WO2009078741A2

WO2009078741A2 - Learning aid

Info

Publication number: WO2009078741A2
Application number: PCT/NZ2008/000337
Authority: WO
Inventors: Sophie Tauwehe Tamati
Original assignee: Sophie Tauwehe Tamati
Priority date: 2007-12-17
Filing date: 2008-12-17
Publication date: 2009-06-25
Also published as: WO2009078741A3

Abstract

This invention relates to a learning aid, whether in manual or electronic form. The learning aid includes multiple displayable components arranged in groups of different types. Each group of components is arranged relative to at least one other group of components to form a preferred arrangement of groups. Each component of each group includes a discrete element from a range of element selections relative to a particular component sub-group, and each element is represented in at least one source form and at least one target form. The learning aid is characterised by each component within each gtoup being selectable by the User to form a pattern desired to be learned by the user and the elements in the source forms are presented in a manner to promote the learning of the target forms. The learning aid is particularly applied as a linguistic tool. As such, the learning aid will assist an individual to learn words, to learn those words in more than one language, to appreciate the order and application of the words in a sentence, and provide the means to learn to convey those words in a syntactically grammatical way, whether the words are provided in a visual/written application, or aurally using phonetics to assist with pronunciation.

Description

LEARNING AID

Technical Field

This invention relates to a learning aid.

In particular, the invention relates to a tool, whether in manual or electronic form, which assists an individual to learn in a way which encompasses the subject matter's elements, the appropriate arrangement/order of those elements when combined and the ability to convey the information in more than one way.

It is envisaged the learning aid will be particularly applied as a linguistic tool. As such, the learning aid will assist an individual to learn words, to learn those words in more man one language, to appreciate the order and application of the words in a sentence, and provide the means to learn to convey those words in a visual/written application, or aurally using phonetics to assist with pronunciation.

However, the invention may have applications outside this field and be applied to teach concepts across a broad range of subjects and/or life experiences with cultural and/or societal themes,

Background Art

Learning is a basic human trait How individuals learn has been the focus of much research and debate, resulting in many different theories. These include theories which emphasise the importance of individual learning styles, the importance of genetics, the interplay of environmental conditions, an individual's behaviour, observational abilities, and brain function, and so forth. In turn, varying methods have been devised and promoted to assist an individual to leara a range of things, What is appreciated is that different individuals may and do learn differently. Some individuals are visually oriented, others aurally, others take focus from practical experiences and yet others are logic focused,

Visual learners learn through seeing things and may learn more easily using visual aids, such as drawings and so forth. Auditory learners learn through listening. They may learn best through verbal exchanges, discussions, talking things through and listening to what others have to say. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using sound based learning tools such as cassette tapes. Tactile/kinesthetie learners learn through moving, doing and touching and may become distracted by their need for activity and exploration. A learning aid which caters to each of these learning styles may play a key role in how well the individual learns and how rewarding the- experience is for them.

When an individual is presented with information only ever provided in a rational, structured way, this caters only to the "thinker/observer." If however, the individual is also presented with a "hands-on" activity then the "thinker/doer" can be engaged in the learning process. If the information provides a background mat sets the stage and puts the learning exercise into context with information that students can associate with, the feeler/observer" is also engaged in the learning experience, Finally, if the individual has the ability to verbalise the information being learned the "feeler/doer" is catered for.

Associated with the above is also the cognitive aspects of learning such as pattern recognition, repetition, virtual cognition (a fundamental understanding of certain ideas - and instinctive knowledge without having to be taught but which may require enhancing of and the bringing out of an understanding of ideas), association, (in effect, cross- referencing in the brain by taking things and ideas an individual already knows and relating them in such a manner that that a learning process takes place), and themes (or the "Building Block," or "Chaining" technique).

Of course, all of these techniques and learning styles and individual types are very closely inter-connected and more than one technique or learning style may be employed by any single individual at the same time, whether or not the individual is predominantly visual, aural or tactile in how they process information.

Therefore, in providing a learning aid which engages each type of learning individual and caterers to each type of learning and information processing style, ensures the learning aid is far more useful across a much greater cross-section of individuals learning the same subject matter.

In addition, individuals are more likely to retain information if the learning experience is enjoyable and made as easy as possible, Providing a learning tool which the individual finds is easy and fun to use will be far more valuable to the learning process as the individual will be a willing participant and engage more fully in the learning experience.

Whilst the art is replete with inventions to unproved learning aids many do not fully account for the varying abilities of the individuals using them; some are complex and require skill to use; they may be cumbersome systems not readily transportable in an individual's carry bag and as such limit where the aid can realistically be used; many target only one subject (for example, there are many aids directed to assist with the learning of music); and yet others, when subject specific, are narrow in focus in that only one aspect of the subject is covered, The ability to deliver the right learning or teaching aid to address the deficiencies in existing systems will be of maj or significance,

The prior art includes inventions which use variables which convey information and which are interchangeable. However, there is a lack of systems demonstrating an ease by which the various components of the apparatus or equivalent electronic version can be interchanged. Complexity obviates against pleasurable or rewarding learning experiences,

Prior art inventions may be directed to the use of alphanumeric characters. They may also provide such characters in a way enabling the characters to be manipulated into various orientations. The invention may also carry an indication of whether the orientation chosen by the learner is correct or incorrect. Such a prior art system is exampled in the invention of New Zealand Patent No. 540705. Whilst this system may assist in the learning of characters and preferred patterns which in turn may appeal to the logical visual individual and perhaps the tactile learner, such systems do not necessarily assist the aural learner.

