WO2006064295A2 - Systeme informatise et procede d'enseignement de l'ecriture et de la lecture - Google Patents

Systeme informatise et procede d'enseignement de l'ecriture et de la lecture Download PDF

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Publication number
WO2006064295A2
WO2006064295A2 PCT/HU2005/000130 HU2005000130W WO2006064295A2 WO 2006064295 A2 WO2006064295 A2 WO 2006064295A2 HU 2005000130 W HU2005000130 W HU 2005000130W WO 2006064295 A2 WO2006064295 A2 WO 2006064295A2
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WIPO (PCT)
Prior art keywords
sample
written
copy
learner
copying
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PCT/HU2005/000130
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English (en)
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WO2006064295A3 (fr
Inventor
Gábor HROTKÓ
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Hrotko Gabor
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Application filed by Hrotko Gabor filed Critical Hrotko Gabor
Publication of WO2006064295A2 publication Critical patent/WO2006064295A2/fr
Publication of WO2006064295A3 publication Critical patent/WO2006064295A3/fr

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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
    • G09B17/00—Teaching reading
    • G09B17/003—Teaching reading electrically operated apparatus or devices
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06V—IMAGE OR VIDEO RECOGNITION OR UNDERSTANDING
    • G06V30/00—Character recognition; Recognising digital ink; Document-oriented image-based pattern recognition
    • G06V30/10—Character recognition
    • G06V30/14—Image acquisition
    • G06V30/142—Image acquisition using hand-held instruments; Constructional details of the instruments
    • G06V30/1423—Image acquisition using hand-held instruments; Constructional details of the instruments the instrument generating sequences of position coordinates corresponding to handwriting
    • 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
    • G09B11/00—Teaching hand-writing, shorthand, drawing, or painting

