WO2002031799A1

WO2002031799A1 - Automated testing and electronic instructional delivery and student management system

Info

Publication number: WO2002031799A1
Application number: PCT/US2001/028645
Authority: WO
Inventors: David Graves; John Stuppy
Original assignee: Sylvan Learning Systems, Inc.
Priority date: 2000-08-04
Filing date: 2001-09-14
Publication date: 2002-04-18
Also published as: EP1325486A1; AU2001296246A1

Abstract

A computer-based system (6) for the assessment, management and instruction of students and for creating learning environments comprising work pages and other instructional materials, such as electronic student workbooks. In a preferred embodiment, the system is designed for use with a teacher and a number of students. The teacher has a teacher workstation (1), and the students have student workstations (2-5).

Description

AUTOMATED TESTING AND ELECTRONIC INSTRUCTIONAL DELIVERY AND STUDENT MANAGEMENT SYSTEM

This application hereby incorporates, by reference, the entire subject matter of the U.S. Application No. 09/275,793.

BACKGROUND OF THE INVENTION

It has long been an objective in education to automate the handwritten pen and paper- and-pencil testing process and to develop a computer-based system diagnostic and prescriptive student assessment system for use in tutoring and supplemental education franchises, corporate education and school-based learning centers. Educational testing organizations have strived to allow teachers and learning center personnel to administer a complete and accurate student assessment test battery using computers. In addition, once students have been assessed, it would be advantageous to automatically develop individualized student workbooks suited for each particular student, and then automate the assembly and delivery of instructional material required by the individual student. Currently, when a student enrolls in tutorial or supplemental educational programs, he or she completes a series of primarily paper-and-pencil diagnostic tests to identify subject- specific skill gaps. Once these tests are corrected and analyzed against a given curriculum of subject-specific learning objectives, a teacher or supervisor outlines a personalized program of instruction through which the student will master the subject. It is an object of the present invention to automate the testing process. It is a further object of the present invention to provide a computer system for administering a complete diagnostic test battery, including, as appropriate, vision and other tests. It is a further object to gather information suitable for assisting in the diagnosis, prescription, and instruction of students, and to maintain appropriate records of the process. It is yet another object of the present invention to create a web based learning environment, whereby wired and wireless devices can be used to for student-teacher interaction over the Internet.

Once a student has completed a test battery, it is an object of the present invention to diagnose and analyze the test student's skill gaps and produce a useful student profile. It is a further object of the present invention to generate a personalized study plan and prescription, which can then be followed and tracked using an automated delivery system for instructional materials. In short, it is also an object of the present invention to generate more useful diagnostic, prescriptive, instructional and marketing information over a network of attached devices, such as the Internet. It is yet another object of the present invention to develop a new automated system to administer web-based learning activities using a client-server computing model. Lastly, still further objects of the present invention are to enhance assessment, improve effectiveness, streamline test administration and use of the web-based learning activities utilizing the system of the invention, reduce administration and scoring costs, eliminate duplicate data entry between applications, support new educational product development, improve instruction, upgrade process efficiency, increase student length-of-stay, enhance quality control, and improve data collection.

SUMMARY OF THE INVENTION

In accordance with the above objects, the present invention provides a system and method for automated delivery of instructional material that provides knowledge to students. Preferably, the present invention relates to a client-server computing model that is used for creating various learning environments, where students and teachers interact with each other over the Internet. The students and teachers utilize wired and wireless devices that act as client workstations for one or more servers , which serve instructional material via a learning center website. Under the present invention, the students, student guardians (e.g., parents), teachers and directors can log on to the learning center web sites as members. Each member

(i.e., student, teacher, guardian or director) can be presented with his or her own page to engage in learning sessions, review such information as student grades, progress reports, etc.

Each client station, which can be a student, guardian, teacher or director, executes an application program, such as a browser, for accessing the learning center web site. The student and teacher works stations can also execute a learning application program that creates a learning environment, where one or more teachers and students can conduct prescribed learning activities. The learning environment can comprise any instructional material or content, including learning work spaces in the form of student or teacher work books, shared whiteboards, etc. The instructional material or content can also include instructional software, practice sheets, electronic text books, work sheets, practice sheets, problem sets, etc. Also presented within a learning environment are reference tools, such as dictionary, encyclopedia, thesaurus, calculator, etc.

Each student workstation supports an interactive channel, such as audio, video or any other type interactive input/output channel, for holding a learning session with a teacher workstation. In accordance with one of the features of the present invention, each teacher workstation can hold multiple separate and independent learning sessions with the student stations either individually or as groups. In this way, the teacher can create independent learning environments for multiple students. According to an exemplary embodiment, one or more students or group of students can engage in separate Independent Practice (IP) sessions, while the teacher is engaged in at least one Guided Practice (GP) session with another student or a group of students or groups of students. The GP session, which is held separately from the IP sessions, is a synchronous session in which the teacher and the student work and collaborate on instructional material on a shared basis. On the other hand, each the IP sessions are held asynchronously. During the asynchronously held IP sessions, predefined or canned instructional material is presented to the students or groups of students on a separate and independent basis. As such, the IP sessions do not necessarily require teacher interaction. Therefore, the system of the invention allows for a combination of synchronous and asynchronous sessions to be held with a plurality of students, where a teacher can hold a live session with at least one student, while other students engage in separate and independent sessions.

