KR20080045573A - Method for managing learning and business and apparatus thereof - Google Patents

Abstract

A method and a method for managing learning and business are provided to enable a learner to trace data needed for the business, and enable the learner to learn needed contents efficiently by providing the learner with a lecture list related to the learning/business, and present the lecture list corresponding to each difficulty level when the learner passes a test. A lecture list setting part(410) sets up a lecture list corresponding to business/learning of a learner. A lecture list storing part(420) stores past and preset learning lists of the learner. A log information storing part(430) stores log information including learning time of the learner. A lecture list extractor(440) extracts the lecture list corresponding to business/grade information of the learner. A learning ability diagnosing unit(450) measures learning ability of the learner by extracting a test score of the learning list and comparing the test score with a reference score corresponding to the business/grade information. A business learning ability extractor(460) extracts a learning ability measurement result of the learner. The learning ability diagnosing unit sets up the upper lecture list to the learner when the test score is higher than the reference score.

Description

Method for managing learning and business and Apparatus

1 is a flow diagram of a method for collecting learner information in accordance with a preferred embodiment of the present invention.

2 is a flow chart illustrating the generation of management data for managing the learner's learning and tasks according to a preferred embodiment of the present invention.

Figure 3 is a flow chart for integrally managing and diagnosing learners' learning and tasks according to a preferred embodiment of the present invention.

Figure 4 is a block diagram of a learning and task management apparatus for managing the learner's learning and tasks according to a preferred embodiment of the present invention.

5 is a flow chart of a learning and task management method for managing learners' learning and tasks according to a preferred embodiment of the present invention.

6 is a flow chart of a learning sequencing method for managing learners' learning and tasks in accordance with a preferred embodiment of the present invention.

<Explanation of symbols for the main parts of the drawings>

410: Course list setting unit

420: course list storage

430: log information storage unit

440: course list extraction unit

450: learning ability diagnostic unit

460: learning ability extraction unit for each task

The present invention relates to the field of online learning management systems, and more particularly, to a learning management method and apparatus related to work.

The Learning Management System (LMS) is a system for managing learners' courses, learning processes, and their results. It can provide full management of online learning experiences from content creation to course delivery. have. In a prototype learning management system, one or more course offerings may be distributed over a computer network for delivery to learners enrolled in one or more corresponding courses. Course offerings may simply include content from text-based educational materials to full-blown interactive, live classroom settings, which are fully provided over a computer network. The ability of learning management systems to deliver content has advanced to this day so that almost any learning experience previously delivered through real education can be fully delivered online and even globally via the Internet. ITS (Intelligent Tutoring System) is a system that develops the situation of individualized lessons that can be derived when teachers and learners develop one-to-one lessons in a system using a computer as a teaching aid. The goal may be to implement the same level of individualized instruction in computer-assisted classes as in the past.

In this e-learning system, in order to enable learning contents to be operated on any system without being dependent on a specific platform, a standardized protocol for how the learning contents are mounted on a platform and a communication protocol is required. In this standardized protocol, ADL (Advanced Distributed Learning, hereinafter referred to as `` ADL ''), a US standardization institution, proposes a learning object model called SCORM (Sharble conents object reference model, hereinafter referred to as SCORM).

SCORM aims to make teaching content reusable learning content within a technology framework common to computer and web-based learning. SCORM defines a technical framework by providing a set of guidelines, specifications, and standards. ADL developed a model for creating and applying e-learning using the work of standards and standards bodies. SCORM has various components, but the most important component is CMI (Computer Management Instruction) data. Here, the CMI is to improve the learning efficiency by managing the learning process that proceeds using a computer. In other words, in relation to SCORM content development, the CMI command refers to a set of various commands used to program content during content development in relation to learning activity tracking defined in the SCORM execution environment (RTE). Currently, ADL proposes SCORM as an e-learning standard. Therefore, there is a need to develop an Intelligent Tutoring System (ITS) based on this.

However, such a conventional learning management system may include a learning management server configured to manage the introduction and distribution of course material to enrolled students. Here, a common problem associated with large learning management systems is that the amount of learning material may be so large that it is difficult for the learner to find a particular learning material. In addition, after any suitable learning object has been retrieved, it may be difficult to retrieve it again or it may be difficult for other users to search for the same learning object. Thus, the search results may include learning objects that the learner is not interested in. The registered course list provides quick access to the specific learning object that the learner registers, but is somewhat limited in that the learner must register with the learning object and view it. In addition, the conventional learning management system is a system for learning itself, there is a problem that does not present an appropriate learning process in relation to the work and position of office workers.

The present invention provides a learning and task management method and apparatus that can enable tracking of data required to ignore work by providing learners with a list of courses related to tasks and tasks.

