
- Complex Vowels e.g., focusing on vowel digraphs, long vowels, silent e, R-control, diphthongs, decoding/ spelling CVVC, CCVVC, and CVVCC words, deriving words' meanings from context, reading paragraphs, or any combinati on of these).
- Phase 5 Complex Words (e.g., focusing on reading and spelling multisyllabic words, words with inflectional endings, affixes, complex ending patterns, writing sentences, reading longer text passages, or any combination of these).
- Each phase may comprise lessons and tasks that incorporate each one of the one or more (e.g., 7) key skill domains.
- FIGs. 3A and 3B An instruction flow chart for the "Letters and Sounds" part of the curriculum is illustrated in Figs. 3A and 3B.
- the instructions start with a child learning letter sounds.
- the child's letter- sound correspondence skills are either assessed or derived from past interactions; those that the child knows are put into the "mastery bucket;” and those that they have difficulty with or don't know are put into the "learning bucket” and are saved as well in the child's personal database portion of the teaching database.
- the correspondences in the "learning bucket” are then presented to the child in a game-like context along one of two separate tracks. The track that a child takes depends on whether the child has greater difficulty with the visual (e.g., letter shapes) or aural (e.g., letter sounds) aspects of the learning experience.
- the child is encouraged to use physical symbol manipulatives 210 to match letters on the screen, to match uppercase and lowercase letters, and to trace letters on the touchscreen.
- the child is presented with a letter song/chant, is encouraged to echo a letter sound, to match pictures and sounds, and to articulate sounds with audio feedback.
- the child is given a "review game” to repeat the assessment of their current level of letter- sound mastery.
- a child’s level of letter- sound mastery reaches 70-90% of the letter-sound correspondences, they are moved on to a letter-sound speed game, where they are given tasks by animated characters in a fun game-like atmosphere to improve student engagement. As the student performs each task, their performance on the task is assessed in real-time.
- the variables used to assess student performance in this interactive play may comprise, among others, the speed of letter placement, pauses during the task, and errors made by the student.
- the assessment of a child's performance in the letter-sound speed game is then used to evaluate the student on at least one dimension of literacy skills.
- CH in the word CHURCH
- the system may determine that this is an error characteri stic for the student and include that in the assessment. The student may then be given lessons that focus on the CH phoneme.
- this is an error characteri stic for the student and include that in the assessment. The student may then be given lessons that focus on the CH phoneme.
- lessons that focus on a particular issue may be "scaffolded" to provide the student with the optimal environment to improve learning.
- scaffolding would be: since phonemes at the start of a word are easier to hear than phonemes at the end of a word, the child may first be presented with words that start with CH, and only after that step is mastered would the child be given words that end with CH. In an example embodiment, since language data is tracked, if the child is Spanish-speaking bilingual, the child may also be given CH words in Spanish. [0067] In an example embodiment, a "learner profile" (e.g., an assessment of the learner's performance) is continually updated as the learner performs more and more tasks. This leads to a highly individualized adaptive curriculum that is tailored to the particular learner and their individual needs.
- a "learner profile" e.g., an assessment of the learner's performance
- the present subject matter comprises a database that comprises several components.
- One of these components is a lexi cal database component, which may be stored in the cloud system 160.
- a smaller subset of the lexical database may be located on a teacher's computing device for easier access, and an even smaller subset of the lexical database, comprising just the most common words, pronunciations, related words, and tags, may be located on the student computing device 180 or in the symbol identification dock 220 itself.
- the entire lexical database is located in the cloud and the student and teacher computing devices simply draw all their data from the cloud.
- the entire lexical database is located on the student computing device 180 or the symbol identification dock 220 for a standalone system.
- the lexical database may comprise any lexical data 521 and 521 that may be needed for teaching literacy skills.
- the lexical database comprises a list of words that may be relevant to a student learning to read. Each word is associated with an index number 510, a pronunciation, the phonemes comprising the word, common errors made in spelling that word, an image or video of the object or concept described by the word (e.g., along with any associated data such as the sound made by an animal or what the animal eats), and pointers to words (identified by index number) that rhyme with that word, compound words that comprise that word, homographs, homonyms, and so on.
- the entry 500 for CAT may look like the one pictured in Fig. 4.
- the lexical database may also comprise multiple languages.