In accordance with another feature, the present invention automatically creates appropriate instructional material commensurate with a student's learning attributes. For example, the system of the invention can create unique original lessons that are based on student knowledge, teacher assigned tasks, computer assigned tasks and computer generated problem sets or instructional material as well as uniquely created tests for addressing a particular skill gap or a combination of skill gaps. Under this arrangement, when a teacher is involved in working with one student, other students could continue with a learning session independently. The students involved in the independent sessions use student workbooks, which can either be teacher assigned or computer generated. The computer-generated workbook can be generated using a computer adaptive assignment process that relies on student attributes for presenting suitable instructional material. The student attributes can be retrieved from a central or distributed database system that is arranged to store various student related information, such as skill level, grade, ethnic background, age, languages, character, past record, scores, grades in one or more subjects, economic background, or any other information that is correlated with or can characterize a student for improving any learning capability.

Based on attributes stored in a database, the present invention can transforms instructional material for achieving a desired learning objective. For example, based on the ethnic background of a student stored in a student attribute database, the present invention can present instructional material for a particular subject, e.g. math, to a language that is understandable by the student. Using a middleware application layer, the system of the present invention can access other student information databases, e.g., public and private school system databases, to determine student attributes and to transform the instructional material commensurate with the instructional needs of the students.

In one exemplary embodiment, the presented subject can be transformed from a set of tailored material that is presented in another language. For example, 3^rd grade math problem sets developed for English speaking students can be transformed to problems in Spanish for Latino students.

Moreover, the present invention can select teachers to teach a group of students based on teacher attributes stored in a teacher attribute database. For example, a teacher proficient in a particular subject or language can be selected to teach targeted students that require commensurate level of teaching proficiency or language. For example, more proficient teachers in math or reading can be selected to teach less proficient students in these subjects. Alternatively, French speaking teachers anywhere in the world with access to the Internet can be selected to teach students (e.g., in Germany, UK, or US) in French. The student and teacher attributes can also be used to balance teacher utilization loads statically or dynamically as such loads develop. For example, the teacher utilization loads can be balanced in terms of such teachers attributes as hourly rate, geography, overtime requirement, work schedule, etc. In this way, the invention can flexibly (either dynamically or statically) utilize teacher resources by assigning teachers to students that fit a teacher load balancing requirement. For example, the system of the invention can utilize teachers in areas that do not experience teacher shortages in areas where there is a teacher shortage. The present invention also allows for teacher utilization load balancing based on student attributes either dynamically or statically. For example, based on student skills, the present invention can load the teacher pool or add teachers to work with students until a teacher who teaches another student is done. The present invention can also use synthesized voice over IP so that students thinks their teacher is the same all the time, even though various teachers are assigned to teaching sessions as a process of load balancing. Alternatively, the present invention can modify the real voice of the teachers so that the learning sessions are conducted using a uniform voice, as perceived by the student. According to yet another feature of the present invention, the students are given an incentive for improvement, participation and effort during the learning sessions. For example, a learning environment interface can deliver electronic tokens to students that satisfy a predefined incentive criteria for a given learning session. When students satisfy the incentive criteria, they are informed of a predefined number of tokens awarded. After the session closes, the number of awarded tokens are stored in a database, for tracking purposes. For example, the number of earned tokens can be added to a number already in a database. The database is linked to the learning center website, so that token balances can be displayed on the student member's web site. The earned token by the students can be later redeemed at the website of a third party vendor, for such items as toys, books, games, software, etc. The token balances stored in a student profile are automatically transferred to the third party vendor so that the data entry by the student upon redemption is minimized.

The system of the invention also generates student profile data including skill gaps and an electronic student workbook learning environment containing instructional material correlated to a student profile data. The electronic workbook is displayed on a student workstation, where student input any necessary data for conducting the learning activity. Finally, the student profile data is updated in response to the student-input data. As stated above, the automatically generated student workbook can be computer generated by a server based student attributes.

The system of the invention has a central or distributed database system that stores profile data for student, teacher, guardian, etc., instructional material, incentive date, etc. The server, which to the work stations and the database system over the Internet, performs most of the centralized functions of the system, including creating the learning environment, generating and delivery of electronic workbooks and instructional materials, as well as performing diagnostic assessment and prescriptive learning activity. The teacher and workstations are connected to the server over the Internet. The teacher workstation includes a display for displaying the learning environment, an input device for inputting teacher input data, which can be audio, video, or text data. The learning environment can either be teacher or server generated. If the teacher generates the learning environment, the workstation can include a processor for generating the electronic student workbooks in response to the teacher input and student profile data. The student workstation also includes a display for displaying student workbooks, an input device for inputting student data (e.g., audio, video, or text data) in response to instructional materials in the student workbook, and means for forwarding input data to the server to update the student profile data.

DESCRIPTION OF THE DRAWINGS

Fig. 1 is a schematic representation of a system according to one embodiment of the present invention. Fig. 2(a) is block diagram of a web-based learning system according to another embodiment of the present invention.