The present invention also provides a learning and task management method and apparatus for providing a learner with a list of courses related to a learner's work so that the learner can efficiently learn necessary contents.

In addition, the present invention provides a learning and task management method and apparatus capable of presenting a list of lessons that can be learned for each difficulty level after the learner passes a test in providing learning contents related to the task.

In addition, the present invention provides a learning and task management method and apparatus capable of linking with a Human Resource development (HRD) system in consideration of a learner's learning result as a work capability. In other words, the present invention is based on the learner's CMI data, the process of personalized data processing for the learner to increase the learning efficiency for the individual learner, in connection with the company's HRD system and human resources management system, the actual work of the company To provide a learning and task management method and apparatus for improving productivity.

Technical problems other than the present invention will be easily understood through the following description.

According to an aspect of the present invention, the learning and work management method performed in the learning and work management apparatus, the method comprising: (a) setting the course content corresponding to the learner's work and position to be learned by the learner; (b) storing log information including the learning time of the learner and the learning content learned by the learner among the course contents; (c) storing a test score for the learning content received by the learner; (d) extracting learning contents corresponding to the job and position information of the learner from the learning contents learned by the learner; (e) extracting a test score for learning contents corresponding to the task and position information among the test scores received by the learner and comparing the test score with a reference score corresponding to preset task and position information; And (f) setting the next course content corresponding to a preset progress table to be learned by the learner when the test score received by the learner is higher than the reference score. .

Here, the course content is a list of courses that learners learn, or the course content is included in the course list that learners learn and divided by progress, or the course content is a unit separated by progress in the course list that learners learn It can be a section included in and divided by difficulty level.

Here, in the step (f), the next course content may be a course list different from the learning list learned by the learner.

Here, in the step (f), the next course content may be included in the learning list learned by the learner, and may be a unit in which the learner learns different levels from the progress.

Here, in the step (f), the next course content may be included in a unit which is a step-by-step learning content of the learning list learned by the learner, and may be a section having a different difficulty level from the content learned by the learner.

In addition, the learning and task management method according to an embodiment of the present invention may further include the step of outputting a learning attention message when the predetermined operation signal is not received from the learner during the learning time.

In addition, the learning and task management method according to an embodiment of the present invention comprises the steps of comparing the test score received by the learner with the average test score of the learner; And outputting a learning prompt message when the test score received by the learner is lower than the average test score of the learner as a result of the comparison.

In addition, the learning and task management method according to an embodiment of the present invention comprises the steps of comparing the test score received by the learner with the average test score of the learner; And when the test score received by the learner is lower than the average test score of the learner, transmitting a learning prompt message to the learner's e-mail address.

In addition, according to another aspect of the invention, the course list setting unit for setting the course list corresponding to the learner's work and position information; A course list storage unit for storing past and present learning lists learned by the learner; A log information storage unit for storing log information including a learning time learned by the learner; A course list extracting unit for extracting a learning list corresponding to the work and position information of the learner from the learning list learned by the learner; A learning ability diagnosis unit that extracts a test score for a learning list corresponding to the job and position information among the test scores received by the learner and compares the test score with a reference score corresponding to preset task and position information to measure the learner's learning ability. ; And it can present a learning and task management apparatus including a learning ability extracting unit for each task to extract the result of measuring the learner's learning ability.

Here, when the test score received by the learner is greater than the reference score, the learning ability diagnosis unit may set the learner to learn the upper level list corresponding to the reference score from the list.

Here, the list of courses is divided into a plurality of lessons having different contents, each section is divided into a section having a plurality of difficulty for the same content, the test score of the section received by the learner is larger than the reference score In this case, a section of another unit having the same difficulty as that of the section learned by the learner may be set to be learned by the learner.

Here, the list of courses is divided into a plurality of lessons having different contents, each section is divided into a section having a plurality of difficulty for the same content, the test score of the section received by the learner is larger than the reference score In the same unit, a section having a higher difficulty level than that of the section learned by the learner may be set to be learned by the learner.

Here, when the difficulty of the section learned by the learner is the highest in the same unit, a section of another unit having the same difficulty as the difficulty of the section learned by the learner may be set to be learned by the learner.

Here, the learner's work and position information may include any one or more of the learner's department, position, title, gender, education, nationality, former department, working years.

Here, the log information may include any one or more of the number of attendance, the number of logins, and the last access time of the learner.

Here, the test score received by the learner may include any one or more of the learner's attendance score, learning time score and learning count score.

Here, the test score received by the learner may include a question collection score of the learner.

