GB2374686A

GB2374686A - a combined electronic notebook and textbook

Info

Publication number: GB2374686A
Application number: GB0029827A
Authority: GB
Inventors: Natasha Hopkins
Original assignee: Individual
Current assignee: Individual
Priority date: 2000-12-05
Filing date: 2000-12-05
Publication date: 2002-10-23
Also published as: GB0029827D0

Abstract

A combined electronic notebook and textbook device including two pivotally connected screens 2, 4, one for inputting written information (in the form of a notepad, notebook or PDA screen, using Optical Character Recognition (OCR)) and the other for displaying information (in the form of an LCD screen) such as a textbook, respectively. The display screen 2 is held in place by magnets and supported on pivots, within the display screen housing, and can be rotated through 180 degrees to facilitate access to four disc drives contained on the back face of the display screen (see figure 9). Also, the display screen housing can be rotated, via a joint mechanism 1, so that it can be adjusted between a position where it lies face down on top of the input screen, i.e leaving the device in its closed position, and a position where it lies face down underneath the input screen.

Description

FLIPBOARD SPECIFICATION The product being considered, as concieved by Natasha Hopkins, is The Flip Board' Claim 1. The concept calls for the manufacture and distribution of a device to be used primarily by students that would serve as a handy tool for taking notes and executing assignments. The product is portable and electronic.

To accomplish this, The Flip Board would be configured as shown in the accompanying illustration. Fig 1. The device would consist of a two part arrangement joined together by a Claim, Joint mechanism. The top section Claim 3 would consist of an electronic magnet screen and frame on which the text of books would be displayed (the books would be recorded onto disks which would be inserted into the accompanying disk drive bay) and the pages of the book could then be read as they are shown on the LCD screen. Claim 2-Control buttons would be provided along the side of the framework to advance the pages, turn them back, scroll through text, Fig 4. The bottom section would feature an electronic notepad on which the user would be able to write. The notes written onto the screen in this manner would then be read electronically, using optical recognition [OCR] technology, and the information would be stored onto a disk inserted in the drive that accompanies this portion of the device. Claim 6-Control buttons would be provided along the side of the casing to advance the pages, turn them back, scroll through text, Fig 5. The device could also be used for taking tests or executing assignments and the finished work would simply be handed to the instructor by removing this disk and turning this in.

Claim 1-With this arrangement, students would be able to read the pages of textbooks in a portable electronic fashion and, at the same time, could jot down notes related to the material being read to aid in the study process (furthermore, the lower half of the device could be used for taking notes in other situations, such as during classroom lectures, in a manner that would offer a much more efficient means of doing so than simply writing onto a sheet of paper).

Claim-After this tool has been used to take notes during a classroom lecture, the student could then download the data to a full-sized PC and would have the information available for easy recall and for manipulation as required. This, then, would spare the need to transpose the notes into a neater fonnat and would enable the student to keep a more organised archive of all class-related materials. Similarly, the ability to take notes related to the material presented in textbooks and to take tests and execute assignments using this tool would provide a handier method for doing so than is typically the case when such work must be done by hand.

The efficiency benefit speaks of the way in which the Flip Board would enable the student to make better use of his or her time and to achieve a higher level of performance in the academic programmes being studied. Most students find that proper time

FLIPBOARD management and personal organisation are two of the most important factors for doing well in their academic pursuits. Thus, by helping the student to capture the information dispensed by a teacher in a classroom lecture, store and manipulate this information for later study, write down notes related to material presented in textbooks, and execute classroom assignments more thoroughly, The Flip Board should help the dill gent student perform at a higher level.

The Flip Board itself, as far as we can determine at this point, is a new application of existing technology. Consequently, we would not foresee where any significant degree of re-tooling or re-education would be required to manufacture this product. We would expect that some machinery or process adjustments might be required to accomodate the product's specific configuration. However, the overall design, assembly, and mechanisms would be essentially the same as they are for similar electronic devices already being produced. Furthermore, The Flip Board will most likely pass through all three distribution points-manufacturer, wholesaler, and retailer-thus requiring all three mark up levels. Shelf position and in-store promotion would appear to be reasonable marketing tools. Thus promotional expenses should not be excessively burdensome.