Fig. 2(b) is a functional block diagram of the system of the present invention.

Fig. 3 is a log on screen according to the invention.

Fig. 3(a) shows a teacher work station display and three student work station displays being shared interactively according to the present invention.

Fig. 4 is a communications log section of the electronic teacher workbook according to the invention.

Fig. 5 is a goals section of the electronic teacher workbook according to the present invention. Fig. 6 is an instruction section from the electronic teacher workbook according to the present invention.

Fig. 7 is a screen display or page from the teacher workbook according to the invention showing an example of instructional material to be sent to a student after selection from the instruction section. Fig. 8 shows a page of the electronic student workbook displaying the instructional material of Fig. 7.

Fig 9 shows the Basic Fact section of the electronic teacher workbook according to the preferred embodiment of the invention. Fig. 10 shows another page of the Basic Facts section of the electronic teacher workbook. DESCRIPTION OF THE PREFERRED EMBODIMENTS

The invention is directed to a computer-based system for the assessment, management and instruction of students and for creating learning environments comprising work pages and other instructional materials, such as electronic student workbooks. In a preferred embodiment, as shown schematically in Fig. 1 , the system is designed for use with a teacher and a number of students. The teacher has a teacher workstation 1, and the students have student workstations 2-5. In this embodiment, the teacher workstation 1 and the student workstations 2-5 are networked CPUs with a pen-based tablet input and display. The teacher can send selected instructional materials to each of the students through the pen tablet interface of workstation 1 and can see what each student is doing on that student's pen tablet interface upon receipt of the image on the display of teacher workstation 1. Although Fig. 1 shows a worktable 6 in which the teacher and students are at the same location, because the system comprises networked CPUs, through such methods as LAN, WAN, Dial-up, or other methods, it is possible to have additional students, or even all students at remote locations.

Referring to Fig. 2(a), one embodiment of a system that advantageously implements the present invention is shown. The system of the invention is preferably implemented over a communication network that provides wired or wireless links with user-devices 12. The user devices 12 can be any workstation, such as a teacher workstation, a student workstation, a guardian workstation, or a director workstation, etc. The present invention utilizes the standard Internet protocols for the various user devices 12 that connect to one or more servers 10. The Internet 16 is a collection of interconnected (public and/or private) networks that are linked together by a set of standard protocols to form a global, distributed network.

The system of Fig. 2(a) uses a client/server model that allows a user to use applications hosted on remote servers 10 on their client user-devices 12. This client/server model can be extended to any device capable of accessing a computer network. The benefit of this model is that the client user device 12 utilize the server's memory and processor to run applications. This model also resolves issues of limited memory and processor speed on the user devices 12. Under the present invention, a user devices 12 can be any client device that is used by anyone involved in a learning activity, including a teacher, a student, a guardian, a director, etc. Examples of wired devices include, personal computers, mobile computers, notebooks, workstations, etc., which operate under any workstation operating system, e.g., Windows or Mac OS operating systems. Examples of the wireless devices include personal digital assistant (PDAs) that operate under an appropriately configured operating system, such as Palm OS or Windows CE. In one exemplary embodiment, the wireless devices 12 are used for real-time collection of student assessment information. The user devices 12 include a visual display for providing a visual interface with a user. However, the user devices 12 are also capable of communicating information in any form, including audio and video form, or in any other form conceivable by one skilled in the art.

The Web server 10 communicates with wired user devices 12 through the Internet 16 and through network layer interfaces 19, 21, and 23. It is to be noted that the network used in connection with the present invention can use any one of open- or proprietary- network standards. In a preferred embodiment, the system interconnections are based on an open system interconnection (OSI) model as proposed by the International Standards Organization (ISO). For wired devices, the communication standards can include the well-known Ethernet and TCP/IP protocols.

For wireless devices, one embodiment of the invention uses a Wireless Application Protocol (WAP) or other future standards that may be developed in the future. The WAP environment generally consists of the following elements: a wireless network 18, a WAP Proxy/Gateway 20, and a WAP server 22. Many different devices can operate as a WAP Client, including but not limited to mobile phones, Palm Pilots, and Personal Digital Assistants 18 (PDA's). The WAP Client typically connects to the WAP Proxy Gateway 20 via the wireless network 18. Various wireless networks that support defined protocols can be used in the present invention. Examples of such protocols include GSM, IS- 136, IS-95, Bluetooth, iDEN, Flex, ReFlex, etc. The WAP Proxy/Gateway 20 operates as an interface between the wireless network 18 and the Internet 16. The Proxy's 20 primary functions are to provide domain name resolution, and serve to translate between the protocols and formats of WAP and their Internet counterparts. The WAP server 22 performs similar functions as Internet servers, in fact the same machine can serve as both servers. The WAP server 22 provides user accessible information through a WAP client. The WAP server 22 can also retrieve content and information located on other application servers and databases.

