WO1999001852A2 - Sammelklapplernkarte - Google Patents
Sammelklapplernkarte Download PDFInfo
- Publication number
- WO1999001852A2 WO1999001852A2 PCT/DE1998/001845 DE9801845W WO9901852A2 WO 1999001852 A2 WO1999001852 A2 WO 1999001852A2 DE 9801845 W DE9801845 W DE 9801845W WO 9901852 A2 WO9901852 A2 WO 9901852A2
- Authority
- WO
- WIPO (PCT)
- Prior art keywords
- data fields
- fold
- learning
- card
- folding
- Prior art date
Links
Classifications
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- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B19/00—Teaching not covered by other main groups of this subclass
- G09B19/06—Foreign languages
- G09B19/08—Printed or written appliances, e.g. text books, bilingual letter assemblies, charts
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- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B3/00—Manually or mechanically operated teaching appliances working with questions and answers
- G09B3/02—Manually or mechanically operated teaching appliances working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student
- G09B3/04—Manually or mechanically operated teaching appliances working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student of chart form
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- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B3/00—Manually or mechanically operated teaching appliances working with questions and answers
- G09B3/06—Manually or mechanically operated teaching appliances working with questions and answers of the multiple-choice answer type, i.e. where a given question is provided with a series of answers and a choice has to be made
- G09B3/08—Manually or mechanically operated teaching appliances working with questions and answers of the multiple-choice answer type, i.e. where a given question is provided with a series of answers and a choice has to be made of chart form
Definitions
- the invention relates to a learning card as a multifunctional information and learning device for self-control with foldable and lockable elements for the two-part learning of facts, data, vocabulary, idiomatic expressions, quotes, etc. in the form of questions or tasks and
- the invention includes integrated photocopy protection and can be used for entertainment, gaming, advertising, relaxation and recreational purposes in addition to learning and informing.
- Flashcards have disadvantages when it comes to finding a certain vocabulary, solution, etc. This is quite expensive because the cards have to be looked through individually and the Order of the cards - by constantly re-sorting depending on the learning success - in contrast to lists constantly changing. It is not possible to overlook many cards at a glance, as they are usually stacked one above the other or one behind the other, meaning that the questions and answers are not arranged one below the other, as can be seen in lists. In this respect, single cards are not suitable for quick checking by "flying over" the questions. In addition, individual cards can go missing without noticing this lack. If the cards are sorted into different piles, they can be mixed up, get mixed up or fall on the floor and cause time-consuming sorting work.
- Herder Verlag conceived learning card index presented as an optimal further development of simple flash card method. It should automatically control the repetition intervals using a special step system.
- the basis is a card box with five compartments.
- the first compartment offers space for 30 individual index cards to be learned, each with a question-answer pair. Correctly remembered cards are sorted into the second compartment. When all 30 cards have been learned, the first compartment is refilled with 30 new cards. If these cards are also successfully learned and inserted in the second compartment, this is completely filled, since the other compartments each hold twice as many cards as the previous ones. Whenever a compartment is completely filled with cards, a stack of 30 pieces is taken out for checking. A card that is remembered again is sorted one compartment higher.
- a forgotten card always falls into the first compartment back, which is then refilled with new cards to 30.
- the same procedure is followed for the other subjects. Due to the different sizes of subjects, repetitions are to be organized automatically, whereby well-learned material is only repeated at ever greater intervals.
- card index boxes A general disadvantage of card index boxes is that cards can fall over into incomplete boxes or compartments if they have no backing - especially in larger compartments. Cards can also fall out of the boxes or be mistakenly misclassified. Additional card boxes or larger compartments may be required to store cards that have not yet been learned and those that have been successfully learned.
- German patent PS 35 08 490 a device for the learning success-dependent arrangement of question and answer cards is described.
- This essentially consists of a card index box with two closed compartments, each containing an insertion and a removal slot for flash cards, one compartment for learned questions and the other for questions not yet learned.
- the main advantage is that the cards can only be learned in a fixed order.
- Number 27 52 896 of the German Patent Office describes a learning device for self-instruction, in which punched learning cards are lined up on a side edge on a U-shaped bracket, which can be attached in a special learning box.
- punched learning cards are lined up on a side edge on a U-shaped bracket, which can be attached in a special learning box.
- a division also requires a certain amount of work each time to remove and re-thread the flash cards.
- the brackets and learning boxes are expensive to manufacture and require a relatively large amount of space for transportation. Loose storage or the use of partial quantities at different locations is not intended.
- Well-known exercise sheets in which the solutions are on an interleaf, which is between a subleaf and the exercise cover sheet containing the questions and can be pulled out to check the solution, can simply be photocopied on one side when the interleaf is pulled out and then like normal lists with manual cover of the solutions are used.
- the production is relatively complex and expensive. The solution strips can be lost.