- the entry for CAT may also comprise GATO (in Spanish) or KOT (in Russian).
- the lexical database may comprise separate classes of errors, based on the child's cognitive skill s and morphologies of specific learning disorders. For example, some errors may be very typical and diagnostic of dyslexia. For example, if a child spells CAT as TAC, the system may classify the error as "potential for dyslexia".
- each word and each phoneme is also associated with any lessons that teach literacy skills for which that particular word or that particular phoneme is relevant.
- the word CHURCH may be associated with lessons that teach the CH phoneme.
- the lexical database may comprise any combination of the above data and that the present subject matter is not limited to the particular types of data provided in the examples given above.
- the database may also comprise a personal database component.
- the personal database component comprises information about the student, including the learner profile mentioned above.
- the personal database component may also comprise information such as the student's age, any specific learning indications or challenges, the student's native language, and any "personal words" specific to the student, such as names of family members or pets, the student's name, or any special words unique to the user, along with the same information about each "personal word” as is present in the lexical database for any other word.
- the personal database also includes the response record for the student, the skills record for the student (e.g., evaluations based on each one of the literacy skills in the one or more skill domains), any supporting interactions record for the student (e.g., how often the student received hints or other assistance as described below), or any combination thereof.
- the skills record for the student e.g., evaluations based on each one of the literacy skills in the one or more skill domains
- any supporting interactions record for the student e.g., how often the student received hints or other assistance as described below
- the database also comprises a skills database component, recording any literacy or pre-literacy skills on which the student may need to be assessed.
- the skill s database includes, for example, physical manipulation skills, memory skills, perceptual skills, mental modeling skills, and any combination of these skills into an aggregate skill.
- the database also comprises a curriculum database component.
- the curriculum database includes at least one curriculum, where each curriculum is organized into lessons, and each lesson is organized into tasks.
- the curriculum database may also include games and open exploration activities relevant to the curriculum. The composition of the curriculum in an example embodiment of the present subject matter is described above.
- the database also comprises a supporting interactions database component.
- the supporting interactions database component comprises one or more encouraging messages (e.g., "You can do it!), suggestions and hints for how to complete tasks (e.g., "The letter you need is round! "), instructive models, interventions, or any combination of these.
- the system detects when a student makes an error during the completion of a task or pauses for an unusually long time during the completion of a task, and locates an appropriate intervention in the supporting interactions database.
- the appropriate intervention may be an encouragement, a simple hint, a more detailed explanation, or any combination of these.
Landscapes
- Engineering & Computer Science (AREA)
- Business, Economics & Management (AREA)
- Theoretical Computer Science (AREA)
- Physics & Mathematics (AREA)
- Educational Administration (AREA)
- Educational Technology (AREA)
- General Physics & Mathematics (AREA)
- Tourism & Hospitality (AREA)
- Health & Medical Sciences (AREA)
- Marketing (AREA)
- Primary Health Care (AREA)
- Strategic Management (AREA)
- Human Resources & Organizations (AREA)
- General Business, Economics & Management (AREA)
- General Health & Medical Sciences (AREA)
- Economics (AREA)
- Multimedia (AREA)
- Electrically Operated Instructional Devices (AREA)
- Toys (AREA)
- Management, Administration, Business Operations System, And Electronic Commerce (AREA)
Abstract
Description