As shown in Fig. 2(a), the system of the invention includes one or more databases 24 that are managed centrally or in a distributed manner. The databases, which are accessible by the Web server 10, store various information related to learning activities in accordance with the learning system of the present invention. As stated above, the user-devices 12 may include a personal computer, handheld communication devices, or any other devices capable of communicating with the database through the shown system. As is known, the Internet 16 is a distributed network that supports the World Wide

Web ("Web"). The Web refers generally to both (i) a distributed collection of inter-linked, user-viewable hypertext documents (commonly referred to as Web documents or Web pages) that are accessible via the Internet, and (ii) the user and server software components which provide user access to such documents using standardized Internet protocols. Currently, the primary standard protocol for allowing applications to locate and acquire Web documents is HTTP, and the Web pages are encoded using HTML. WML is the markup language used for by wireless application protocols, such as that specified by WAP. WAP is an XML-defined markup language similar to the HTML standard used on the Internet today. The WAP standard also includes a scripting language similar to JavaScript, but is optimized for WAP clients.

The terms "Web" and "World Wide Web" encompass future markup languages and transport protocols which may be used in place of (or in addition to) HTML, WML, XML, WAP and HTTP. The present invention can also operate on internal networks (Intranets) and networks utilizing different communication protocols. The Intranet model is typically used internally by companies to allow access to company information.

A Web Site is a computer system that serves informational content over the network using the standard protocols of the World Wide Web. Typically, a Web site corresponds to a particular Internet domain name and includes the content associated with a particular organization. As used herein, the term is generally intended to encompass both (i) the hardware/software server components that serve the informational content over the network, and (ii) the "backend" hardware/software components, including any non-standard or specialized components, that interact with the server components to perform services for Web site users.

The present invention supports numerous web sites, including a teacher member site, a student member site, and a guardian or parent member site. The teacher member site is the launch pad to the learning environment that initiates timer countdowns for learning sessions. The teacher member site includes electronic student binder applications to which a teacher- only permission is applied for displaying limited information about students in upcoming sessions. The teacher member site also serves teacher schedule data with links to a scheduling database that stores scheduling data entered via a CRM screen. The student member site includes an age appropriate graphical screen that is displayed based on student attribute information, after a student logs into the site from a student workstation. Similar to the teacher member site, the student member web site is a launch pad to a learning environment with a timer count down. The student member site also has links to receive token balance information as well as link to third party vendor sites for redeeming the token balances. The site also has links for educational games that students can play, while waiting for the start of learning sessions. The parent member site includes information on a student's grades, progress reports, appointments, schedules, attendance, etc.

Referring to Figure 2(b) a block diagram of a Learning system in accordance with present invention is shown. The system of the invention includes student and guardian workstations 32 as well as teacher and director workstations 34. The server 10 executes various application programs, including a user interface layer 36, a backend application layer 38, a database layer 40, an operations layer 42, an operation staff layer 44. The user interface layer 36 is responsible for presentation of content to the teachers, students, and parents. The user interface layer 36 also communicates with a system delivery and prescription generation software within the backend layer 38, which performs assessment delivery and prescription generation functions within the learning system of the invention. The backend application layer also manages content delivery, scheduling and customer relationship management, incentive credit card processing and billing functions.

The database layer 40 manages information storage information functions related to content management, including curriculum, website context, and other knowledge base information. The database layer 40 is also a repository for operational data including the participants schedules, assessment results, and student curriculum. Data warehousing functions and statistical analysis of the assessment and learning data is also performed by the database layer 40. The database layer 40 also manages knowledge base comprising, supplemental, educational contact, technical support, and customer service information. The operations layer 42 provides for contact management workflow, including the curriculum development, editing and reviewing the information and press release development information. The operation layer 42 also manages marketing and CRM workflow. This layer also provides for lead/prospect follow-up functions technical support problems and product inquiries. The operation layer 42 interfaces with operational staff 44 that comprise of personal tech support, customer service and analyst information. The collaboration 36 layer provides of routing of information over the Internet for sessions and load balancing of the teacher's as well as skill matching. Also included as functions of the collaboration layer 36 are collaboration for shared whiteboard and chat functions that are required for engaging the learning environment in accordance with the present invention. As such Fig. 2(b) shows a web-based learning system in accordance with the present invention that include teacher and student workstations 32 and 34 being served by the learning center server 10. The learning center server 10 executes the user interface layer 30 to interface with workstations that include students, guardians and teacher workstations 32 and 34. As shown, the user interface layer 30 is capable of receiving input from multiple student workstations and multiple teacher workstations. Each workstation, which can be any one of the wired or wireless user devices described in connection with Fig. 2(a), acts as a client station that can browse the web site of the learning center. Each workstation also has certain functionality attributes that for example relate to workstations processing or content display capabilities. For example, while a personal compute can support various display resolutions, a small wireless device has a much smaller display capability. Each teacher workstation 34 and each student workstation 32 comprises a fully functional microcomputer or computer controlled display device. «

In one embodiment, for example, each workstation 32, 34 is a personal computer capable of running any one of a plurality of programs, either supplied by the network provider or the server 10, or run from a hard disk, RAM or other storage device on the workstation 32, 34 itself. In other words, for example, the system software and applications software are preferably fully compatible with commercially available computer systems, such as, for example Pentium based personal computer systems, to allow third party commercial educational software to be easily integrated over the network. Of course, the invention is not limited to any one kind of processor type, and other computer systems and processors may be employed. In another embodiment, the teacher and student workstations 32, 34 are merely displays and inputs, and all calculation takes place in the server 10.