Other prior art systems, such as is exampled by United States Patent No,5,525_s060 may use flash cards; The above mentioned patent uses multiple flash cards to assist memory in four domains. The disclosure discusses application of the invention to English and Chinese; with particular reference to pinyin, orthodox characters and simplified characters. However, it is limited to single words and does not cater for conversational sentences of experiential themes. Therefore, such systems may again cater to the visual learner and perhaps to the tactile individual, but does not necessarily cater to the needs of the auditory learner nor to individuals who learn subject matters better when they are in context. Where such inventions relate to translation or linguistic aids, flash cards or components of the learning aid may provide set sentence structures but do not allow for the elements of the sentence to be changed to provide an entirely different and significant array of other possible sentences around the same subject matter. Whilst repetition is a useful technique in learning, too much repetition can become monotonous. Accordingly, learning set sentence structures in which the words are not changeable or where the words and/or sentences do not have relevant contextual meaning to the individual, can become boring and unrewarding,

One teaching method uses a one-two-sided learning aid, called the ONE-PAGE-BOOK, which includes a combination of two languages in which the syntax of the target language is set up to allow the student to learn how to speak, think, write, read and understand the target language, This invention, described in US 2003/143516 is reported to be portable, always accessible and easy-to-use learning aid will allow the student to spontaneously communicate within 120 hours of formal language training by just following the numerical sequence found in the learning aid. It is said not to require memorization, repetition or the use of grammar as the main way to teach the target language; and that with the use of the learning aid no additional textbooks would be needed. However, it includes a number of instructional items, the cards are "busy" with writing and it is questionable as to how much enjoyment the individual would glean from using it. United States Patent No.7,273,374 similarly discloses a language learning tool, In this invention the words are arranged according to similarities or commonalties such that a user may more efficiently acquire knowledge of a foreign language based on an association method of learning. Multiple words of a first known language and a second foreign language are provided along with each word of the first language having a corresponding translation in the second language. The words are grouped into group A words which possess one or more identifiable similar characteristics based on predetermined criteria; and Group B words, comprised of words having dissimilar characteristics, Groups A and B are divided into subgroups according to parts of speech and gender characteristics. The learning tool permits users to learn a foreign language by associating like words with one another. However, it does not address the issue that Ml sentences are required in speech and that the words need to be ordered into specific patterns in order to convey the correct meaning.

Some inventions are arranged in game format, such as the board game of United States Patent No. 5,816,574 which uses a foreign language such as bahasa Indonesia, and a national language such as English. The game comprises cards, each playing card having a word, phrase, or instruction located on one surface in a foreign language and on an opposite surface a translation in a national language. The game is played by one or more players conversing in the foreign language using instructions, key words/phrases and/or conversation starters provided on the playing board or on one or more cards. Reference can be made to the translation on the reverse side of each card to assist the player in conversing in the foreign language. Whilst the foreign language can be learnt and developed in an entertaining way, there are no facilities to extend the options on the cards and so the potential for learning different applications of the language are limited.

While the present invention has a number of potentially realisable applications, it is in relation to problems associated with existing prior art learning aids that the present invention was developed, More specifically, it was with the need to address the different learning styles and abilities of different individuals, that the present invention was developed.

It would be useful therefore to have a learning aid that: a) Was adaptable to both a manual and electronic system; the latter being, in effect, an "e- tool" in all senses - both educational and electronic; and

b) Would be able to be easily carried around so that it could be used whenever the individual desired to do so; and

c) Would have minimal components; and

d) Would be easy to use; yet

e)' Could include multiple combination opportunities; and as such

f) Could also be used to assist learning potentially in a number of subject areas, for example, grammar, languages (written and oral), societal constructs and so forth, all at the same time; and yet

g) Could be used with specific languages and specific social contexts in mind, thereby having meaning to the user and as such being more relevant and provide a more enjoyable and rewarding learning experience; and

h) Could be a more cost effective option to existing learning aids.

It would therefore be advantageous to have an invention that offered at least some, if not all, of the advantages of the above proposed learning aid. It is therefore an object of the present invention to consider the above problems and provide at least one solution which addresses a plurality, of these problems. It is also an object of the present invention to at least provide the public with a useful choice or alternative system.

A further object of the present invention is to provide a learning aid which encompasses means to cater for the different learning styles of individuals, which takes account of ^' cognitive aspects and considers the importance of the information used in the learning aid to complement the individual's experiences within that individual's society. Further aspects and advantages of the present invention will become apparent from the ensuing description which is given by way of example only, It should be appreciated that variations to the described embodiments are possible and would fall within the scope of the present invention.

Disclosure of Invention

Further aspects and advantages of the present invention will become apparent from the ensuing description which is given by way of example only. It should be appreciated that variations to the described embodiments are possible and would fall within the scope of the present invention,

The present invention is a learning aid. The learning aid has been based on a specifically designed learning method. The methodology preferably utilises specific patterns frequently used by individuals and incorporates these patterns into the learning aid (in effect using repetition based principles in which patterns complement and reinforce already established or available structures known to and frequently used by or available to the individual).

Many variations of the pattern are made available to (he individual and because of this, not only is each pattern familiar to the individual, but again, the number of available variations of the pattern reinforces the pattern order, or some underlying skill. For example, where the learning aid is a linguistic tool, the pattern is preferably a sentence. The individual will be familiar with speaking in sentences and so the learning aid complements, reinforces and repeats this skill and uses structures known to the individual. The number of potential variations to the sentence provides variation in subject matter of the sentence, but the arrangement of the sentence is reinforced and repetitive use of the same sentence structure aids the learning process.