- German utility model GM 74 30 624 describes a teaching aid in the form of a book or booklet, with the solutions to the tasks in each case on one side against the back of a first copy. Cut folded second section stand so that they do not have to be covered by the learners. Inexpensive production using normal paper thicknesses is possible, but a task with the appropriate solution always requires two pages. Although several tasks and solutions could also be presented on a double page, the others would then have to be covered manually when looking at one solution. This high space requirement cannot be significantly reduced even by using small formats, since the smaller they are, the more cumbersome they become.
- the teaching material is mainly suitable for extensive tasks.
- a questionnaire with a foldable solution field attached to the side is described in DE 83 00 641 in particular for use in driving school lessons.
- this solution field a choice of solutions is listed for each question on the front and back, with the correct answers being ticked when learning. When folded as well as when not folded down, only one solution is visible.
- the questionnaire can be photocopied relatively easily to the disadvantage of the publisher. Sorting out individual learned questions is not intended. At the latest after the second use, the arches can no longer be used, unless the respective one
- Solution crosses are erased when using a pencil, although the sheets are likely to be permanently damaged or the correct solutions can be identified by pressure marks.
- the solution control is relatively complex because additional, separate solution sheets or templates are required.
- Number 23 43 481 of the German Patent Office describes a teaching aid for self-instruction that makes upside-down mirrored solutions readable with a mirror.
- the disadvantage is that the numbers or words, even if they are upside down and mirrored, can still be read with practice. In particular, simpler solutions from a word or a number, etc. can be recognized relatively quickly.
- the sentence structure is visible, for example, in foreign language sentences. It is therefore advisable to cover the solutions anyway, but this will neutralize the intended effect of the inverted mirror writing.
- a mirror must always be available as an additional aid, and several if the teaching material is divided into different locations.
- the corresponding task-solution sheets can also simply be photocopied on one side on plain paper and used with any mirror.
- Sorting out what has already been learned is also not part of this invention.
- the questions, but not the mirrored solutions at the same time, can be quickly scanned to find specific answers. It is hardly possible to learn the tasks and solutions the other way around with the same documents, for example to translate from a foreign language into the mother tongue, instead of asking about the foreign language.
- Computer learning programs are considered the most modern learning media, which automatically organize repetitions depending on the progress of the learning.
- the disadvantage is that a relatively expensive computer must be available.
- the power consumption of a computer system also causes running costs.
- basic knowledge of operating hardware and software is a prerequisite. It takes time to start and turn off computers and programs. Hardware and software errors or problems can prevent learning.
- the above Known disadvantages of lists, individual index cards and computer learning programs in particular are to be avoided or reduced by the invention.
- the task is to create a learning device that allows mechanical sorting of learned tasks for automatically concentrating the learning energy on unskilled and the withdrawal of this sorting as often as desired, without changing the order of the questions and answers; the solutions should not be openly visible when learning, so that covering them by hand, a sheet of paper, ruler etc. is not necessary, and also making the solutions visible no additional, external aids - e.g. Mirror or separate solution sheet - required.
- the invention concerns a collecting folding card.
- the following overview contains a brief description of the figures, whereby the cross-sectional illustrations are purely schematic and include each represent the subpages of one or more data fields:
- Figure 1 Front view with a multi-purpose angle not yet created
- Figure 2 rear view of Figure 1;
- Figure 3 rear view with multi-purpose angle, data fields folded
- FIG. 4 rear view with eleven data fields folded backwards and one open data field
- Figure 5 Front view with various folded and open data fields
- Figure 6 rear view of Figure 5;
- FIG. 7 Front view with eleven data fields folded backwards and one data field folded forward for checking purposes;
- FIG. 8 cross section at the level of the underside of a data field folded backwards;
- Figure 9 Cross section with an open, not folded data field
- Figure 10 cross section with open and folded data field
- FIG. 11 cross section with an open data field, the right side of the device being raised by pressure on the multipurpose angle;
- FIG. 12 cross section of a device turned onto the rear with an open and folded data field
- FIG. 13 cross section of a device turned on its back with an open and folded data field, the device resting on a finger;
- Figure 14 Cross-section with the data field folded backwards and the data field briefly captured at the front by the multi-purpose angle
- Figure 15 Design with a view or handle window and questions on hull fields
- Figure 16 Design with locking tongue
- Figure 17 Design with locking tongue
- Figure 18 Design with locking tongue
- the invention relates to a cardboard folding card with one or more foldable data fields (1) such as e.g. shown in Figure 1 on the front and in Figure 2 on the back.
- data fields (1) such as e.g. shown in Figure 1 on the front and in Figure 2 on the back.
- questions on the front of the data fields (1) the answers are on the back, so that they are not visible from the front.
- Particularly extensive questions, answers or other information can also extend to the areas to the right and left of the data fields (9) and above and below it.
- the data fields (1) can be folded down by up to approx. 180 degrees by a fold (2) on the side connected to the collecting folding card and stuck in locking slots (3) to the front (11) or back (12). Capturing, folding and locking is made easier by diagonal folds (4), which also give the data fields a three-dimensional structure. There are gaps (5) between the data fields that prevent each other from getting caught.