Hereinafter, a preferred embodiment of the learning and task management method and apparatus according to the present invention will be described in detail with reference to the accompanying drawings, in the description with reference to the accompanying drawings, the same components regardless of reference numerals refer to the same reference numerals Reference numerals will be omitted and duplicate description thereof will be omitted.

In general, full-learning is an individualized teaching method that provides effective instruction through the best teaching conditions and appropriate support for each student's ability. In this regard, more than 90% of the students in the class learn about 90% or more of the given task. It is defined as learning. Here, we have five variables that affect students' learning, and these variables can be categorized into individual differences and class variables. Individual variables are learner's aptitude, learner's understanding of class, and learner's persistence. Class variables are class quality and learning opportunity.

Learner's aptitude is the time required to achieve a given task at a given level under optimal learning conditions. The learner's comprehension can be the student's general intelligence and the student's language ability. Depending on the nature of the learning task, it can be a time for active efforts. In addition, as a class variable, the quality of lessons is made up of words that learners can understand what and how to learn, and enables each learner to make sensory contact with the materials to be studied. It should then be presented in the proper order to prepare for the phases to be carried out, and the whole course of the lesson should be tailored to suit the specific needs and characteristics of each individual learner. In addition, learning opportunities can be the time actually given to a student for a particular study.

Among the above five variables, the learner's aptitude (time spent on learning), the learner's persistence (time actively spent on learning), and learning opportunities (time given for learning) may be measured and displayed in time. In addition, it is possible to measure the learner's understanding of the class as a combination of general intelligence and language ability, and the quality of the class is tentatively measured by appropriate experimental manipulation. In other words, it is a measure of seeing optimal teaching activity as 1 with poor teaching activity as 0. Therefore, the degree of learning can be expressed as a formula as follows.

(1)

(One)

Here, F means that both sides are in a functional relationship. The time used for learning, which is the numerator, is determined by the learning opportunities and the persistence of the learner, and the time required for the denominator is determined by the learner's aptitude, the learner's comprehension, and the quality of the lesson. Looking at the above equation, if the time required for learning is used for learning, the degree of learning is 100%, and if half of the time required for learning is used for learning, the degree of learning is 50%. In other words, the degree of learning may be higher or lower depending on the correlation of the five variables.

In order to perform this full learning, the learning objectives of the units that students are expected to learn before class should be clearly defined, and the meaningful learning experience and the organization of the procedure that students should have in order to reach these learning objectives should be established. At this stage, the teacher's activities can be likened to the preparation of teaching and learning plans through so-called task analysis. In this regard, this instructional setting activity is an essential preparation for effective instructional planning. After that, the learning elements that should be premised on the learning of the unit are identified, and the learning defect diagnosis step for diagnosing whether students have learning defects is performed for these learning elements, and through this diagnosis, supplementary learning is provided for the lack of learners with learning defects. Will be performed.

In the class stage, the learning goal of the unit or course to be learned is set, and the class activity is developed by the teacher or the e-learning system. In addition, it performs class assistance activities to settle the concepts, principles, and methods learned in this class through practice, experiments, and practice, and is conducted when the lessons of small groups or breaks are completed. Perform informal assessments to provide information for students and to help students identify their progress. Afterwards, through formative assessment, students who are deemed sluggish are provided with a program to review or supplementary learning, and learners who show normal learning progress can learn deeper. After the class phase is completed, complete learning can be performed by performing a comprehensive assessment to calculate the student's grades.

Hereinafter, the system and method for such learning management will be described in detail corresponding to the learning stage.

1 is a flowchart illustrating a method for collecting learner information using a standard e-learning system according to a preferred embodiment of the present invention.

Current learning management systems are difficult to manage timely and efficiently for each individual's learning experience, such as simple content delivery and most basic linear learning management support. . Therefore, according to the present invention, the learning information of the learner (or job performer, hereinafter referred to as 'learner') is utilized, and the evaluation result is applied to the learning and the task at the same time to present a guideline for learning direction and efficient work performance. do.

To this end, the learner performs a learning activity on a pre-set course list using the learning contents 110 and 160 (120). Here, the learning content (110, 160) is a content database combined with a system for managing the learner's curriculum, learning process, learning content, and results, and forms and stores individualized e-learning contents in the form of learning objects, stores them, combines them, and gives them to the learner. Can be content delivered. That is, the learning contents 110 and 160 may be contents having functions such as mounting a learning object, creating a course and assigning a learning object, searching a learning object, creating a course, and reconstructing a course. Such learning contents 110 and 160 may increase the suitability of the system by using standard contents of the e-learning system of SCORM.

