KR20230033918A - Apparatus and method for learning coordinating - Google Patents

Abstract

Disclosed are a learning coordinating device and method. The learning coordinating method includes the steps of: receiving problem information and labeling the problems to construct a problem bank database; extracting a problem from the constructed question bank database and presenting the problem to the learner who requested learning, when a learning request is received from the learner; and evaluating a learner's learning ability by analyzing a learner's problem-solving result. Therefore, it is possible to evaluate learner's learning ability maturity by analyzing the learner's problem solving result.

Description

Learning coordinating device and method {Apparatus and method for learning coordinating}

The present invention relates to a learning coordinating device and method.

With the development of the Internet, online learning methods using the Internet have been developed, spread, and widely used, and the number of users is rapidly increasing due to various advantages of the online learning method and the development of various learning methods. Existing online learning methods, most of which are video lectures, are downloaded and watched by students at the required time, and are in the form of VOD (Video On Demand) for learning, and some learning methods through real-time lectures using video cameras are also being made.

On the other hand, the learning method using an online question bank is currently mainly used in the form of an auxiliary learning tool for video lectures. The online question bank learning method is a method in which a problem pool or a data base is built and students access it to solve or learn the problems of a specific unit presented, and between the question bank and the student’s bilateral channel It is an online learning method.

The online problem bank learning method uses an already built problem pool so that students can conveniently solve problems and learn by selecting the required subject or unit regardless of time and space anywhere and anytime where the Internet is connected. It has several advantages, just like the online learning method, such as being able to immediately check correct and incorrect answers, learning repeatedly, and being able to evaluate learning effects and achievements in various ways.

While the question bank learning method built in this online learning site provides many advantages and learning effects to students, the online learning site that provides these online learning methods is not helpful to teachers and instructors who teach students. . This is because the target of the online learning site is set to the learner, and it is composed of a learning site and a quantum channel of students who pay for the learning site and listen to the lecture. Even if you want to use it, it is very difficult to find a way to use it, and if you can use it, you will just refer to the problems presented in the question bank pool.

In addition, the subject you want to teach is not aimed at many Internet users, and there may not be a subject already opened online. You will not be able to compose problems or freely compose questions for testing. Moreover, it would be a more difficult problem for an individual instructor to build a question bank online in order to utilize the advantages of the online question bank learning method and configure a question bank suitable for himself and use it for education.

Korean Patent Publication No. 10-2019-0000675 (2019.01.03)

The present invention establishes a question bank database by setting meta information for each problem, extracts and presents a problem suitable for a learner from the constructed question bank database, and then analyzes the result of the learner's problem solving to determine the maturity level of the learner's learning ability. It is to provide a learning coordinating device and method for evaluating.

According to one aspect of the present invention, a learning coordinating method performed by a learning coordinating device is disclosed.

The learning coordinating method according to an embodiment of the present invention includes the steps of constructing a question bank database by labeling problems by receiving problem information, and when a learning request is received from a learner, a problem is generated from the constructed question bank database. It includes extracting and presenting a problem to the learner who requested learning, and evaluating the learner's learning ability by analyzing the result of the learner's problem solving.

In the learning coordinating method, the step of presenting a problem to the learner by expanding the constructed question bank database and the step of evaluating the learner's learning ability are repeated until the learning ability maturity level reaches the final stage. more includes

In the step of constructing the question bank database, meta information is set for the problem based on the problem information and labeling is performed. It includes meta information about the problem itself and meta information about learning, such as the difficulty of the problem, the importance of the problem, the classification of content elements of the problem, the problem processing time, the number of wrong answers, and the score.

The content element classification above is fact X memory, concept X memory, procedure X memory, principle X memory, concept X use, procedure X use, principle X use, concept X discovery, procedure X discovery, principle X discovery, constructing X It includes Creating, Designing X Creating, and Producing X Creating.

In the step of presenting the problem to the learner, in the case of the problem type, multiple choice type, short answer type, and subjective type are presented in the order, and in the case of the difficulty level, presented in the order of low, medium, and high, and in the case of the level of importance, basic, core . The concept X discovery, the process X discovery, the principle X discovery, the configuration X creation, the design X creation, and the production X creation are presented in the order.

The step of evaluating the learning ability of the learner is the step of calculating and recording a basic learning score by measuring the problem processing time and the number of incorrect answers to the problem in order to perform a basic diagnosis on the learner who has performed problem solving, and the problem solving step In order to perform the diagnosis of the next step for the learner who has performed, setting scores according to the problem type, difficulty, and importance, and calculating a basic learning score according to the set scores.