The workstations 32 and 34 also execute learning application programs that create a learning environment for engaging in instructional activities. The learning application program running on a student workstation 32 creates a learning environment for the student through which he or she interacts with a teacher workstation 34. On the other hand, the learning application program running on the teacher workstation 34 allows a teacher to create a suitable learning environment for multiple students for holding multiple independent learning sessions concurrently.

Under the present invention, a workstation (student or teacher) can be equipped with a keyboard, mouse, a pen tablet, a visual input device (e.g., a camera) and audio input device (e.g., a microphone) for carrying out audio/visual and text communication between a teacher workstation and a student workstation. As such, student and teacher workstations support interface channels comprising input, output audio, video and other type of interactive channel, at separate locations. For example, the teacher or student workstations may be located at a learning center, home, office, or any other designated location, where they are connected to each other via interactive channels over the Internet.

As stated above, the collaboration layer 36 is responsible for routing and collaboration services offered by the present invention. The system of the present invention utilizes well- known voice or video over Internet Protocols (IP) standards to maintain audio and video interactive channels. Each interactive channel is used for holding an interactive session between a teacher and student. The interactive session created under a learning environment can support a shared whiteboard, where the system reserves a shared display space for conducting interactive learning activity using various tools, such as interactive highlighters, drawing and graphical tools, etc. Also, the collaboration layer 36 can support chat, e-mail, and other Internet features. The backend layer 38 is adapted to track the various activities and inputs of each student and record student input data, either automatically through the student workstation 32, or manually as a result of teacher inputs from a teacher workstation 34. In one exemplary embodiment of the invention, a teacher workstation can hold three separate and independent learning sessions with three separate student workstation concurrently. In other words, each student workstation 32 maintains one interactive channel for exchange of learning material with a teacher, while the teacher workstation 34 can maintain three separate and independent learning sessions with three student workstations concurrently.

As will be explained in detail below, the backend application layer 38 provides for the delivery of student instructional material and workbooks in accordance with a previously, preferably automatically, assessed student profile of each student. The backend application layer 38 is also responsible for assessment and diagnosis to generate a student profile. The profile is then used by the system to generate electronic student workbooks or instructional material personalized for each student. In the automated assessment and diagnostic testing, a student receives instructions directly from a computer through the interactive channel. In one embodiment, the workstations 32 and 34 are pen-based equipped with an audio headset, camera, mouse and a keyboard for communicating text, visual and audio information with each other.

In this way, for example, the student takes the delivered assessment tests and provide answers electronically using the above mentioned input devices. The answers are scored electronically so that the student's initial assessment is free of scoring and administration errors. The student may also receive a battery of tests over one of the student workstations 32. The tests are generally designed to identify the ability to perform different tasks or the mastery of certain learning objectives or skills. The assessment tests are scored and analyzed by computer to generate a student profile which is then utilized by the system of the present invention to prescribe a learning program suited to that student and deliver electronic student workbooks and material to the workstations 32. The student profile contains, among other data, skill gaps, which need to be filled by further instruction. Ongoing assessments during the use of the system are used to expand and update the profile.

The overall system according to the invention contemplates a seamless arrangement whereby a student enters the learning environment and receives a battery of assessment tests, which in a preferred system would be an automated battery of tests for assessment and diagnostics in order to produce the student profile. A student initially receives a test to determine his or her level of mastery for every skill or learning objective to identify skill gap data. The skill gap data then becomes part of the student profile. A locator test can first be given to pinpoint the most appropriate testing level for the student, and allow more accurate assessment and the generation of a more accurate student profile. The locator test is preferably reading and math oriented and is designed to allow subsequent testing to be done at the level appropriate for the student's skill. With very young children, for example, who may not be able to read, non-verbal testing may be required. With older children, mathematical testing, for example, may have to be done at a lower reading level in order to properly assess the child's ability without a bias associated with a lower reading level, and to thus generate an accurate and useful student profile.

The assessment and diagnostic testing required to generate the student profile is preferably automated in order to avoid manual testing errors that can have significant effect on the assessment of the student's progress. Such automated testing can be executed at the student workstation 32 via an appropriate interface, using any one or a combination of input devices described above.

Once the battery of tests is completed, the system corrects the tests and provides a student profile of the student ability level. A director of education (DE), some other manager, or a teacher then preferably evaluates the profile. Notes and comments can be entered in the teacher workbook generated using the student profile data. Such additions to the teacher workbook will assist when the teacher workbook is used to generate student workbook or deliver instructional materials at a later time in the teaching process. As stated before, instructional material includes instructional software, practice sheets, electronic books, work sheets, practice sheets, problem sets, and reference tools, such as dictionary, encyclopedia, thesaurus, calculator, etc.

