GB2311405A - Learning aid with an answer verifier - Google Patents

Abstract

A learning aid is composed of a rectangular support base (1) onto which is rotatably mounted a disc (2). A strip (4) acting as a finger stop radially overlies the disc (2). The disc (2) has a series of spaced finger holes (6) around its periphery through which alphabetic letters (7) on the base (1) are visible as well as a display window (9) to ensure the disc (2) is located correctly relative to the base (1). By inserting a finger into a selected hole (6) and rotating the disc (2) until the finger stop (4) is reached and by co-ordinating the angular displacement of the disc (2) with the display window (9) a user can select and check tasks and solutions.

Description

"learning Aid" The invention relates to a learning aid or device for individual checking of the correct Co- ordination of tasks and solutions.

Devices of the kind with which the invention is concerned are used for learning through games and are therefore also referred to as practice or games devices. They are used where necessary to co-ordinate magnitudes or concepts in pairs, e.g. to find the correct solutions to simple multiplication tasks, to find the corresponding foreign language words or to find the correct names for graphic representations in geography or specialised instruction.

Known learning aids of this type provided in the form of card games have the disadvantage that a whole series of tasks must be solved before it can be established, for example, by turning cards over, whether given solutions are incorrect, and which of them are incorrect. Another objection, especially in the case of group instruction, is that these devices consist of many individual parts which may be confUsed or lost.

Other known devices permit an electrically based individual checking function using light displays or similar, which are therefore prone to faults and are expensive.

An object of the invention is to provide a learning aid of the aforementioned type, which is both simple and fool-proof, and is particularly versatile in use.

According to the invention there is provided a learning aid for individual checking of the correct co-ordination of tasks and solutions, said learning aid comprising a disc rotatably mounted on a support base, means for signifying that a specific angular position of the disc relative to the support is indicated as the correct" position; finger holes evenly distributed around the periphery of the disc; a finger stop radially overlying the disc so that the rotary disc can be moved through a certain radial displacement and task symbols on the rotary disc and solution symbols on the base which are allocated to the position of the finger holes.

The task symbols may be numbers arranged on a circle on the disc while the solution symbols may then be letters on the base visible through the finger holes.

A learning aid constructed in accordance with the invention may resemble a telephone dial, but the learning aid by contrast, has no automatic return. Instead, it is always moved on further in the same direction. To check a task, i.e. during the course of a checking process, the angle steps covered on each "dialling action" are added up. As a result of this, the rotary disc is brought into the 'correct" position when the correct symbols have been "dialled" Using modern computer terminology, the learning aid according to the invention can be referred to as "hardware", with which "software" printed on learning sheets, i.e. on paper, can be checked by the student after the tasks have been completed.

A series of tasks or questions from a specific specialised area are listed on the learning sheet. Each task is given a task symbol, e.g. a number. In addition, the corresponding solutions or answers are specified on the learning sheet and respectively given one or more solution symbols, e.g. an alphabetical letter. The arrangement is such that with the assistance of the task symbol, the rotary disc is firstly brought into the starting position.

From this task-specific starting position, the rotary disc has to cover a quite specific displacement angle in order to ultimately reach the "correct" position. Depending on how many solution symbols are defined, the displacement angle is covered in one or more consecutive angle steps.

It should now be apparent that the task symbols are in place on the rotary disc and define specific finger holes. If, using a finger, the appropriate finger hole is selected and the rotary disc is drawn as far as the stop, then the rotary disc is brought into the specific starting position for the respective task. In addition, the solution symbols are in place on the holding disc. This means that by rotating the rotary disc from this solution symbol as far as the stop, a quite specific angle step is covered. "Dialling" another solution symbol adds a further angle step to this.

An essential advantage of the invention is that there is substantial freedom of choice during "programming", i.e. in the selection of task and solution symbols. Therefore, if the solutions are provided in words, for example, the first letters of the solution word are selected as solution symbols. As a result of this, a specific displacement angle is defined which in turn determines the starting position so that ultimately the "correct" position is reached. The starting position symbol, e.g. a number, thus becomes the task symbol, in this case the number ofthe task.

Advantageously, there is substantial freedom of design with respect to the learning sheets. For example, objects are represented graphically and each provided with a task number, while the designations of the objects are additionally given in list form, whereby the appropriate solution symbol is specified after each solution word. A fUrther example would be a solution sheet with a picture and a corresponding descriptive text. Objects and people are depicted in the picture and each are provided with a task symbol.

The names and terms to be sought are given in a list of solution symbols. In this case, the student can take the solution words from the text, if he/she does not already know them beforehand. Therefore, there are boundless possibilities for representation of the learning material on the learning sheets, whereby the same symbol groups, namely the task symbols and the solution symbols shown on the discs, are constantly used.

A quite decisive advantage is that the angle the rotary disc passes through during each checking action comprises a selectable number and size of partial angle steps. For this reason, it is virtually impossible for the student to cheat the checking system or become conversant with it.