The step of evaluating the learning ability of the learner includes the step of calculating the learning ability maturity level of the learner by summing the scores for the questions to which the correct answer is given using the scores set according to the content element classification, The competency maturity stages are: Level 1 (Repetitive) with the highest score for remembering fact X, Level 2 (Relational) with the highest score for remembering concept X + using the concept X + remembering procedure X, and discovering concept X + Utilization of the procedure X + Step 3 with the highest score of the principle X memory (progress), discovery of the procedure X + Utilization of the principle X + Step 4 with the highest score of the principle X discovery (propagation) and creation of the configuration X + The design X creation + The production X creation includes the 5 steps (Proliferation) with the highest score.

According to another aspect of the present invention, a learning coordinating device is disclosed.

A learning coordinating device according to an embodiment of the present invention includes a memory for storing instructions and a processor for executing the instructions, wherein the instruction receives problem information and labels problems to generate a question bank database constructing, when a learning request is received from a learner, extracting a problem from the constructed question bank database and presenting a problem to the learner who requested learning, and analyzing the result of the learner's problem solving to determine the learner's learning ability. Perform a learning coordinating method including the step of evaluating.

A learning coordinating apparatus and method according to an embodiment of the present invention sets meta information for each problem to build a question bank database, extracts and presents a problem suitable for a learner from the constructed question bank database, and provides information to the learner. By analyzing the results of problem solving, the learner's learning ability maturity can be evaluated.

1 is a flowchart illustrating a learning coordinating method performed by a learning coordinating device according to an embodiment of the present invention.
2 is a diagram showing an example of a problem registration screen for receiving problem information by a learning coordinating device according to an embodiment of the present invention.
3 is a diagram schematically illustrating the configuration of a learning coordinating device according to an embodiment of the present invention.

Singular expressions used herein include plural expressions unless the context clearly dictates otherwise. In this specification, terms such as "consisting of" or "comprising" should not be construed as necessarily including all of the various components or steps described in the specification, and some of the components or some of the steps It should be construed that it may not be included, or may further include additional components or steps. In addition, terms such as "...unit" and "module" described in the specification mean a unit that processes at least one function or operation, which may be implemented as hardware or software or a combination of hardware and software. .

Hereinafter, various embodiments of the present invention will be described in detail with reference to the accompanying drawings.

1 is a flowchart illustrating a learning coordinating method performed by a learning coordinating device according to an embodiment of the present invention, and FIG. 2 is a problem registration screen for receiving problem information by the learning coordinating device according to an embodiment of the present invention. It is a drawing showing an example of Hereinafter, a learning coordinating method according to an embodiment of the present invention will be described with reference to FIG. 1 , but reference will be made to FIG. 2 .

In step S110, the learning coordinating device receives problem information and labels problems to build a problem bank database.

For example, the learning coordinating device may output a problem registration screen as shown in FIG. 2 , receive problem information for each problem from a learning manager, register and store a plurality of problems.

Referring to FIG. 2, problem information may include problem type, problem difficulty, problem importance, unit classification, content element, problem content, correct answer content, problem explanation, and the like. Here, the content element may be according to Merrill's component display theory.

For reference, Merrill's content element display theory is a teaching theory proposed by Merrill, and is a prescriptive theory for teaching micro-level knowledge and skills such as concepts or principles belonging to the cognitive realm among learning types. In this theory, instructional objectives are classified into a performance content matrix. This classification basically divides student performance into three levels: remember, use, and find, and divides learning content into facts, concepts, procedures, and principles ( After dividing into four types of principles), they are expressed as a matrix that intersects with each other to determine the level and degree of class, and to develop an appropriate class strategy. The matrix table between performance levels and content types is the same as the content element table shown in FIG. 2 .

The learning coordinating device may perform labeling by receiving problem information and setting meta information for the problem.

For example, meta information about a problem may be formed based on problem information input through a problem registration screen as shown in FIG. 2 . In other words, the meta-information on a problem may include the learning area of the problem, the problem type, the depth of the knowledge structure of the problem, the difficulty of the problem, the importance of the problem, the classification of the content elements of the problem, the problem processing time, the number of wrong answers of the problem, and the score. can Of course, since the problem processing time, the number of incorrect answers to the problem, and the score are calculated after the learner solves the presented problem and evaluates it, it can be updated after the evaluation procedure is completed. That is, the question bank database according to an embodiment of the present invention may be updated with information generated after evaluation in order to present problems for learning suitable for learners.

Here, the learning area can be set to major, intermediate and subunits, the type of problem can be set to any one of multiple choice, short answer and subjective, and the depth of the knowledge structure is 0 for the root and 1 for one of the sub-steps. It can be set to the level of the tree in an incremental manner. Also, the level of difficulty may be set to one of high, medium, and low, and the level of importance may be set to one of basic, core, and advanced. Content element classification, like Merrill's content elements described above, remembers fact X, remembers concept X, remembers procedure X, remembers principle X, uses concept X, uses procedure X, uses principle X, discovers concept X, discovers procedure X, principle It can be set to X discovery, etc. In addition, content element classification may be set to Constructing X Creating, Designing X Creating, Producing X Creating, and the like. In other words, creation may be further included in the learner's performance, and the learning contents of creation may include constructing, designing, and producing, and in addition, planning, inventing, Devising, making, and the like may be further included.

