WO2007145619A1 - Système et procédé d'apprentissage électronique dynamique sur la base de données d'emplacement, de contexte, et de catégorie - Google Patents

Système et procédé d'apprentissage électronique dynamique sur la base de données d'emplacement, de contexte, et de catégorie Download PDF

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Publication number
WO2007145619A1
WO2007145619A1 PCT/US2006/022748 US2006022748W WO2007145619A1 WO 2007145619 A1 WO2007145619 A1 WO 2007145619A1 US 2006022748 W US2006022748 W US 2006022748W WO 2007145619 A1 WO2007145619 A1 WO 2007145619A1
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WIPO (PCT)
Prior art keywords
student
intelligence
learning
course
location
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PCT/US2006/022748
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English (en)
Inventor
Mubina Gilliani
Naushad Dhanani
Karim Halani
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Mubina Gilliani
Naushad Dhanani
Karim Halani
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Application filed by Mubina Gilliani, Naushad Dhanani, Karim Halani filed Critical Mubina Gilliani
Priority to PCT/US2006/022748 priority Critical patent/WO2007145619A1/fr
Publication of WO2007145619A1 publication Critical patent/WO2007145619A1/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
    • G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers

Definitions

  • the present invention relates generally to the field of interactive computer-based systems and software, and more particularly to systems and methods that provide interactive electronic learning.
  • Electronic learning which is training employing the Internet, is widely used to teach students a variety of subjects and skills because of its effectiveness and convenience.
  • Computer-based materials can present large amounts of information in interesting and effective ways, and they can be used as complements to classroom courses taught by instructors or as independent modules that students can use at their convenience in settings of their own choosing.
  • the advent of the Internet and World Wide Web has made e- learning courses stored on a single computer available to students practically anywhere in the world. In many cases, it is more cost effective for companies and educational institutions to provide e-learning, rather than classroom instructors, for their students.
  • U.S. Pat. No. 5,310,349 to Daniels et al., Instructional management system teaches a virtual school interface on networked personal computers to provide administrative and instructional functions to users in a simulated scholastic environment, where users can interact with each other and with system elements.
  • Mobile wireless communication requires different architectural frameworks to overcome the deficiencies of the fixed Internet network, especially those inherent in the design of the TCP/IP Internet protocol that automatically introduces latencies to spread the load of perceived network congestions (due to dropped connections as a mobile user moves from one base station to another) or the severe limitations of acquiring IP addresses as one moves from one network to another, requiring solutions that are unique to the mobile architectural framework available in a given area or with a given provider.
  • the adoption of the User Agent Profile is how the present invention is able to use the network location of the receiving device, the context of the interaction, and the category of the data involved in the interaction to provide the presentation that is customized to the architectural framework being used in the location or by the provider:
  • the User Agent Profile introduced by WAP 2.0 is a protocol to specify the capabilities of the mobile device by representing the following information:
  • a methodology for using effective teaching techniques to create dynamic courses, the contents and presentation of which change based on the location, context, and category data of the receiving mobile device, and on user interaction, for use in any learning situation, such as e- learning.
  • a user's multiple intelligences are addressed in a specific sequence and duration of interaction with various objects and media designed to engage a particular intelligence or a combination of intelligences, according to advanced theories of learning.
  • the objects may comprise audio, video, animation, graphics, charts, community forums, text, and tools for identifying, building, and applying skills and habits, user assessments, course evaluations, and other techniques.
  • User assessments identify relevant user information, for example, users' backgrounds, needs, styles of learning, and course accomplishments. Courses are then adapted to this user information. Students also participate in postings on community forums and complete course evaluations. Students may obtain certification for completed coursework.
  • Fig. IA is a block diagram showing an operating environment in which embodiments of the present invention may be employed;
  • Fig. IB is a block diagram showing an example of profiles that may be stored in the profiles area in storage.
  • Fig. 1C is a perspective view showing an example of a user profile that a user would fill out.