A reasonable"guess-timate"of the price for which such a product might sell would be a suggested 500. 00/Wholesale price f ; 250. 00/manufacturing cost f. 125. 00 When we combine the broad appeal of The Flip Board with the strong convenience and efficiency benefits it offers, we see that this product could be capable of generating interest among a very wide segment of the consuming public. Overall, we would consider the primary target audience for the Flip Board to be made up of virtually any student in an academic setting where textbooks are used. in-class notes are taken, and class-related assignments are executed. This would include the upper grade levels of secondary schools and, certainly, colleges and universities. Graduate and professional programmes should also be suitable environments for the use of this device. The type of academic pursuits is not particularly relevant. All disciplines require students to read printed material, take notes, and execute class re-related assignments. As such. the more critical segmentation factor would be grade level as younger students at lower levels would be less likely to be required to take extensive notes from classroom lectures or to be expected to complete assignments with a level of complexity that would justify the use of a device such as a The Flip Board. In general, we would suggest that the need for this tool would increase in direct proportion as the grade level of the student rises. This, then. would indicate that the audience for the Flip Board would be devined mainly by the age of the users. Granted, there would be some instance of use by adults who have returned to academic pursuits later in life but. in general, we would define the most likely age range for this device to run from 16 to 25 years of age. The most compelling psychographic criterion would be a high sensitivity level toward products that help improve one's overall academic performance. This trait, of course, cuts

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FLIPBOARD across a wide segment of those who are pursuing educational objectives.

According to the most recent census figures, the percentage of the total population of the United States that falls between the ages of 16 to 25 years of age currently stands at approximately 35 million people. The combined population of this age group for the fifteen member nations of the Europian Union is roughly 37 million. Thus, if we define these two areas as our primary market for The Flip Board, we have a total of 72 million individuals at any given point in time who could be potential candidates for using this device.

Computerised devices with touch-sensitive screens and optical character recognition capability are still in the introduction phase but moving into the growth phase of the product life cycle. However, this is a category that is gaining increasing acceptance among the consuming public and offers exciting new possibilities for sales growth.

There is no indication that the basic need for such products will disappear anytime soon. Similarly, both the manufacturing and retail categories into which The Flip Board falls appear to be stable industries with reasonably sound outlooks for continued prosperity.

The Flip Board individually should not be too large to be shipped via routine commercial delivery or possibly, when necessary, even through the postal service. The product does not require refrigeration nor does it pose any hazardous threats.

The Flip Board is not time-sensitive. Every manufacturer wants to get new products to market as soon as possible, but The Flip Board is not an item which would be adversely affected if the shipping time required was one week rather than overnight. It should also not pose any irregularity or unpredictability problems. Thus, shipment schedules should be fairly routine.

Since the Flip Board will not be particularly bulky and will not have to be shipped on a short time cycle, the shipping cost should not place any undue pressure on the final product price.

Rail shipments may be appropriate for larger orders of The Flip Board going to wholesalers with access to rail service. However, we would envision the overall distribution network being more conducive to overland lorry shipments. This might entail direct shipment to the retail outlets that will carry the product or, for larger retailers, shipments to a central regional warehouse from which the retailer will then distribute orders of The Flip Board to the company's stores served by that facility.

The potentially broad appeal of The Flip Board indicates the use of a mass mar keting approach designed to reach the widest possible target audience. Thus, although NATASHA HOPKINS

FLIPBOARD some of the more narrow marketing channels (e. g. direct mail or tele-shopping) may also be employed to strengthen the overall communication programme, more traditional media such as television or mass appeal print publications would most likely serve as the foundation of the advertising stratedgy. Furthermore, the benefit package offered by The Flip Board combined with the product's relative simplicity implies the need for a communication programme that allows for fairly brief messages repeated with a high level of frequency. Again, this points to the use of mass market broadcast (particularly TV and, to a lesser extent, radio) plus general circulation magazines that reach a broad spectrum of the consuming public. NATASHA HOPKINS

FLIPBOARD DESCRIPTION The Flip Board would be configured as shown in the accompanying illustrations: Fig 1 The Flip Board.' The device would consist of a two part arrangement joined together by a joint mechanism. Claim 1-with this arrangement, students would be able to read the pages of textbooks in a portable fashion and, at the same time, could jot down notes related to the material being read to aid in the study process (furhermore, the lower half of the device could be used for taking notes in other situations, such as during classroom lec- tures, in a manner that would offer a much more efficient means of doing so than simply writing onto a sheet of paper].