- the solutions can be checked by individually folding or unfolding the data fields by approximately 180 degrees forwards or upwards, as shown in FIGS. 4 and 7, or by turning the entire collector card.
- the question-answer pairs can be classified into the five grades of "first learning”, “advanced learning”, “intensive learning”, “learned” or “not to learn” and " Activation control "can be manually divided as often as required without the need for additional, external technical aids.
- the same procedure is to be used with the other data fields. If the collapsible flip-flop card is held in the left hand, the task of opening and locking the data fields and pushing them forward by one data field with the left thumb is very easy to carry out, since the data fields on the underside (10) due to the oblique folds (4) are somewhat stand up and can be detected there. The other hand can also be used for the bottom two data fields.
- the questions are repeated in any order until about 80 percent of the learning material is mastered, that is, about nine or ten data fields on a collapsible learning card with twelve tasks. Repeating what has already been learned several times at this early stage still makes sense technically, since otherwise there is often the danger that completely new learning material will be answered prematurely and erroneously as learned. This deceptive feeling is countered by several repetitions in quick succession, making the solutions more or less forced to last longer. Repetitions occurring during these rounds do not yet appear boring and therefore inhibit learning because the one learned in this phase for the first time
- This technique of unfolding the solutions on the back in the first phase is also advantageous because of longer responses, except on the back of the Data fields, which are also next to the data fields for reasons of space, can be read completely without having to flip the collapsible flip card. Later in the lem phases, it is often no longer necessary to see the answer completely, because the entire answer is often remembered when the first, visible part is read.
- the initial learning phase is followed by the in-depth phase, in which the 20 percent of the learning material that has not yet been learned and the answers that may be forgotten during a later activation check are to be permanently memorized in the long-term memory.
- the data fields with the answers not yet noted are opened and the entire collapsible flip card is turned over, so that only the front pages with the questions about the answers not yet noted can be seen.
- FIGS. 5 on the front and 6 on the rear An example of this is shown in FIGS. 5 on the front and 6 on the rear.
- the second data field folded backwards at the inclined fold (4) can be seen, so that only the part (18) to the left of the inclined fold can be seen from the front, while the data field on the back with the top right corner (17) under the locking slot is present.
- the data field can then be inserted almost automatically by pressing the diagonal fold (4).
- Activation checks of this kind are carried out occasionally - for example, at increasing intervals after one, two, four and eight weeks. Questions that are no longer remembered can be removed from the locking slot with a simple movement and inserted into the open original position. sition folded back, whereby they can be recognized as deepening again. It is possible to provide special appointment and protocol fields for planning and documenting this interval learning on the collecting folding cards.
- the solutions are not openly visible when learning, since they are located on the back of the data fields. A complex covering by hand, a sheet of paper, ruler, etc. is therefore unnecessary.
- To make the solutions visible simply fold up the data field. Due to the tension caused by the folds, it automatically jumps back to the original position after being released in the deepening and refreshing modes. There are also no tools to make the solutions visible - e.g. Mirrors or special color foils - necessary.
- the device is designed so that the questions and answers can be trained in reverse in all five learning modes.
- the data fields in the initial learning phase are flipped up and locked instead of backwards so that the answers can be treated as questions and the questions as answers.
- the other phases must then be handled accordingly.
- a combination reading-learning mode in which the answers are open but can be manually covered, as well as other information next to the questions, can be integrated as an option for the following tasks, for example: a) as an alternative for the first-time learning of new, unknown learning material , because otherwise the solutions would have to be flipped over and checked almost every time because of their novelty; b) just reading the complete learning material; c) for faster finding of searched terms by parallel control of both the question and the answer texts; d) for the additional rewriting of a searched term instead of a direct question about it, application of multiple choice or other procedures; e) for alternative learning of foreign language sentences and vocabulary by additional re-description or description of the term sought or by using blanks in the foreign language or by means of a graphic representation; f) to deepen and visualize clarification by citing example sentences when learning foreign language vocabulary and terms; g) to provide additional information.
- the solutions can be checked individually so that no other solutions - apart from the answer to be looked up - can be seen in error during a check and therefore do not have to be covered separately.
- Orientation is also easier due to the constantly constant amount of data fields, because the number of question-answer pairs learned or still to be learned with the device and the completeness of the device in terms of quantity can be determined more easily and quickly in comparison to loose individual learning index cards. Sorting in the initial order is also possible quickly. A selected order can e.g. with collectible folding learning cards lying on a table, are left unchanged during learning.
- Learned data fields - except in the short initial learning phase - are immediately identified by being stuck in the locking slots and thus differentiated from what has not been learned. As a result, the learning status is always up to date, so that no preparation and follow-up time - such as when switching computers on and off as well as loading and saving the corresponding programs - learning can be started and stopped immediately.