Definitions

  • the present invention relates to a computerised system and method aiming the automated teaching of handwriting and reading.
  • the essence of automated teaching practically is that the learners carry out copying exercises in a sequence specified by a given curriculum, in a way that they copy written samples displayed on a touch-screen and verbal samples given through a headphone and/or speaker, by handwriting on a touch screen or speaking into a microphone.
  • the system captures the copies, compares them with the samples and expressively presents the comparisons in written and verbal form to the learners, so that they can carry out the required corrections.
  • the system determines after each exercise whether a feedback is necessary, i.e.
  • Each exercise is presented expressively by the system to the learner verbally and by still and moving pictures; attaching a verbal explanation to the repetition or going back in the case of a feedback.
  • the field of application of the invention is teaching.
  • the learners are able to learn handwriting and reading independently without a teacher's tutorial assistance.
  • the movements of the pen are also measured, registered and analysed when making each pen stroke for constructing a character.
  • parameters of forming the character are calculated like the writing speed, pen tip pressure, the time between pen strokes, the quality of pen stroke, the tilting and location of characters, and the tilting of the pen barrel, followed by using these parameters for calculating the major characteristics of the written character, like the shape, tilting and size.
  • the main characteristics are compared with the similar particulars of the reference character and then on this basis suggestions are made on how the quality of writing a character can be improved.
  • the method can be integrated into the curriculum of teaching handwriting.
  • Fig. 1 is a schematic diagram of a computerised system according to the invention
  • Fig. 2 is a flow diagram of performing the exercises
  • Fig. 3 is a drawing presenting a snapshot of carrying out an exercise which contains cadenced copying of a double sample
  • Fig. 4 is a drawing presenting a snapshot of carrying out an exercise which comprises the application of a graphical grid
  • Fig. 5 is a drawing demonstrating overwriting by a light spot guidance
  • Figs. 6A-C are drawings depicting the operation of a virtual grid
  • Fig. 7 is a task sheet of an exercise used by way of example.
  • Fig. 8 is a drawing depicting a snapshot of a reading exercise
  • Fig. 9 is a drawing depicting a snapshot of a pronunciation exercise
  • Fig. 10 is a drawing depicting a snapshot of copying a cursive sample in frames
  • Fig. 11 is a drawing depicting a snapshot of copying a cursive sample without frames
  • Fig. 12 is a drawing depicting a snapshot of written copying of a verbal sample without the use of frames
  • Fig. 13 is a flow diagram of an exercise called written copying of a written sample in frames
  • Fig. 14 is a flow diagram of an exercise called double copying of a double sample in frames
  • Fig. 15 is a flow diagram of an exercise called verbal copying of a written sample in frames
  • Fig. 16 is a flow diagram of an exercise called written copying of a verbal sample in frames
  • Fig. 17 is a schematic diagram of a dedicated apparatus used by way of example, which is specially designed for implementing the system according to the invention.
  • the automated teaching of writing and reading is carried out on the computerised S system shown in Fig. 1.
  • the S system comprises a computer 10 and a learner station 15.
  • the latter comprises a digitising screen 17 which is sensitive to the touch, pressure, a change in the capacity or inductivity or to any other physical impact.
  • This digitising screen 17 is designed to detect handwriting, and to display printed information as well as still and moving images.
  • the S system stores in a digital format the samples of characters, words and sentences, and in the course of performing the exercises they are displayed on the digitising screen 17 so that the learner is able to copy the samples.
  • the learner writes on a flat digitising screen 17 adjusted to a horizontal position.
  • This screen detects and converts into electric signals the movement of the pen 16.
  • These signals are converted by the S system into such a digital form which is identical with the form of stored written samples.
  • the digitising screen 17 is divided into top and bottom sections, the still and moving images appear in the top demonstration area to serve as a motivation basis for exercises, presenting the exercises and evaluating the perfo ⁇ ning of the exercises, while in the lower working area 30 the written samples associated with the exercises are displayed, and the copies written by the learner are detected and converted into electric signals there.
  • the accessories of the S system also comprise a microphone/headphone 18 or a similar unit serving as a facility for verbal input and output.
  • the S system also stores in a digital format the verbal samples corresponding to the written samples, and these verbal samples are reproduced through the earphone and/or speaker to the learner.
  • the microphone detects and converts into electric signals the phones and words. These signals are converted by the S system into a digital form identical with the format of the stored verbal samples.
  • the written and verbal copies prepared by the learner during an exercise are compared by the S system with the written and verbal samples given in the exercise, and the comparisons are presented expressively to the learner, so that they are able to correct the errors during the on-going exercise or in the next exercise. From the comparisons, the S system prepares an evaluation to determine whether it is necessary to modify the sequence of writing/reading exercises determined by the curriculum, for example by repeating an exercise or returning to an earlier exercise.
  • Creating the context means that each exercise is preceded by a picture or a series of pictures, which establish(es) an associative relationship between the written and verbal word samples of the exercise and their original meaning.
  • paper-based work sheets 19 which demonstrate the written part of some selected exercises, in the same format they have on the digitising screen 17.
  • the learner repeats in work sheets 19 the written exercises carried out on the screen so that they also practice writing on paper.
  • Writing and reading are exactly symmetrical and associated activities.
  • Writing is a process of registering a thought or speech, actually a coding activity.
  • Reading is the decoding of a written text, as a result of which the text is reproduced into thoughts or - in the case of reading out loud - into speech.
  • One meaning of the expression 'functional teaching' is that the writing and reading of intelligible words and sentences must be dealt with as early as possible.
  • the other meaning of the expression is that writing/reading comes from speech and the teaching is to proceed from the spoken form of words.
  • An obvious method of implementing functional teaching is the application of the double sample where the written and verbal samples are presented simultaneously.
  • this limitation does not prevail; in a given time the S system is dedicated only to a certain learner enabling permanent and intensive use of double samples.
  • Copying samples and feedback are the two well-known forms of learning for the children, because during their development they use them continuously, starting with learning how to speak.
  • the child copies the verbal sample provided by the parent, and if the copying is not made perfectly, there will be a feedback, that is the repetition of the sample by the parent, followed by improved copying by the child.
  • the repeated copying processes yield increasingly better results, and the child gradually learns how to speak.
  • teaching the writing and reading a similar process takes place; the copying of the sample and feedback are the dominating components.
  • the learner carries out a great many copying exercises until they begin to practise independently their writing and reading skills.
  • feedback plays an important role, appearing in the form of checking the result of exercises, the correction of the defects, and the repetitions aimed at eliminating the deficiencies.
  • each exercise is about the sample, the copying and the feedback.
  • Each and every writing and reading exercise is also a test showing the deviation in copying the specified sample by the learner.
  • the S system evaluates the discrepancies and defines the result. Then, taking into consideration the tendency appearing in the current exercise and in the previous exercises it decides if it is possible to proceed to the next exercise in the teaching program, or the current exercise is to be repeated under unchanged or modified conditions, or perhaps a return must be made to an earlier exercise.
  • the learner prepares a double copy from the double sample, i.e. that they copy both in written and spoken form, because in this way they practice writing, and in the meantime they memorise the matching between the spoken and written form of words and characters. While they copy a character, they simultaneously repeat the sound uttered by the S system, and when reaching the end of writing a word, they also pronounce the complete word after the S system.
  • the essence of the invention is concerned by the difference between the verbal and written samples from a learner's aspect. Because they can speak well, it does not represent a problem to the learner to repeat the verbal samples, for them even breaking down the words into phones is a natural thing. However, writing is a new thing for them. Not only the shaping of the letters represents a difficulty, but also the appearance and sense of the written sample proper, its relationship with the verbal sample, the recognition of the letters, and the matching between the letters and the phones; in all of these issues the awareness of the learner is developing gradually, step-by-step by means of double sample exercises. This is what the long initial phase of teaching is about, and in the meantime the writing skills are acquired.
  • the double sample is to be left behind gradually, switching to the purely written sample or purely verbal sample, what we call simple sample to make a clear distinction from the double sample.
  • the virtual sample added to a simple sample for turning it into a double sample is called a complementary sample.
  • the S system stores their double samples, and even in the case of a simple sample exercise, the complementary sample is available to the system. Proceeding from a formal logical approach, it can be said that the independent writing and the independent reading represent the copying of the complementary sample, and according to this approach the S system checks the result of the exercise by comparing it with the complementary sample.
  • the introduction of the complementary sample has also a terminological aspect, because in the description the expression 'copying the complementary sample' is frequently used instead of writing and reading.
  • Synthetic reading means that the words are broken down to syllables or letters, followed by subsequent reassembling.
  • the reading can be performed by the learner when in addition to the knowledge of letters they obtain phonetic awareness, i.e. the understanding that speech consists of vocal sounds, so-called phonemes, the characters correspond to spoken sounds, and that the reading of a word means that the spoken sounds corresponding to the letters making up the word must be uttered in sequence, one after the other, for example the phonemes IcI, /a/, IxI in the word 'cat'.