The backend application layer 38 is responsible for delivering the instructional material content to a user interface layer 30 via the collaboration layer. The automatically generated workbook 10 or instructional material content can be based on statistical analysis of predefined parameters that relate to one or more student attributes. For example, data mining techniques can be used to generate the student workbooks automatically based on any desired parameter or student attribute. Of course, the student workbook can also be generated automatically without teacher assistance using the student profile data. The backend application layer 38 also tracks the instructional materials delivered to the student workstation for charge calculation purposes. As such, the backend application layer 38 also performs the credit card processing and billing functions. As used herein, the term instructional material also refers to any data or software useful in instruction, and includes, for example, textbook pages, work sheets, instructional software, simulations and tests of various kinds.

The preferred embodiment of the instructional delivery and student management process will be explained in the Example with reference to Figs. 3-10.

Figures 4-10 illustrate sample computer screens of the teacher workbook and student workbooks according to one embodiment of the present invention and illustrate how the two are interconnected and used with teacher workstations 34 and student workstations 32. The sample screens of the Figures illustrate various features of the invention including the interactive technique for delivering instructional materials to the students over the Internet 16.

In the preferred embodiment, the student and teacher workbooks create a learning environment. What the user sees is a representation of a ring binder. Touching tabs on either side of the workbook allows the user to switch between sections, and touching the lower corners of individual pages allows the user to turn pages within the workbook.

However, the terms, teacher student and director workbooks are not limited to a notebook metaphor learning environment, but include other graphical interface user environments as well. It may be appropriate to have a classroom user environment or schoolhouse user environment or any other kind of learning environment, including those that contain multimedia content, such as audio, video, animation, text, etc. It may even be appropriate to tailor the user environment to the grade level or subject taught. In short, as used herein, learning environment refers broadly to the combination of software, graphical interface and data contained displayed thereby, including but not limited to an audio or visual interface that can be used by the teacher or students for interaction or any learning activity that can take place between the teachers and students.

Fig. 8, for example, illustrates the capture of handwriting input by the pen tablet of the student workstation 32 during manual exercises in the student workbook. The teacher workbook itself is illustrated in Figs. 4-7, 9 and 10. A page of instruction section of the teacher workbook showing skill activities assembled in accordance with a given student profile is illustrated in Fig. 6. As will be explained in detail in the example below, using the pen, mouse, or other pointing device, various boxes may be clicked to call up information on assembled instructional materials in the lower half of the screen relating to a particular skill gap identified in the student profile of a particular student.

The Figs. 9 and 10 illustrate interactive teaching and record keeping associated with an exemplary automated exercise designed to teach basic math facts. The use of the notebook pages associated with this exercise is explained in detail below in the Example.

In general, the teacher may select an exercise from among the instructional materials assembled in accordance with the student profile and do exercises or review the materials along with the student, referred to as guided practice (GP). After the guided practice, the teacher may assign other materials for independent practice (IP) by calling up an exercise in the teacher workbook and then forwarding the exercise or material to the student workbook where it appears on the student's screen for the student to do unassisted.

According to one of the embodiment of the invention, one or more students may be engaged in separate IP sessions, while the teacher is engaged in at least on GP session with another student. The GP session, which can also be held separately from the IP sessions, is a synchronous session in which the teacher and the student work and collaborate on instructional material on a shared basis. On the other hand, each student work on the IP sessions can be held asynchronously in that predefined or canned material on a separate and independent basis. The IP sessions do not necessarily require teacher interaction. Therefore, the system of the invention allows for a combination of synchronous and asynchronous sessions to be held with a plurality of students, where a teacher holds a live session with at least one student, while other students engage in separate IP sessions. Under the present invention, when a teacher is not done with working with one student, other students could continue with a learning session, separately, using student workbooks, which can either be teacher assigned or automatically created on the fly based on an computer adaptive assignment process.

Depending upon the results of the IP, the teacher may then assign a problem solving (PS) session to the student workbook. Problem solving is a higher level of exercise in which the student, for example, practices a mathematical concept using word problems. Thereafter, a so-called distributed practice (DP) or mastery test is administered to determine whether the student has mastered the material or a particular skill. The DP is preferably administered during a later session in order to test whether the material has been retained. The results from the DP or mastery test are then stored in the database and used to update or amend the student profile.

At each stage of instruction and practice, records pertaining to the student may be entered in the teacher's electronic workbook. The student workbook, as discussed above, and as will be better understood later, is the combination of a software module and database for displaying and accessing instructional materials in accordance with the student profile and teacher commands and storing response and other input data from the student. Likewise, the teacher workbook is a combination of software module and database containing and displaying an assembly of instructional materials generated in accordance with the student profile. In the preferred embodiment, the teacher uses the teacher workbook to instruct the student and assemble the student workbook. However, the student workbook can also be generated by a director of education (DE) or automatically by the server 10 in accordance with the student profile. The student workbook is used to deliver instructional materials to the student and retrieve input data and forwards the data to the teacher workbook or central processor.

Moreover, as explained above, the present invention automatically creates appropriate instructional material commensurate with student learning level and attributes. For example, the system of the invention can create unique original lessons based on student knowledge, teacher assigned tasks, computer assigned tasks and computer generated problem sets or material as well as uniquely created tests for addressing a particular skill gap or a combination of skill gaps.