Each pattern used for the learning aid is preferably made up of known elements, The elements each form a sub-group of the pattern. Each element sub-group is required to be used to construct the pattern in order for the pattern to make sense and convey information, The element sub-groups are arranged therefore in a specific order. For example if the learning aid was used as a linguistics tooL the elements would be the words. The words would fall into sub-groups - for example, nouns, verbs, adjectives. The elements may include more than one word - for example an element may include a possessive as well as a noun as in "my dog", All elements of that same sub-group would preferably have the same structure. The subgroups would be ordered such that when the words were read as a sentence, the sentence would make sense,

The learning aid also preferably includes constructs already known by and familiar to the individual. This incorporates theme based principles. For example, the learning aid may have themes such as home, work, religion, educational, social, sports; and as such the learning aid has greater relevance for the individual. It superimposes on the learning aid a social context which is understandable to the individual. This means that what the individual sees or hears (when using the learning aid) makes sense to the individual, The individual can associate with it and so learning is enhanced via that association.

The learning aid also preferably takes advantage of visual cues, such as colours or shapes. Accordingly, different elements within the learning aid which make up the pattern may be colour coded or include an associated shape. For example, if the pattern is a sentence, the colour coding may be applied such that the grammatical elements of the sentence are colour coded. As such, the noun element in the sentence is always associated with one particular colour, the verb element another colour, the adjective element another colour and so forth. The pattern is established by, for example, having the noun element always first, the verb element second and the adjective element third, Thus, the colour and the pattern can operate in combination to reinforce the learning.

Within each pattern and within each element there are preferably many possible selections such that the total number of overall patterns is increased many fold. This large number of available patterns provides variation to stimulate the individual's interest and enjoyment of the learning aid which in turn assists the learning process. Where the pattern is a sentence and the elements are words of the sentence, the total number of combinations means that the individual will be provided with a greater number of options to consider as possible sentences than the current prior art learning aids which axe, by comparison, limited to a set number of patterns or words.

The learning aid is also preferably provided with an alternate instructional medium, For example, where the learning aid is language based one instructional medium will be the language used by the individual or the person's language of strength (the source language), An alternative language also provided will be the language which the individual wishes to learn (the target language). Each element in the pattern will be reproduced in the relevant language,

To complement individuals whose learning style is aurally based an auditory component is preferably included with the learning aid. This may be through Yerbal reinforcement by the individual or in conjunction with an accompanying audible means. For example, where the learning aid is language based, the words to be learned will be also represented phonetically to assist the individual to say the word. Preferably, the phonetic component will be to assist the individual to say the word in the target language as outlined in the example provided above. The oral component however uses source language phonics to aid pronunciation of the words in the target language. This arrangement therefore applies the individual's learned knowledge of the person's own language to assist in the learning of a new language, •

The learning aid is also preferably adapted to appeal to the tactile or kinesthetic learning style in that each element is physically separate from the next but yet interconnected as a whole to effect, a desired pattern and maintain integrity of the learning aid. For example, in a linguistic aid examplej the aid may comprise a sentence (pattern) made up of three separate elements

(Noun, verb and adjective) each element may comprise many alternatives and as such there will be a noun element group, a verb element group and an adjective element group. Each group has its own unique colour.

The word elements are represented on cards. The cards of each word/element group are stacked and arranged adjacent the stack of grouped cards of the next element₃ and so on in the required order/pattern. The groups of cards are maintained in their group and order (the desired pattern) by virtue of an interconnecting spine, such as a spiral binder. Using this format any single card can be flipped over to reveal the next card in the stack. By flipping over the cards randomly in any of the element groups, the individual creates entirely new patterns each time, as the words change and a new sentence is formed. The number of alternative patterns is dictated by the number of individual cards in each element sub-group or stack, and the number of elements required to create the desired pattern (or sentence).

As can be appreciated, depending on the number of elements in the desired pattern and the number of each element choice in the same group/stack, the number of possible pattern variations are increased many fold, In one embodiment of the present there are as many as 160,000 alternative pattern variations available in a four element pattern. This variety enables the individual to be continually stimulated and contributes to maintaining the level of enjoyment in the learning experience than may occur with limited options found in prior art learning aids. It also provides the individual with an extensive learning aid which can cover substantially many combinations of sentences likely to be encountered by the individual.

Accordingly, as can be appreciated the learning aid is very easy to use. Yet the learning aid also remains compact and is easily able to be carried in a bag or such like.

Further, as a result of the possible combinations, it is possible to create specific learning aids directed to the specific areas of the individual's life - there being possible a linguistic aid using the home as the source of words, or religion, sport and so forth. The individual can then target learning to become familiar in one area/theme before progressing to another theme relevant to the individual. As the theme has relevance to the individual, the learning experience is potentially easier and can be more enjoyable.

While a practical application of the invention may be presented in a manual, multiple, flip card system, in addition, the present invention is ideally suited to be adapted to a game format. Further, the present invention is ideally suited to be adapted to an electronic version whether ^'as an electronic game or as an electronic version of the manual learning aid format, or as an electronic white board.

In the electronic form the invention becomes an e-tool limited only by the constraints of programming, software and hardware. Given the advances in this field of technology and given the readily available range of small electronic devices in game format mobile phones, I- pods and so forth, used for communication and/or entertainment, purposes, the possibilities to extend the invention to such media is readily envisaged. Small handheld electronic devices comprising push buttons or touch screens which when activated select, the particular element randomly to create the combined patterns can be employed. Voice activated versions may be employed, or options where the audible component of the learning aid is a sound, a word, a phonetic equivalent and so forth may be developed. This has benefits for the individual who learns predominantly through auditory experiences; and in addition, is ideally suited to assist the visually impaired.