Claim 5 Fig 2 The joint mechanism.' This is designed so the two screens can be revolved around their combined axis to face 180'in the opposite direction as so as to lie flat on a table. It would be possible to have this mechanism joining the screen down the longest side of each screen so as to be used more like a book than a computer. Claim 3, Fig 3 Text book screen and framework.' The top section would consist of an electronic magnet screen (paper white) on which the text of books would be displayed (the books would be recorded onto disks which would be inserted into one of 1, 2, 3, 4 the accom panying CD or FD drive bays) and the pages of the book could then be read as they are controlled on the framework of the LCD screen CD or FD book page search. The CD has capabilities of larger MB memory to enable recording of a whole book. The FD has capabilities of PC recording from tutors files. This screen would be secured inside a frame by mag nets, Ref 2 & 3. The reason for this is so you can swivel the screen 180'on a pivot, Ref 4 centered half way down the frame and running its stability to the same measurement on its opposite side of frame. This will achieve theFlip Boards capabilities on subject matters such as unnecessary lean- ing on screens on surfaces, personal note taking, and its practicality.

Claim 3 Fig 4 Text book screen [paper white] & framework.' The top section would consist of an electronic magnet screen on which the text of books would be displayed [the books would be recorded onto Compact disks or Floppy disks which would be inserted into one of 1, 2, 3,4 accompanying disk drive bays] and the pages of the book could then be read as they are shown on the LCD screen. The CD has capabili ties of larger megabite for memory of books, the FD has capabilities of PC recording from Tutors files. This screen would be secured inside a frame by magnets, Ref 1 & 2. The reason for this is so you can swivel the screen 180'on a pivot centered half way down the frame and running its stability to the same measurement on its opposite side of frame. This will achieve the Flip Boards capabilities on subject matters such as unnecessary lean ing screens on surfaces, personal note taking, and its practicality. The framework material, fig 6 ref 1, would be a hard durable plastic with the ability to be vacuum formed. Ref 2-this LCD screen would obviously be a transparant plastic but of a high tensile strength to endure the products knocks.

CLIPBOARD Controlpanelconcept

FLIPBOARD Claim 2 Fig 4 Text book screen framework Control Panel Ref 3.'Control buttons or a strip of touch sensitive controls would be provided along the facing surface of the top of the framwork to advance the pages, turn them back. scroll through text, from one of 1. 2. 3, 4 drive bays (with maybe 2 CD drive bays and 2 FD drive bays.

The screen could split into 1, 2. 3. 4 pages from either seperate CD & FD books or the same CD or FD book.

Fig 1 Ref 4'Notepad Screen.' The bottom section would feature an electronic notepad (paper white) on which the user would be able to write using an electronic pen/rubber or highlighter. The notes written onto the screen in this manner would then be read electronically, using optical recognition [OCR] technology. and the information would be stored onto a disk inserted in one of 1. 2. 3. 4 drive bays that accompanies this portion of the device. The device could also be used for taking tests executing assignments and the finished work would simply be handed to the instructor by removing the disk and turning this in or printing the final draft through a communication port between the Flip Board and a PC onto paper using a printer. Fig 6. Ref 3 - the material for this creen is being researched at present as it is impor tant to be transparant with elasticity, high tensile strength and have the same kind of friction capacity as paper, so as your hand would not sweat and stick to the screen when in use.

Claim 6 Fig 5) 'Notepad screen Control Panel.' Control buttons, Ref 4. or a strip of touch sensitive LCD controls would be provided along the top side of the casing to advance the pages, turn them back. scroll through text. note or record off of 1. 2, 3. 4 drive bays. with maybe 1 CD drive and 3 FD drives. The screen could split into 4 pages for four disks in use at any one time, or split just for three, two or one disk search. The opportunity to be able to record from a CD book to a FD notepad and from a FD notepad to another FD notepad at the choice of whole page or section would be an option, as well as recording notepad to notepad disk at thechoice of whole page or section again. An added option would be being able to record using a transparent page of your FD notepad to take down scribbles, notes and marks over the display of a page on your CD or FD notepads) and record as a (1 page over 1 page) on a notepad disk page. You could use the Graffiti handwriting recognition system or the touch sensitive keyboard.