- folding cards In contrast to the operation of computer learning programs, collecting folding cards do not require any electrical current. They can be used mobile and can be easily transported thanks to their flat, light shape, even loose in a book, booklet or folder. Individual copies from a set can also be kept ready for learning at different locations or, if necessary, used by several people. The re-merging of multiple collapsible learning cards with data fields of different classification is possible at any time without having to divide it up into different "learned” or "unlearned” stacks, as with single-learning index cards.
- Coherent, small data fields reduce the material, printing and sorting costs compared to single-flash card systems during production.
- a copy protection is required by the exact copying of the back of the flash card onto the copy of the front and in particular especially achieved by the need for the very time-consuming creation of the numerous cuts and folds, without which the system cannot be used.
- collecting folding cards can be used in addition to learning for information, entertainment, game, advertising, relaxation and recreational purposes. They are ideal as an entertaining learning and board game for two or more players.
- Various quiz rules are possible, e.g. aim to win a collectible folding card, for which all or a certain part of the questions must be answered correctly by a teammate according to their own choice or determination.
- the device complicates the creation of illegal duplications, combines the strengths of the clarity and lookup function of lists with the possibility of classifying single flashcards and avoids the mobility and environmental disadvantages of computers and corresponding software.
- An embodiment with twelve data fields is used as an example to illustrate the individual advantages of a collapsible learning card as a new combination of lists and individual learning cards compared to the most important competing learning techniques mentioned above, which is described in more detail later as a model and is also shown in FIGS. 1 to 14.
- Vocabulary learning is used as an example. However, the information also applies mutatis mutandis to the versions listed in the claims as well as any topics divided into two parts in questions and answers.
- Data fields of a collective collapsible card can be folded individually to check the solution. The learner does not see the solutions of the other fields and does not need to cover them with the hand or a sheet of paper etc., in contrast to normal lists.
- learned vocabulary is marked on the collective folding learning card by flipping the data fields backwards.
- learned vocabulary is marked on the collective folding learning card by flipping the data fields backwards.
- a set of e.g. 120 vocabulary on ten Sammeiklappiernminister can be divided so that the
- Learner can store collapsible learning cards in different places at home, at work, in the car, etc. In this way, you can learn briefly for a few minutes on different occasions, e.g. in the car at a traffic light or in a traffic jam, brushing teeth in the bathroom, during a meal, bridging commercial breaks on television or on a walk, etc. Frequent, short learning is more effective than one-time, longer efforts, since the receptivity of the memory changes greatly reduced in a relatively short time. Such a division into different locations is only possible with bound vocabulary books etc. with their destruction. In addition, the paper is usually thinner and would be more susceptible to damage from kinks, tears, etc. if it is stored loose.
- Collecting clap cards can be used like quiz cards in games because the solutions in e.g. Collective folding learning cards lying on a table cannot be seen openly like lists, but can be viewed individually. It can be played according to different competition rules, e.g .: "Whoever knows all the answers of a foldable foldable card wins this card. The winner is whoever wins the first or three foldable foldable cards, for example.” Any individual rules of the game are conceivable.
- Vocabulary on a topic can be summarized inseparably on a foldable card.
- Alphabetical sorting is also possible.
- the collector's folding cards can always be arranged in the same order or can be sorted very quickly. Because of this simpler spatial orientation, the learning device also offers - in contrast to individual cards that are sorted differently depending on the learning progress - reference functions such as normal textbooks, dictionaries or dictionaries, etc.
- Lemming motivation is improved because each learned question is individually recognizable due to the missing data field being flipped out and the top right corner protruding from the locking slot and is therefore automatically in the field of vision.
- the learning success with conventional lem card index cards is not so obvious at first glance, because not every card is individually visible; at the beginning and at the end of a learning process, there are only one or more stacks of cards, which are superimposed on one another and always remain the same in height, so that learning progress is hardly noticeable.
- List photocopies can also be made on normal 80 gram per square meter standard paper.
- Book binding cost savings Collecting folding cards do not need to be bound in the same way as normal books in an additional work step, which leads to time and cost savings, especially since this work is also often done outside of the print shop by specialized external companies.
- An advantageous embodiment of a folding folding card consists of 250 grams per square meter of heavy cardboard and is approximately 49 millimeters wide and approximately 210 millimeters high. Using this format, six collectible folding cards with a total of 72 pairs of questions and answers can be produced from a sheet in A4 format, which can also be connected to one another by perforation, breakpoints or other suitable means or processes.
- FIG. 1 shows such a collapsible flip-flop card from the front, with eleven incisions (5) approximately 20 millimeters long, at right angles to the right edge, at the same distance from one another. In this way, twelve data fields (1) measuring approximately 20 by 16 millimeters are formed.
- the left-hand sides (2) connected to the collecting folding card are folded so that the data fields can be individually folded forward and backward as oscillating elements. The small distance (5) between the data fields prevents snagging when folding over.