  • Fig. 2 is top-level flow chart that illustrates a process for setting up and deploying an e- learning system
  • Fig. 3 is a perspective view that illustrates the layout of a course in an embodiment
  • Fig. 4 is a perspective view that illustrates some of the objects used in a typical course in an embodiment
  • Fig. 5 is a perspective view that illustrates a community forum used as a chat room for postings in an embodiment
  • Fig. 6 is a perspective view that illustrates an Experience Chart in an embodiment
  • Fig. 7 is a perspective view that illustrates a Habit Chart in an embodiment
  • Fig. 8 is a block diagram that illustrates an example of a typical computer system
  • Fig. 9 is a representation of a screen presenting the overview and objectives of a course
  • Fig. 10 is a representation of a screen presenting a pre-assessment of a course
  • FIG. 1 IA is a representation of a screen presenting content for a course on HIPAA Privacy Regulations
  • Fig. 1 IB is a representation of a screen presenting skills to develop, from which the student can choose areas that meet his needs and interests for a course on HIPAA Privacy Regulations;
  • Fig. 1 IB is a representation of a screen presenting humorous graphics for the course on HIPAA Privacy Regulations
  • Fig. 1 ID is a representation of a screen presenting a checklist for the course of Fig 1 IB;
  • Fig. 12 is a representation of a screen presenting a community forum input page for a course on HIPAA Privacy Regulations
  • Fig. 13 is a representation of a screen presenting postings in the community forum for a course on HIPAA Privacy Regulations, from which the student can select forum topics;
  • Fig. 14 is a representation of a screen presenting the discussion threads available for a forum topic
  • Fig. 15 is a representation of a screen presenting an Experience Chart for a course on HIPAA Privacy Regulations
  • Fig. 16 is a representation of a screen presenting a Habit Chart for a course on HIPAA Privacy Regulations
  • Fig. 17 is a representation of a screen presenting a confirmation of completion for a course
  • Fig. 18 is a representation of a screen presenting an online evaluation of a course
  • Fig. 19 is a representation of a screen presenting technical and support questions
  • Fig.20 is a flow chart illustrating a method for storing and accessing data for e-learning by taking into account the network location of the receiving device, the context of the interaction, and the category of the data involved in the interaction;
  • Fig. 21 is a block diagram showing an operating environment in which embodiments of the present invention may be employed with mobile devices.
  • FIG. IA An embodiment of an operating environment of the present invention is shown in Fig. IA.
  • a provider employs a course server 100 to make available to clients one or more computer- based courses 610 and 620, which may or may not be related.
  • the course server 100 may be a personal computer or a larger computerized system or combination of systems.
  • One or more clients employ one or more computers 150 and 160 to communicate over wired or wireless link links 144 and 146, a wired or wireless link communications network 130, and a wired or wireless link 142 with the course server 100.
  • the client computers 150 and 160 may be personal computers or computerized systems or combinations of systems comprising servers, for example.
  • one or more clients may employ one or more mobile devices such as 190 to communicate over a DoCoMo's Packet Network or WCDMA 180 which communicates over a wired or wireless link communications network 130, and a wired or wireless link 142 with the course server 100.
  • the client mobile device 190 may be a mobile device 190 containing a User Agent Profile based on the WAP 2.0 standard.
  • One or more clients may also employ one or more mobile devices such as 190 to communicate over GPRS, EDGE, or UMTS (the official European standard for 3G) 180, which communicate over a wired or wireless link communications network 130, and a wired or wireless link 142 with the course server 100.
  • the client device 190 may be a mobile device 190 containing a User Agent Profile based on the WAP 2.0 standard.
  • the network 130 may be the Internet, a private LAN (Local Area Network), a wireless network, a TCP/IP (Transmission Control Protocol/Internet Protocol) network, or other communications system, and may comprise multiple elements such as gateways, routers, and switches.
  • the current invention takes advantage of the 2.5G and 3.0G mobile standards that rely on packet-switched networks. Due to the inherent weakness of the standard Internet Transport and Network layer protocols (TCP/IP) to the demands of mobile networks, the current invention is designed to support multiple standards such as
  • WML Wireless Markup Language
  • WAP Wireless Application Protocol
  • cHTML compact HTML
  • course server 100 shown in Fig. IA, employs an e-leaming system 200, comprising the following elements, explained in detail below:
  • the interface 300 may be portal Web page that allows users to access the e-learning system 200.
  • the display model 500 is a software program that contains the data necessary to provide a view of course pages. Or given the combination of location, context, and category, it contains the mapping and data to render multiple views of course pages.
  • the database of course elements 700 is used to store the elements used in each course for further use with different courses, as explained below.
  • location, context, and category are the additional parameters used to instantiate the hierarchy of controllers for a user session.