  • the global reading method teaches the reading of full word images instead of deciphering the characters making up the word, and later on each letter is unfolded from the word image.
  • the computer In exercises based on double sample, the computer - after presenting the written sample - first utters the full word and then spells its letters.
  • the S system illustrates each word to be read by pictures, and the context pictures provide substantial assistance for global reading.
  • the combined reading model uses both reading methods, with special regard to the characteristics of the given language.
  • the global model is overwhelming, although in the initial phase English teaching also uses the synthesising method.
  • the computerised teaching of reading by means of the double sample can be very efficient, because the S system is able to hammer double samples into the head of learners using all the three models, while relieving the stress of learning by playful elements.
  • each character of the sample 32 an oblong shaped frame 33 appears, and in the line underneath, exactly below the sample 32 an empty frame 33 is displayed, when the copying of the character takes place, in a size identical with the frame 33 of the sample, in a way that the learner could make a copy 34 of the same shape and size in this frame 33, like the sample 32.
  • Making a frame for the characters is possible in each language, for example it is absolutely advantageous in the case of Chinese characters.
  • the frame 33 is a restriction, but its use entails more advantages than disadvantages.
  • the frame 33 enables a more accurate shaping of letters, because in addition to lining 31, which is similar to that in exercise books, it provides more geometrical references.
  • the copy is placed on the sample by the S system in a way shown in Fig. 3, to present immediately the difference between the sample 32 and its copy 34.
  • the lines of the sample and the copy should be styled differently (continuous, dotted, intermittent or distinguished in other way, e.g. in color, thickness, or type. This shows visibly and more accurately than any instrument for the learner whether they have carried out the copying correctly, and what they must do better during the next copying attempt.
  • This feedback implemented within the exercise is called visual self-control.
  • Fig. 3 is the snapshot of performing an exercise, the actual sample element is the letter '1' (the sample is shown by a contrasting frame 33'), and its written copying thereof has already started in the empty frame below.
  • the learner Before the letter, the learner has already copied the word 'IuT letter by letter, and the S system placed the sample letters with contrasting line-style on the copied letters to the attention of the learner.
  • the echo-like copying of the verbal sample is going on simultaneously.
  • the verbal sample can be given by the name of the letter '1' (like /el/) or by its phone (like IV).
  • the learner While copying in writing, the learner repeats the verbal sample, matching with each other the written and verbal form of the letter '1'. Prior to and after copying the word 'lili', the S system utters the complete word and the learner echoes the same word.
  • a geometrical grid 40 may be applied to the area of the sample frame and the copy frame according to the Fig. 4.
  • the grid gives the learner a geometrical extra reference to the horizontal lining 31 and frame 33, to help shaping the characters better.
  • the S system will only remove the geometrical grid 40 when it senses from the result of exercises that the learner is already able to copy the characters in an appropriate quality, even without the grid 40. Omitting the frames 33 can happen when the learner has principally learnt handwriting, but the teaching of reading is still under way, and during that time the learner also performs calligraphic exercises.
  • Fig. 4 is the snapshot of performing an exercise, the actual sample component is the first letter T of the word 'lili' the written copying of which has started in frame 33 displayed below the sample letter T.
  • the verbal demonstration and copying of the sample 'i' may take place according to the explanation to Fig. 3, and so the matching between the written and verbal form of the letter M'.
  • the measurement of the difference between the written sample and its copy can be performed by a relatively simple pattern matching method.
  • pattern matching operations are well known for example in the automatic handwriting recognition (AHR), which is today practically a characteristic feature of palmtops.
  • the using of the frame 33 allows not only to improve letter shaping and make visual self-control, but it also significantly simplifies the comparison of the written sample and its copy and the digital evaluation of the copy. . It is an obvious opportunity to place a digital virtual grid 42 (see Fig. 6B) to the frame 33 of written sample 32 and its copy 34 (see FIG. 6A), to measure whether the strokes of the copy 34 cross the same grid elements than the stokes of the sample 32. The quality of the copy is evaluated on the basis of matches.
  • the virtual grid 42 which is not identical with the geometric grid 40, may be used not only for measuring the deviation between the sample 32 and the copy 34, but also for setting the calligraphic requirements to a given learner by the system S by automatic adjusting of the density of the virtual grid 42. This is necessary because not every learner is able to learn calligraphy at the same standard. In the case of learners with inferior abilities, the requirement is not a perfect calligraphy of the script, but the writing of recognizable characters. For them, the machine will set a lower calligraphic requirement standard by adjusting a thinner virtual grid 42.
  • the human eye and the human ear are extremely fine instruments, especially sensitive to the difference.
  • This natural endowment is used as a methodological element in computerized teaching based on the copying of writing/reading samples. It has already been shown above that by placing the sample 32 to the just prepared copy 34, the learner is able to see the deviation of the copy from the sample and to use this experience in the next copying attempt.
  • the situation is similar in pronunciation exercises, because when uttering the characters, word elements and words, the learner receives feedback on deviations immediately, because the S system immediately corrects the learner if the pronunciation was not made perfectly.
  • the verbal copying takes place in a way that the learner echoes the verbal sample given by the S system.
  • the verbal sample given by the S system and their own pronunciation attempt are in the learner's ears, and therefore it will be easy for them to make a distinction and a correction.
  • Missing link means that when repeating a double sample exercise, a certain component of the written or verbal sample is missing, e.g. a stroke of a letter or a letter or a sound in a word, and it is the learner's task to make up the missing part remembering the previous exercise. By means of these exercises, the acquired skills become fixed and the learner is compelled to make bigger efforts in matching the written and verbal sample.
  • the real transfer to the independent writing and reading can be achieved by the repetition of double sample exercises but with simple sample. Let us take for example the transfer to reading.
  • the S system made pre-reading of words of the written sample and the letters of the words, and the learner echoed what the S system red, watching the written sample in the meantime.
  • the learner reads only more or less, he/she would rather copy by heart the complementary sample learnt during the double sample exercise. If it is still difficult for them to recall one by one the pronunciation of words and characters, the S system helps them for example by prompting, i.e. correcting the learner in words if they have read a character or a word incorrectly.
  • the simple sample exercise can be made more difficult, for example by rearranging the words in an order different from that in the previous double sample exercise.
  • the method of gradual transfer to the independent writing is similar: after a double sample exercise a dictation comes, i.e. the repetition of the same exercise but omitting the written sample. Although this time the written sample is not present visually, the learner still remembers it from the previous exercise, and for assistance the empty frame of a size corresponding to the dictated word may also appear. If writing after dictation is still difficult, the S system provides further assistance by displaying the frames 33 of the characters making up the word, within the frame of the word or by flashing the word for a second at the place of copying (written prompt).
  • the double sample version of the exercise can be returned to, followed by a new attempt to carry out independent writing or reading.
  • This is a 'push and pull' game which can be integrated into the curriculum, but its application may be expanded by feedback between the exercises depending on the results of the given learner.
  • the method of copying in frames introduced in the present invention allows to brake down the sectioning of the writing/reading processes to the level of characters, to make cadenced copying of characters marked by frames, to slow down the copying of every single character to a cadence enabling simultaneous written and spoken copying and mutual matching and memorization of the written and verbal form of characters and words.
  • This method is primarily efficient in the initial phase of learning. Framing the words or their parts is a useful solution also in the reading/pronunciation exercises, because by means of this method different pronunciation situations can be learnt.
  • the learner Since the learner is generally a child of around 6 to 8 years of age, the automatic system of teaching writing and reading must be designed especially for them. It is a primary requirement that the S system should be learner friendly and should not deter the child. Because most learners watch TV from the early childhood and play with different electronic games, for them it is not a strange idea to watch a screen and simultaneously manipulate the S system. In school education, relatively poor motivation is given to learners in comparison with TV and electronic games. A sparkling spelling book and task sheets may not compete in effect with the fairy tale and animation Films as well as electronic games. In the school it mostly depends on the teacher and at home on the parent to manage the children to pay keen attention and learn.
  • the teaching functions are to be embedded in a multimedia world to keep the learner motivated and participate actively in learning the curriculum.
  • the teaching is embedded in an animation series consisting of short interrelated stories so that the learner actively contributes to every story by solving a task.
  • the tasks of course are the writing/reading exercises.
  • the tasks can be carried out within the framework of the story or by interrupting the story (just like in the case of TV commercials) as a precondition of continuing the story.
  • the animated story itself may serve as the subject of tasks, and a frozen images of the story may give the context to the exercises.
