System of electronic devices for increased learning paths and simultaneous evaluation of users'

专利摘要:
System of electronic devices for increased learning paths and simultaneous evaluation of the user's learning level based on pre-established criteria including a series of electronic devices such as virtual reality devices (1) or augmented reality devices (2 ) and simulation interfaces (3), the latter on board at least one first electronic device (4) suitable for transmitting signals and a second receiving central electronic device (5).
公开号:CH713517A2
申请号:CH00227/17
申请日:2017-02-27
公开日:2018-08-31
发明作者:Stangherlin Orazio
申请人:Arcadia Consulting S R L；
IPC主号:

专利说明:

Description
Purpose of the invention [0001] The purpose of the present invention is the creation of an electronic device system for increased learning paths, that is, paths suitable for accelerating and facilitating learning by users. Another purpose of the present invention is the possibility, by means of said system of simultaneous and constant evaluation of the level of learning of users based on predetermined criteria
State of the art [0002] The training of people is therefore configured both as an unavoidable process on a personal level and as a strategic social process not only to produce the knowledge essential for the proper functioning of social institutions starting from businesses to administrations, but also for the production of citizenship and social capital that involves every citizen throughout his life.
[0003] In this context, digital technologies burst massively revolutionizing schemes and approaches, questioning stereotypes and traditional training rules, opening up huge spaces for innovation.
[0004] However, technologies are often used to support classical methodologies, without looking at the innovative possibilities that these can bring to teaching processes.
[0005] The methodologies and tools known and used in the training sector, which has become a real industrial sector, seem to lack an address, a strategy, a vision capable of addressing not only individual knowledge problems, but of integrating into a unitary training environment enabling the three still separate fields of formal, non-formal and informal education.
[0006] In the training sector, tools have been adopted that refer to classical transmission-type models, following a classroom logic of the frontal type in which the user remains a passive receiver of information. This occurs both in the classroom, but also in online teaching, in E-learning and in the blended type of training proposals, characterized by classroom moments alternated with online moments. The focus is still on the teacher who teaches, rather than on the user who learns. The instruments adopted are therefore limited substantially to the blackboard, even if they are now electronic or a series of slides prepared by the teacher previously.
[0007] Said training methodologies and tools are applied despite the known training theories. Think of Dewey's Activism proposed already at the end of the 1800s and Knowles' Andragogy which support the importance of direct involvement and co-designed experience in learning processes.
[0008] By virtue of these theories and the awareness of the limits of an exclusively transmissive teaching, more active methodologies have been developed aimed at bringing the user "out of the classroom", such as those of outdoor training.
[0009] A methodology adopted more recently in the training sector takes the concept of personalization to the extreme, leaving the user absolute freedom and autonomy with respect to the choice of methodologies, tools and learning topics. This method involves the risk of a failure to integrate the organizational context with the nature of the learning itself and the difficulties of evaluating the processes and the skills and knowledge acquired by users.
[0010] In a similar framework of training methodologies, other teaching tools and equipment are applied, in addition to the aforementioned blackboard. In this context, think of the computer and other IT tools.
[0011] However, the known use of these tools in the training sector did not give advantageous results but obtained the same effect and result as the classic blackboard.
Exposure of the invention People have less and less time to devote to the information to be acquired and they do it in the most disparate moments, training is no longer done with long classroom sessions, but it results in a sequence, a more distributed process, continuous, small learning units.
[0013] To solve these drawbacks, resulting in traditional training becoming less and less effective, a methodology was identified to respond to the current attention deficit, definable as the subject's fatigue to remain hooked, connected to the information they are acquiring for a long period. of time. This deficit today originates that phenomenon called non-linear learning: traditional learning no longer exists in which to receive the sequence of information all together, but is acquired through the use of small learning units or through other methods. This methodology is aimed at designing increased learning paths, i.e. paths suitable for accelerating and facilitating learning by users, thus reducing learning times and increasing the amount of notion acquired by users compared to traditional training. for the same amount of time.
[0014] To apply this increased learning methodology it is necessary to adopt various electronic means. The present invention relates to a system of electronic devices for realizing augmented learning paths
CH 713 517 A2 in a surprisingly advantageous way, by adopting training tools other than those adopted by training and solving the problems of traditional training.
[0015] Innovative learning paths require tools for assessing learning outcomes. The system object of the present invention also provides that the system is organized for a simultaneous and constant assessment of the learning level of users based on predetermined criteria.
[0016] To better appreciate the system of electronic devices object of the present invention, it is appropriate to illustrate the frame in which said system is inserted, in particular the individual components that are the basis of the increased learning methodology.
[0017] The Training Molecules: These are short interventions limited in terms of the number of contents treated but stimulating, fun and pleasant that allow you to update / provide knowledge on a particular area of interest. They are easily assimilated and with a strong practical orientation. [0018] Multimedia Learning: it is a way of transferring and acquiring content that reports information in multiple presentation formats, ie using both verbal and graphic material. It is a particularly effective way of transferring knowledge as it speeds up the process of acquiring concepts, contributing to the construction of knowledge rather than a transfer of exclusively mnemonic notions. In the present invention, the multimedia learning contents are in software format.
[0019] Experimentation that starts from the concept of learning by doing, which supports learning generated and facilitated by the introduction of practical action, but is not limited to this. In order to be realized, it needs a reflection on the action itself, of deep understanding and internalization by the user. In this methodology the place of learning is a virtual laboratory by means of the system object of the present invention. In this virtual laboratory, the user experiences their actions and outcomes. Learning takes place through discovery, the user is no longer a passive receptor of stimuli but becomes an active protagonist of the process. Training serves to organize the experience and make it meaningful in order to increase the ability to manage subsequent experiences.
[0020] Gamification: It consists in the application of five game mechanics such as scores, levels, challenges, virtual goods and classifications to processes such as business and training in specific industrial or scientific sectors.
