WO2001095291A1 - An electronic learning system for remote use - Google Patents

Abstract

A synergy learning system (FIG.2a) for remote use by a user (48) is disclosed in accordance with an embodiment of the present invention to include a predefined number of courses comprising lessons remotely accessible to the user (48), each lesson (50) including one or more objectives (A-G) that the user (48) is expected to know, an electronic pre-test (26) for determining objectives in which the user has and does not have sufficient knowledge, a personalized learning prescription (20) or lesson plan responsive to the failed objectives, a multi-sensory learning tools system (24) for acquiring the requisite knowledge using kinesthetic, auditory and/or visual learning tools, and an electronic skills catalog (30) for recording the determined objectives (A-G). The user (48) remotely participates in the requisite courses and lessons, acquires the necessary knowledge, is tested on his/her mastery of the subject matter, and completes the instructional, educational or certification program.

Description

Specification

AN ELECTRONIC LEARNING SYSTEM FOR REMOTE USE

BACKGROUND OF THE INVENTION

Cross Reference to Related Applications

This application claims the benefit of U.S. provisional application 60/208,824, filed on

June 2, 2000 and entitled "Electronic Learning."

Field of the Invention

The present invention relates generally to methods and apparatus for providing instructional, educational or certification programs remotely, and particularly to electronic educational systems, electronic certification programs or other instructional programs provided remotely to educate individuals, evaluate their understanding of subject matter being learned, and/or certify their successful completion of a program, lesson, class or the like.

Description of the Prior Art

Most recently, the need for skilled labor in the area of information technology (commonly referred to as IT) has greatly risen leading to a shortage of appropriately skilled labor. As a result and in the interest of necessity, companies have employed labor not particularly well skilled in these areas. Examples of tasks required by companies to be performed by a skilled individual are building a firewall to allow for secure communication within a particular environment while having access to the Internet, installing a server, configuring a router, which is an essential equipment used to facilitate the Internet by routing packets of information from one location to another within the Internet, and like tasks.

Certain companies have adopted the practice of awarding certificates to those who have acquired a particular set of skills and knowledge relating to the company's computer equipment. Such companies include Cisco Systems, Inc. and others known to those skilled in the industry. Companies other than those supplying computer equipment, such as Microsoft Corporation and Novell, Inc., also offer such certificates. Obtaining certificates generally requires many hours of formal as well as hands-on training. To obtain a certificate, a user is generally required to pass tests developed by the company sponsoring the certificate program. This is so that the company is assured of certifying users who have at least a minimal set of skills required for working with the company's products.

One of the problems known to exist with respect to obtaining a certificate, as experienced by users, is the failure to dedicate an appropriate amount of time for learning the requisite skills as most such users are already employed on a fulltime basis and have other responsibilities, and are thus limited in the amount of time they can spend traveling to and being in classes to obtain appropriate training.

Typically, a user takes a course or seminar where a group of users convene to listen to an instructor convey information to the group of users or students. The course often includes hands-on labs or workshops where the user practices using information learned. The users are then tested on their understanding of the information learned. If the user demonstrates sufficient understanding of course infonnation by passing the test, he/she successfully completes the course. If the user does not pass the test, he/she may repeat taking the course and taking the test until successful completion is obtained. Once a predefined set of courses or seminars is successfully completed, the user may take the certifying examination and upon successful completion thereof is awarded a certificate. Unfortunately, with the method of learning from a course or seminar, the user often must physically go to the location where the course is held at the time at which it is held in order to attend. This is inconvenient for users who have other responsibilities, such as working, attending another course, or taking care of a dependent individual. It is also difficult for those who will be required to travel long distances in order to arrive at the location of the course. There is also the maximum capacity of the course, which, if filled up, would not permit users to attend the course. In addition, a user is limited to following the schedule of the course, possibly compromising understanding of the information being presented. The case may also be such that a user already fully understands certain portions of a course thus making it highly inefficient to require such a user to review these topics again. This also reduces the time that could be devoted to unfamiliar course material, diluting the overall learning experience. Also, if a user lacks understanding of information, which is prerequisite to information presented later in the course, and does not seek clarification, understanding of information presented in the course is further compromised. This lack of understanding of information could be avoided if the user is able to learn at his/her own pace rather than being restricted to following the pace of the class.