However, such electronic versions also provide an advantage to physically impaired individuals unable to manually activate a flip card or push button system. Voice activated systems may enable the individual to similarly select the individual elements which may appear on a screen and as such the auditory instructions convert to visual text to provide the same end result as would be available on a manual flip card system. For a linguistic aid, the individual would state a word in the individual's source language. The word would also then appear in the selected language and with a phonetic equivalent. Similar colour coding as is used on the manual flip cards would be included in electronic versions for ready identification of the particular element and its corresponding group to provide assistance with understanding the pattern format to be achieved and be familiar with.

Where the invention is applied to a linguistics tool, the methodology can be applied to many languages because it:

• uses specific high frequency sentence patterns;

• associated with a range of language domains including home, work social, educational and religious contexts; as well as "Tourism" "Business Traveller" "Sports Professional" "Civil Service e.g Police, Social Work" contexts;

• and it assigns a colour to each of the elements or language chunks which are the discrete functional building blocks that form each sentence pattern;

• and presents a range of text selections within each language chunk;

• it further includes the language of strength (source language) so as to promote the learning of and formation of sentences in another language (the target language); and

• through the simultaneous use of source language and target language equivalents for every text selection within each language chunk; • it operates to ensure understanding of the message in BOTH languages;

• with the use of source language phonics to aid pronunciation in the target language.

Therefore, according to one aspect of the present invention, there is provided a learning aid_s said learning aid including multiple displayable components, the components being arranged in groups of different types, and each group of components being arranged relative to at least one other group of components to form a preferred arrangement of groups, and each component of each group including a discrete element from a range of element selections relative to the particular component sub-group, and each element being represented in at least one source form and at least one target form, said learning aid characterised by each component within each group being selectable by the user to form a pattern desired to be learned by the user and said elements in said source forms being presented in a manner to promote the learning of the target forms.

According to another aspect of the present invention, there is provided a learning aid substantially as described above wherein said components include discrete display units capable of being arranged relative to each other, said units including cards, tiles, game pieces, frames, screens.

According to another . aspect of the present invention, there is provided a learning aid substantially as described above wherein said components are categorised into sub-groups identifiable by indicia,

According to another aspect of the present invention, there is provided a learning aid substantially as described above wherein each sub group is identifiable by discrete indicia from a range of indicia selections relative to the particular component sub-gcoup ,

According to another aspect of the present invention, there is provided a learning aid substantially as described above wherein the indicia include colours, shapes. According to another aspect of the present invention, there is provided a learning aid substantially as described above wherein the pattern includes a sentence, formula, recipe, construct theory and so forth.

These separate features of the invention as described above combined together, along with the element of variation, colour, sound are designed to facilitate learning.

According to another aspect of the present invention, there is provided a learning aid substantially as described above wherein the element in source form, includes at least alphanumeric characters, sounds, representations, symbols and such like.

According to another aspect of the present invention, there is provided a learning aid substantially as described above wherein said learning aid is configured to represent said components, elements and patterns within a context having relevance to the user.

In yet another aspect of the present invention there is provided a learning aid including a user viewable display operable to display an enumerable number of single language elements from each of one or more groups of language elements, each displayed element displaying either a source element or a target element having the same general meaning as the source element, the groups of language elements as a whole displaying a syntactically correct grammatical statement in either a source Of a target language wherein the displayed elements of each group may be chosen by the user and the display of the source or target language is chosen by the user.

Preferably the elements are chosen from the groups by user interaction with the display.

Preferably the target language elements also show the pronunciation of the target element

Preferably each of the elements are words or groups of words,

Preferably an audio stream of the words, groups of words or grammatical statement may be selected by the user. Preferably the groups of language elements are themselves grouped as a sub-group by the general subject of the grammatical statement represented by the group.

Preferably the source and the target languages are user selectable.

In a further aspect of the present invention it relates to a method of instructing a user in a language by providing a display on which one or more images may be displayed, nominating one or more groups of language elements, providing within each group a number of language elements of the same type in a language and for each element an equivalent element of the same meaning in a different language, displaying on the display one language element from each group, alternatively displaying the equivalent elements in the different language on a users action wherein the displayed elements from the groups of elements form a syntactically correct grammatical statement in either language.

Preferably the alternative display of the language elements is provided by the user interacting with the display.

Preferably a method of playing an audio stream of the spoken grammatical statement may be provided.

It is envisagedj the present invention as a linguistic tool will enable learning of languages in various countries.

Therefore, when used as a linguistic tool, the present invention applies:

• An approach to 'chunking' language into ^sbite sized⁵ pieces • A choice of vocabulary which focuses on 'high frequency³ words and phrases

• A color-coding as a teaching device to distinguish between the linguistic elements

• Visual, auditory and tactile/ kinesthetic learning styles used together with the effect of accelerating the language learning process for the thinker/observer (reason and structure), thinker/doer (hands on), feeler/observer (contextual association) and the feeler/ doer (verbal reinforcement) The invention also:

• Requires the simultaneous use of a person's stronger language when learning a target language

• encourages the use of translation during the teaching/ learning process by using 'contextual equivalents'

• relies on learners using their stronger language to understand and learn their target language

• In addition to the above: o uses interchangeable parts that are both separate but interconnected which: a, when manipulated empowers learners to create meaningful sentences and; b, provides for sentence variations that can easily and rapidly multiply e.g, a 3 element product can produce Sl sentence variations, 4 can produce 256, 10 can produce 10,000 and 20 can produce 160,000

• is totally 'learner centered' because every part of the learning process is managed by the learner;

• utilizes simultaneous metalinguistic transliteracy skills which results in improved literacy levels in both the learner's stronger language and target, language.