In accordance with the invention, the workbook format or metaphor allows the teacher to look at the materials assigned to the student and the progress the student has made. The materials assigned in the student workbook are delivered in accordance with the student profile, as discussed above, either (1) as assigned by the DE, (2) as assigned by the teacher by means of the teacher workbook or (3) as automatically assembled by a central processor, such as the server 10, in accordance with the student profile.

When the various stages of practice have been completed, the workbook may be marked and any input automatically stored in the database. Grades, error analysis, and time on task records may be automatically logged for later analysis and used in the updating or amendment of the student profile. Some records for use in amending the student profile may also be entered manually by the teacher from the teacher workbook. The teacher uses the notebook metaphor electronic teacher workbook to tab through the teacher workbook to various sections, for example, instruction, goals, etc., wherein activities may be logged and notes taken. As discussed in detail in the Example, by clicking a mouse or touching the pen to the screen at the tab, a particular page or section of the teacher notebook opens. In order to determine whether the system of the present invention is working properly, accurate records are necessary. To this end, the system allows for automated record keeping, storage and analysis. The records are kept for the benefit of the student, and for allowing the teacher to conduct comprehensive guardian/teacher conferences, guardian/teacher conference can be conducted using the same interactive arrangement of the workstations 32 and 34 shown in Figs. 2(a) and 2(b).

Records may also be kept on a global basis in order to evaluate the system effectiveness for a large number of students. Statistical information and analysis may be kept, which is useful in evaluating specific instructional materials assembled in the workbooks and relationship of the instructional materials used to the skill level of the student. It is important to identify which instructional materials or methods work for teaching a particular concept to students of a particular skill level, in a particular age group, or with certain demographic or other characteristics. The feedback mechanism of the system of the present invention allows for constant improvement of the entire system. Instructional materials can be analyzed for effectiveness at the same time that students' progress is noted and student profiles continually updated and amended. Feedback is also used on a one-to-one basis between the teacher and the student.

The pen-based computer tablet interface aπangement of workstations 32, 34 allows for free style writing on the tablet. The white board shared display viewed by a statement and a teacher can reflect the free style writing on the tablet. The display device on the teacher workstation 34 is divided into a number of sections where independent and separate white boards can be assigned to multiple students, as shown in Fig. 3(a). Fig. 3(a) also shows a teacher display being divided into corresponding whiteboard sections that can be shared interactively with the students over the interactive channels 1-3.

During an instructional session, the teacher can call the teacher workbook for each student and with it instructional materials for various practice exercises over the entire range from GP to DP. For example, as shown in Figs. 7 and 8, the teacher may call up a page of subtraction problems and transfer the problems to student workbook, which is viewed at the student workstation 32. The student may then answer the problems by physically entering the answer on the problem-solving screen of the appropriate workbook page. For example, the student may simply write in by hand the sum of a column of numbers below the column as in a traditional written mathematics exercise. In the meantime, the teacher may be working independently with another student by turning to the section of the teacher workbook devoted to that student and supplying different instructional materials or other activities and at a grade or learning levels appropriate to the second student as determined by that student's profile.

When it is time to review an exercise, the teacher can call the work sheet from the student workbook to the teacher workstation 34 where it may be evaluated. Both student and teacher may look at the results. In this connection, the teacher sees exactly what was presented to the student and the actual responses of the student. The teacher may call up the correct answer for comparison with the student's answer and if the answer is incoπect, discuss the reason for the error. The teacher may then use the knowledge gained from this interactive error analysis to explain the work for example, using a voice/IP channel, to assign another exercise, such as those from among a set assembled in accordance with the student profile, or to amend the student profile.

A number of alternate arrangements of assessment and diagnostic tests for generating a student profile are contemplated. A first arrangement employs a scannable score sheet for machine scoring. The scannable score sheet is scanned by an image scanner. The scannable score sheet is typically a "bubble sheet" for entry of answers. This technique uses an answer sheet, which is keyed to an associated instruction booklet.

An alternative arrangement of the assessment and diagnostic test is a computer test arrangement in which the computer screen is used to display test questions and the answers may be entered on the screen using the electronic pen or other input device. Either in the embodiment using scannable sheet or the computer test, scores are computed automatically upon entry into the computer, and a student profile generated from the results. With very young children, for example, responses to questions, or whether questions were answered correctly or incorrectly could be manually input by a teacher or proctor. The computer test aπangement is especially useful with children, as smudging eπors and the like experienced with scannable sheet test are reduced. Also, the computer test may be used with a multimedia arrangement contemplated by the invention in which the student uses the student workstation 32 and auxiliary headphones as well as cameras to hear and see questions and/or answers appearing on the screen. The advantage of both types of tests is that automated scoring and reporting may be achieved with great timesavings. Also, when used in combination with recorded instructions, great consistency in test administration is achieved. It is contemplated that instructions for either the scannable sheet or computer tests would be recorded professionally with appropriate scripting and voice inflection to stimulate a test taker's interest and enthusiasm. Also, a recorded script properly delivered to every applicant results in more consistent results, and easier evaluation of the test itself. Lastly, the instructions could be delivered in any of several languages, depending on the test give. Furthermore, any test under the present invention can be conducted using a computer adaptive test method, where a present list of questions from easy to hard are defined. Initially, the students are given a set of questions with a medium level of difficulty. Based on answers given to the initial set of questions, the system can adaptively determine whether a more difficult or less difficult set of questions should be presented in the subsequent test stage. In this way, the students who display mastery of medium level questions can progress through the test process more expeditiously. On the hand, students showing deficiency on the medium level questions are presented with easier questions.