Another prior art method of learning information is through teleconferencing, where groups of users in significantly distant locations from one another are able to convene via telephone, closed-circuit television, the Internet or other means of communication. Although, with this method, there is typically more than one location to attend the teleconference, users must still travel to one of the locations where the teleconference is available. This is inconvenient and time consuming for users who need to travel long distances. In addition, teleconferences typically involve large groups of users convened from each of the remote sites, making individual communication difficult.

Yet another prior art method of learning is an electronic learning system 10, shown in Fig. 1 to include a user 12, course material 14, a test 16, and a certificate 18. The user 12 typically is given course material 14 (i.e., journal articles, books, videos) electronically (i.e., disks, the Internet) which he/she studies. Following learning the course material 14, the user 12 electronically takes the test 16 to demonstrate whether he/she has gained sufficient understanding of the course material 14. If the user 12 passes the test 16, he/she is awarded a certificate 18 or other type of verification of successful completion of learning course material 14. If the user 12 fails the test 16, he/she can re-take the test 16, or study the course material 14 again before re-taking the test 16 as many times as needed to pass the test 16 and obtain the certificate 18. Alternatively, in an embodiment of prior art, a user is required to study more than one set of course material, and pass tests corresponding to each set of course material, before being awarded a certificate. Although this method of electronic learning is more convenient for the user, where he/she is able to take the course at his/her convenience, the user is not provided any guidance on which areas of course material require attention if the user fails the test at the end of the course. If the user fails the test, he/she takes a version of the entire test over again or takes the entire course and then takes a version of the test over again without any recommendations on which areas he/she needs to place more attention on, thus resulting in time wasted on re-learning course material the user has already mastered.

Thus, the need arises for a system and method for individuals to be instructed or educated about a subject, evaluated on their understanding of the subject being studied, given feedback on their lack of understanding of subject being studied, and certified after fulfilling requirements of minimal understanding of subject matter being studied with minimal restriction in time and location at which instruction or certification is to be obtained, so as to increase convenience, efficiency and effectiveness in learning.

SUMMARY OF THE INVENTION Briefly, an embodiment of the present invention includes a synergy learning system for remote use by a user. The synergy learning system comprises of 1) a predefined number of courses consisting of lessons remotely accessible to the user, each lesson including one or more objectives that the user is expected to know, 2) an electronic pre-test for determining objectives in which the user has sufficient knowledge and an electronic skills catalog for recording these objectives, 3) a personalized learning prescription or lesson plan that focuses on skills gaps and is responsive to the objectives the user does not know, 4) a set of tools for learning the required objectives, 5) a post-learning assessment to determine how well the objectives have been learned, and 6) a database and reporting system to report on the progress of the user or a group of users. The user remotely accesses the synergy learning system through the Internet, participates in the requisite courses and lessons and completes instructional, educational or certification programs.

The foregoing and other objects, features and advantages of the present invention will be apparent from the following detailed description of the preferred embodiments which make reference to several figures of the drawing.

IN THE DRAWINGS Fig. 1 shows a prior art electronic learning system 10.

Fig. 2(a) shows a synergy learning system 20, according to an embodiment of the present invention.

Fig. 2(b) illustrates that the synergy learning system 20 of Fig. 2(a) utilizes an objective- based pedagogical approach. Fig. 2(c) shows the personalized learning prescription or lesson plan component 28, assessment component 32, skills catalog component 30, and learning tools system 24 of the embodiment of Fig. 2(a), according to an embodiment of the present invention.

Fig. 3 shows the synergy learning system 20 of the embodiment of Fig. 2(a), according to an embodiment of the present invention. Fig. 4(a) shows objectives in Lesson 150, Lesson It 52 and Lesson III 54, according to an embodiment of the present invention.