In step S120, the learning coordinating device, when receiving a learning request from a random learner, extracts a question from the built question bank database and presents the question to the learner who requested learning.

For example, in the case of a problem type, the learning coordinating device can present in the order of multiple choice, short answer, and short answer, and in the case of the learning area of the problem, it can be presented according to the knowledge structure of the subject, and the difficulty of the problem In the case of problem, it can be presented in the order of low, medium, and high. In the case of the importance of the problem, it can be presented in the order of basic, core, and deep. In the case of the content element classification of the problem, fact X memory, concept X memory, procedure X memory, principle X memory, concept X utilization, procedure X utilization, principle X utilization, concept X discovery, procedure X discovery, principle X discovery, constructing X creating, designing X creating , can be presented in the order of producing X creating.

In step S130, the learning coordinating device evaluates the learning ability of the learner by analyzing the problem solving result of the learner presented with the problem.

First of all, the learning coordinating device calculates and records the basic learning score by measuring the problem processing time and the number of incorrect answers to the problem in order to perform basic diagnosis on the learner who has performed problem solving. For example, the learning coordinating device can measure the time in seconds from the time the learner clicks on the problem to the time the answer is submitted, sets the initial value to 0, and increases it by 1 whenever an incorrect answer occurs. The number of incorrect answers can be counted.

Next, the learning coordinating device sets a score according to the type, difficulty, and importance of the problem, and calculates a basic learning score according to the set score in order to diagnose the next step for the learner who has performed the problem solving.

For example, in the case of the type of question, multiple choice is 1 point, short answer is 2 points, and subjective is 3 points. In the case of the importance of the problem, 1 point for basic, 2 points for core, and 3 points for advanced can be set. Thus, the learning coordinating device may calculate a basic learning score by summing up scores for problems with correct answers using scores set according to the type, difficulty, and importance of the problem.

On the other hand, the learning coordinating device sets a score according to the content element classification in order to calculate the learning capability maturity (LCM) level of the learner. For example, scores according to content element classification may be set as shown in Table 1 below.

Creation 16 discovery 6 9 12 uses 4 6 8 memory One 2 3 4 actually concept procedure principle

Then, the learning coordinating device may calculate the learning ability maturity level of the learner by summing the scores for the questions to which correct answers are given using the scores set according to the content element classification.

For example, as shown in Table 2 below, the learning ability maturity level may be set to a total of five levels.

Creation LCM#5 discovery LCM#3 LCM#4 LCM#4 uses LCM#2 LCM#3 LCM#4 memory LCM#1 LCM#2 LCM#2 LCM#3 actually concept procedure principle

In other words, learning ability maturity level 1 (Repetitive) is the case where the score of fact X memory is the highest, learning ability maturity level 2 (Relational) is the case where the score of concept X memory + concept X utilization + procedure X memory is the highest, The 3rd level of learning ability maturity (progress) is the case where the score of concept X discovery + process X application + principle X memory is the highest, and the learning ability maturity level 4 (propagation) is the score of process X discovery + principle X application + principle X discovery is the highest, and the 5th stage of learning ability maturity (Proliferation) is when the score of Constructing X Creating + Designing X Creating + Producing X Creating is the highest. am.

In step S140, the learning coordinating device receives new question information and expands the question bank database by adding new question information to the question bank database constructed in step S110.

For example, the learning coordinating device may label problems using artificial intelligence technology.

In step S150, the learning coordinating device repeats steps S120 to S140 until the learning ability maturity level reaches step 5.

That is, the learning coordinating device initially builds a question bank database to present problems to learners and evaluates learners' learning abilities, then expands the initially built question bank database to present problems and evaluate learners' learning abilities. The evaluation can be repeated until the learning ability maturity level reaches the 5th level.

3 is a diagram schematically illustrating the configuration of a learning coordinating device according to an embodiment of the present invention.

Referring to FIG. 3 , a learning coordinating device according to an embodiment of the present invention includes a processor 10 , a memory 20 , a communication unit 30 and an interface unit 40 .

The processor 10 may be a CPU or a semiconductor device that executes processing instructions stored in the memory 20 .

Memory 20 may include various types of volatile or non-volatile storage media. For example, memory 20 may include ROM, RAM, and the like.

For example, the memory 20 may store instructions for performing a learning coordinating method according to an embodiment of the present invention.

The communication unit 30 is a means for transmitting and receiving data with other devices through a communication network.

The interface unit 40 may include a network interface and a user interface for accessing a network.