These mechanics determine the ed. game dynamics with the related psychological effects: the need to recognize one's efforts, identified in the scores; social recognition and improvement of one's status, identified in the levels; of conquering a result and overcoming a sudden obstacle, identified in the challenges; expression of their individuality and diversity, as well as exchange, identified in virtual goods, comparison-competition, identified in the leaderboards. These dynamics determine a greater degree of engagement. That is to say that the user tends to persist more on gamified learning paths, to often return to the ranking to see where the other "players" are, to decide to improve their position. As a consequence, the user learns more, improves the level of knowledge retention and motivation to learn. Gamification is also linked to well-known concepts such as storytelling and self-learning, which have already proven their effectiveness in training users, particularly in adulthood. As will emerge even more evidently, the effective application of the described methodology requires various tools, preferably electronic. To achieve an effective result of applying this training methodology, electronic means must be identified, correlated and implemented in a new way without following the wealth of experiences made to date.
[0021] Assignment. It is a training method based on the assignment to participants of activities to be carried out independently or in a group outside the classroom. It can be supported by the use of simulators and interaction tools in remote teamwork. This is linked to the trend of the flipped classroom, in which the traditional concept of training is reversed in which the teacher presents the content in class which is then independently reworked by the user at a later point in time. In the case of the flipped classroom, the materials, made interactive and stimulating also thanks to the use of rich media, are provided before the lesson, which becomes a moment in which to consolidate one's own learning thanks to the comparison and the tutorial.
[0022] To implement the methodologies illustrated in the previous paragraphs for an increased learning path and simultaneous constant evaluation of the user's learning level, a series of electronic devices must be used. The relevant devices for implementing these methodologies are:
- behavioral simulators: software applications that reproduce the behavior of a real process or system, through a simplified model of its specific characteristics and functions. The behavioral simulators are structured to reproduce situations similar to the real ones in order to apply what the user has learned from a theoretical point of view in order to verify the concepts learned by the user in a controlled and safe environment, for example to follow certain procedures and / or behavior.
The simulators are also adopted in the evaluation of the user's learning level.
Electronic devices, preferably software, of gamification.
- Electronic task devices, preferably software, built for sharing and assigning tasks, generating ideas, categorizing them.
CH 713 517 A2
- Rewarding / badging software. As the term rewarding is known, it means rewarding and rewarding users for their actions, while a badge is a validated indicator of a completed activity or an acquired skill. The software is organized to reward the user by associating him with a prize or with a result achieved.
- Virtual reality devices organized to replicate an environment, whether real or imaginary, in which the user can interact with all the five senses.
- Test / survey software organized to create, manage, modify and combine sets of questions of various types for the constant evaluation of the user's learning level based on pre-established criteria. The test / survey software is preferably associated with games, as they are proposed in this form, to increase user involvement.
- Electronic devices to achieve an augmented reality. This category includes the software that allows you to create and manage augmented reality applications. Said augmented reality devices are organized to enrich text content by displaying a three-dimensional image up to applications that, via smartphone or wearables, allow you to see the surrounding reality and additional information that enrich the latter.
[0023] The tools mentioned above are all connected to each other to create a system of electronic devices for increased learning paths and simultaneous constant evaluation of the user's learning level based on pre-established criteria.
[0024] The system alternatively provides at least a first electronic device for virtual reality or a second electronic device for augmented reality. These devices are used directly by the user who through them receives and interacts with images, words, sounds transmitted by a first electronic device, such as a computer, a tablet, a smart phone, on board which a third electronic device is installed. simulation interface. This third device is preferably a software. It contains the aforementioned training molecules in the form of e text books and / or notions of Multimedia learning and / or virtual laboratories and / or gamification software, a behavioral simulator, an interactive video.
[0025] The first apparatus is also equipped to transmit signals to a second central receiving electronic apparatus. The signals transmitted from the first device to the second central device are the signals representative of the user interaction with the third electronic simulation interface device. The signals received by the second electronic device are thus processed for a constant and immediate evaluation of the user's learning levels. This evaluation also allows you to evaluate the effectiveness of the contents present in the third electronic interface simulation device on user learning.
[0026] The first device is, alternatively, a virtual reality viewer, a card board, at least one Leap motion, at least one Thalmic myo. It has been observed experimentally that these devices, used mainly for video games, have surprisingly shown to be highly effective in training if integrated into the system of the present invention.
[0027] The second augmented reality device is connected to at least a fourth electronic device, a software, organized to supply signals to the second electronic device (2) concerning graphic elements and not related to augmented reality.
[0028] In one embodiment an interactive platform is provided with a fifth electronic learning game simulation interface device or a behavioral simulator or an interactive video or a text book. In this interactive form, the third electronic simulation interface device is replaced totally or partially, based on the operator's choices by the aforementioned fifth electronic device.
Description of the figure [0029]
Fig. 1 shows the system of electronic devices for increased learning paths and simultaneous constant evaluation of the user's learning level based on predetermined criteria object of the present invention.
[0030] The system alternatively provides at least a first electronic device (1) for virtual reality or a second electronic device (2) for augmented reality. These devices, used by the user, are connected to a third electronic device (3) for simulation interface on board at least a first electronic device (4). Said first device (4) is suitable for transmitting signals to the first electronic device (1) or to the second device (2) and to a second central receiving electronic device (5), the first device (1) is alternatively a display for virtual reality, a card board, at least one Leap motion, at least one Thalmic myo, all not represented graphically. The second device (2) is an augmented reality device connected to at least a fourth electronic device (6) suitable for supplying signals to the second electronic device (2) for augmented reality. In one embodiment, graphically represented in fig. 1, there is an adaptive platform (7) equipped alternatively with a fifth electronic learning game device (8) or a behavioral simulator (9) or an interactive video (10) or an e text book (11). Devices 8 to 11 are not represented graphically.
CH 713 517 A2