Fig. 4(b) shows an example sequence of completion of lessons 50, 52, 54, shown in Fig. 4(a), in order to obtain certification 56, in accordance with an embodiment of the present invention.

Fig. 5 shows an embodiment of the synergy learning system 20 of Fig. 2(a) included in two servers 58, 60.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

Referring now to Fig. 2(a), a synergy learning system 20 for use by a user 48 is shown to include a delivery engine system 22 and a learning tools system 24, in accordance with an embodiment of the present invention. The delivery engine system 22 includes a pre-test component 26, a presonalized learning prescription or lesson plan component 28, a skills catalog component 30 and an assessment component 32. The delivery engine system 22 is shown to optionally include a reports component 34 and a database 35. The learning tools system (or multi-sensory learning tools, which can be kinesthetic, auditory and visual) 24 includes books 36, videos 38, online labs 40, a community 42, lectures 44, a professor or customer support 46 and interactive simulations 45. The multi-sensory learning tools allow individuals or users to learn differently. Different learning styles are utilized, as will be discussed in further details below. Generally, these learning styles include kinesthetic, auditory and visual tools. This is particularly useful to information technology professionals who often "learn through their fingers." As will be apparent shortly, each user or student's personalized learning prescription or lesson plan includes an array of multi-sensory learning tools, such as hands-on live product labs, mentoring with technical advisors, books, videos, lecture notes, interactive simulations and community, as shown in the learning tools system 24 of Fig. 2(a).

Each of the components of the learning tools system 24, are optionally employed by the user 48 for improving the knowledge and/or experience (or skill) of the user 48 in a desired technical area, which will become apparent with reference to further discussions below.

The synergy learning system utilizes an objective-based pedagogical approach. As shown in Fig. 2(b), at the highest level, a program is designed to provide the user with a reflection or copy of skills necessary to obtain a specific industry certification. Each program includes courses that cover portions of the program's subject matter. In one embodiment of the present invention, there are six courses per program although in other embodiments of the present invention, any number of courses may be utilized per program. Courses include lessons that further subdivide the course material into smaller, more manageable sections. In one embodiment of the present invention, each course includes 7 to 12 lessons although in other embodiments of the present invention, other numbers of lessons per course may be utilized. Each lesson is built around learning objectives that comprise the detailed knowledge and skills required to master the program subject matter. In one embodiment of the present invention, each lesson includes 4 to 7 learning objectives per lesson although other numbers of learning objectives may be utilized without departing from the scope and spirit of the present invention. The synergy learning system is used for developing a personalized lesson plan or learning prescription that is tailored to each user based upon the user's comprehension level of each lesson's learning objectives. Objectives that have already been mastered by the user become part of the user's skills catalog and eliminated from the user's lesson plan. The lesson plan is focused entirely upon those learning objectives that the user has not yet mastered. The lesson plan recommends a plan of learning utilizing a combination of books, videos, live product labs, lecture notes, and mentoring to master the required objectives. Mastery of the objectives leads to mastery of the lessons that leads to mastery of the courses and, ultimately, mastery of the program and industry certification examination.

In operation, the user 48 logs onto the Internet and finds the web site at which the system 20 is presented (and enters a user name and a password unique to the user 48 that has been assigned to the user by the synergy learning system 20 in the interest of maintaining security). Once logged on, the user selects the course and lesson to be completed. At the lesson's pre-test component 26, the user 48 is presented with a series of test questions directed towards determining the user's level of knowledge of a number of learning objectives (each lesson comprises of objectives) labeled A, B, C, D, E, F and G. Objectives A-G are shown to represent Lesson 150. In the embodiment of Fig. 2(a), there are seven objectives but in alternative embodiments, any number of objectives may be presented to the user. These objectives are skills, defined by the company issuing the industry certificate, to be learned by the user prior to being able to pass the test(s) for obtaining the certificate.