- Small locking slots (3) are punched out to the left of the data fields. These slots are aligned from bottom left to top right so that the individual data fields by 180 Folded backwards or forwards and can be inserted into the slots by slightly bending the top right corners so that they do not swing back afterwards. On the left side, the locking slots extend to the right stiffening fold (6) described later.
- the uppermost activation slot (13) is slightly smaller than the others because it begins just below the upper edge.
- the diagonal folds (4) make it easier to remove the data fields from the locking slots for checking the solution from the rear during the initial learning phase and during the activation checks, since the data fields protrude slightly from them on the underside.
- the diagonal folds (4) reduce the risk of damage.
- the data fields would be permanently damaged if they were locked and folded down, since this would inevitably result in wide creases and tears at the current oblique folds.
- the data fields on the left side (2) connected to the collective folding card could tear because the connection there - particularly above - would be very heavily used.
- the diagonal fold (4) creates a three-dimensional structure that makes it easier to flip open data fields that can be checked from the front upwards, because the data fields are a bit high on the underside due to the diagonal folds and can therefore be flipped up better with one finger be recorded.
- Figures 9 and 10 show this structure in cross section. By simply releasing the data fields swing back automatically.
- FIG. 3 shows such a collecting folding card in supervision and FIG. 8 in section.
- the learners hold the collapsible flip-flop card with the back to the front in one hand, put their thumbs under the first data field - which is slightly raised due to the oblique faeces on the underside (10) - and push it up by one data field.
- the same procedure is then followed with the second and the further data fields, with data fields which have not been remembered during activation checks being opened again for refreshing in the original position.
- the other hand can be used for the last two data fields.
- Parallel to the left edge are two stiffening folds that run from top to bottom at a distance of about three and nine millimeters.
- right fold (6) the section to the left of the fold is folded up a little more than at right angles to the top right.
- left fold (7) the approx. Three millimeter wide section to the left of the fold is bent a little more than at right angles to the bottom left, so that there is a multipurpose angle (8) on the left edge of the collecting folding card, which is shown in FIGS. 3 to 7 and Show 8 to 14 in section.
- the multi-purpose bracket (8) ensures the stability of the folding card. Without these stiffening folds, a freely held folding rattle card would bend in the middle when touched and would hang down at both ends. In addition, it would hardly be possible to hold the collector card in your hand and to flip over the individual data fields without it bending.
- the multi-purpose angle (8) supports the acquisition of data fields that have not yet been learned in the original position when the collecting folding card lies flat on a table top or other flat lower surface (17), as shown in cross section in FIGS. 9 and 10.
- lightly press on the multipurpose angle on the left side which means that the data fields on the right side that have not yet been learned are slightly raised by the leverage, so that they no longer lie directly on the table top, etc., but there is some leeway between them and the Surface is located. This makes it even easier for a finger to reach under the data fields and then flip them forward to check the solution.
- FIG. 11 shows a collecting rattling card raised in this way.
- the multi-purpose bracket (8) enables a folding folding card lying on a table top (17) etc. to be turned over to the rear. This is achieved by an obliquely lower left pressure with at least one finger on the multi-purpose angle, so that the entire Fold-over collapsible card folded over and the solutions to the data fields not yet learned are visible and controllable.
- a convenient location for this is, for example, between the second and third data fields from below and can be identified by a corresponding marking.
- the multi-purpose folding card (8) is easier to hold and handle in the left hand between at least one finger and the thumb. By lightly pressing the thumb on the multi-purpose bracket, it can then be turned in the hand so that the back is visible. Subsequently, the collecting folding card can be turned back by lifting the thumb.
- the multipurpose angle (8) offers the opportunity to briefly clamp a data field that is completely up or to the left for embossing, so that it does not have to be held on.
- a completely folded data field hits the inner fold (6) of the multipurpose angle (8) with the right, outer edge and therefore does not swing back.
- This function can be supported by gently pushing the multi-purpose angle to the right.
- FIG. 14 shows a data field (20) clamped in this way. By pressing the multi-purpose angle to the left, the data field (20) is released again and automatically folds back into the original position due to the tension caused by the folds.
- the foldable card is aligned with the left hand so that the right hand can remain free.
- Most people are right-handed and can then use their right hand e.g. Write difficult answers to the particularly intensive exercise on any piece of paper. Forks, spoons, glasses, cups etc. can be held with the right hand when taking meals or drinks while studying.
- a mirror-inverted version of the device for the right hand is also possible.
- space can be provided on the collapsible learning card for headings, numbering, text for more extensive questions and answers, explanations of more complicated facts, further information, graphics, example sentences for foreign languages or other information.
- the questions could optionally be repeated on the back - in addition to the answers to the data fields - so that learning is only possible on one page as with conventional lists.
- This approach is particularly suitable for completely new learning material, because most of the solutions are naturally unknown and therefore almost every data field would have to be flipped anyway.