Thereafter, the learner's learning activity may be converted into personal learning information data using a data model of SCORM's Run-Time Environment (RTE) 130. This set of data model elements allows you to track items such as learner's status, scores, data interactions, and learning goals. According to the SCORM 2004 Run-Time Environment Version 1.3.1 Data Model Elements, the RTE 130 includes learner text, learning completion, progress, test scores, learner session time, and the like. In addition, the learner's learning activity data is tracked 140. That is, the log information including the learner's learning time is tracked, and the list of courses the learner has learned. In addition, the learner's learning ability is tested using the e-test 150. Here, the learner's learning activity data and test results are determined by the grading system 170 to determine the learner's learning ability level corresponding to the test score of the learner's course list.

Here, a classification system for quantitative learning evaluation and work-related learning data is set based on a classification system of management data including learning CMI data. That is, based on the classification system for learning evaluation, personal learning information for setting up a business classification system may be collected 180 so that work evaluation corresponding thereto may be performed. After that, we extract valid data related to learning and work. For example, a list of courses, profile information, assignment information, library information, question and answer information, and test results corresponding to the learner's job and position may be extracted.

The management data including the conventional CMI data includes version information, the learner's collection and location of the comments after the study, the date and date recording information (the number of comments of the learner, the date of storing the comments, etc.), the number of comments and the comments shown to the learner, Information on completion of the learning object, the progress range of the learner's course, information on whether or not the object was previously accessed, information on why and how to end the learning, correlation information for measurement and evaluation purposes, and learning Information to be presented when the management system is initialized, learner's ID / password / name information, learner's learning time information, progress information at the end of the learning management system, learner's test information, and previous and current learner's session time sum information Set the information.

According to the present invention, the management data may be set to further include work and position information related to efficient learning. Here, the job and position information may include any one or more of the department, position, position, gender, education, nationality, former department, number of years of work of the learner. In addition, data for learning progress and efficient learning may be further included. The contents of the valid data described above are summarized as follows without restricting the format.

Kinds Valid data content profile Department, position, position, gender, education, nationality, all, working years, number of lectures, total time of LMS login, total number of LMS login, last access time Lecture Past Course History, List of Courses, Total Time by Course, Post Test Score, Sequencing Information Assignment Whether to submit a task, the number of times to submit a task, the task evaluation score, the amount of assignment, the trend of the previous task score, the deadline for submitting a task reference Room Data DownLoad, Data Visits, DownLoad / Data Visits question answer The number of questions, the number of meaningful questions (over the baseline), the number of questions, and the one with the most questions Test Examination, Examination, Score, Grade, Exam Schedule (Date), Individual Notification evaluation The number of evaluations by chapter, the head of the highest score, the head of the lowest score, the average score, the score trend, the grade from the total score, the number of evaluations before passing, the score before the start

In addition, the contents of the valid data related to the teaching item for the learner guide according to the present invention are as follows.

Time summary Valid data details Before class Learner Login Learn student information. Classroom Connection Inquire the course history. The current course list is displayed. Course details are shown. Present a study guide for your current level. Inform new registrations, such as new assignments, notices, notes, and tests. in class Lecture view Learn the subsection pages. Progress rate Check the time spent on each page (set recommended learning time for each content), if the recommended learning time is filled, progress data will be reflected (section progress rate, chapter progress rate implementation), and section recommendation learning time. Attendance Check connection by section. Shows unlearned verses when attending verses for study. Q & A When registering a question, select the appropriate chapter. When a question is answered, a score for the question is given. An automatic encouragement e-mail will be sent to the student upon scoring a good question. Assignment Automatically send the assignment contents. If the learner does not confirm the assignment, a warning window will pop up. Send a mail to encourage submission before the deadline. Quiz Measure learning comprehension through pre-testing sections and quizzes after section learning. Inferior learning leads to repeated learning of the relevant section. If the quiz is not answered, you cannot go to the next step. Learning materials Notify learners when learning materials are registered (email sending, notification on login). Discussion Evaluate replies to discussion topics that are open (good discussions give additional points). Notice Automatic mail and notification function is provided upon notification registration. e-Test Provide a schedule when registering for the test (mailing, notification upon login). When the test is due, when the submission time approaches, a warning message is sent (email sending, notification function upon login). After class Grade management Students' grades are calculated according to the evaluation reflectance ratio. Once the grade is calculated, a report card will be sent automatically. Grade Present the learner's grade level for the overall mean. evaluation Evaluate the learner's ability to learn and suggest courses for the learner's level. Present the learner's shortcomings. It is used as data by job level and job.

Therefore, learners can learn efficiently by learning the list of lectures related to their job and position, and these results can be used in the HRD system related to the promotion and job placement of the learner.