As noted, at the pre-test component 26, the user 48 is presented with a series of test questions associated with each objective. In the embodiment of Fig. 2(a), test questions 26(a), 26(b), 26(c), 26(d), 26(e), 26(f), 26(g) are associated with objectives A, B, C, D, E, F, G, respectively. The particular objectives associated with test questions, which the user 48 answers correctly become a part of the skill set of the user 48 and thus included in the skills catalog component 30. In the embodiment of Fig. 2(a), the skills catalog 30 is shown to include the objectives A, C, and D. This indicates that the user 48 has shown sufficient skill/understanding required for objectives A, C, and D at the pre-test component 26 by answering correctly questions 26(a), 26(c), and 26(d). The user 48 typically will not answer correctly all of the lesson's test questions at the outset and may do so over time. Accordingly, initially, there are likely going to be fewer objectives included in the skills catalog component 30 and as more tests relating to objectives are passed, the skills catalog component grows. The lesson's failed test questions provide the basis for the development of the user's personalized lesson plan or learning prescription for that lesson. Upon completion of the pre-test component, the user 48 proceeds to the learning prescription component 28. In Fig. 2(a), the learning prescription component 28 is shown to include objectives B, E, F and G. This indicates that in the embodiment of Fig. 2(a), the user 48 has failed to achieve the requisite knowledge, as determined by the company issuing a particular certificate, relating to objectives B, E, F and G and has thus failed to answer correctly the test questions 26(b), 26(e), 26(f), 26(g) associated therewith. Thus, the user 48 is instructed to use a prescribed set of the system's 20 learning tools 24 that is individually tailored to allow the user to efficiently and comprehensively accumulate the requisite skills for mastering learning objectives B, E, F and G. The learning prescription component 28 prescribes various ways of attaining further knowledge and skills customized for learning a particular objective. The learning prescription component 28 instructs the user 48 to use one or more of the books 36, videos 38, online labs 40, community 42, lectures 44, professor 46 or interactive simulations 45 to improve his/her skills and acquire the requisite knowledge. The personalized learning prescription is tailored to the needs of the user and is designed to provide the user with a set of multi-sensory learning tools that comprehensively convey the required technical knowledge through an array of mediums. This allows the user to learn the required knowledge by using the medium of learning (i.e., kinesthetic, auditory or visual) that best suits his/her learning style. Learning in this manner is quicker, less boring and repetitive and, as will be discussed below, highly successful.

To briefly discuss the way in which each of the tools within the learning tools system 24 can aid the user in learning the requisite lessons, a discussion of the same is provided. The books 36 provide various study guide options to users including but not limited to approved curriculum or training newsletters, as provided by learning partners such as Cisco Systems, Inc. of San Jose, California, Microsoft, Corporation of Seattle, Washington, Novell, Inc., etc., and exclusive content developed by experts in the appropriate subject matters. Study guides may also include reference material, manuals and textbooks, developed by industry-recognized information technology professionals.

Videos 38 from leading video producers, such as LearnKey and Keystone Learning Systems, are incorporated into lesson plans. These multi-volume videos provide comprehensive coverage of the major topics of each course from experienced, certified trainers. Segments of these videos are included in the lesson plans and provide the user with an additional resource for further self-study.

On-line Labs 40 provides hands-on training to the user. The manner of operation of such labs is provided in U.S. Provisional Application No. 60/281,997 filed on April 6, 2001 and entitled"Secure and Remote Automatic Control System", the disclosure of which is incorporated herein by reference as though set forth in full. Users access a real network environment with client-server functionality. The labs are available to the user at all times and scheduling the labs for certain times is not necessary, as the lab environment dynamically assigns resources to users as they enter. Users perform hands-on training in the labs by remotely controlling servers and routers. Users have unhindered access to the products they are learning and ultimately can effectively experiment with and "crash" systems with absolutely no damage to production or development environments.

Community 42 enables users to actively participate in a community of peers, information technology professionals and professors in a campus environment, which is essentially the voice of active student body and is an ever-changing environment with course related tips, industry specific news events and upcoming activities.