When the invention is applied as a linguistic e-tool, a series of color coded tiles breaks the language into 'chunks¹ and allows the user to toggle from their Strong Language (e.g. English) to the Target Language (e.g. Spanish) with a single tap. They can also play individual chunks or a full phrase sequence,

A phrase system or "phrase wizard" provides a way of quickly selecting a desired phrase from up to 100,000 possible phrase combinations. The user starts with a full list of words taken from the. first list (chunk), taps to select, and then is presented with a list of words from the second chunk and so on. With 4 taps a full phrase is constructed.

To maximize the usability of the Phrase system an 'intelligent filtering' system is also included. This is designed so that only relevant words appear on chunks 2, 3 and 4 thereby enabling only sensible phrases to be constructed. The filtering system is also designed to speed up the time of phrase creation, A feature for re-ordering of chunks in the Target Language is designed to teach the user about grammar in the foreign language as well as semantics.

Each application offers an individual a choice immediately after start up, to select whether they wish to operate in ¹MaIe Mode' or 'Female Mode'. Once a mode is selected, all language (both Strong Language and Target Language) will be tailored (where necessary) to that gender. All audio will also be played in the correct gender voice. .

The invention combines visual cues such as color, with sound and touch (e.g. the ability to tap and slide). The combined use of these sensory approaches provides a unique learning experience.

To use a language effectively often requires an understanding of the culture behind that language, Knowing what language is appropriate in different contexts can be vital for effective communication. Including a Culture Coach provides an important guide to assist the user in using the language correctly.

Using the theory behind the fun and addictive nature of electronic games, the user is also offered a testing environment that is fun to use and encourages the competitive nature of users to test themselves. A quiz module will record scores providing an incentive to keep using it and try and do better. A result of this 'game playing' will be increased learning,

The invention is underpinned by a theoretical framework and synthesis of language learning techniques providing a rapid language learning model, which enables learners to learn and retain 'high frequency' words and phrases in a remarkably short space of time,

It will be appreciated that the invention broadly consists in the parts, elements and features described in this specification, and is deemed to include any equivalents known in the art. which, if substituted for the prescribed integers, would not materially alter the substance of the invention. Variations to the features of the learning aid may be desirable depending on the subject with which it is to be used, Regard would of course be had to effecting the desired variations and the ability to combine all or some of the features together to create an operational learning aid,

The present invention is differentiated from many existing products by virtue of at least an aid that has unique, interchangeable portions each creating a different meaning. When used as a linguistics tool, the aid allows for the learning of a foreign language or operates as a translation mechanism and cleverly also incorporates a phonetic component. The aid may however, be adapted to learn basic mathematic concepts, genetics, social norms, or even compatible ingredients in cooking, music, and so forth,

Whilst some varying embodiments of the present invention have been described, it should further be appreciated different embodiments, uses, and applications of the present invention also exist, A couple of embodiments of the present invention will now be given by way of example only, to help better describe and define the present invention. However, describing the specified embodiments should not be seen as limiting the scope of this invention.

Brief Description of Drawings

Further aspects of the present invention will become apparent from the following description, given by way of example only and with reference to the accompanying drawings in which:

Figure 1 is a front view of the learning aid as a manual linguistic tool in accordance with one preferred embodiment of the present invention.

Figure 2 is a view of a screen of an electronic learning aid in one learning mode.

Figure 3 is a view of a screen of an electronic learning aid in a second learning mode.

Figure 4 is a flow chart of the application presenting the objects viewed in the electronic learning aid.

Figure 5 is a diagram of the parts and services involved within a typical electronic learning aid. Best Modes for Carrying Out the Invention

With reference to the diagram (Figures 1) by way of example only, there is provided a learning aid (generally indicated by arrow (I)). Whilst in this description the learning aid is described as and is referenced herein as used for assisting learning of a second language, it should be appreciated this invention may have applications outside this field.

Figure 1 illustrates one embodiment of the invention as a language learning hand tool which has a similar construction to a spiral bound, free standing, desk calendar. As such it comprises individual components (2) or cards. Each component/card is arranged linearly adjacent to at least one other component to create a linear, side-by-side arrangement of cards,, up to a preferred number. The arrangement of the cards establishes a pattern as shown at (3). The learning aid as such is therefore adapted to appeal to the tactile or kinesthetic learning style in that each component is physically separate from the next, but yet is interconnected as a whole to effect a desired pattern and maintain integrity of the learning aid. This arrangement enables the user to flick through the range of possible selections in each and all component groups.

Each pattern used for the learning aid is preferably made up of known elements (4). The elements each form a sub-group of the pattern. The element sub-groups are arranged in a specific order which makes sense to the individual. Where the learning aid is used as a linguistics tool, the elements would be the words (4). The words would fall into sub-groups - for example, nouns (4a), verbs (4b), and so forth. The elements may include more than one word - for example an element may include a possessive as well as a noun as in "my children" (4c). All elements of each same sub-group have the same element structure.

As can be seen in the example of Figure 1, the pattern is indicated as the sum of the relevant adjacent cards (2) containing the specific structural elements (4) of the learning aid. Where the learning aid is a linguistic tool, the pattern is preferably a sentence. The number of components arranged linearly, plus the number of word elements within each sub-group, will

is determine the number of potential variations in the final sentence, Within each pattern and within each element there are preferably many possible selections such that the total number of overall patterns is increased many fold. The hand tool having four different coloured stacks of twenty text selection cards in a specific sequence enables the user to create up to 160,000 meaningful sentence combinations,

The learning aid, as a linguistic tool, uses specific patterns or sentences frequently used by individuals. In this respect, the learning aid also preferably includes constructs already known by and familiar to the individual, For example, the learning aid will have a theme such as religion, as illustrated in the example of Figure 1.