- the answers can also be repeated upside down or summarized on the front so that even with completely locked data fields the answers can still be read overleaf without having to open the data fields.
- the answers can also be printed in whole or in part on the multipurpose angle on the back, the second answers not being visible when learning on the back when the multipurpose angle is pressed against the collecting folding card.
- the areas can be made wider in addition to the data fields (9) and the multi-purpose angle.
- the foldable folding card offers more space on the front and back for any information.
- the learners can also add, shorten or mark the questions, answers and other information by hand.
- the sale of blank collapsible folding cards for labeling yourself is possible.
- the individual data fields (1) and correspondingly the locking slots (3) can also be made larger or smaller.
- the data fields on a map or page can also be of different sizes, separated from one another by wide sections, on several pages. With very long questions or answers, a distribution over two data fields is conceivable. In general, however, it is advantageous in terms of learning technology that the compact form of the data fields for the formulation of short, as concise questions and answers as possible.
- a summary as a book, booklet, etc. is in any form, e.g. by stapling, gluing or with wire spirals. There can also be an appropriate perforation for storing in a folder,
- Threading on a cord, a wire, etc. or for assembling some collecting folding cards by a rivet or the like can be provided.
- the stabilizing folds and the multipurpose angle can be omitted completely or partially.
- the storage of individual folding folding cards is very easy to implement, for example, in open brochure covers that can be stored in binders or folders.
- collector's folding cards can also be sold in bulk in large quantities for advertising or training purposes. For example, it is possible to provide all prospective customers, customers or employees of a company with a collapsible flip-flop with the most important facts of the relevant industry at regular intervals or on current occasions. Company-specific or general education topics can also be realized. Collectible folding cards can also be used as information-only media with photocopy protection.
- the innovative design of the device compared to conventional media such as books, brochures, brochures, single sheets, etc. gives the recipients additional storage and usage incentives. This is known from advertising as the RIC method (Readership Involvement Commitment). The recipient of a collapsible flip-flop becomes curious and wants to know involuntarily how the system works. He therefore tries it out, the play instinct is stimulated.
- the second half can then be opened and practiced.
- Questions and answers on data or trunk fields can also be attached in whole or in part upside down, at an angle or vertically offset, and can also be repeated, whereby the diagonal folds and locking slots can also be placed upside down if necessary. It is also possible to record or repeat all or part of the answers on the front of the flash card and questions on the back. Information can also be given on the multi-purpose angle.
- the data fields can be provided with an additional fold-over fold, for example placed vertically in the middle, in particular for looking up only one solution for double questions or answers or repetitions.
- the answers to the questions in the first column can be listed on the back of the data fields and the answers in the second column on the back of the fuselage.
- the users first process the questions in the first column on the fuselage, with the adjacent data fields being in the open position of origin. In an initial learning phase, all questions can be repeated until around three quarters of the answers have been noted. When this goal is reached, they are folded back for identification and stuck there in the locking slots.
- the non-memorized questions in the first column are then identified by the adjacent data fields that have not yet been flipped over and can be practiced in a concentrated manner. Answers marked here are sorted out again by flipping over and locking the corresponding data field.
- the questions to be processed can also be marked by folding down the data fields next to the questions to be processed on the diagonal fold to the rear.
- the answers to the questions in the first column on the fuselage, which are located on the back of the data fields, can be checked very easily in various ways: 1. By folding up and flipping the adjacent data field all the way to the left, so that the corresponding answer appears the back of the data field is visible. 2. By turning the entire map 180 degrees. 3. All unskilled questions can also be identified in advance by folding up the data fields by approx. 90 degrees - they will then protrude vertically from the fuselage. The individual answers can then be placed on learning cards lying on a table etc. by pressing on the Multi-purpose angle, so that the entire map turns about a quarter turn to the left, viewed and hidden again by simply releasing the multi-purpose angle. 4. If a foldable foldable card is held freely in your hand, a small quarter turn of the foldable foldable card to the left is sufficient for data fields folded up to be able to see the answers.
- the questions in the first column are processed until all answers have been noted once, so that all data fields are inserted into the locking slots on the back.
- the learning card can then be turned over to the back, where the questions in the second column can be seen on the locked data fields.
- the respective answers are located directly below the data fields on the back of the fuselage.
- a card with data fields opened in this way is held freely in the hand and tilted slightly forwards about the longitudinal axis, the solutions can be viewed under the data fields. 3.
- the data fields not known can also be opened by approx. 90 degrees. If the card is then held so that the questions can be read on these data fields, the answers in this position are automatically hidden by the data fields. The control is carried out by holding the cards freely in your hand by turning the entire learning card a quarter to the left, which makes the answers visible. 4.
- folding up the data fields by approx. 45 degrees it is possible to flip them over with one finger as well as to turn or tilt the whole card. 5.
- the entire card With the learning card lying face up on a table etc. with data fields in the original position, the entire card can be folded over by pressing the multipurpose angle to the left so that the back with the answers is visible. 6.