2 is a flowchart illustrating a method of generating and using management data for managing a learner's learning and tasks according to a preferred embodiment of the present invention. Here, the comprehensive evaluation is conducted by linking learning achievement and work performance. Therefore, we separately develop the academic achievement target competency as learner and the work performance target competency as a worker, and weight each target competency and achievement competency related to study and work. It suggests ways to conduct individual and comprehensive evaluation.

Referring to FIG. 2, management data related to work and learning are generated according to a preset method using the valid data generated in FIG. 1 (210). The management data is data obtained by converting valid data extracted from the collected personal learning information corresponding to a preset format. The format of the management data may be determined to correspond to the learner's learning progress, contents for efficient learning, and teaching items for the learner's guide, and may be set to be compatible with the format of the CMI data. Thereafter, the management data is classified to set a category of the learning / task management data with reference to the data and category storage device 240 (230). Thereafter, the management data and the learner profile information are input to the learning and task management device 260 according to the execution of the learning evaluation module. The learning and task management device 260 includes an adaptive engine 261, a log analyzer 263, a profile analyzer 265, a data extractor 267, and a learner personal information analyzer 269. The log analyzer 263 extracts learning information related to the learner's work by analyzing log information related to the learner's learning (for example, a course list and a learning time). Here, the log information may include any one or more of the number of attendees, the number of logins, and the last access time of the learner. The profile analyzer 265 analyzes profile information (eg, learner's department, job title, job title, gender, educational background, etc.) related to the learner's work so as to associate the learning result with the work. The data extractor 267 extracts the necessary data, the learner personal information analysis unit 269 stores and manages the extracted learner's information, and the adaptive engine 261 manages the learner information as a whole and Control functions to work together.

Thereafter, the learning guide module 270 prepares a learning / teaching guide for the learner by referring to the guide database 280 that generally stores the learning guide information corresponding to the task (290). The learning / teaching guide 290 includes a learner guide 291 and an intelligent teaching guide 293. Here, the learner's guide 291 presents a list of students and a learning method corresponding to the learner, and the intelligent teaching guide 293 presents a process of teaching a learner according to the guide.

3 is a flowchart of integrated management and diagnosis of a learner's learning and tasks according to a preferred embodiment of the present invention. Referring to FIG. 3, the comprehensive data related to the learner's work and learning ability calculated by linking the learner's learning ability result 310 and the work evaluation extracted in FIG. 2 to each other (330) is stored in the database 320. do. Thereafter, the learning and tasks are mapped by the comparative analysis of the learning status collected through the standard guide for the learning process and the tracking results of individual learners (340). Thereafter, based on the learning evaluation result, work evaluation result, and learning / work weighting evaluation result, the learner's learning and work ability are evaluated by applying a weight (350), and these results may be monitored through a separate data output unit ( 360). In this case, the weighted evaluation may be performed by comprehensively considering the learner's work. For example, the evaluation may be performed in consideration of the completion of a list of courses required by the learner.

The learner then diagnoses the learner's learning and work skills (370), enters the results into the learn and work guide system (381), interoperates with the HRD system (383), and allows the manufacture or reset of course codes. (385). Therefore, the learner's learning results can be reflected in the work, so that the learner can receive efficient education and the company can cultivate suitable talent.

In the above description, a flowchart illustrating a method of using a learner's learning result in a task has been described. Hereinafter, a configuration diagram and a management method of an apparatus for executing such a method will be described in detail.

4 is a block diagram illustrating a learning and task management apparatus for managing learners and tasks according to a preferred embodiment of the present invention. Referring to FIG. 4, the learning and task management apparatus according to the present invention includes a course list setting unit 410, a course list storage unit 420, a log information storage unit 430, a course list extracting unit 440, and a learning ability. The diagnosis unit 450 and a task-specific learning ability extracting unit 460 are included.

The course list setting unit 410 sets a course list corresponding to the learner's work and position information. For example, if the learner is a general researcher, a list of courses related to the technical trends required for the position may be presented. If the learner is a manager, a list of courses related to management may be presented.

The course list storage unit 420 stores a list of past and present courses that the learner has learned. The list of courses a learner has taken may be referred to as a learning list to confirm that they have learned. Here, by storing the learner's past learning history, it is possible to extract the learner's entire learning list, it is possible to create a list to be newly learned.

The log information storage unit 430 stores log information including a learning time learned by the learner. The log information is information related to the learner's learning (for example, a list of courses and a learning time). The log information may be used to determine a learner's learning situation, and a learning guide related to a task may be set later. For example, a list of courses corresponding to the learning conditions may be presented by calculating the learner's average learning time.