For making the "correct" position, it is expediently proposed that the rotary disc has a window and the holding disc has a symbol visible through the window, e.g. a coloured surface flush with the window. A radial strip can be used as the finger stop, which extends in radial direction from the point of rotation over the rotary disc and is fastened to the holding disc at the other end.

An embodiment of the invention will now be described on the basis of the drawings wherein Figure 1 shows the plan view of a learning aid or device constructed in accordance with the invention and ready for use; Figure 2 shows a section of a learning sheet for illustration of the symbols used; Figure 3 shows the plan view of the rotary disc, and Figure 4 shows the plan view of the base of the device according to Figure 1.

Identical parts have been given the same reference numerals in all the Figures.

A base support 1 made of stiff cardboard is rectangular in shape so that the student can hold it easily while moving a rotary disc 2. The rotary disc 2 is joined to the base 1 by means of an eyelet clip 3, while at the same time being rotatably mounted thereon. The eyelet clip 3 simultaneously passes through one end of a strip made of stiff plastic foil which acts as a finger stop 4. The strip covers the rotary disc 2 in the radial direction and is fixed to the base 1 at its end by means of a further eyelet clip 5.

The rotary disc 2 has evenly spaced finger holes 6 arranged around its periphery. Letters 7 on the base 1 are visible through these finger holes 6. These are the solution symbols.

Numbers from 1 to 30 are arranged on the rotary disc 2 in a circle running inside the circle of the finger holes 6. These are the task symbols. A number is located on each radial arc leading to a finger hole, thus co-ordinating with the corresponding finger hole 6.

In addition, the rotary disc 2 has a round display window 9, below which a coloured, e.g. green, field 10 arranged on the base 1 is located in the position shown in Figure 1. The rotary disc 2 is thus in its "correct" position. The base 1 is otherwise of a different colour.

Figure 2 shows a section from a geography learning sheet of Lake Constance showing the cities of Ravensburg, Friedrichshafen and Bregenz. The student has to learn the names of the cities. The location of the individual cities is therefore shown as a task number. The solution letters are given in brackets after each solution word.

The mode of operation of the described learning aid is as follows: if the student has the city name Friedrichshafen as the solution to task number 5 and would like to check this solution with the assistance of the device, then he/she firstly "dials" task number 5, i.e. places his/her finger in the finger hole next to number 5 and pulls the rotary disc as far as the finger stop 4. He/she thus brings the rotary disc 2 into the starting position which is provided for checking this task. The radial arc of the display window 8 in this position of the rotary disc encloses an angle of 78" with the radial arc of the coloured field 9.

This means that the rotary disc 2 has to cover an angle of 288 in the direction of rotation until it reaches the "correct" position. "Dialling" the solution letter F gives 216 (12 from finger hole to finger hole), and subsequently dialling the solution letter R gives a further 72", providing a total of 288". The display window 8 therefore stands fully over the coloured field 9, at which the student can establish the correctness of his/her solution, experiencing a corresponding feeling of success.

This ability to immediately check each individual task is the particular advantage of the described device. It is, moreover, easy to manufacture and has no detachable parts.

Only one learning aid needs to be acquired for each student. This may be used unchanged for a wide variety of tasks and illustrations which are reproduced on learning sheets or similar. However, programming is subject to the symbols given on the learning aid. However, its structure may be oriented to didactic and methodical purposes alone.

The number of finger holes 6 may be selected as desired, i.e. a larger or smaller number of holes 6 may be adopted. Letters may also be dispensed with accordingly, or be replaced by those from other languages, or by purely graphic symbols. A different series of symbols may also be used in place of the series of numbers representing the task symbols in the example.

Claims (6)

1. CLAIMS 1. A learning aid for individual checking of the correct co-ordination of tasks and solutions, said learning aid comprising a disc (2) rotatably mounted on a support base (1); means (9, 10) for signifying that a specific angular position of the disc (2) relative to the support (1) is indicated as the "correct" position; finger holes (6) evenly distributed around the periphery of the disc (2); a finger stop (4) radially overlying the disc (2) so that the rotary disc (2) can be moved through a certain radial displacement and task symbols (8) on the rotary disc (2) and solution symbols (7) on the base (1) which are allocated to the position of the finger holes (6).
2. 2. A learning aid according to claim 1, wherein the signifying means comprises a window (9) in the disc (4) and a symbol (10) on the base (1) visible through the window.
3. 3. A learning aid according to claim 2, wherein the symbol is a coloured surface (10).
4. 4. A learning aid according to claim 1, 2 or 3 wherein the task symbols (8) are numbers and the solution symbols (7) are letters.
5. 5. A learning aid according to claim 3, wherein the numbers (8) are arranged next to the respective finger holes (6) on a circle and the letters (7) are arranged immediately below the respective finger holes (6).
6. 6. A learning aid substantially as described herein with reference to and as illustrated in the accompanying drawings.