  • the profiles 800 are used to store business information about the users and sales partners associated with e-learning system 200.
  • Fig. IB shows an example of profiles that may be stored in an embodiment, comprising
  • Company profiles 810 containing data about businesses. For example, a company may contract for courses for its employees, or a community college may contract for its students.
  • Fig. 1C shows an example of a user profile that a user would fill out. This user profile comprises field headings
  • Partner profiles 830 containing data about partners that sell the services of the e- learning system.
  • the following items are encrypted in profile information:
  • the controller 170 determines the start of a user session and delivers information to the right locations at the right time.
  • multiple controllers are employed.
  • location, context, and category are the additional parameters used to instantiate the hierarchy of controllers for a user session.
  • e-learning system 200 could be developed on one server 100 and then could be loaded on another server, such as computer 150, for use there.
  • the elements of e-learning system 200 comprise a discrete system, but in other embodiments they can be distributed more loosely throughout the operating environment, on more than one server, as necessary and advantageous.
  • the interface 110 could be on one server 100 and the courses 610 and 620 could be on servers 100 and 150.
  • Fig.2 is top-level flow chart that illustrates a process for x through the operating environment shown in Fig. IA. It will be useful to explain the steps in this process briefly from a high level and then to expand elements of this explanation in detail.
  • the Eclipse Platform is an open platform for tool integration built by an open community of tool providers and is designed for building integrated development environments for Web sites, JavaTM programs and other technologies.
  • the Eclipse Foundation is a non-profit corporation formed to advance the creation, evolution, promotion, and support of the Eclipse Platform.
  • Wireless Application Protocol is an open standard that is both device and bearer independent. The members represent almost a 100 percent of the mobile market and includes most of the leading mobile operators. WAP as described above, provides a bridge to overcomes the deficiencies of the basic Internet protocols such as
  • the present invention provides a methodology for using effective teaching techniques to create dynamic courses, the contents and presentation of which change based on user interaction.
  • This methodology is applicable to e-learning as well as to traditional methods of learning via classrooms, Computer Based Training (CBT), or other means.
  • CBT Computer Based Training
  • this methodology addresses a learner's multiple intelligences in a specific sequence and duration of interaction with various objects and media designed, assembled, and displayed to engage a particular intelligence or a combination of intelligences, according to advanced theories of learning.
  • the objects may comprise, but are not limited to audio, video, animation, graphics, charts, community forums, text, and tools for the active application of skills, the assessments of users, and the evaluations of courses. These objects are combined, ordered, and presented in a specific sequence useful for developing any course that a person would take.
  • this methodology enables the development of a form of e-learaing that is simpler in presentation, more universally understandable and more effective for the human- mind to absorb, understand.
  • This e-learning is based on learning through users' concrete, interactive experiences.
  • the pedagogy and methodology are combined through programmed intelligence for the purpose of facilitating and monitoring a student's progress through the course, eliminating the need for an instructor.
  • users participate in systematic assessments to identify information about those users, for example, their backgrounds, needs, styles of learning, and course accomplishments.
  • the courses that users' take are adapted systematically to this information to make the users' learning experiences effective. For example, a course may be tailored to meet a user's needs according to the user's culture, language and style of learning. A lesson may be repeated in a different way if a user has not fully mastered its content.
  • students of the present invention's method may obtain certification, according to established educational guidelines and procedures, for coursework they have completed.
  • the present invention employs the theory of eight intelligences as an example of a useful cognitive theory of learning, with the understanding that the precise number and definition of intelligences identified by this theory are only guidelines that may be modified by additional research.
  • courses are written by subject matter experts and academic professionals using publicly available and documented best practices as reference material and regulations developed by the appropriate governing agency. The objectives and requirements for successful completion of courses are clearly stated in the overview section at the beginning of each course.
  • Fig.3 illustrates the typical Web page layout of a course, in an embodiment, comprising boxes 914 on which the user can mouse click to assess information.
  • Flash media is used throughout the course to demonstrate practical applications of the regulations in an entertaining way.
  • animated characters may comprise o An entrepreneur o A psychologist o An interviewee o A manager o A customer service representative o An old man o A dancer o A Chinese helper o An Indian helper o A volunteer o A coach o A lioness o A stressed bunny
  • Threaded Dialogs These are used to create repositories of learning. To participate in threaded dialogs, students perform the following steps: o Entering an answer to a topic question; and o Viewing and replying, or posting to a minimum number of topics for certification.