The course list extractor 440 extracts a learning list corresponding to the learner's work and position information from the learning list learned by the learner from the entire course list. Thereafter, the learning ability diagnosis unit 450 extracts a test score for a course list corresponding to work and position information among test scores received by the learner, and compares the test score with a reference score corresponding to the preset work and position information. Measure Here, the test score received by the learner may include one or more of a learner's attendance score, a learning time score, and a learning count score, as well as a test result about a multiple choice or subjective question about the learning content. In addition, the test score received by the learner may include a score for the number of times the learner asked a question. That is, the question number corresponding to the number of questions determined as a good question may be calculated under the manager's judgment and reflected in the learner's test score. Here, the reference score may be set in consideration of the learner's job, for example, the reference score in the case of the employee may be set higher than the reference score applied to the manager. The learning ability extractor 460 for each task extracts a result of measuring a learner's learning ability and outputs a result to a corresponding output unit when an output unit is provided.

Here, the reference score to compare the test score received by the learner is set in various ways, and correspondingly, the next course content corresponding to the preset progress table may be given to the learner. For example, if there is one reference point, if the learner's test score is higher than or equal to the reference score, the next course will be set according to the progress. If the learner's test score is lower than the reference score, the student will review the current lesson once more. You can set it up to review what you've learned before. In addition, in the case where the reference score is plural, for example, when the reference score is set to 70 points or 90 points, when the test score of the learner exceeds 90 points, the next course content is set according to the progress. You can review what you have learned, and if you are between 70 and 90, you can set it up to review the current lesson.

Here, when there are a plurality of learning objectives defined in each course content (course list, unit, section, etc.), the test for the learner may be 2 or more. That is, the test content may be set according to the learning goal, and the reference score may be set for each test, and the next course content may be set according to whether the learner's test score passes the reference score for each test. Here, the learning target may be set in various ways, for example, it may be set in various forms, such as a basic course, a practice test course, a work adaptation process.

5 is a flowchart of a learning and task management method for managing a learner's learning and tasks according to a preferred embodiment of the present invention. Hereinafter, a description will be given of a method generally performed in a learning and task management apparatus combined with learners online, but the present invention is not necessarily limited to the method performed online.

In step S510, it is set so that the course content corresponding to the learner's job and position can be learned by the learner. Here, the course content may be divided into a course list, a unit, and a section. The course list can be the subjects the learner will study, the unit can be the learning contents divided by the progress included in each course list, and the section can be the content of the different difficulty levels included in each unit. For example, if the course list is a civil law, a unit can be a course of learning for each level of learning, including general rules, property rights, and property rights, which constitute a civil law, and sections can have different levels of difficulty (for example, basic courses). Learning, etc.). In the following description, a list of courses is set and provided to learners.

Here, the course list corresponding to the learner may be set by an administrator of the learning and task management device or may provide the learner with a rough and tangible list of courses, similar to the method of enrolling at a university in general. You can also choose.

Here, since the course list is set in consideration of the work and position of the learner, a course list suitable for the learner may be set. In operation S520, the learning list learned by the learner is stored among the above-described log information including the learner's learning time and the course list presented to the learner. Here, when a predetermined operation signal is not received from the learner during the learning time, the learner may be alerted by outputting a learning attention message.

In operation S530, a test score for the learning list received by the learner is stored. Learners may be tested on subjects they have studied, for example, by an e-test method online. Therefore, such test scores may be stored in the storage unit and used as a measure for measuring learner's learning ability.

In operation S540, the subject information related to the task is searched by extracting a learning list corresponding to the task and position information of the learner from the learning list learned by the learner. Subsequently, in step S550, a test score for a learning list corresponding to the job and position information among the test scores received by the learner is extracted and compared with a reference score corresponding to the preset job and position information.

In step S560, it is determined whether the test score received by the learner is higher than the reference score. In step S570, when the test score received by the learner is higher than the reference score, the learner of the next level corresponding to the preset progress table is learned to the learner. Set it to be. Here, when the test score received by the learner is greater than the reference score, the upper class list corresponding to the reference score in the course list may be set to be learned by the upper learner. Therefore, if the learner scores better than the reference score, different subjects, units may be presented to the learner, and sections or problems of different difficulty may be presented among the same units. In other words, the next level of learning can be presented in various ways.

For example, the learning content of the next level may be a course list different from the learning list learned by the learner, or may be included in the learning list learned by the learner, and may be a unit in which the learning step is different from the learning level. In addition, the next learning content is included in a unit that is a step-by-step learning content of the learning list learned by the learner, and may be a section having a different difficulty level from the learning content of the learner. Here, the list of courses, other lessons, or other sections of the next step that the learner will learn may be the content of learning prepared in the direction of progress.