Lectures 44 include lecture notes developed by subject matter experts and instructional designers. These lecture notes highlight the most important take-aways from each lesson and provide an easy-reference guide for each learning objective. The official courseware from the education departments of technology partners, some of which are numerated above, are incorporated into a lesson plan as the interactive simulations 45. For example, the education divisions of Cisco Systems, Inc., Microsoft Corporation and Novell, Inc. each develop CD-ROMs or other like recordings and web-delivered courseware that illustrate concepts and test user comprehension in a self-paced, interactive approach.

Professors or customer support 46 are also available to users for helping the latter to learn problematic areas of lessons.

Upon completion of the personalized learning prescription using the learning tools system 24, the user 48 proceeds to the assessment component 32 for an assessment (or re- assessment) of his/her skill set relating to objectives whose test questions the user 48 has failed to answer correctly in the past. Thus, the assessment component 32 offers the user 48 another opportunity to be tested for mastery of the failed objectives. This re-test focuses exclusively upon the failed objectives and includes a new set of test questions randomly selected from a pool of questions related to the failed objectives. The random selection of questions ensures that the user has mastered the subject matter of the lesson and not merely memorized answers to previous questions. In Fig. 2(a), the failed objectives that are re-assessed by the assessment component 32 are shown to be B, E, F and G. Thus, the user 48 re-takes a test including a new set of test questions 26(b), 26(e), 26(f), and 26(g) for re-assessment of his/her understanding of objectives B, E, F, and G, respectively. Fig. 2(c) shows the learning prescription 28, assessment 32, and skills catalog 30 components of the delivery engine system 22 of the embodiment of Fig. 2(a). Also shown is the learning tools system 24, including books 36, videos 38, online labs 40, community 42, lectures 44, professor 46, and interactive simulations 45. If the re-tests relating to the objectives B, E, F or G, shown in assessment component 32 of Fig. 2(a) are passed by the user 48, the passed objectives are collected in the skills catalog component 30. If another failure of an objective results, the user 48 is once again presented with a new learning prescription, 28 focusing only on the remaining failed objectives, which sets forth the recommended tools in the learning tools system 24 prescribed by the learning prescription component 28 to learn more about the failed objectives before being tested again. For example, if the user 48 answers correctly the test questions 26(b), 26(e), 26(f) relating to objectives B, E, and F, respectively, in the assessment component 32 of the embodiment of Fig. 2(a), objectives B, E, and F are added to the skills catalog component 30, as shown in Fig. 2(c). If the user 48 has not passed the test questions 26(g) relating to objective G, objective G is included in the learning prescription component 28 as shown in Fig. 2(c). The user 48 is instructed to once again use one or more of the books 36, videos 38, online labs 40, community 42, lectures 44, professor 46, or interactive simulations 45, as prescribed by the learning prescription component 28 to accumulate further knowledge for passing the requisite test questions 26(g). Upon passing all tests of objectives A, B, C, D, E, F, G, of Lesson 1 50, the system 22 proceeds to the next lesson, where the process described in detail hereinabove is followed with a new set of objectives related to the next lesson starting at the pre-test component 26.