The learning aid also preferably takes advantage of visual cues, such as colours (5) or shapes. For example, if the pattern is a sentence and the elements are words which are sub-grouped according to their grammatical significance, the colour coding may be applied such that the grammatical elements of each sub-group of the sentence are colour coded, In Figure 1, the noun element in the sentence is always associated with red (5a), the verb element is blue (5b), the possessive element is yellow (5c) and the outcome, green (5d). The pattern is established, by, for example, having the noun element always first, the verb element second the possessive element third and the outcome) last. Thus the colour and the pattern combine to reinforce the pattern and assist the learning,

The learning aid is also preferably provided with an alternate instructional medium (6). For example, where the learning aid is language based one instructional medium will be the language used by the individual or the person's language of strength (the source language (6a)), An alternative language also provided will be the language which the individual wishes to learn (the target language (6b)). Each element in the pattern will be reproduced in the relevant language.

In Figure 1, the learning aid is a linguistic tool enabling the individual having English as the person's first language (source language) to learn Maori (being the target language) and is an example of the Faith edition. This is designed to assist individuals who would like to learn Maori when English is their language of strength. To complement individuals whose learning style is aurally based, an auditory aspect (7) is preferably included with the learning aid. Where the learning aid is language based, the

• words to be learned will be also represented phonetically to assist the individual to say the word. Preferably, the phonetic aspect will be assist the individual to say the word in the target language as outlined in the example provided above. The oral component however uses source language phonics to aid pronunciation of the words in the target language,

Whilst the present example relates to a manual version of the invention, the invention lends itself to application as a board game played by two or more people. The game may allow players of varying abilities to interact and play at whatever levels they choose, The game may be developed so that players/learners may play the game at a competitive level or simply use the game as a fun learning tool. The board game is a natural progression and extension from the hand tool and can be developed to suit a variety of target languages or other applications.

With reference to the diagram (Figure 2) by way of example only, there is provided an e-tool learning aid (generally indicated by 100). Whilst in this description the learning aid is described as and is again .referenced herein as used for assisting learning of a second language, it should be appreciated this invention may have applications outside this field,

Figure 2 illustrates one embodiment of the invention in which a portable electronic user device such as a mobile phone or digital assistant (101) has a display (102) which can display images or indicia when running the appropriate software. When used as a learning aid the device runs an application which may display the equivalent to the elements of a phrase as images (103), (104), (105), (106) which together form a syntactically correct grammatical statement. Each element may display one or more words such as (111) which are preferably elements in the destination language.

As an alternative each element may include alternatives for the word or words appearing on that element, for instance the third element may include on separate lines the alternatives "my children", "my husband", my grandchildren" and the corresponding element in Figure 3 will include separate lines for the equivalent in the destination language, Each of the element images may equate to a selected one from among a number of elements ^■ of the same grammatical type, thus all the elements appearing at (104) may be a verb and those at element (105) the object. The number of elements at each position may be represented by "stack" (108) and the selected elements position in the stack by icon (109).

Each set of "cards" may be of a particular domain (107), which in the version shown has the subject of all elements as "The Church" while the source and destination languages are shown at (112). An icon (110) will be present if the elements represent a valid phrase and clicking this icon will pronounce an audio stream corresponding to the phrase. Because of the construction of the various languages it is possible that the cards chosen do not make a valid phrase in the target language, in which case a complete phrase will not be present, the Spoken phrase will not be present and the icon (110) will not be shown. Icon (113) presents a random or near random selection of elements when clicked for a self-test, possibly with an associated grading score recorded.

User interface may be by means of screen clicks and drags although other gestures or controls present on the device may be used as desired. Typically the stack movement icon (109) may be dragged to a chosen element within the stack, the domain (107) may be chosen by clicking or 'focus and hold', the source and destination language may be chosen by clicking or 'focus and hold* . Clicking on an element will "flip" it so the next "facet" of a single card shows.

Alternatively the interface may be via audio commands, the interface responding to commands such as "Flip catd one" or "Select new domain" via a standard audio command interface to allow users of restricted ability to utilize the learning aid.

Figure 3 illustrates the device with all elements "flipped" to a second facet which shows the woi'ds in the destination language and the pronunciation of the element in that language. Focus and hold on the element may trigger a voice to say that element to assist a users pronunciation of it while a click will flip the element to its next "facet" which may be the same element in a dialect of the destination language or may be a presentation of other information related to the element - for instance for element (104) it may show the elements for male or female children, or an image of the item or action represented by the element, Preferably the colour of each facet of an element may be the same as that facet on the remaining elements to better indicate what the user is looking at. The number of elements may be by user choice, but is limited practically by the area and resolution of the display of the device.

As can be seen in the example of Figure 2, the pattern is indicated as the sum of the relevant adjacent cards (103, (104), (105), (106)) containing the specific structural elements (111) of the learning aid. Where the learning aid is a linguistic tool, the pattern is preferably a sentence. The number- of components arranged linearly, plus the number of word elements within each sub-group, will determine the number of potential variations in the final sentence. Within each pattern and within each element there are preferably many possible selections such that the total number of overall patterns is increased many fold. The device with four different stacks of twenty text selection "cards" in a specific sequence enables the user to create up to 160,000 sentence combinations. Multiple different variants of an element when appearing on a single "card" may increase the number again.