  • the context means that the assigned pictures or series of pictures serve to illustrate the written and verbal samples and emphasize their meaning, similarly to the pictures in the coloured spelling books.
  • the context is implemented ideally together with the motivation, because the pictures of the motivating story themselves and their meaning are linked to the sample words and sentences.
  • the learner must carry out the exercises 'on line' while the short story associated with the exercise takes place on the demonstration surface of the digitising screen 17 or in an 'off line' mode after the demonstration of the story is completed.
  • a characteristic still picture of the brief story may be displayed on the demonstration area of the screen. This characteristic still picture serves as a context for the words and sentences in the exercise.
  • a child of 6-8 years of age is not yet able to read text information, and only verbal instructions and visual explanations can be transmitted to them.
  • the world of motivations is to be constructed in a way that the learner is introduced step-by-step to the world of characters. During this method the essence of writing and reading is revealed; how is writing to be carried out on the touch screen, how is the pen to be held, at which angle, how much does it have to be pressed, what is the correct body posture, hand posture, etc.
  • Each new exercise is introduced by a short explanation part in which the teacher from the story presents verbally and in still and moving pictures what the exercise consists of and how should it be performed.
  • the demonstration is so illustrative that all details of performing the exercise become obvious to the learner, and the learners experience it as if they carried out the exercise themselves.
  • the performing of the actual exercise begins. If during the exercise the S system notices that the learner does not fully understands what to do, the exercise will start again from the beginning by repeating the presentation. The copies made during the exercise are compared by the S system with the samples, and using the results of comparisons it performs an evaluation at the end of the exercise. . On the base of this evaluation the S system will decide if the teaching can be continued by the next exercise of the curriculum or a feedback should return the course to an earlier stage of the learning.
  • the teaching is carried out either in school, according to the school regulations or outside the school, in the form of lessons, hi case of using shared computers in school or in a community different learners are changing each other at the computers.
  • each teaching session starts with the identification of the learner, and the teaching continues at that part of the curriculum which has been interrupted at the end of the previous use by the given learner.
  • the S system for computerised teaching shown in Fig. 1 consists of the following modules:
  • a curriculum module 11 which comprises the exercises of written and verbal copying in the sequence of the curriculum, the motivation world in the form of still and/or moving images in association with the exercises, the written and verbal samples to be copied during the exercises and the verbal information, together with still and moving images in the form of the appropriate data, picture, sound and video files, serving for the presentation of the exercises and for the evaluation of completed exercises.
  • the exercises are stored in a sequence corresponding to the curriculum, just like a computer program stores the instructions.
  • a demonstration module 12 which - using the files of the curriculum module - demonstrates expressively for the next exercise the motivation and explanation in words and in the form of still and moving images, and presents the next exercise in a way that every detail of its performance comes alive to the learner.
  • An execution module 13 which triggers the presented exercise, displays on the working area of the digitising screen the written samples to be copied and - during the performing of the exercise - pronounces the verbal samples, schedules and controls the copying of the samples, captures the written and verbal copies made by the learner, compares the copies with the samples and defines the extent or fact of deviation for each element of the sample, places the sample with a different colour line on the written copies, and repeats the verbal sample for correcting inappropriate verbal copies. Furthermore, the module transfers to an assessment module 14 the deviation rates determined between the copies and the samples.
  • An assessment module 14 which evaluates the exercise on the basis of the rate and tendency of deviations between the sample and the copy, and takes into consideration the result of the previous exercises as well. It decides whether the teaching program can be continued, or the completed exercise must be repeated, or perhaps a return to an earlier exercise must be made.
  • the assessment module 14 supplies additional information to the learner for the repeated performing of the exercises or for the return to an earlier exercise in the form of words, still and moving images, provides praising or encouraging in the form of words, still and moving images, if possible in association with the motivational story of the exercise.
  • the assessment module 14 collects in a database the results of exercises carried out by the learner as well as the identifier of exercises performed on task sheets, and stores the latter in the form of messages.
  • a person supervising the development of the learner may have access to the messages on the basis of a password.
  • Fig. 2 The process of performing the exercises is illustrated in Fig. 2 and can be summarised as follows.
  • step 20 the demonstration module 12 creates the motivation and the context in the form of a short story, presented in still and moving pictures as well as in words, and describes the exercise in pictures and words.
  • step 21 the execution module 13 demonstrates (reproduces) the written and/or verbal samples of the introduced exercise, and controls and schedules the copying of the samples.
  • step 22 the execution module 13 detects the written and/or verbal copy prepared by the learner, converts it to an appropriate digital format, compares it with the sample, determines and stores the extent of deviation, places the written sample with a different colour on the written copy, and repeats the verbal sample for the correcting me incorrect verbal copies.
  • step 23 at the end of the exercise the assessment module 14 prepares an evaluation about the result of the exercise on the basis of the rate and tendency of deviations identified by the execution module 13, and then in step 24 on the basis of the evaluation carried out in step 23 and from the assessment of previous exercises decides what the next exercise should be out of the following, and in step 25 proceeds to the next exercise in the curriculum, in step 26 it repeats the just completed exercise under unchanged conditions, in step 27 it repeats the just completed exercise under modified (easier or more difficult) conditions, or in step 28, it returns to a previous lower level exercise.
  • the samples are derived from the spoken language, the smallest unit of which is the word.
  • the double sample words have written and verbal form, the written sample is complemented by the verbal sample and vice versa.
  • the teaching program consists of exercises to be carried out one after another, successively, and the samples of each exercise are always assigned closely to the exercise in the form of a double sample, and in such a structure they compose the vocabulary of the samples. Consequently, the verbal complementary of each written sample is available to the S system, along with the written complementary of each verbal sample, in order to carry out the assessment of performing the exercise.
  • the characters making up the words and the corresponding sounds may also serve as a double sample in the exercises.
  • each word of the written sample of an exercise may be associated with several types of verbal samples: a word pronounced in whole, in parts , by phones and by spelling.
  • a character has two verbal versions, such as the name of the character according to the alphabet of the given language (for the spelling of the words) and the phone pronounced in the given word (for synthetic reading).
  • the words may serve as samples for the pronunciation exercises not only in a whole but also in parts indicated by framing in the written sample (see Fig. 8).
  • the marked parts of the words appear in the database of verbal samples pronounced in whole and phone by phone.
  • the written samples in the exercises may consist of one or more sample elements, which may be identical or different characters, identical or different words, characters and words in a mixture.
  • the words and characters making up the sample are called the elements of the sample, and the sample element to be currently copied during an exercise is called the actual sample element.
  • the same sample may appear in several exercises depending on whether only written, only verbal or simultaneously written and verbal copying must be carried out.
  • the curriculum module 11 preferably comprises the following types of written and verbal sample elements in a digitised form:
  • the curriculum module 11 comprises exercises with double samples, which are characterised by the fact that in them the written and verbal samples of characters and/or words are presented jointly, and the learner's task is the copying of one or both samples, and during the copying of the sample elements their task is the comparison and identification of the associated written and verbal sample element.
  • the double sample exercises may exist in the following versions:
  • the curriculum module 11 further comprises exercises with simple samples, where only a written or only a verbal sample appears, and the learner's task is to read (pronounce) the written sample or to write down the verbal (dictated) sample.
  • the simple sample exercises may exist in the following versions:
  • verbal sample e.g. for exercising accentuation
  • the following types of copying (writing, reading) operations may exist in the exercises: - copying the written and verbal samples of characters, such as the copying of characters, overwriting the characters or their certain strokes, overwriting the characters by moving light spot guidance, supplementing incomplete characters, writing of characters upon dictation, description of characters, uttering the vowels of characters.
  • - exercises that can be done on an ongoing basis (e.g. written copying and reading of words and sentences) in which preferably a progress bar indicates the time that remains for completing the exercise, and
  • the method of sectioning/scheduling the copying process depends on the type of exercise, and the cadence time T and the progress time of the progress bar are adjusted by the assessment module 14 for each exercise, selected subject to the result of the previously performed exercises.
  • the application of a double sample is mainly important in the initial phase of learning, when the emphasis is not on continuous writing, but on the graphical shaping of the characters and on identifying and memorising their phones or names. Also in this phase of learning, intelligible words are to be used, but the learners copy the words character by characters a cadenced manner, and during the written copying of characters they are also verbally copied, identified and memorised by the learners.
  • the written copying of samples by making use of the frames 33 may be carried out according to the following.