Referring again to Fig. 2(a), a reports component 34 collects information from the skills catalog 30 relating to the status or level of knowledge/skill of the user 48 and presents the same in a number of ways. For example, the reports component 34 may collect the grade(s) of the exams taken by the user 48 relating to a particular objective. The output of the reports component 34 may also be used to select a user with a particularly strong knowledge or skill set in a given subject matter for employment in such area. Clearly, the output of the reports component 34 allows for such assessment. The reports component is implemented using a commercial database 35 for storing the information collected from the skills catalog component 30, such as a database offered by Oracle, Inc. of Redwood City, California. Fig. 3 shows the embodiment of Fig. 2(a) including the synergy learning system 20 comprising of the delivery engine system 22 and the learning tools system 24. The delivery engine system 22 includes the pre-test component 26, the learning prescription component 28, the skills catalog component 30 and the assessment component 32. The delivery engine system 22 is shown to optionally include the reports component 34. The learning tools system 24 includes books 36, videos 38, online labs 40, community 42, lectures 44, professor 46, and interactive simulations 45. As previously noted, the components of the learning tools system 24 are optionally employed by the user 48 for improving the knowledge and/or experience (or skill) of the user 48 in a desired technical area. As described in detail hereinabove, following logging onto the Internet and locating the website where the system 20 is accessed, the user 48 is presented with a number of objectives, labeled A, B, C, D, E, F and G in Fig. 3, at the pre-test component 26. The user 48 is tested on his/her knowledge and/or experience (or skill) on each of these objectives. The particular objectives the user 48 passes become a part of the skill set of the user 48 and is thus included in the skills catalog component 30. Upon failure of the portion of a test associated with a particular objective, the user 48 is instructed by the learning prescription component 28 to use the system's 20 learning tools to accumulate further skills for passing the requisite exams. The user 48 can either take the test(s) associated with the failed objective at the assessment component 32 or use the learning tools system 24 as recommended by the learning prescription component 28 and then be re-tested at the assessment component 32. The learning prescription component 28 prescribes various ways of attaining further knowledge and skills customized for learning a particular objective by instructing the user 48 to use one or more of the books 36, videos 38, online labs 40, community 42, lectures 44 or professor 46 to improve his/her skills.

Studying books 36 relating to the objective failed by the user 48 is a conventional way for the user 48 to obtain more knowledge regarding the subject matter of a particular objective. In fact, generally, books 36 are prescribed for many, if not most, of the objectives when a user fails a test(s) pertaining thereto. Another device the user 48 can be prescribed for improving skills is the use of videos 38. In recent years, videos have become a popular educational tool for showing viewers demonstrations, documentaries, and other educational material. Yet another method of improving the user's 48 skills is the use of online labs 40. Online labs 40 present the user 48 with remote access to an actual laboratory setting. For example, if an objective includes building a firewall, the user 48 is remotely presented with a lab that includes the appropriate tools for building such a firewall. Remote access may be achieved via the Internet or any other type of remote connection. The user 48 experiments, sets up and tests various tasks, as required by the objectives, in an actual laboratory setting without physically being located therein.

Yet another prescribed way for improving skills of the user 48 is the use of community 42 wherein two or more users who have failed to master a particular objective discuss .the failed objective subject matter with each other. The community 42 can be used even if the users have not failed, for example, such uses include discussions of exercises related to the objectives, applications of the subject matter being taught and like information. In one embodiment of the present invention, this is done via email between users or by chatting or other Internet-based communications. It should be noted that the system 20 is a secure system allowing access only to those who are provided with a user name and password upon signing up. The user 48 does so when first logging onto the system.

Still another prescribed way for improving the user's 48 skill set associated with a particular objective is through the use of lectures 44, which are also offered online in one embodiment of the present invention.

Finally, an online professor 46 is a way of improving the user's 48 skills as may be prescribed by the learning prescription component 28. The professor is located remotely to the user 48, yet the professor 46 is available as a mentor/instructor to the user 48 for answering questions raised by the user 48 or tutoring the user 48. This is done by the use of email or chatting on the Internet or via other Internet-based communications. Alternatively, the community 42 and the professor 46 may be prescribed by the learning prescription 28 to facilitate chatting there between, for answering questions or conducting discussions relating to the subject matter of a failed objective. As earlier noted, any one or a combination thereof of the books 36, videos 38, online labs 40, community 42, lectures 44 or professor 46 may be prescribed by the learning prescription 28. Accordingly, the learning tools system 24 is an integration of multi-sensory tools over the Internet for enhancing the level of skills of the user 48 of the system 20.