Claims
Applications Claiming Priority (2)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
US16/016,585 US20220215772A9 (en) | 2014-06-04 | 2018-06-23 | Symbol Manipulation Educational System and Method |
PCT/US2019/037861 WO2019246174A1 (en) | 2018-06-23 | 2019-06-19 | Symbol manipulation educational system and method |
Publications (2)
Publication Number | Publication Date |
---|---|
EP3811354A1 true EP3811354A1 (en) | 2021-04-28 |
EP3811354A4 EP3811354A4 (en) | 2021-08-11 |
Family
ID=68984355
Family Applications (1)
Application Number | Title | Priority Date | Filing Date |
---|---|---|---|
EP19823611.9A Withdrawn EP3811354A4 (en) | 2018-06-23 | 2019-06-19 | Symbol manipulation educational system and method |
Country Status (6)
Country | Link |
---|---|
EP (1) | EP3811354A4 (en) |
JP (1) | JP2021524942A (en) |
KR (1) | KR20210013293A (en) |
CN (1) | CN112384961A (en) |
CA (1) | CA3101211A1 (en) |
WO (1) | WO2019246174A1 (en) |
Families Citing this family (2)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US10607502B2 (en) | 2014-06-04 | 2020-03-31 | Square Panda Inc. | Phonics exploration toy |
KR102526195B1 (en) * | 2021-03-30 | 2023-05-12 | 최진호 | Device for Studying Words and Method for Studying Words Using Thereof |
Family Cites Families (21)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US5823782A (en) | 1995-12-29 | 1998-10-20 | Tinkers & Chance | Character recognition educational system |
US20020090596A1 (en) * | 2000-02-09 | 2002-07-11 | Sosoka John R. | Apparatus, systems and methods for electronically teaching phonics |
US6523007B2 (en) * | 2001-01-31 | 2003-02-18 | Headsprout, Inc. | Teaching method and system |
JP2002311805A (en) * | 2001-04-13 | 2002-10-25 | Hirake Goma Club:Kk | Internet learning system, its program and its method |
JP2004085995A (en) * | 2002-08-28 | 2004-03-18 | Casio Comput Co Ltd | Learning support device, learning device, learning information providing method and data structure |
JP4817674B2 (en) * | 2005-03-02 | 2011-11-16 | 岳浩 丸川 | Competitive Education System, Competitive Education Server, and Competitive Education Method |
CN101145283A (en) * | 2006-09-12 | 2008-03-19 | 董明 | Embedded type language teaching machine with pronunciation quality evaluation |
JP2008185994A (en) * | 2007-01-31 | 2008-08-14 | Initus Co Ltd | Sound reproduction system |
US20100279265A1 (en) * | 2007-10-31 | 2010-11-04 | Worcester Polytechnic Institute | Computer Method and System for Increasing the Quality of Student Learning |
CN101739870B (en) * | 2009-12-03 | 2012-07-04 | 深圳先进技术研究院 | Interactive language learning system and method |
CN102169642B (en) * | 2011-04-06 | 2013-04-03 | 沈阳航空航天大学 | Interactive virtual teacher system having intelligent error correction function |
US9058751B2 (en) * | 2011-11-21 | 2015-06-16 | Age Of Learning, Inc. | Language phoneme practice engine |
US20150125835A1 (en) * | 2012-04-17 | 2015-05-07 | David Wittich | System and Method for Providing Recursive Feedback During and Assembly Operation |
US8777626B2 (en) * | 2012-05-03 | 2014-07-15 | Maxscholar, Llc | Interactive system and method for multi-sensory learning |
JP2014235558A (en) * | 2013-05-31 | 2014-12-15 | 株式会社ジャストシステム | Cooperative activity support device |
WO2015113395A1 (en) * | 2014-01-30 | 2015-08-06 | Zheng Shi | System and method for directing a moving object on an interactive surface |
US10607502B2 (en) * | 2014-06-04 | 2020-03-31 | Square Panda Inc. | Phonics exploration toy |
JP6121390B2 (en) * | 2014-12-01 | 2017-04-26 | フロンティアマーケット株式会社 | Information processing device |
CN104750831A (en) * | 2015-04-01 | 2015-07-01 | 广东小天才科技有限公司 | Intelligent Chinese character learning method and system |
US20180137781A1 (en) * | 2016-11-14 | 2018-05-17 | Board Of Trustees Of Northern Illinois University | Systems and methods for braille grading tools |
CN107610534A (en) * | 2017-08-28 | 2018-01-19 | 刘昊昀 | A kind of monogram formula combines learning device into syllables |
-
2019
- 2019-06-19 CA CA3101211A patent/CA3101211A1/en active Pending
- 2019-06-19 EP EP19823611.9A patent/EP3811354A4/en not_active Withdrawn
- 2019-06-19 WO PCT/US2019/037861 patent/WO2019246174A1/en unknown
- 2019-06-19 KR KR1020217002138A patent/KR20210013293A/en not_active Application Discontinuation
- 2019-06-19 JP JP2020566806A patent/JP2021524942A/en active Pending