- a card held freely in the hand can be turned around the longitudinal axis by 180 degrees.
- the marking of questions to be repeated can be supplemented by optical features. For example, by printing a small dot or the like. on the front of the flash card to the left of the locking slots. Such a marking is visible in the case of non-locked data fields, but is hidden after the data field is inserted from the rear by its protruding upper outer corner. Points still visible from the front of the card etc. signal the learners that they need to be edited. Corresponding points etc. can also be attached to the data fields themselves on the front right, which are no longer visible after locking, so that the questions to be trained are also identified here.
- these can also be identified in color or by underlaying them with a grid in the font color, for example by printing the questions of the first column on the front and the corresponding answers on the back in the second column with a yellow background color.
- the questions on the data fields and their solution can be placed upside down on the rear of the fuselage.
- the two columns cannot be confused or distracted during learning.
- the diagonal folds and locking slots have to be turned by 180 degrees.
- the main advantage of such double assignments is the 100 percent increase in the number of questions and answers compared to Lem cards with only one question and answer per data field. Compared to the questions or answers on the data fields, the questions and answers on the body of the flash card may possibly even be a little longer.
- the incisions for forming the data fields can also protrude beyond the folds (2) for folding the data fields further into the body (9) of the learning card.
- Such incisions can be used to push up the learning card on the front by one question at a time.
- a learner reaches into the incision with the thumb or thumb nail; This process is supported by the fact that the areas between two incisions become somewhat flexible. It is also partly possible to see the solutions on the back of the data fields through these incisions.
- the incisions can also be cut out wider for this purpose in particular. If a further fold-over fold is attached at the beginning of these incisions, it is also possible to also part of the
- the solution to the first, top question can be in the first line and the solution to the second question in the bottom line.
- the solutions can then be read by slightly bending the data field downwards or upwards, without the other solution being visible.
- Another option is to tilt the entire learning card forward or backward, so that the user can also see the solutions behind the data fields.
- the upper answer can be shifted slightly to the right, while the lower one starts closer to the left margin. This makes it possible to open the data field only halfway to check the first answer with the thumb, so that the lower answer is still covered by the data field and the thumb.
- the data field can then be opened completely to check the second answer. It is also possible to rotate the flash card only until only the answer to the right on the first question is visible.
- the second answer can also be read by turning it further.
- the answers can also be long cuts can be seen, for which the learning card only needs to be tilted slightly.
- the questions can be put in the same way for double occupancy.
- FIG. 15 shows an excerpt from vome, an embodiment with a locked and two open data fields for a learning card with gripping or viewing windows (21), which are formed by incisions in the fuselage that protrude beyond the fold-over fold (2).
- the stiffening folds (6 + 7) are not yet bent to a multi-purpose angle.
- In the first column on the fuselage there are hull fields with additional questions.
- the solutions are on the back of the data fields.
- the questions in the data fields and the corresponding answers on the back of the fuselage are attached upside down, which is why the locking slots (3) and diagonal folds (4) are also arranged upside down.
- Each data and trunk field contains two questions or answers, so that a learning card with twelve data and trunk fields each contains a total of 48 tasks and 48 Solutions includes.
- An example of a marking for facilitating the rapid recognition of the processing status is plotted in the form of dots (22) on the data fields.
- the turning back of a learning card completely turned over to the back can be supported by making a small incision in the inner fold of the multi-purpose angle at the top and / or bottom edge of the multi-purpose angle.
- the section to the left of this fold can then be folded to the right in the length of this cut. This makes the flash card cheaper to turn back on the front.
- Cardboard strips or other suitable materials can be attached to the card.
- the data fields can be locked in the manner already described or also by means of a tongue (23) which is formed by an incision (24) in the card body (9) which begins directly at the fold-over fold (2), a small part of the folded-over data field is pushed under this tongue and thereby holds it in place.
- the fold-over fold is cut at least in the length of the section pushed in in this way. No bevel fold is required when using this technique.
- the data fields can also be divided into sections by cuts.
- the answers of which are positioned on the back and upside down in the corresponding data fields.
- the answers can then be viewed using several techniques. 1. By folding the data fields forward until they rest on the fuselage. 2. The data fields can be folded up in advance by 90 degrees so that they can be pushed up with a finger or thumb to make the solutions visible. 3. With data fields folded up 90 degrees in advance by slightly tilting the entire map to the front. 4. At 90 degrees up folded up data fields by slightly turning the upper section shortly below the corresponding data field downwards.
- the questions and answers overleaf can be processed analogously. An angle for lifting the card can be placed at the lower or upper end.
- the tongue can also be placed anywhere in the fuselage without a connection to the fold-over fold, which can be reached by a folded data field.
- FIG. 16 shows a detail of a corresponding design from the front with one open data field locked under the tongue and three open data fields, the stiffening folds (6 + 7) not yet being bent to the multipurpose angle.