  • Fig. 4 illustrates the use of some of these objects in a typical course, in an embodiment. Note that this is not a screen that the user sees.
  • the elements represent each component of a graphic, video, animation, threaded dialogue, skill identification, experience and habit building charts, assessments, evaluation, and textual concepts that are configured in a unique manner to leverage the theory of multiple intelligences and fully engage the learner in the act of internalizing the concepts presented in the lessons.
  • each course is measured in terms of clock hours and, once started, must be completed in six weeks (This may vary based on the length of the course.). A learner is advised to spend fifteen to thirty minutes a day, five days a week to complete the course.
  • the methodology of the present invention may be adapted to provide certification for student coursework through multiple certification agencies.
  • community colleges and universities may help develop online courses and certification standards for those courses.
  • the present invention's online methodology is designed using the International Association for Continuing Education Training (IACET) requirements for granting traditional Continuing Education Units (CEUs) as well as best practices in instructional design including a structured use of multiple intelligences. Students are required to complete the following steps to receive CEUs:
  • IACET International Association for Continuing Education Training
  • CEUs Continuing Education Units
  • Post-assessment This is conducted after a student takes a course. It involves o An evaluation of the course - This is done after the post-assessment and includes o Questions about the course's content based on the size or contact hours of the course, for example questions about understanding of concepts and the sharing of information in the community forum; and
  • the pass rate for certification can be set by the sponsoring/partnering institution or may default to a pass-rate of 70%.
  • assessment questions are tied directly to the course objectives.
  • each course is stored in a database of course elements 700 in storage 400, shown in Fig. IA, and referenced as unique components that can be accessed through metadata for use with different courses. For example, each paragraph of text, video, piece animation, simulation, and audio file in a course may be stored and referenced for use with other courses.
  • a B2C (business to customer) learner fills out a user profile and purchases a course online with a credit card, and the course is placed in his schedule of courses.
  • Fig. 1C shows an example of a user profile.
  • a B2B (business to business) administrator uses a special membership card to enroll company employees and a real time, online, billing report is created for the company including the ability to track the learner's progress.
  • the learner begins the course and goes through a general description of the course, expectations, overview, and objectives of the course.
  • Fig. 9 shows an example of a screen presenting the overview and objectives of a course on HIPAA (Health Insurance Portability and Accountability Act) Privacy Regulations.
  • HIPAA Health Insurance Portability and Accountability Act
  • Fig. 10 shows an example of the first screen presenting a pre-assessment for the course on HIPAA Privacy Regulations, with bullet fields that the user can mouse click on to supply requested information.
  • the presentation of the course is adapted dynamically based on this user input.
  • Fig. HA shows an example of a screen presenting content for the course on HIPAA Privacy Regulations.
  • Fig. HB shows an example of a screen presenting skills to develop from which the student can choose areas that meet his needs and interests, for the course on HIPAA Privacy Regulations
  • Fig. HC shows an example of a screen presenting humorous graphics for the course on HIPAA Privacy Regulations.
  • Fig. HD shows an example of a screen presenting a checklist for the course.
  • Fig. 5 shows a screen for a community forum input page used for postings in such a chat room, in an embodiment.
  • This community forum input page comprises a topic description 916, which requests information about the course and a topic field 918, in which the user can enter the requested information.
  • the community forum input page also comprises clickable boxes 920 on which the user can mouse click to accomplish actions, to submit entered information and to view postings by students.
  • Fig. 12 shows an example of a community forum input page for the course on HIPAA Privacy Regulations.
  • Fig. 13 shows a screen of postings in the community forum for the course on HIPAA Privacy Regulations, from which the student can select forum topics.
  • Fig. 14 shows some of the discussion threads available for one such forum topic, "Obtaining medical records.”
  • Fig. 6 shows an Experience Chart, in an embodiment, with fields 920 on which students can enter requested information. The skills are pulled in automatically from the completed experience chart and the learner can check off the boxes online and save the information. This allows the
  • Fig. 15 shows an Experience Chart for the course on HIPAA Privacy Regulations.
  • the Experience Chart can be printed and a "Habit Chart is automatically produced with the skills identified that helps them record action for twenty-one days. (Multiple intelligences used: linguistic, logical-mathematical, spatial, and intrapersonal).