- 2019-06-19 CN CN201980041761.2A patent/CN112384961A/en active Pending
Also Published As
Publication number | Publication date |
---|---|
KR20210013293A (en) | 2021-02-03 |
EP3811354A4 (en) | 2021-08-11 |
CN112384961A (en) | 2021-02-19 |
CA3101211A1 (en) | 2019-12-26 |
JP2021524942A (en) | 2021-09-16 |
WO2019246174A1 (en) | 2019-12-26 |
Similar Documents
Publication | Publication Date | Title |
---|---|---|
US20200027368A1 (en) | Symbol Manipulation Educational System and Method | |
Bara et al. | The visuo-haptic and haptic exploration of letters increases the kindergarten-children’s understanding of the alphabetic principle | |
Villanueva de Debat | Applying current approaches to the teaching of reading. | |
US20080206724A1 (en) | Vowel based method of teaching the reading of English | |
Jolliffe et al. | Teaching systematic synthetic phonics in primary schools | |
Resnick et al. | Intelligent machines for intelligent people: Cognitive theory and the future of computer-assisted learning | |
KR20170141264A (en) | Vertically integrated mobile computer system | |
Kamhi et al. | The role of the speech-language pathologist in improving decoding skills | |
Vedora et al. | Computer-based spelling instruction for students with developmental disabilities | |
Cimermanová | Teaching English as a foreign language to dyslexic learners | |
EP3811354A1 (en) | Symbol manipulation educational system and method | |
Bhide et al. | Improving Hindi decoding skills via a mobile game | |
Scharer et al. | The development of spelling | |
Fung et al. | Can students with dyslexia learn independently? A seven-week study of Chinese character learning in an informal learning environment | |
Cooke | Tackling dyslexia | |
Herron | Why phonics teaching must change | |
Sukristiningsih et al. | EFL Teaching Material Development for Junior High Schools in Arfak Mountains Regency, West Papua | |
Kamalova et al. | Peculiarities of Teaching the Russian Language to Children of Immigrants. | |
Tahan et al. | A gaming environment to train teachers diagnose children learning disabilities | |
Riley | Teaching reading at Key Stage 1 and before | |
Bear et al. | The Literacy Development of Emergent Bilinguals | |
KR20150036954A (en) | Dictation study and scoring Method using Application | |
Kamalova et al. | Peculiarities of Teaching the Russian Language to Children of Immigrants | |
Ólafsdóttir | How Young Children Learn to Read | |
Stewart | Teaching spelling in context |
Legal Events
Date | Code | Title | Description |
---|---|---|---|
STAA | Information on the status of an ep patent application or granted ep patent |
Free format text: STATUS: THE INTERNATIONAL PUBLICATION HAS BEEN MADE |
|
STAA | Information on the status of an ep patent application or granted ep patent |
Free format text: STATUS: THE INTERNATIONAL PUBLICATION HAS BEEN MADE |
|
PUAI | Public reference made under article 153(3) epc to a published international application that has entered the european phase |
Free format text: ORIGINAL CODE: 0009012 |
|
STAA | Information on the status of an ep patent application or granted ep patent |
Free format text: STATUS: REQUEST FOR EXAMINATION WAS MADE |
|
17P | Request for examination filed |
Effective date: 20210106 |
|
AK | Designated contracting states |
Kind code of ref document: A1 Designated state(s): AL AT BE BG CH CY CZ DE DK EE ES FI FR GB GR HR HU IE IS IT LI LT LU LV MC MK MT NL NO PL PT RO RS SE SI SK SM TR |
|
AX | Request for extension of the european patent |
Extension state: BA ME |
|
A4 | Supplementary search report drawn up and despatched |
Effective date: 20210713 |
|
RIC1 | Information provided on ipc code assigned before grant |
Ipc: G09B 5/06 20060101AFI20210707BHEP Ipc: G06Q 50/20 20120101ALI20210707BHEP |
|
DAV | Request for validation of the european patent (deleted) | ||
DAX | Request for extension of the european patent (deleted) | ||
STAA | Information on the status of an ep patent application or granted ep patent |
Free format text: STATUS: EXAMINATION IS IN PROGRESS |
|
17Q | First examination report despatched |
Effective date: 20220816 |
|
STAA | Information on the status of an ep patent application or granted ep patent |
Free format text: STATUS: THE APPLICATION IS DEEMED TO BE WITHDRAWN |
|
18D | Application deemed to be withdrawn |
Effective date: 20230228 |