On the other hand, the components of the above-described embodiment can be easily grasped from a process point of view. That is, each component can be identified as each process. In addition, the process of the above-described embodiment can be easily grasped from the viewpoint of components of the device.

In addition, the technical contents described above may be implemented in the form of program instructions that can be executed through various computer means and recorded in a computer readable medium. The computer readable medium may include program instructions, data files, data structures, etc. alone or in combination. Program commands recorded on the medium may be specially designed and configured for the embodiments or may be known and usable to those skilled in computer software. Examples of computer-readable recording media include magnetic media such as hard disks, floppy disks and magnetic tapes, optical media such as CD-ROMs and DVDs, and magnetic media such as floptical disks. - includes hardware devices specially configured to store and execute program instructions, such as magneto-optical media, and ROM, RAM, flash memory, and the like. Examples of program instructions include high-level language codes that can be executed by a computer using an interpreter, as well as machine language codes such as those produced by a compiler. A hardware device may be configured to act as one or more software modules to perform the operations of the embodiments and vice versa.

The embodiments of the present invention described above have been disclosed for illustrative purposes, and those skilled in the art having ordinary knowledge of the present invention will be able to make various modifications, changes, and additions within the spirit and scope of the present invention, and such modifications, changes, and additions will be considered to fall within the scope of the following claims.

10: Processor
20: memory
30: Ministry of Communications
40: interface unit

Claims (8)

In the learning coordinating method performed by the learning coordinating device,
constructing a question bank database by labeling problems by receiving problem information;
When receiving a learning request from a learner, extracting a problem from the built question bank database and presenting the problem to the learner who requested learning; and
Learning coordinating method comprising the step of evaluating the learner's learning ability by analyzing the learner's problem-solving results.
According to claim 1,
The learning coordinating method,
Further comprising the steps of repeating the step of presenting a problem to the learner by expanding the built question bank database and the step of evaluating the learner's learning ability until the learning ability maturity stage reaches the final stage. How to coordinate learning.
According to claim 1,
The step of building the question bank database,
Labeling is performed by setting meta information for the problem based on the problem information,
The meta information includes at least one of the learning area of the problem, the type of problem, the depth of the knowledge structure of the problem, the difficulty of the problem, the importance of the problem, the classification of content elements of the problem, the processing time of the problem, the number of incorrect answers of the problem, and the score. How to coordinate learning.
According to claim 3,
The content element classification above is fact X memory, concept X memory, procedure X memory, principle X memory, concept X use, procedure X use, principle X use, concept X discovery, procedure X discovery, principle X discovery, constructing X A learning coordinating method comprising creating, designing X creating, and producing X creating.
According to claim 4,
The step of presenting a problem to the learner is,
In the case of the above question types, the objective type, short answer type, and subjective type are presented in the order,
In the case of the difficulty level, presented in order of low, medium, and high,
In the case of the above importance, it is presented in the order of basic, core, and advanced,
In the case of the content element classification, the fact X memory, the concept X memory, the procedure X memory, the principle X memory, the concept X utilization, the procedure X utilization, the principle X utilization, the concept X discovery, the procedure X The learning coordinating method characterized by presenting in the order of discovery, principle X discovery, configuration X creation, design X creation, and production X creation.
According to claim 4,
The step of evaluating the learning ability of the learner,
Calculating and recording a basic learning score by measuring the problem processing time and the number of incorrect answers to the problem in order to perform a basic diagnosis on the learner who performed the problem solving; and
In order to diagnose the next step for the learner who has performed the problem solving, setting scores according to the problem type, difficulty, and importance, and calculating a basic learning score according to the set score. How to coordinate learning.
According to claim 4,
The step of evaluating the learning ability of the learner,
Calculating the learning ability maturity level of the learner by summing the scores for the questions to which the correct answer was given using the scores set according to the content element classification,
The learning ability maturity stage,
Level 1 (Repetitive) with the highest score of the fact X memory;
The second step (Relational) in which the score of the concept X memory + the concept X utilization + the procedure X memory is the highest;
3 stages (progress) in which the score of the concept X discovery + the procedure X application + the principle X memory is the highest;
The 4th step (propagation) in which the procedure X discovery + the principle X application + the principle X discovery has the highest score; and
The learning coordinating method characterized in that it comprises five steps (Proliferation) in which the score of the construction X creation + the design X creation + the production X creation is the highest.
In the learning coordinating device,
memory for storing instructions; and
Including a processor that executes the instructions,
The command is
constructing a question bank database by labeling problems by receiving problem information;
When receiving a learning request from a learner, extracting a problem from the built question bank database and presenting the problem to the learner who requested learning; and
A learning coordinating device characterized in that performing a learning coordinating method comprising the step of evaluating the learner's learning ability by analyzing the learner's problem solving result.

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