  • Fig. 7 shows a Habit Chart, in an embodiment, on which the student can enter data in notation fields 920.
  • Fig. 16 shows a Habit Chart for the course on HIPAA Privacy Regulations.
  • a student may receive a printable confirmation of completion, as shown in Fig. 17.
  • the student is subsequently given the opportunity to complete an online evaluation of the course, as shown in Fig. 18.
  • the student can also complete an online form about technical and support questions concerning his ease of use with the course, as shown in Fig. 19.
  • Fig. 8 is a block diagram that illustrates an example of a typical computer system 1400, well known to those skilled in the art, representing a server 100 on which embodiments of the
  • This computer system 1400 comprises a network interface 1402 that provides two-way communications through a wired or wireless link 142 to a wired or wireless communications network 130 that uses any applicable communications technology.
  • the network 130 can comprise a public telephone network, a wireless network, a local area network (LAN), and any known or not-yet-known applicable communications technologies, using correspondingly applicable links.
  • the network 130 in turn provides communications with one or more host computers 150 and, through the Internet 1424, with one or more servers 103.
  • the network interface 1402 is attached to a bus 1406 or other means of communicating information. Also attached to the bus 1406 are the following:
  • a processor 1404 for processing information
  • main memory 1410 which is a dynamic storage device such as a random access memory (RAM) that stores information and instructions to be carried out by processor
  • a bios 1412 or another form of static memory such as read only memory (ROM), for storing static information and instructions to be carried out by processor 1404; a display 1414, such as a liquid crystal display (LDC) or cathode ray tube (CRT) for displaying information to user of the computer system 1400; and an input device 1416, with numeric and alphanumeric keys for communicating information and commands to processor 1404.
  • a mouse or other input devices can also be used.
  • Computer system 1400 is used to implement the methods of the present invention in one embodiment. However, embodiments of the present invention are not limited to specific software and hardware configurations.
  • Computer system 1400 can receive data comprising client application messages from computer 150 and server 103 used by client business, through a network 130 such as the Internet, and appropriate links 142, such as wired or wireless ones, and its network interface 1402. It can of course transmit data back to client
  • Computer system 1400 carries out the methods of the present invention when its processor 1404 processes instructions contained in its main memory 1410.
  • Another computer-readable medium such as its storage device 1408, may read these instructions into main memory 1410 and may do so after receiving these instructions through network interface 1402.
  • Processor 1404 further processes data according to instructions contained in its storage device 1408. Data is relayed to appropriate elements in computer system 1400 through its bus 1406. Instructions for computer system 1400 can also be given through its input device 1416 and display 1414.
  • Computer-readable medium refers to any medium that provides instructions to processor 1404, comprising volatile, non-volatile, and transmission media.
  • Volatile media comprise dynamic memory, such as main memory 1410.
  • Non-volatile media comprise magnetic, magneto-optical, and optical discs, such as storage device 1408.
  • Transmission media comprise a wide range of wired and unwired transmission technology, comprising cables, wires, modems, fiber optics, acoustic waves, such as radio waves, for example, and light waves, such as infrared, for example.
  • Typical examples of widely used computer-readable media are floppy discs, hard discs, magnetic tape, CD-ROMs, punch cards, RAM, EPROMs, FLASH-EPOMs, memory cards, chips, and cartridges, modem transmissions over telephone lines, and infrared waves.
  • Multiple computer-readable may be used, known and not yet known, can be used, individually and in combinations, in different embodiments of the present invention.
  • the communication between a provider and client computers could take place through any number of links, including wired, wireless, infrared, or radio ones, and through other communication networks beside those cited, including any not yet in existence.
  • the term computer is used here in its broadest sense to include personal computers, laptops, telephones with computer capabilities, personal data assistants (PDAs) and servers, and it should be recognized that it could include multiple servers, with storage and software functions divided among the servers.
  • PDAs personal data assistants
  • a wide array of operating systems, compatible e-mail services, Web browsers and other communications systems can be used to transmit messages among client applications and Web services.
  • Fig. 20 illustrates an embodiment of a method for storing and accessing data for e- learning by taking into account the network location of the receiving device, the context of the interaction, and the category of the data involved in the interaction, and by using multiple controllers.