Upon completion of the personalized learning prescription or lesson plan using one or more of the tools within the learning tools system 24, the user 48 proceeds to an assessment (or re-assessment) of his/her skill set relating to the failed objective(s). Thus, the assessment component 32 offers the user 48 another opportunity to be tested upon the failed objective. Upon passing the test(s) associated with the failed objective, the objective is included in the skills catalog 30. If the user 48 fails the test(s), he/she is once again instructed by a new personalized learning prescription 28 to use the learning tools system 24 to learn more about the failed objective before being tested again. The user 48 can repeat taking the test(s) associated with the failed objective or use the prescribed learning tools and then take the test(s) over again until the test(s) are passed and the objective is included in the skills catalog 30. As previously noted, a reports component 34 is optionally included in the delivery engine system 22 to provide information regarding the skill set of the user 48 related to objectives tested as captured in the system's database 35.

As previously noted, the objectives of the pre-test component relate to one lesson. For example, in the embodiment of Fig. 2(a), the objectives A-G of pre-test component 26 represent Lesson 150. Generally, there are numerous lessons a user is expected to learn prior to passing a course or courses that will lead to successfully passing the certification examination and obtaining a certification. Upon all of the objectives' tests of a particular lesson having been passed by the user 48 either in the pre-test component 26 or the assessment component 32, the system 22 proceeds to the next lesson and a different set of objectives corresponding to the next lesson are presented to the user 48 at the pre-test component 26. As shown in Fig. 4(a), Lesson I 50 of the embodiment in Fig. 2(a) includes objectives A, B, C, D, E, F and G, Lesson II 52 includes objectives H and I, and Lesson m 54 includes objective J. And shown in Fig. 4(b), after the user 48 passes all tests for objectives A-G included in Lesson 150 of Fig. 4(a), he/she proceeds to Lesson II 52 of Fig. 4(a). Once the user 48 passes all tests for objectives H and I included in Lesson U 52, he/she proceeds to Lesson HI 54 of Fig. 4(a). And, once all tests for objective J included in Lesson HJ 54 are passed, then the course itself is passed and the next course in the certification program can be taken. Upon completion of the required courses and/or program, the user is sufficiently prepared to sit for the certification examination. Certification 56 is awarded to the user 48 upon the successful completion of the certification examination, an alternative embodiment, courses and lessons are not required to be completed in any particular order, as long as all courses and lessons are completed.

The present invention allows flexibility, in time and location, to the user, for developing the requisite knowledge for passing tests to obtain a particular certificate. A user may be physically located anywhere in the world and can learn or take a test anytime he/she desires.

Efficiency and effectiveness of the learning experience is also improved significantly due to the customization of the lesson plan or learning prescription based upon the needs of each user and the multiple learning tools utilized. Using the apparatus and method of the present invention, it has been the inventor's experience that the rate for passing the requisite exams for obtaining a particular certificate has increased from 50 - 60% using the techniques of prior art to over 90% using the method and apparatus of the present invention.

The system 20 of the embodiment of Fig. 2(a) is implemented on Internet-based equipment, as previously noted. Such equipment includes servers. For instance, the system 22 may be stored in and processed by one or more servers, which may be located remotely with respect to each other and with respect to other servers including the learning tools system 24.

Fig. 5 shows an embodiment of the synergy learning system 20 of Fig. 2(a) included in two servers 58, 60. The delivery engine system 22 is shown to be included in server 58, while the learning tools system 24 is shown to be included in server 60. The user 48 accesses server 58 to use delivery engine system 22, which refers the user 48 to the learning tools system 24 to gain further knowledge about lessons associated with the course being taken.

One embodiment of the present invention is used for educating employees of a particular topic and certifying successful completion of the educational program using an Internet-based system. Other embodiments of the present invention may be used by schools, universities, organizations or groups where education of individuals is required, using a system which is completely or in part Internet-based or accessed electronically.

Although the present invention has been described in terms of specific embodiments it is anticipated that alterations and modifications thereof will no doubt become apparent to those skilled in the art. It is therefore intended that the following claims be interpreted as covering all such alterations and modification as fall within the true spirit and scope of the invention.