权利要求:
Claims (5)
[1]
claims
1. System of electronic devices for increased learning paths and simultaneous constant assessment of the user's learning level based on pre-established criteria characterized by the fact of comprising:
(a) alternatively at least a first electronic device (1) for virtual reality or a second electronic device (2) for augmented reality in connection with (b) a third electronic simulation interface device (3) on board at least a first electronic device (4), being the first device (4) suitable for transmitting signals to the first electronic device (1) or to the second device (2) and to a second central receiving electronic device (5).
[2]
2. Electronic device system according to claim 1 characterized in that the first device (1) is, alternatively:
a) a virtual reality viewer or a card board connected to an electronic device (a computer / smart phone);
b) at least one Leap motion;
c) at least one Thalmic myo.
[3]
Electronic device system according to claim 1 characterized in that the second device (2) is an augmented reality device connected to at least a fourth electronic device (6) suitable for supplying signals to the second electronic device (2) for augmented reality.
[4]
4. Electronic device system according to claim 2 characterized in that it comprises an adaptive platform (7);
[5]
Electronic device system according to claim 4 characterized in that it comprises an adaptive platform (7) is alternatively equipped with a fifth electronic learning game device (8) or a behavioral simulator (9) or an interactive video (10) or a and text book (11).
^CH 713517