  • E-Learning System 200 receives a request for e-learning from another computer device, such as client 1 computer 150, and relays the request to an international controller 172.
  • the international controller 172 determines from data in the request the location of the client from which the request was sent.
  • Step 4004 in Fig. 20 - Is location valid and supported?
  • the international controller 172 checks in storage, such as storage 400 shown in Fig. 1, for relevant data such as that stored in profiles 800 and in a user profile 820, shown in Fig. IA. It then uses that data to determine whether the location is a valid one and whether that location is supported by E-Learning System 200, shown in Fig. 1.
  • International Controller 172 sends an error message back to the sender of the request.
  • Step 4008 in Fig. 20 - Forward to appropriate controller, based on location.
  • the international controller 172 forwards the request to an appropriate location controller 174.
  • Each location has its own controller, such as a WapController or a MobileController.
  • the location controller 174 obtains the category and context for the request from storage 400, shown in Fig. 1, for example from data stored in profiles 800 and in a user profile 820, shown in Fig. IA.
  • Step 4012 in Fig. 20 - Set category and context data.
  • the location controller 174 associates the appropriate category and context data with the request.
  • Step 4014 in Fig.20 Forward category data to appropriate view to display data in correct format.
  • the location controller 174 forwards the e-learning information for the request, with the correct category and context data for the location, on an appropriate display, such as a display on client 1 computer 150, shown in Fig. 1.
  • controller based upon the location of network to service requests.

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Abstract

L'invention concerne une méthodologie qui fait appel à des techniques d'apprentissage efficaces pour créer des cours dynamiques, dont le contenu et la présentation changent en fonction des données de l'emplacement, du contexte, et de la catégorie du dispositif mobile destinataire, et de l'interaction de l'utilisateur, susceptibles de servir quelle que soit la situation d'apprentissage, par exemple l'apprentissage électronique. Les intelligences multiples de l'utilisateur sont traitées dans une séquence spécifique et la durée de l'interaction avec divers objets et supports conçus de manière à être en prise avec une intelligence particulière ou une combinaison d'intelligences, selon des théories d'apprentissage avancées. Les objets peuvent comprendre animations, graphiques, diagrammes, forums communautaires, textes, et outils audio, vidéo pour identifier, construire, et appliquer des aptitudes et des habitudes, des évaluations d'utilisateurs, et des évaluations de cours. Les évaluations d'utilisateurs identifient des informations pertinentes sur l'utilisateur, par exemple ses antécédents, besoins, styles d'apprentissage, et succès des cours. Les cours sont ensuite adaptés selon les informations sur l'utilisateur. Les étudiants contribuent également aux forums communautaires et complètent les évaluations des cours. Les étudiants peuvent obtenir des certificats pour des travaux de cours.
PCT/US2006/022748 2006-06-12 2006-06-12 Système et procédé d'apprentissage électronique dynamique sur la base de données d'emplacement, de contexte, et de catégorie WO2007145619A1 (fr)

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KR20190109054A (ko) * 2018-03-16 2019-09-25 박귀현 영상 내 그래픽 생성 방법 및 장치
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US9921713B2 (en) * 2008-02-21 2018-03-20 Apple Inc. Transitional data sets
WO2014121284A1 (fr) * 2013-02-04 2014-08-07 Gamxing Inc. Jeux d'apprentissage de meilleures pratiques réglementaires
EP3109811A1 (fr) * 2015-06-26 2016-12-28 Accenture Global Services Limited Système de gestion de certification
US20160381004A1 (en) 2015-06-26 2016-12-29 Accenture Global Services Limited Certification management system
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KR20190109055A (ko) * 2018-03-16 2019-09-25 박귀현 음성 특성 분류를 이용한 영상 내 그래픽 생성 방법 및 장치
KR20190109054A (ko) * 2018-03-16 2019-09-25 박귀현 영상 내 그래픽 생성 방법 및 장치
KR102044540B1 (ko) 2018-03-16 2019-11-13 박귀현 영상 내 그래픽 생성 방법 및 장치
KR102044541B1 (ko) 2018-03-16 2019-11-13 박귀현 음성 특성 분류를 이용한 영상 내 그래픽 생성 방법 및 장치
CN112131848A (zh) * 2019-06-25 2020-12-25 北京沃东天骏信息技术有限公司 文案信息生成方法及装置、存储介质、电子设备

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