Claims

What is claimed is: L A synergy learning system for remote use by a user comprising: a. a predefined number of courses including lessons remotely accessible to the user, each lesson including one or more objectives that the user is expected to know; b. an electronic pre-test for determining objectives in which the user has sufficient knowledge; and c. an electronic skills catalog for recording the determined objectives, wherein the user remotely participates in the requisite courses and lessons and completes instructional, educational or certification programs.

2. A synergy learning system, as recited in claim 1, wherein the user uses the synergy learning system through the Internet.

3. A synergy learning system, as recited in claim 1, wherein the pre-test is used for determining the objectives in which the user has insufficient knowledge, said synergy learning system including a personalized learning prescription or lesson plan responsive to the objectives in which the user has insufficient knowledge.

4. A synergy learning system, as recited in claim 3, wherein the personalized learning prescription or lesson plan is used for referring the user to learning tools responsive to the objectives in which the user has insufficient knowledge.

5. A synergy learning system, as recited in claim 4, wherein the learning tools are multi- sensory.

6. A synergy learning system, as recited in claim 4, wherein the user utilizes one or more of the referred learning tools for gaining sufficient knowledge in the objectives in which the user has insufficient knowledge.

7. A synergy learning system, as recited in claim 6, including a skills catalog for recording the objectives in which the user has acquired sufficient knowledge.

8. A synergy learning system, as recited in claim 7, wherein an assessment determines the objectives in which the user has insufficient knowledge, and the personalized learning prescription based upon the objectives in which the user has insufficient knowledge is developed.

9. A synergy learning system, as recited in claim 8, wherein the user is referred to the learning tools repetitively until the assessment determines that the user has sufficient knowledge in all of the lessons comprising the objectives.

10. A synergy learning system, as recited in claim 9, wherein information relating to the objectives in which the user has sufficient knowledge as recorded in the skills catalog is stored in a database.

11. A synergy learning system, as recited in claim 10 including a reporting system for providing information relating to the user's learning progress as recorded in the skills catalog.

12. A synergy learning system, as recited in claim 11, wherein said pre-test or said assessment includes one or more tests or test questions related to each of the one or more objectives.

13. A synergy learning system, as recited in claim 12, wherein said one or more tests are of the same or different versions of the one or more tests.

14. A synergy learning system, as recited in claim 13, wherein said learning tools includes books, videos, online labs, a community, lectures, a professor, or interactive simulations, which provide the user with the ability to learn using the kinesthetic, auditory and/or visual tools that best suit the user's learning style.

15. A synergy learning system, as recited in claim 14, wherein the user remotely utilizes at least one or more of the learning tools.

16. A synergy learning system, as recited in claim 15, wherein said community is used by a user for gaining knowledge about any of the objectives, lessons or courses.

17. A synergy learning system, as recited in claim 16, wherein said community includes two or more users.

18. A synergy learning system, as recited in claim 17, wherein said synergy learning system is a secure system.

19. A synergy learning system, as recited in claim 18, wherein said secure system requires the user to have a user name and a password to access the synergy learning system.

20. A synergy learning system, as recited in claim 19, wherein the professor, user and the community communicate with each other.

21. A synergy learning system, as recited in claim 20, wherein said learning tools includes any combination of the books, the videos, the online labs, the community, the lectures or the professor.

22. A synergy learning system, as recited in claim 21, wherein said synergy learning system is stored in and processed by one or more servers.

23. A synergy learning system, as recited in claim 22, wherein said one or more servers are located remotely with respect to each other and with respect to other servers including the learning tools.

24. A synergy learning system, as recited in claim 23, wherein said synergy learning system is at least partially remotely used by the user.

25. A synergy learning method for remote use by a user comprising: a. remotely accessing a predefined number of courses including lessons, each lesson including one or more objectives that the user is expected to know; b. determining objectives in which the user has and does not have sufficient knowledge; c. developing a personalized learning prescription for acquiring the requisite knowledge; d. recording the determined objectives; and e. completing the predefined number of lessons by repetitively determining the objectives in which the user has sufficient knowledge to complete instructional, educational or certification programs.