Figure 4 shows a version of a flow chart for the application in which the application is initiated on the electronic device at (20I)₅ at (202) the user is prompted for the source and destination languages in which the elements or "cards" are to be couched, at (203) the user is prompted for the domain from which the elements are to be chosen, such as "Food", "Accommodation", "Shopping", "Transport", "Entertainment", "Rest & Relaxation for the traveller"; "Critical Care for ambulance personnel", "Doctors & hospital staff, "Police & social workers"; "Working with migrants" and at (204) prompted for the number of card "piles" or elements to be shown.

With the initializing choices made the elements are automatically displayed at (205), possibly showing a random "card" in the "stack" or perhaps merely showing the first "card". The user may optionally be prompted at (206) to select their choice of card by sliding a selector such as (109) in Figure 2 along the "stack" and the source language version of each element is then shown on the "card". At (208) it is determined whether the combination of the elements forms a valid phrase in the target language and if it does the "speak" icon is shown. Typically the decision as to whether to store a complete phrase for a particular combination of elements may be the deciding action as to whether the "speak" icon is shown. User interaction with the card is then initiated, with a card click action detected at (210) and resulting in the card being changed to the nest 'facet" of information for the element on the "card" at (212). At (211) a click on the word or element itself is detected and if found the element is spoken at (213). It may be spoken in the language of the element or in the destination language as a setup selectable item.

Because of the different syntax of different languages the order in which the elements appear on the screen may be altered at the user's choice to provide a syntax which may appear more or less "strained" in either the source or the destination language, This will in itself affect whether or not. an audio icon appears dependent on whether a valid audio stream for that arrangement of groups is present. The sample phrase maVj for instance be presented as "Bless" "my children" "to be well" "dear God".

Figure 5 shows the general architecture of a typical learning device which may be used as a learning aid. The device requires a hardware layer having at least a central processing unit (CPU) (301) and memory (302). The memory normally has a least a portion which is read only and which holds the operating software utilised in some of the layers above, and flash memory which holds any variable information the device is to retain over a period. The application software is normally loaded into such flash memory,

A sendees layer runs various programs providing services to the overall device, such as the services provided by the kernel software (303), the touch services (304) which recognize touches on the display and any keys provided and the core services (305) which provide such things as input/output to connected devices, calls to any graphics drivers and the initiation of any required programs. A memory allocation/deallocation layer (306) manages memory allocation and flushing and the application layer in this case manages the "card" display application (307). This application interacts with the information display (308). The layer management shown is very simplified but demonstrates that the major interaction of the application is with the display, with the support of the layers below it.

As for the manual version, the e-tool version of the learning aid, as a linguistic tool, uses specific patterns or sentences frequently used by individuals, In this respect, the learning aid also preferably includes constructs already known by and familiar to the individual. For example, the learning aid will have a theme or domain such as religion, as illustrated in the example of Figures 1 and 2.

The learning aid also preferably takes advantage of visual cues, such as colours or shapes. For example, if the pattern is a sentence and the elements are words which are sub-grouped according to their grammatical significance, the colour coding may be applied such that the grammatical elements of each sub-group of the sentence are colour coded.

In Figures 1 and 2, the noun element in the sentence may always be associated with red, the verb element may be blue, the possessive element may be yellow and the outcome, green. The pattern is established by, for example, having the noun element always first, the verb element second the possessive element third and the outcome, last, Thus the colour and the pattern combine to reinforce the pattern and assist the learning, Alternatively, where the natural order in the destination language varies from that in the source language the "cards" may not be separately movable to another "facet" but instead the whole set of card elements are moved together to another facet when any one element is clicked, however the appropriate colour will still be applied to the appropriate element,

In Figures.1 and 2, the learning aid is a linguistic tool enabling the individual having English as the person's stronger language (source language) to learn Maori (being the target language) and is an example of the Faith edition. This is designed to' assist individuals who would like to learn Maori when English is their language of strength.

To complement individuals whose learning style is aurally based, an auditory aspect is preferably included with the learning aid. Where the learning aid is language based, the words to be learned will be also represented phonetically to assist the individual to say the word. Preferably, the phonetic aspect will be assist the individual to say the word in the target language as outlined in the example provided above. The oral component however uses source language phonics to aid pronunciation of the words in the target language.

A range of language aids are able to be created. For example, English to Maori language aids are able to be created to target the unique linguistic features of the Maori language, including,

individual and group possessives incorporating the "a" and "o" categories ,

passive and active language patterns

Figures 1, 2 and 3 illustrate the English-Maori Faith version, However, other versions can focus on other themes, such as the English to Maori -Home edition and English to Maori - customised tourist and corporate product lines (for government agencies like Ministry of Tourism, Health, Education, Social Development and the New Zealand Police). Customised product lines can be easily created according to specific client needs for example, to suit tribal dialects, corporate clients, government departments and educational settings.

Other product iines can be developed for customers who would like to learn English when it is not their source language (or language of strength). For example, where Mandarin is their language of strength a Mandarin to English text would feature the use of Chinese characters which will be used to support the learning process. Versions can be designed such as a Mandarin Chinese to English edition. A Korean to English and Spanish to English editions would target, the 2011 Rugby World Cup in Aotearoa/New Zealand.

Other electronic or e-tool options also exist. For example, the above mentioned product ranges are equally suited to other media such as:

• The development of a DVD interactive game where players communicate in different languages;

• CD-Rom e-tool options for learning languages in schools;

• Internet e-tool options where a virtual multilingual village is created for players to visit to practice their language learning skills in authentic high frequency dialogues; • Synchronised SMS texting at designated geographic locations or sites, such as within Museums, airports, hospitals and so forth in specific target languages e.g Mandarin to English to advertise products and services.