  • the learner In the handwriting exercises, the learner carries out written copying on a flat digitising screen 17 set in a horizontal position, on which the learner writes by a pen 16.
  • the working area 30 of the screen features lining 31 usually applied in the given language in school exercise books, for example in the case of writing in italics by a double lining 31, and in the case of Chinese letters, by the lining of Chinese exercise books.
  • two lines are shown, the upper line is the line of samples 32 and this is where the samples 32 written by a handwritten character type are indicated, and the lower line is the line of copies 34. It is the learner's task to copy in sequence the characters making up the sample 32 in the line of copies 34, while performing verbal copying as well.
  • An oblong frame 33 is placed on each character making up the sample 32 and this frame confines the size of the character.
  • the vertical size and location of the frames 33 are matched to the characters of the relevant language, for example in the case of a Latin alphabet, in its vertical scale it provides space for the largest letter (f).
  • the frames of neighbouring characters are adjoining one another, and when writing in italics, the matching line defines the place where the characters are adjoined.
  • a different language alphabet and writing e.g.
  • the size and location of the frame may be modified, but the principle remains the same: the frame confines the characters well and provides appropriate graphical conditions for the more accurate copying of characters.
  • the application of the frame 33 has a wider range than the graphical copying task in the strict sense of the word, because it enables the control, scheduling and assessment of the written and verbal copying.
  • the S system provides by means of the frames 33 the method and cadence of copying the characters, as well as the cadence time T which can be spent on copying each character.
  • the cadence time T When during the copying of a character, its cadence time T is exceeded, a frame 33' different in colour or line thickness appears on the next (actual) character to be copied, indicating that the learner must start copying the actual character into the empty frame 33 located underneath the frame 33, regardless of whether the copying of the previous character has been finished.
  • the learner must copy the characters of the sample 32 into the empty frames 33 in the copy line in exactly the same form and size, in a cadence defined by the S system.
  • the flow diagram of steps 60-70 making up the cadenced written copying of the written sample is shown in Fig. 13.
  • the cadence of copying can be adjusted as follows.
  • the scheduling in time and the end of the time T assigned to copying the actual sample element are always indicated by the appearance of the contrasting frame 33' on the next (actual) sample element in the sample line.
  • the time T devoted to copying the actual sample element is set longer by the assessment module 14, and later on shorter rates are automatically adjusted according to the rate of the learner's development.
  • the opposite may also happen: if the S system detects that the learner carries out copying regularly slower then the preset cadence time (incomplete or inferior quality copies are made), the cadence is automatically slowed down.
  • the use of the frames 33 enables the expressive demonstration of the difference between the sample 32 and the copy 34 prepared by the learner, already during the performing of the exercise.
  • the copy 34 appears on the sample character, with a line well distinguished therefrom, so that the learner is able to compare the sample and the copy and to use in copying the next character the experience gathered in copying the previous character.
  • the impact of visual comparison could be strengthened by the qualification of the copy by the S system, for example in a way that the area of the frame of a good copy is coloured green, the acceptable is coloured yellow and the non-acceptable is coloured red.
  • the copying of characters may be assisted by the geometric grid 40 shown hi Fig. 4 and displayed in the working area 30, which increases further the geometrical definition of the character as specified by the frame 33.
  • the copy 34 is appropriate, if in the frame 33 of the copy 34, the corresponding strokes of the character cut across the same grid elements as in the sample.
  • the geometric grid 40 can be applied through the application of the frames 33 and also by exercises pursued without the application of the frames 33.
  • the learner repeats the same exercises they have already carried out on the digitising screen 17, to get used to writing on paper.
  • Each task sheet is associated with a given exercise, and the exercises are identified by the same number or symbol on the screen and on the task sheets, so that they correspond to each other.
  • the task sheets are prepared by the printing office in the same way as the working area 30 of the digitising screen 17, except that in the sequence of the samples 32, each character of the sample 32 is included previously in the frames 33.
  • the exercises are conducted by the execution module 13 exactly in the same way as if the learner wrote on the screen: the actual sample element is indicated by framing on the sample shown on the screen, the verbal sample is pronounced additionally, and the learner must copy the written sample in the same way, but instead of the screen this is done on the task sheet.
  • These exercises are checked by the parent or by the teacher on the basis of the reports drawn up by the assessment module 14.
  • the figure 7. shows such a work sheet 19, in which the learner has not started copying yet.
  • the overwriting exercise may be followed by a normal copying exercise, in which the learner copies the sample characters previously known and practised in the overwriting, into the frames of the copy line, with or without the assistance of the graphical grid 40.
  • the assessment of a written copy may be carried out as follows.
  • the methods of automatic handwriting recognition are not used, because through the use of the sample 32, we have eliminated the compelled recognition of writing.
  • Our system is not aimed at recognising an unknown written character, but the issue involved is to see how much the copy 34 deviates from the sample 32.
  • the use of the frame 33 does not only create a possibility for better letter shaping and - as a result of graphical comparison of the sample and its copy - the possibility of visual self-control, but also the application of a simple and efficient method, the method of the digital virtual grid 42 aimed at the comparison and evaluation of the written sample 32 and its copy 34.
  • the virtual grid 42 (which is not the same as the graphical grid 40) is shown graphically in Figs. 6A-C, demonstrating the assessment of the just written of the letter 'a' in the word 'ali'.
  • it is examined whether the lines of the copy 34 cut across the same grid elements as the lines of the sample 32, and the quality of the copy is evaluated on the basis of the matches.
  • the characters may be shifted to the left or to the right up to the edge of the frame (see the shifting of the copy of letter V to the right in Figs. 6A and 6B).
  • the virtual grid 42 of the copies 34 may of course be shifted not only by one, but if necessary by many grid elements and also in a vertical direction.
  • the virtual grid of the sample and the copy are transformed to a binary matrix each, and the elements of this matrix may be assigned a 0 or 1 value.
  • the value 1 is assigned to those elements of the matrix which correspond to the active elements of the virtual grid, i.e. to those which the line of the sample (and the copy, respectively) cuts across.
  • Adjusting the calligraphic requirement standard is preferably carried out as follows.
  • the virtual grid 42 can be used not only for measuring the difference between the copy 34 and the sample 32, but also - on the basis of analysing the result of the copying exercise carried out in a certain volume - for the S system to adjust automatically the calligraphic requirement level imposed on the relevant learner by regulating the density of the virtual grid 42. This is necessary because not all learners are able to learn calligraphy at an identical standard. In the case of those with inferior capabilities, the requirement is not a perfect appearance of the writing, but a good recognition of the characters. For them, a less dense grid, i.e. a lower calligraphic requirement standard is set by the machine.
  • the density of the virtual grid can be made independent of the line thickness of the sample 32 and the copy 34 in a way that by means of a digital conversion the line thickness is thinned towards the theoretical centreline of the line, and the virtual line so developed is smoothed by interpolation.
  • the assessment module 14 switches to exercises which implement a more unrestricted copying style after the rigid regulation of the cadenced copying for each character, by skipping marking with an emphasised frame 33' for the actual character to be copied, enabling the learner to define their own copying rate within certain limits.
  • the remaining time is indicated by a progress bar 50, the decreasing period of which is determined by the assessment module 14 on the basis of the result of previous exercises.
  • the processing of a copied character starts when the execution module 13 senses that the learner has started to copy the next character of the sample 32, entering the area of its frame by the pen 16.
  • FIG. 10 A copying process depicted by way of example is shown in Fig. 10. Each character of the sample is framed in a frame 33, the same size frames are located in the copy line to receive the characters to be copied.
  • the learner is about to start copying the letter 'v' of the word 'have', after writing the letter 'a' continuously.
  • the time remaining until the completion of the exercise is shown by the progress bar 50.
  • the finished copy of the word 'we' has been placed on the sample 32 so that the learner can judge the difference between the sample 32 and the copy 34.
  • Dictation represents a specific written process of copying.
  • the dictation exercise there is only a verbal sample, but after uttering each word (by the system S), the frames 33 of appropriate number and size serving to receive the characters of dictated word appear, and the learner writes the dictated word into these frames.
  • the next word is pronounced, the writing of the previous word is to be suspended and the writing of the new word is to be started.
  • dictating When dictating, the (complementary) written sample associated with the dictated word is available to the S system, it will compare the word written into the empty frames 33 by the learner with the complementary sample, applying the presentation/evaluation method described above regarding the deviation of the written copy from the sample: after writing each dictated word, in the moment prior to the pronunciation of the next word, the written sample of the dictated word with the copy set on it appears in the sample line.
  • Fig. 16 shows the flow diagram of steps 90-101 of the exercise of the type 'written copying of the verbal sample with frames'. These dictation exercises do not only serve for practising the writing, but they can also be considered as a reversed pronunciation exercise, because the written form is to be written correctly for the uttered word.
  • the frames 33 appearing to receive the dictated word provide a great assistance in this respect for the learner.