In operation S580, when the test score received by the learner is lower than the reference score, the learner may retake or retest the course list, unit, or section.

In step S590, it is possible to diagnose the learner's learning and work skills, input the results into the learning and work guide system, and to be linked with the HRD system. In other words, the learning list can be provided as a basic material to the HRD system for manpower placement and human resource training by referring to the learning list learned by the learner. Therefore, according to an embodiment of the present invention, the learner can receive an efficient education, the company has the advantage of reflecting the learner's learning results in the work, and nurture suitable talent.

6 is a flow chart of a learning sequencing method for managing learners' learning and tasks with respect to content provided with a plurality of units and sections according to an exemplary embodiment of the present invention. Referring to FIG. 6, a list of courses to be learned by a learner or contents included therein is divided into sections and sections.

Each unit with the same content includes multiple sections by difficulty level or learning objective. That is, a section for learning overview may be presented when the learning goal is an approximate learning, and a section configured mainly for solving a real problem may be presented for the examination. Unit 1 includes Section 1 (610 (1)), Section 2 (620 (1)), Section 3 (630 (1)), and Unit 2 includes Section 1 (610 (2)) and Section 2 (620 ( 2)), section 3 (630 (2)), and unit n includes section 1 (610 (n)), section 2 (620 (n)), section 3 (630 (n)). Here, unit n means the nth unit, and it is assumed that the difficulty of each unit is determined in the order of section 1, section 2, and section 3.

Here, if the test score received by the learner for the learning list learned is greater than the predetermined reference score, a new course list, unit, section is set up and presented so that the learner can learn the upper list corresponding to the reference score in the course list. Can be. That is, each course list is divided into a plurality of lessons (Section 1, Lesson 2, ..., Lesson n) having different contents, and each lesson has a plurality of difficulty sections (section 1 (610 ( n)), section 2 (620 (n)), section 3 (630 (n))), and if the test score of the section the learner received is greater than the reference score, the difficulty level is the same as the difficulty level of the section the learner learned. A section of another unit having a may be set to be learned by a learner. For example, if the test score of section 2 (620 (1)) that the learner received is greater than the reference score, section 2 (620) of unit 2 having the same difficulty level as that of the section 2 (620 (1)) that the learner learned. (2)) can be set to be learned by the learner. If the test score of section 2 (620 (1)) received by the learner is smaller than the reference score, section 1 (610 (1)), which has been previously learned or has a lower difficulty level, may be provided to the learner as a course content. It may be.

 In addition, when the test score of the section received by the learner is greater than the reference score, a section having a higher difficulty level than the difficulty of the section learned by the learner in the same unit may be set to be learned by the learner. For example, in this case, section 3 630 (2) having a higher difficulty level than that of section 2 620 (2) learned by the learner in unit 2 may be set to be learned by the learner. Here, when the difficulty of the section learned by the learner is the highest in the same unit, a section of another unit having the same difficulty as the difficulty of the section learned by the learner may be set to be learned by the learner. For example, since the difficulty of section 3 (630 (2)) that the learner learned is the highest in unit 2, section 3 (section 3) of unit n that has the same difficulty level as that of section 3 (630 (2)) that the learner learned. 630 (n) may be set to be learned by the learner.

The method and conditions for the learner to learn each session divided by difficulty in each unit can be variously set. For example, if you learned one of the sessions in each unit, the next unit might be set to learn, or if you learned all the sessions in each unit, the next unit might be set to learn. The method may be implemented by various embodiments.

In addition, after the learner learns the course content (course list, lessons, sections, etc.), the student's test score is compared to the student's average test score, and the comparison test student's test score is lower than the student's average test score. In this case, the learning prompt message may be output to the learner terminal used by the learner or transmitted to the learner's e-mail address. Since the learning prompt message is transmitted after comparing the learner's test score with the learner or the overall average test score, the learner can use the learning prompt message to evaluate his or her current degree of learning. Here, the learning prompt message can be output in various forms and contents. For example, the test score of the current learner is compared with the average test score of the learner, and the information of passing / failing is described, and the part of the learner lacking learning is derived. To the learner.

The present invention is not limited to the above embodiments, and many variations are possible by those skilled in the art within the spirit of the present invention.

As described above, the learning and task management method and apparatus according to the present invention have an effect of enabling the tracking of data necessary for work by providing learners with a list of courses related to tasks and tasks.

In addition, the learning and task management method and apparatus according to the present invention has an effect that the learner can efficiently learn the necessary content by providing the learner with a list of courses related to the learner's work.

In addition, in the learning and task management method and apparatus according to the present invention, in providing learning contents related to a task, the learner can present a list of lessons that can be learned for each difficulty level after passing a test.