- FIGS. 17 and 18 show flashcard sections with data fields in the middle of the flashcard.
- FIG. 17 shows an embodiment with a data field (1) in the original position and a data field which is folded back and locked under the tongue (23) on the back.
- the second data field is folded forward and locked under the tongue on the front.
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- Engineering & Computer Science (AREA)
- Business, Economics & Management (AREA)
- Physics & Mathematics (AREA)
- Educational Administration (AREA)
- Educational Technology (AREA)
- General Physics & Mathematics (AREA)
- Theoretical Computer Science (AREA)
- Computational Linguistics (AREA)
- Entrepreneurship & Innovation (AREA)
- Electrically Operated Instructional Devices (AREA)
Abstract
Description
Claims
Priority Applications (3)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
DE19880896A DE19880896C1 (de) | 1997-07-05 | 1998-07-04 | Sammelklapplernkarte |
AU91515/98A AU9151598A (en) | 1997-07-05 | 1998-07-04 | Foldable study card system |
EP98943637A EP0996943A2 (de) | 1997-07-05 | 1998-07-04 | Sammelklapplernkarte |
Applications Claiming Priority (4)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
DE19728770.0 | 1997-07-05 | ||
DE1997128770 DE19728770A1 (de) | 1997-07-05 | 1997-07-05 | Sammelklapplernkarte |
DE1997145770 DE19745770A1 (de) | 1997-07-05 | 1997-10-16 | Sammelklapplernkarte |
DE19745770.3 | 1997-10-16 |
Publications (2)
Publication Number | Publication Date |
---|---|
WO1999001852A2 true WO1999001852A2 (de) | 1999-01-14 |
WO1999001852A3 WO1999001852A3 (de) | 1999-03-25 |
Family
ID=26038051
Family Applications (1)
Application Number | Title | Priority Date | Filing Date |
---|---|---|---|
PCT/DE1998/001845 WO1999001852A2 (de) | 1997-07-05 | 1998-07-04 | Sammelklapplernkarte |
Country Status (4)
Country | Link |
---|---|
EP (1) | EP0996943A2 (de) |
AU (1) | AU9151598A (de) |
DE (2) | DE19745770A1 (de) |
WO (1) | WO1999001852A2 (de) |
Citations (3)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US4778392A (en) * | 1986-09-26 | 1988-10-18 | Mitchell Leslie K | Educational block set |
DE3922048A1 (de) * | 1989-07-05 | 1991-01-17 | Heinrich Zibuschka | Vorrichtung zur darstellung von information fuer den schulunterricht |
US5525060A (en) * | 1995-07-28 | 1996-06-11 | Loebner; Hugh G. | Multiple language learning aid |
Family Cites Families (6)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
CH563633A5 (de) * | 1973-08-07 | 1975-06-30 | Akad Verlag Ag | |
DE7430624U (de) * | 1973-09-11 | 1975-07-31 | Kryka M | Als Buch oder Heft ausgebildetes Lehrmittel |
DE2752896C2 (de) * | 1977-11-26 | 1984-08-02 | Lothar 5000 Köln Kleine-Horst | Lerngerät zum Selbstunterricht |
DE8300641U1 (de) * | 1983-01-12 | 1983-08-18 | Werner Degener Lehrmittel Gmbh, 3000 Hannover | Mehrfach-fragebogen |
DE3508490A1 (de) * | 1985-03-09 | 1986-09-11 | Franz-Josef 4300 Essen Kuhn | Vorrichtung zum differenzierten speichern von frage- und antwortkarten |
CH678463A5 (de) * | 1988-10-25 | 1991-09-13 | Hans Ulrich Roth |
-
1997
- 1997-10-16 DE DE1997145770 patent/DE19745770A1/de not_active Withdrawn
-
1998
- 1998-07-04 WO PCT/DE1998/001845 patent/WO1999001852A2/de not_active Application Discontinuation
- 1998-07-04 EP EP98943637A patent/EP0996943A2/de not_active Withdrawn
- 1998-07-04 AU AU91515/98A patent/AU9151598A/en not_active Abandoned
- 1998-07-04 DE DE19880896A patent/DE19880896C1/de not_active Expired - Fee Related
Patent Citations (3)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US4778392A (en) * | 1986-09-26 | 1988-10-18 | Mitchell Leslie K | Educational block set |
DE3922048A1 (de) * | 1989-07-05 | 1991-01-17 | Heinrich Zibuschka | Vorrichtung zur darstellung von information fuer den schulunterricht |
US5525060A (en) * | 1995-07-28 | 1996-06-11 | Loebner; Hugh G. | Multiple language learning aid |
Also Published As
Publication number | Publication date |
---|---|
DE19880896C1 (de) | 2001-03-22 |
AU9151598A (en) | 1999-01-25 |
DE19745770A1 (de) | 1999-04-22 |
EP0996943A2 (de) | 2000-05-03 |
WO1999001852A3 (de) | 1999-03-25 |
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