  • Selecting the handwritten font applied for depicting the sample words and characters can be arbitrary, and it only depends on the alphabet of the given language and the requirements identified in the curriculum.
  • italics font 'VA Pe 2' Copywrite ⁇ Will Software Department, D-35641 Sch ⁇ ffengrund
  • the first step could be the above described omitting of the cadenced copying schedule, after which the copying of characters is no longer tied to a cadence time.
  • AHR automatic handwriting recognition
  • the basis for the AHR function is a vocabulary, comprising characters and words , characterised by their strokes, shapes and other geometric characteristics (e.g. crossing of the lines, location of the dots, etc.).
  • the digitising screen 17 senses the movement of the pen 16 and captures the x,y co-ordinates of the line written by the pen 16. Next comes the pre-processing of the co-ordinates x,y of the line (balancing, extrapolation and previous space/time sampling) and then normalising, that is the correction of the lines according to size, tilt and curvature, and finally the identifying of the line by matching with the lines stored in the vocabulary.
  • the characteristics of the written lines are available, and then by comparing them with the sample character lines in the vocabulary, their interrelated positions and other characteristics, the characters are recognised and using the recognised characters as a point of departure, the words are recognised on the basis of the words in the vocabulary.
  • This invention does not involve a general purpose handwriting recognition, because the task is not the recognition of an unknown text, but the examining of how much the copy corresponds to the sample in form and size.
  • This statement also applies to the case of dictation, because the complementary written sample is associated with the dictated verbal sample, and the characters written by the learner are compared by the S system with the characters thereof.
  • the visual comparison of the copy and the sample can be carried out as follows.
  • the sample consists of sentences and words specified in writing or on a verbal basis.
  • the learner copies (writes) the words on the basis of a written or verbal sample, after writing each word, the S system places with a different line the copy 34 on the sample 32 so that the learner can judge visually how accurately the copying was carried out and whether they are able to meet the requirements.
  • FIG. 11 An example of written copying without the frames 33 is shown in Fig. 11.
  • the figure shows the moment when the learner has written the letter 'p' of the word 'pen'.
  • the copied 'we' and 'have' words are on their own samples so that the learner can evaluate the difference between the sample 32 and the copy 34.
  • the assessment of written words is a more complicated task.
  • the simple and efficient method of the virtual grid may not be applied directly, because in copying, the size of the characters may be shortened or extended in a horizontal direction, and therefore the copied word may also be shortened or extended as against the sample 32.
  • the other problem is that lacking the frames 33, it is not so easy to determine the linkage points between characters, i.e. where one character ends and where the next one begins.
  • the task itself i.e. that the S system compares the words of the sample with their copies and evaluates the quality of copying for each word is much more simple than the general purpose handwriting recognition.
  • comparison/evaluation is that the S system - when scrutinising the word copied by the learner - separately examines the first, second, ... etc. character of the sample word, comparing it with the first, second, ... etc. character of the copy.
  • This is a typical pattern matching method, an integral part of the AHR procedures.
  • the possibility of comparison must be created by a pre-processing, in the course of which the copied character is to be positioned over the sample character (similarly to the earlier described procedure of tolerating a shift of a copied character, see Fig. 6), to provide maximum coverage between the sample 32 and the copy 34.
  • the S system performs the minimum (tolerable) extent but true to format magnification or reduction of the copied characters, so that the size approaches that of the sample characters.
  • the actual comparison proper can be carried out in a way similar to the method of virtual grid 42.
  • the S system determines how far the form and size of the copy of a given character are similar to the sample character. This value is memorised by the S system and at the end of the exercise it provides an evaluation about the complete word. In case the learner has made a mistake in the exercise, e.g.
  • the S system indicates this expressively for example in a way that the field of the copy starts to flash expressively or it is discoloured.
  • switching can be made to dictating. From this exercise, the written sample is ⁇ b ovo missing, but the learner is demanded to write each character in accordance with the font corresponding to the samples specified in the previous copying exercises with and without frames.
  • the written sample In the course of pursuing the exercise presented in Fig. 12, after the writing of each dictated word, the written sample thereof appears in the sample line, on which the S system places with a different line the word written by the learner.
  • the assessment is carried out just like in a written copying process without frames, with the difference that the machine does not compare the written word with the sample, but with the complementary of the dictated word. If the S system notices that the learner has difficulties in writing, for a second it flashes the written form of the dictated word in the sample line.
  • Fig. 12 is a dictated version of the exercise presented in Fig. 11.
  • the exercise is determined in time by the rate of dictation: the learner must begin the writing of the dictated word even if he/she has not completed the previous word.
  • the figure shows the moment when the learner writes the dictated word 'pen', after having written previously the words 'we' and 'have'.
  • the S system places in the sample line the written complementary of the dictated word, then sets the copy made by the learner thereon.
  • the flow diagram of steps 82-89 making up the exercise is shown in Fig. 15.
  • a cadenced verbal copying by the 'echo' approach can be carried out as follows.
  • the learner In the cadenced exercises performed by means of the frames, the learner not only makes a written copy of the sample, but they also copy the verbal form of the sample so as to practise the matching between the written and verbal forms of the words and within the words that of the characters and phones, which is a precondition of independent reading.
  • An efficient form of such exercises is the 'echo' approach, in which the S system practically 'pre-reads' the actual sample element indicated by framing in the written sample.
  • the actual sample element can be a word or a part of a word, a character in a word or a separate character.
  • the learner's task is to echo every word, phone or character uttered by the S system.
  • the role of the frame is expanded by a new function, and by means of it the actual sample element to be copied in the word (or also in the word) is indicated.
  • the exercises for the actual sample element identified by a frame in the written sample, the following versions can be implemented to demonstrate, copy or read verbal sample element:
  • the S system provides the corresponding verbal sample to the written sample elements marked subsequently by contrasting framing and the learner must copy both samples, in writing (by copying or overwriting) the written sample and verbally, echoing the verbal sample of the S system. This is typically such an exercise, which must be sectioned by computerised cadencing of the copying process. If the learner makes a mistake in verbal copying, it is immediately corrected by the S system ( but the mistake is calculated in the assessment of the whole exercise), giving another opportunity to the learner for copying the verbal sample correctly. Figs.
  • FIG. 3 and 4 could serve as an illustration to the double sample, double copying exercise, if it is added to the graphical plotting that the verbal version of the written sample elements emphasised by the contrasting frame is also presented by the S system during the emphasis.
  • the flow diagram of the steps 71-81 making up the exercise is shown in Fig. 14.
  • Double sample, verbal copying There is a significant difference between the rates of written and verbal copying, therefore in the double sample exercises, after reaching a certain level of writing skills, the written copying of the double sample can be omitted, so that the learner primarily concentrates on the mutual matching and memorising of the written and verbal forms, as well as on reading and pronunciation.
  • This exercise is such a version of the previous exercise where no written copying is to be carried out, and the only task is to echo the verbal sample in the copying process, observing in the meantime the written sample element marked by a contrasting frame. At the cadence of performing the exercise, the contrasting frame jumps from one sample element to the next.
  • Fig. 8 shows an exercise of the 'double sample, verbal copying' type.
  • the complete word is uttered by the machine so that it is echoed by the learner.
  • partial framing only one part or one character of the word is uttered, so that the learner only repeats this sample element.
  • the S system also pronounces the complete words or their selected parts as a .
  • the first and third words 'teach' are framed as a whole, and the second 'teach' word is framed character.
  • the learner's task is to read one after the other the sample elements indicated by the contrasting frame 33'.
  • the contrasting frame is exactly on the letter 'a' of the second word, and this is the letter which must be named by the learner. Before that, they have uttered the first 'teach' word, and spelled the first two letters of the second word.
  • the pronunciation exercises have priority importance in the languages where the correspondence between the written and verbal forms is not as clear as for example in Hungarian or Russian.
  • the sample is represented by the words or by their parts selected by framing, e.g. according to Fig. 9, in the course of pronouncing the elements of the English word 'teach', two selections are made in the forms tEAch and teaCH.
  • the whole of the first 'teach' word shown in the snapshot of the exercise is in a frame, the pronunciation has already been carried out, the sample was demonstrated by the S system, and it was echoed in the copying process by the learner.
  • the pronunciation of the part 'ea' marked by a frame is already made with the phoneme IiI, first by the machine and then by the learner, just like the pronunciation of the names of the letters 'e' and 'a'.
  • the actual sample element is now the framed 'ch' part of the second 'teach', the phoneme /ts/ has already been said, and the S system is currently uttering the name of letter 'c' which is the actual sample element (framed with a different colour) so that it is 'echoed' by the learner. Now the pronunciation of the letter 'h' will take place.
  • the process of reading controlled by a frame is the following.
  • the learner In the double samples exercises with echo-like copying, the learner virtually received reading models, learnt how to identify the characters, and exercised examples for synthetic and global reading.