In addition, the learning and task management method and apparatus according to the present invention has an effect that can be linked to the HRD (Human Resource development) system in consideration of the learner's learning results as work capabilities. In other words, the present invention is based on the learner's CMI data, the process of personalized data processing for the learner to increase the learning efficiency for the individual learner, in connection with the company's HRD system and personnel management system, the actual work of the company There is an effect that can improve the productivity.

Although the above has been described with reference to a preferred embodiment of the present invention, those of ordinary skill in the art to the present invention without departing from the spirit and scope of the present invention and equivalents thereof described in the claims below It will be understood that various modifications and changes can be made.

Claims (19)

In the learning and work management method performed by the learning and work management device, (a) setting a course content corresponding to a learner's job and position to be learned by the learner; (b) storing log information including the learning time of the learner and the learning content learned by the learner among the course contents; (c) storing a test score for the learning content received by the learner; (d) extracting learning contents corresponding to the job and position information of the learner from the learning contents learned by the learner; (e) extracting a test score for learning contents corresponding to the task and position information among the test scores received by the learner and comparing the test score with a reference score corresponding to preset task and position information; And (f) setting the next course content corresponding to a preset progress table to be learned by the learner when the test score received by the learner is higher than the reference score. The method of claim 1, The course content is a learning and task management method, characterized in that the learner learn list. The method of claim 1, The course content is included in the list of learners to learn, learning and task management method characterized in that the unit is divided by progress. The method of claim 1, The content of the course is included in the section divided by the progress in the list of learners to learn, learning and task management method characterized in that the section divided by difficulty. The method of claim 1, In step (f) above, The next course content is learning and task management method, characterized in that the course list is different from the learning list learned by the learner. The method of claim 1, In step (f) above, The next course content is included in the learning list learned by the learner, learning and task management method, characterized in that the unit is different from the content learned by the learner step. The method of claim 1, In step (f) above, The next course content is included in the unit which is the learning content of each step of the learning list learned by the learner, learning and task management method characterized in that the section is different from the content learned by the learner. The method of claim 1, and (g) outputting a learning attention message if a predetermined operation signal is not received from the learner during the learning time. The method of claim 1, (h) comparing the test score received by the learner with the average test score of the learner; And and (i) outputting a message for prompting learning when the test score received by the learner is lower than the average test score of the learner as a result of the comparison. The method of claim 1, (j) comparing the test score received by the learner with the average test score of the learner; And and (k) transmitting a learning prompt message to the learner's e-mail address when the test score received by the learner is lower than the learner's average test score. A course list setting unit for setting a course list corresponding to the learner's work and position information; A course list storage unit for storing past and present learning lists learned by the learner; A log information storage unit for storing log information including a learning time learned by the learner; A course list extracting unit for extracting a learning list corresponding to the work and position information of the learner from the learning list learned by the learner; A learning ability diagnosis unit for extracting a test score for a learning list corresponding to the task and position information among the test scores received by the learner and comparing the reference score corresponding to preset task and position information to measure the learner's learning ability; And Learning and task management apparatus including a task-specific learning ability extraction unit for extracting a result of measuring the learner's learning ability. The method of claim 11, The learning ability diagnosis unit sets the upper class list corresponding to the reference score in the course list to be learned by the learner when the test score received by the learner is greater than the reference score. . The method of claim 12, The course list is divided into a plurality of units having different contents, and each unit is divided into sections having a plurality of difficulty levels with respect to the same contents. When the test score of the section received by the learner is larger than the reference score, a section of another unit having the same difficulty level as that of the section learned by the learner is configured to be learned by the learner Device. The method of claim 12, The course list is divided into a plurality of units having different contents, and each unit is divided into sections having a plurality of difficulty levels with respect to the same contents. Learning and task management, characterized in that the section having a higher difficulty level than the difficulty of the section learned by the learner in the same unit when the test score of the section received by the learner is greater than the reference score Device. The method of claim 14, Learning and task management, if the difficulty of the section learned by the learner is the highest in the same unit, the section of another unit having the same difficulty as the difficulty of the section learned by the learner is set to be learned by the learner Device. The method of claim 11, The learner's job and position information includes any one or more of a learner's department, position, position, gender, education, nationality, former department, years of service. The method of claim 11, And the log information includes any one or more of the number of attendance, the number of logins, and the last access time of the learner. The method of claim 11, The test score received by the learner is a learning and task management device, characterized in that any one or more of the attendance score, the learning time score and the number of learning score of the learner. The method of claim 11, The test score received by the learner is learning and task management device, characterized in that it comprises the learner's question collection score.

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