NATASHA HOPKINS

FLIPBOARD N. B. Claim) after this tool has been used to take notes during a classroom lecture, the student could then download the data to a full-sized PC and would have the information available for easy recall and for manipulation as required. This, then. would spare the need to transpose the notes onto a neater format and would enable the student to keep a more organised archive of all class-related materials. Similarly, the ability to take notes related to the material presented in textbooks and to take tests and execute assignments using this tool would provide a handier method for doing so than is typically the case when such work must be done by hand.

You should be able to lock shut together the two screens whether the Flip Board is in a Clipboard state (fully open) or closed, Fig 1, Ref 7 & 8.

Material: The text book screen frame should house a stand, Fig 8, Ref 1 for desktop work, so it is possible to have its axis vertical to the notepad screens horizontal table top status.

The product would be battery operated for portability and mains operated for tabletop and PC work.

The'grips'. Fig 7, Ref 1 would be made from rubber in so as to aid the products durability (they would be replaceable).

Your touch pen pad electronic pen could possibly have different nib sizes and at a click become an electronic erazer (to erase any handwriting or digit printed and recorded by mistake.

The Flip board has no memory, everything pressed or written down will be recorded straight onto the FD you are writing on.

The screen and casing joins would be flush smooth against each other as a hand maybe leaning on them and sliding over their combined surface.

The vacuum formed cut out handles in the notepad casing, Fig 1, Ref 5, could also be manufactured on the text screen frame section as shown in Fig 3, Ref lor Fig 7. The handles on the Flip board are also important to the products practicality.

Fig 8 & 9 show the back of the screens and where the disk drive bays would be situated. NATASHA HOPKINS

Claims

FLIPBOARD CLAIMS

Claim 1-With the'Flip Boards arrangement', students would be able to read the pages of textbooks in a portable fashion and, at the same time. could jot down notes related to the material being read to aid in the study process (furthermore, the lower half of the device could be used for taking notes in other situations, such as during classroom lectures, in a manner that would offer more efficient means of doing so than simply writ ing onto a sheet of paper).

Claim 2-The Text Book Control Panel'would use control buttons on its framework to advance the pages, turn them back, scroll through text, record off 1, 2, 3, 4 drive bays.

The screen could split into 1,
2. 3, 4 pages from either seperate disks or same disk.

Claim 3-The Text book'is the top section of the device and consists of an electronic magnet screen on which the text of books would be displayed (the books would be recorded onto CD or FD which would be inserted into an accompanying disk drive bay) and the pages of the book could then be read as they are shown on the LCD screen. This screen would be secured inside a frame by magnets. The reason for this is so you can swivel the screen 180'on a pivot centered half way down the frame and running its stability to the same measurement on its opposite side of frame. This will achieve the Flip Boards capabilities on subject matters such as unnecessary leaning screens surfaces, personal note taking, and its practicality.

Claim 4 - After the'Flip Board'has been used to take notes during a classroom lecture, the student could then download the data to a full-sized PC and would have the information available for easy recall and for manipulation as required. This, then, would spare the need to transpose the notes onto a neater format and would enable the student to keep a more organised archive of all class-related materials. Similarly, the ability to take notes related to the material presented in textbooks and to take tests and execute assignments using this tool would provide a handier method for doing so than is typically the case when such work must be done by hand i. e. a tutor could download his PC files onto a FD which could be then given to a student.

Claim 5-The'Joint Mechanism.'is so designed so that the two screens can be revolved around their combined axis to face 180'in the opposite direction.

Claim 6-The Notepad Control Panel and Text book screen Control Panels'displayed along the side of the casing would advance the pages, turn them back, scroll through text and display and record off of 1, 2, 3 or 4 drive bays. The screen could split into 4 pages for four disks in use at one time or split just for three, two or one disk.

Claim 7-The opportinity to be able to record from disk to disk in the notepad section of the device would be evident. You could record from a CD to a FD or a FD to another FD at the choice of a whole page or a section of a page.

Claim 8 - An added option on the notepad section would be to be able to record using a transparant page of your FD notepad to take down scribbles, notes and marks over the display of a page on your other CD OR FD (when inserted in one of the 2, 3, 4 drive bay notepad screen models) and record as a (1 page over 1 page) on a notepad disk page.

NATASHA HOPKINS