  • a switch can be made to practising independent reading by means of the cadenced reading exercises, where the actual sample element is marked by framing and a given tune is available for reading each sample element.
  • the following two reading exercise types occur: 'written sample - reading' and 'written sample - written copying and reading'.
  • the learner reads one by one the sample elements indicated by a frame, in the second exercise they also copy the written sample meanwhile.
  • the frame jumps over to the next sample element.
  • the computerised control of whether the reading is correct is carried out on the basis of the complementary of the written sample.
  • the S system assists the learner, pre-reading a word if it senses that the learner reads with errors or they are unable to keep the reading rate defined by the frames. The assistance is practically a partial return to the 'echo' type of exercises.
  • Fig. 8 serves as a graphical illustration also for such types of exercises.
  • the S system indicates to the learner by framing the written complementary of the word, combination of letters, phones or character names to be read currently.
  • the words are read out in syllables, when the syllable to be read is marked by a frame.
  • the pronunciation exercises also continue when the reading exercises are carried out, but in such a case the words and word elements marked by framing are no longer pre-read (pronounced) by the machine, and the pronunciation is carried out independently by the learner, after memorising the pronunciation in the previous 'double sample - verbal copying' type of exercise.
  • the sample is made up in the same way marking the words or their parts by framing, see the selection of the elements of the English word 'teach' in Fig. 9.
  • ASR automatic speech recognition
  • the main part of the ASR consists of a vocabulary, in which the characters and words not only feature in their written format, but also in the form of 'speech models' compiled from phonemes, i.e. from an acoustic model, which creates a correlation between the words of the spoken text intended to be recognised and the speech models, as well as the language model, which arranges into intelligent sentences the recognised words.
  • the ASR breaks the speech into phonemes, they are assigned to the phonemes of the vocabulary and then by arranging the phonemes into a sequence, the vocabulary is searched for a word corresponding to the sequence of the given phoneme.
  • ASR is a complicated sample recognition program. It is important to state that within the framework of this invention there is no need to apply the ASR system developed for general purposes because in our teaching method the task is not the recognition of an unknown spoken text, but the determination of the difference between the written and verbal samples and the samples made by the learner.
  • the recording of verbal samples is carried out exercise by exercise, and within an exercise as sample elements, in the versions described above.
  • the verbal samples are read into a microphone by a speaker (with a child's voice) and then converted into analogue signals by digital transformation, in a way that they correspond to three requirements: (1) each verbal sample element is assigned to its own written sample element, (2) the recorded verbal sample element can be physically reproduced through a headphone during the exercises by digital-analogue conversion, (3) the verbal samples are stored in such a digitised form which enables the comparison with the verbal copies made by the learner into a microphone and subjected to a digital transformation similar to the digital transformation of the sample during its recording.
  • the above mentioned digital transformations are considered to be standard procedures and they comprise the ASR elements used in sensing and digitally converting speech, like for example analogue-digital transformation, filtering (pre-filtering), breaking into phonemes, etc.
  • Reproducing the verbal samples is a reversed process of recording the sample: the digitised sample is reproduced by the S system after a digital-analogue conversion through the headphone or speaker.
  • the task is to determine whether there is a deviation between the specified verbal sample and the copy created by the learner. It is noted that although the verbal sample is not uttered in the simple sample reading exercises, the complementary verbal sample associated with the written sample to be read out is available to the S system, and it will use this for comparing it to the word read out by the learner.
  • the processing of the verbal copy is carried out immediately when the learner utters (reads) the specified sample element.
  • the processing consists of two steps.
  • the S system detects the learner's verbal copy and after a pre-processing it is converted into the same format by digital transformation as in which the verbal samples are stored.
  • the digitised copy is compared with the digitised sample, making use of a standard ASR procedure, the method of comparing digitised sound samples.
  • the S system identifies the first phoneme on the digitised copy, and examines whether it is identical with the first phoneme of the sample. If it is so, it is identified with the second phoneme of the copy, and compares it with the second phoneme of the copy.
  • This examination practically consists of as many steps as many phonemes the sample includes. If a phoneme of the copy is not perfectly identical with the corresponding phoneme of the sample, the S system suspends the further examination of the copy and corrects the learner, i.e. repeats (utters) the verbal sample so that the learner repeats it, too. At the same time, however, an error is taken into consideration in the final assessment of the exercise because on this basis it is decided whether the teaching can be continued with the next exercise of the curriculum or the exercise must be repeated or perhaps a previous exercise must be returned to.
  • the evaluation of the completed exercise and the selection of the next in line exercise can be carried out as follows. It was shown above how the S system carried out the assessment of the written and verbal copies of sample elements. Each exercise comprises several sample elements, and the execution module evaluates the copying of each sample element. At the end of the exercise, the assessment module performs from the assessment of copying the sample elements the evaluation of the complete exercise and decides from the assessment what the next exercise should be:
  • the assessment module 14 is practically an expert system because it must make a decision not only on selecting the next exercise and on the conditions of performing the same, but also in selecting from among the following alternatives:
  • the preferred methods of displaying and selecting the sample 32 and the actual sample element can be the following. To make sure that when placed one on the other the characters of the sample 32 and the copy 34 can be well distinguished from one another, the most advisable method is to display them by different colour lines.
  • the selecting and graphical identification of sample elements may be carried out instead of framing by an oblong area tightly surrounding the character or word similarly to a frame, which oblong area deviates in the shade or colour from those of the working area.
  • the characters or certain strokes of the characters to be overwritten may also be marked with a line of a different shade, pattern or colour deviating from the other characters or lines.
  • the computer of the S system may be for example a tablet PC or palm computer, PDA. From a functional aspect, the essence of the matter is to make sure that digitising screen 17 can be used for comfortable writing.
  • a tablet PC providing high picture quality can be a good solution for home and school use, but for an en masse application the palm computer is a more economic solution.
  • a number of well-known companies manufacture tablet PCs, and a good example is Fujitsu-Siemens's Stylistic, which is designed in a way that when the screen is positioned horizontally, it lets the user write comfortably on its surface.
  • the learner terminals consisting of a digitising surface, speaker and headphone/microphone all connected to a network with a host computer.
  • the Cintiq 15x model produced by Wacom can be appropriate for example (along with the products of many other manufacturers).
  • the network may be supplemented with a projector controlled by the computer, and by means of this projector the motivation materials can be displayed in a very high quality.
  • Such a network may also be designed where there is no cable, but a cable-free communication is established between the host computer and the learner stations.
  • a good option is for example the Microsoft Mira monitor (a cordless touchscreen) which was introduced in the June 2002 (No. 45) issue of Pen Computing, and since then it has carried the name 'Windows Powered Smart Display' which refers to the fact that the display runs under the network version of the Windows CE operation system.
  • An advantage of the system installed on a palm computer is that it represents a low cost solution that can be used both in school and at home. All such palm computers are suitable for this purpose, because they are designed for the automatic recognition of handwriting. These models are produced by for example HP, Philips, Casio and other companies.
  • the deficiency of a small screen is that longer written samples may not be displayed thereon, and so an additional solution is to be chosen.
  • One possibility is to insert one or two other sample line/copy line pairs below the sample line/copy line pair, for displaying a longer sample.
  • the other solution is that as many sample elements are shown by the computer in the sample line as many fits into the line, and during the performing of the exercise, the new sample elements appearing at the end of the line push out the already copied elements from the beginning of the line.
  • the computer can be sunk into the plane of the desk, by using a recess designed for this purpose or it must be placed into an appropriately sized wide frame to make sure that the screen and the surface of the frame are in the same plane.
  • the schematic drawing of a special dedicated apparatus used by way of example for implementing a system according to the invention is shown in Fig. 17.
  • the dedicated apparatus may be produced at a low cost by means of the technology elaborated for the mass production of mobile phones and pocket calculators, also in a way that the functions are executed through firmware circuit solutions.
  • a colour LCD screen 102 is fitted for displaying an explanation about the world of motivations and the exercises.
  • a thin LCD screen 103 may be retracted, to display the exercises and to carry out written copying.
  • the dedicated apparatus also comprises the speaker 104 and the microphone 106, as well as an audio input/output 105 suitable for the headset which can be connected to the dedicated apparatus.
  • the dedicated apparatus can be switched on by means of the main (on-off) switch 107.
  • the S system designed for the automation of teaching handwriting and reading is well supported by the PalmOS and Windows CE operation systems running on tablet computers and PDAs, which control the hardware elements tightly coupled and comprise such application interfaces by means of which the program developer can easily integrate into the user program the application of a touch-screen and a standard software integrated into the writing recogniser.