类似技术:

---

公开号 | 公开日 | 专利标题

---

Papanastasiou et al.2019|Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills

---

Brock et al.2016|The growth mindset coach: a teacher's month-by-month handbook for empowering students to achieve

---

Tovey2015|Design pedagogy: Developments in art and design education

---

Kapp et al.2019|Microlearning: Short and sweet

---

Margol2017|Microlearning to boost the employee experience

---

Snow2016|The potential for game-based learning to improve outcomes for nontraditional students

---

Playfoot et al.2017|A New Experiential Model to Innovate the STEM Learning Processes

---

CH713517A2|2018-08-31|System of electronic devices for increased learning paths and simultaneous evaluation of users' learning level.

---

Hannigan2018|A theoretical and practice-informed reflection on the value of failure in art

---

Costello2017|Gaming Innovations in Higher Education: Emerging Research and Opportunities: Emerging Research and Opportunities

---

Arnold2010|What do university teachers do all day |?'

---

McFarland2017|Teacher perspectives on the implementation of gamification in a high school curriculum

---

McDonald2019|Improving teaching and learning through Experiential Learning

---

Luzet2013|Collaborative learning pocketbook

---

Beere2015|The Perfect Lesson-: Revised and updated

---

Naseem et al.2017|TECHNOLOGY-ENHANCED LEARNING IN MEDICAL EDUCATION: EXPERIENCES FROM A DEVELOPING COUNTRY.

---

Cudney et al.2015|A systematic review of technological advancements to enhance learning

---

Templeton2019|An Analysis of the Pedagogical Affordance of a Learning Environment in a Catholic School

---

Thompson et al.2021|Being a Teacher: The trainee teacher′ s guide to developing the personal and professional skills you need

---

Slivkoff et al.2019|Evolution and Revolution in Medical Education: Technology in the Twenty-First Century, an IAMSE Webcast Audio Seminar Series, Fall 2018

---

Meyer2019|Becoming participatory artists, researchers and teachers: my living theory of art education

---

Lahtinen2021|Virtual reality supporting cooperative learning and relatedness: Students’ experiences in two learning settings

---

Hill Jr2014|Virtual reality and leadership development

---

Nersesian2021|Impact of User Traversal on Performance of STEM Learners in Immersive Virtual Environments

---

Thoms2015|Exciting Classrooms: practical information to ensure student success

同族专利:

---

公开号 | 公开日

---

US20180247556A1|2018-08-30|

---

CH713517B1|2021-03-31|

引用文献:

---

公开号 | 申请日 | 公开日 | 申请人 | 专利标题

---

---

CN111091731B|2019-07-11|2021-11-26|广东小天才科技有限公司|Dictation prompting method based on electronic equipment and electronic equipment|

法律状态:
2020-07-31| PUE| Assignment|Owner name: MOLEX S.R.L., IT Free format text: FORMER OWNER: ARCADIA CONSULTING S.R.L., IT |

优先权:

---

申请号 | 申请日 | 专利标题

---

CH00227/17A|CH713517B1|2017-02-27|2017-02-27|System of electronic devices for increased learning paths and simultaneous constant evaluation of the users' learning level.|CH00227/17A| CH713517B1|2017-02-27|2017-02-27|System of electronic devices for increased learning paths and simultaneous constant evaluation of the users' learning level.|

---

US15/905,160| US20180247556A1|2017-02-27|2018-02-26|System of electronic devices for enhanced learning paths and simultaneous constant evaluation of users learning level|