• Smart Boards for use in educational contexts AND virtual world where travellers may REHEARSE their high frequency statements in virtual restaurants, cafes, supermarkets, hotels, motels, backpackers, camping grounds, malls, markets, airport, bus/train station, taxi service, pub/bar, nightclub, sports stadium, theme park, spa, salon, golf club. The acronym FASTER has been created to mean those specific high frequency, basic sentence patterns that almost every TRAVELLER/TOURIST needs FASTER ACCESS TO (as opposed to low frequency sentence patterns) in any language at any time and place in the world, The acronym FASTER denotes the following language domains; F = Food; A = Accommodation; S = Shopping; T = Transport; E = Entertainment; R = Rest & Recreation.

It should be appreciated that the present, invention lends itself to more than one application. Hence, the invention may be adapted through a change to one or more of any feature. As can be appreciated a variety of different embodiments, uses, and applications of the present invention therefore exist, even within the ambit of the above described system.

It should also be understood that the term "comprise" where used herein is not to be considered to be used in a limiting sense. Accordingly, 'comprise' does not represent nor define an exclusive set of items, but includes the possibility of other components and items being added to the list.

This specification is also based on the understanding of the inventor regarding the prior ait. The prior art description should not be regarded as being an authoritative disclosure of the true state of the prior art but rather as referring to considerations in and brought to the mind and attention of the inventor when developing this invention.

Aspects of the present invention have been described by way of example only and it should be appreciated that modifications and additions may be made thereto without departing from the scope thereof, as defined in the appended claims.

Claims

THE CLAIMS_DEF1NIMG THE INVENTION ARE:

1. A learning aid, said learning aid including multiple displayable components, the components being arranged in groups of different types, and each group of components being arranged relative to at least one other group of components to form a preferred arrangement of groups, and each component of each group including a discrete element from a range of element selections relative to the particular component sub-group, and each element being represented in at least one source form and at least one target form, said learning aid characterised by each component within each group being selectable by the user to form a pattern desired to be learned by the user and said elements in said source forms being presented in a manner to promote the learning of the target forms.

2. A learning aid as claimed in Claim 1 wherein said components include discrete display units capable of being arranged relative to each other, said units including cards, tiles, game pieces, frames, screens.

3. A learning aid as claimed in Claim 2 wherein said components are categorised into sub-groups identifiable by indicia,

4, A learning aid as claimed in Claim 3 wherein the indicia complement a preferred pattern and include colourSj shapes.

5. A learning aid as claimed in Claim 4 wherein a preferred pattern created include a sentence, formula, recipe, construct, theory.

6. A learning aid as claimed in Claim 5 wherein the pattern created is determined by a chosen combination of discrete elements from a range of element selections.

7. A learning aid as claimed in Claim 6 wherein the range of element selections includes alphamumeric characters, sounds, representations, symbols.

8. A learning aid as claimed in Claim 7 wherein the elements selected in combination with the components and created patterns provide a context having relevance to the user.

9. A learning aid, said learning aid including a user viewable display operable to display an enumerable number of single language elements from each of one or more groups of language elements, each displayed element displaying either a source element or a target element having the same general meaning as the source element, the groups of language elements as a whole displaying a syntactically correct grammatical statement in either a source or a target language wherein the displayed elements of each group may be chosen by the user and the display of the source or target language is chosen by the user.

10. A learning aid as claimed in Claim 9 wherein the elements are chosen from the groups by user interaction with the display.

11. A learning aid as claimed in Claim 10 wherein when the elements are target language elements, said elements also show the pronunciation of the target element.

12. A learning aid as claimed in Claim 11 wherein the elements are words or groups of words.

13. A learning aid as claimed in Claim 12 wherein the words or groups of words are themselves grouped as a sub-group by a general subject of the grammatical statement represented by the group.

14, A learning aid as claimed in Claim 13 wherein the words, groups of words or grammatical statement provided are selectable by the user in an audio stream.

5 15. A learning aid as claimed in Claim 14 wherein the words, groups of words or grammatical statement are provided in source and target languages which are user selectable,

16, A method of instructing a user in a language by providing a display on which one0 or more images may be displayed, nominating one or more groups of language elements, providing within each group a number of language elements of the same type in a language and for each element an equivalent element of the same meaning in a different language, displaying on the display one language element from each group, alternatively displaying the equivalent elements in the different5 language on a user's action wherein the displayed elements from the groups of elements form a syntactically correct grammatical statement in either language.

17. A method as claimed in Claim 16 wherein the selected syntactically correct grammatical statement derived from displayed elements is obtained via a phraseq system effecting provision of a desired phrase from a range of possible phrase combinations.

18 A method as claimed in Claim 17 wherein the selected syntactically correct grammatical statement is provided in an alternative display of the language5 elements by the user interacting with the display.

19. A method as claimed in Claim 17 wherein to obtain a syntactically correct grammatical statement the phrase system is complemented by a filtering system enabling only.sensible phrases to be constructed, 0

20. A method as claimed in Claim 19 wherein the filtering system is adapted to speed up the time of phrase creation.

5 21. A method as claimed in Claim 20 wherein the syntactically correct grammatical statement is presented in an audio stream of the spoken statement in either language.

22. A method as claimed in Claim 21 wherein the audio stream of the spoken i o statement in either language is playable in a selected gender voice-

23. A method as claimed in Claim 21 wherein to assist the user in using the language appropriately in different contexts for effective communication a guide is provided.