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Abstract

L'invention concerne un système informatisé (S) et un procédé d'enseignement de l'écriture et de la lecture sous la forme de copie d'exercices. Le système (S) consiste: a) en un module de programme scolaire (11) comprenant des exercices de copie écrite et verbale et des matériaux de motivation associés à ces exercices, b) un module de démonstration (12) présentant le matériau de motivation destiné à l'exercice et/ou fournissant des informations décrivant les exercices sur la base de ceux du module de programme scolaire (11), c) un module d'exécution (13) fonctionnant sur la base des exercices du module de programme scolaire (11), ledit module d'exécution (13) étant doté d'un moyen d'entamer l'exercice décrit par le module de démonstration (12), d'un moyen illustrant les échantillons écrits et/ou verbaux à copier, par écrit et/ou sur une base verbale, d'un moyen de programmer et de contrôler la copie des échantillons, mais aussi de détecter les copies écrites et verbales réalisées par l'apprenti, d'un moyen de comparer les copies avec les échantillons, mais aussi de déterminer et de stocker l'étendue de l'écart entre les copies et les échantillons, et d'un moyen de transférer vers un module d'évaluation les taux des écarts déterminés entre les copies et les échantillons, et d) un module d'évaluation (14) qui évalue, sur la base des taux des écarts les exercices effectués, et qui choisit l'exercice suivant en fonction de l'évaluation et, en outre, informe l'apprenti sur l'évaluation, de préférence, conformément au matériau de motivation de l'exercice.
PCT/HU2005/000130 2004-12-13 2005-12-12 Systeme informatise et procede d'enseignement de l'ecriture et de la lecture WO2006064295A2 (fr)

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
HU0402562A HU226347B1 (en) 2004-12-13 2004-12-13 Computer system and method for teaching handwriting and reading
HUP0402562 2004-12-13

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WO2006064295A2 true WO2006064295A2 (fr) 2006-06-22
WO2006064295A3 WO2006064295A3 (fr) 2006-08-31

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WO2009141832A1 (fr) * 2008-05-23 2009-11-26 Annadurai Manoj Dispositif électronique interactif d'éducation pour enseigner l'art de l'écriture
US20090305208A1 (en) * 2006-06-20 2009-12-10 Duncan Howard Stewart System and Method for Improving Fine Motor Skills
WO2012121666A1 (fr) * 2011-03-07 2012-09-13 Creative Technology Ltd. Dispositif pouvant être utilisé par un utilisateur pour communiquer des données graphiques
WO2014006198A1 (fr) * 2012-07-05 2014-01-09 Stabilo International Gmbh Aide à l'apprentissage de l'écriture numérique
DE102012211752A1 (de) * 2012-07-05 2014-01-09 Stabilo International Gmbh Digitale Schreiblernhilfe
US20140085215A1 (en) * 2012-09-26 2014-03-27 Google Inc. Progress display of handwriting input
WO2014126612A1 (fr) * 2013-02-15 2014-08-21 Colvard Learning Systems, Llc Système d'apprentissage interactif
US20170330479A1 (en) * 2016-05-11 2017-11-16 OgStar Reading, LLC Interactive Multisensory Learning Process and Tutorial Device
TWI676919B (zh) * 2018-08-02 2019-11-11 義守大學 一種電腦化寫字評估與訓練方法
CN113646821A (zh) * 2019-03-26 2021-11-12 株式会社瞬读 用于提高文章阅读理解速度的训练系统、计算机程序以及文章阅读理解速度提高训练方法

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US20030067465A1 (en) * 2001-10-04 2003-04-10 Jelinek Lenka M. Method and apparatus for adaptive handwriting teaching system
FR2835944A1 (fr) * 2002-02-08 2003-08-15 Midi Pyrenees Incubateur Dispositif d'evaluation objective de l'ecriture manuelle

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US20010003040A1 (en) * 1998-02-18 2001-06-07 Donald Spector Virtual learning environment for children
US6142783A (en) * 1999-11-08 2000-11-07 Rocha; Manuel Antonio Handwriting template system
US20030067465A1 (en) * 2001-10-04 2003-04-10 Jelinek Lenka M. Method and apparatus for adaptive handwriting teaching system
FR2835944A1 (fr) * 2002-02-08 2003-08-15 Midi Pyrenees Incubateur Dispositif d'evaluation objective de l'ecriture manuelle

Cited By (21)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20090305208A1 (en) * 2006-06-20 2009-12-10 Duncan Howard Stewart System and Method for Improving Fine Motor Skills
WO2009141832A1 (fr) * 2008-05-23 2009-11-26 Annadurai Manoj Dispositif électronique interactif d'éducation pour enseigner l'art de l'écriture
WO2012121666A1 (fr) * 2011-03-07 2012-09-13 Creative Technology Ltd. Dispositif pouvant être utilisé par un utilisateur pour communiquer des données graphiques
CN103415826A (zh) * 2011-03-07 2013-11-27 创新科技有限公司 适于用户用来传达图形数据的设备
TWI601101B (zh) * 2011-03-07 2017-10-01 創新科技有限公司 適合於使用者用以傳遞圖形資料之裝置
DE102012211752B4 (de) * 2012-07-05 2016-07-28 Stabilo International Gmbh Digitale Schreiblernhilfe
DE102012211752A1 (de) * 2012-07-05 2014-01-09 Stabilo International Gmbh Digitale Schreiblernhilfe
WO2014006198A1 (fr) * 2012-07-05 2014-01-09 Stabilo International Gmbh Aide à l'apprentissage de l'écriture numérique
US10254952B2 (en) * 2012-09-26 2019-04-09 Google Llc Progress display of handwriting input
CN104885041A (zh) * 2012-09-26 2015-09-02 谷歌公司 手写输入的进度显示
WO2014052223A1 (fr) * 2012-09-26 2014-04-03 Google Inc. Affichage d'avancement d'entrée manuscrite
CN104885041B (zh) * 2012-09-26 2018-10-23 谷歌有限责任公司 手写输入的进度显示
CN109358766A (zh) * 2012-09-26 2019-02-19 谷歌有限责任公司 手写输入的进度显示
US20140085215A1 (en) * 2012-09-26 2014-03-27 Google Inc. Progress display of handwriting input
US10656829B2 (en) 2012-09-26 2020-05-19 Google Llc Progress display of handwriting input
CN109358766B (zh) * 2012-09-26 2021-12-21 谷歌有限责任公司 手写输入的进度显示
WO2014126612A1 (fr) * 2013-02-15 2014-08-21 Colvard Learning Systems, Llc Système d'apprentissage interactif
US20170330479A1 (en) * 2016-05-11 2017-11-16 OgStar Reading, LLC Interactive Multisensory Learning Process and Tutorial Device
US11417234B2 (en) * 2016-05-11 2022-08-16 OgStar Reading, LLC Interactive multisensory learning process and tutorial device
TWI676919B (zh) * 2018-08-02 2019-11-11 義守大學 一種電腦化寫字評估與訓練方法
CN113646821A (zh) * 2019-03-26 2021-11-12 株式会社瞬读 用于提高文章阅读理解速度的训练系统、计算机程序以及文章阅读理解速度提高训练方法

Also Published As

Publication number Publication date
HU226347B1 (en) 2008-09-29
HU0402562D0 (en) 2005-02-28
WO2006064295A3 (fr) 2006-08-31
HUP0402562A2 (en) 2006-07-28

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