Other advantages of the automated system according to the present invention include reducing paperwork and greatly increasing efficiency. For example, currently, individual student results are forwarded to a central location for statistical tracking and the like. The method and system of the invention allows for electronic bundling and transmission of data for batch processing of results thereby reducing paperwork and data entry problems, saving time and improving efficiency results from other automated tasks.

Additional advantages of the system allow for the incorporation of many cuπently available multimedia programs in the set of instructional materials assembled in accordance with a given student profile. This method improves resource availability and system versatility.

Also, independent tests may be incorporated into the method and system according to the present invention. Examples of independent tests are vision screening and receptive vocabulary tests, which can be supplied by outside vendors as off the shelf software. The results of these tests may or may not be used in the generation, updating and amendment of the student profile. Also, students tend to operate at a computer workstation for longer periods and with more enthusiasm than they might otherwise using conventional materials, thereby increasing length of stay, or time that students are enrolled in learning centers using the system of the invention.

Example

This example illustrates the prefeπed embodiments of the present invention, but the invention is not intended to be limited thereto.

The automated assessment and diagnostic/prescriptive test to identify skill gaps and generates the student profile, and thereafter the automated instructional delivery is, for example, carried out with the following computer hardware.

Hardware: a plurality of IBM-compatible or Mac computers or any type of wired or wireless device - networked operating system for file access/sharing color VGA display (CRT-monitor or LCD-flat panel color display) pointing/input device: can be light pen hooked up to bus or serial port camera - headset mouse (e.g., PS/2), or pen-based stylus (e.g.," electro magnetic or electrostatic) touch-screen display (e.g., resistive technology) keyboard (infrared or cabled) - multimedia hardware including CD-ROM, sound card, etc.

The hardware above is assembled into a network of worktables 25 as shown in Fig. 2(a) and (b).

The system administers and scores a battery of diagnostic/prescriptive assessments. Multimedia and graphics software is provided for student prompting and answer selection. Sound software is provided for test administration instructions and feedback. In addition, answer evaluation and test scoring and result analysis software is also provided. In this Example, the system administers, a battery of diagnostic and prescriptive tests to a student. The system then scores the student's answers and computes scale scores, percentiles, and grade equivalent scores. An item analysis is performed to identify skill gaps, which are used to generate a student profile. The database layer 40 tracks and manages student results. The tests are then scored and test norm comparisons are made. Lastly, student profiles are created from the test results.

Prescriptions, that is, assemblies or list of instructional or other materials are made in accordance with the student profile. The system updates and amends student profiles, using for example pre- and post test comparisons. At the stage of automatic instruction, software tracks student progress in the mastery of certain skills and material. In other words, the system determines whether the "skill gaps" recorded in the student profile have been filled. The system also provides for the storage, retrieval and delivery of instructional materials, and input in response to the instructional material. In accordance with the input with respect to the instructional material, the system updates or amends the student profile and thus allows the assembly of new sets of instructional material and further automated instruction.

The automated delivery of instructional materials is conducted as follows. The teacher refers to a teacher workbook generated in accordance with the student profile and identifies a skill to cover. The teacher workbook displayed on the teacher workstation 34 shows instructional materials correlated for the identified skill area in accordance with the student profile. The teacher selects an instructional item, and, at the teacher's command, the item is sent to the student workbook and displayed on the student workstation 32. The student uses stylus, light pen, mouse, touch-screen, audio, or keyboard to solve problems, and input answers in a fashion appropriate to the configuration of the system. In the embodiment of this example, the pen is used to write or select answers. Thus the teacher can monitor as students work. The student management/tracking system of the teacher workbooks records the student's performance. In this way, the system can track student progress based on instructional materials, skill gaps, teacher, time spent on different skills, etc. By periodically updating the student profile, a new prescription for the student is produced and the automated delivery process repeated. Software Module Names and Definitions

The system according to the present invention preferably comprises the following software modules. Document Manager Module The Document Manager is used to insert teaching or instructional material into the database. Documents added can have question input areas assigned.

The Document Manager preferably has the following features:

(1) Scans in images from a TWAIN compatible or other device.

(2) Reads text data from the existing sources in the student profile database (MalPages.TXT).

(3) Stores data in a compact format

(4) Supports Bitmap, Envoy, ASCII Text, Rich Text Format, or other convenient formats, including audio and video, in-compressed and non-compressed formats.

DE/Administrator Module

The DE/Administrator module allows the DE of the center to administer the system, preferably has the following features:

(1) User Group and User ID setup. All passwords and security clearances are defined through this module. All access to the system is via a User

ID/Password that controls features accessible to that user. Each user is assigned to a group. Each group is assigned combinations of accessible features. Groups are defined on a center by center basis allowing ultimate control of data by the directors. (2) Review of Communication Logs. The DE can list and review all communication logs entered by the teachers. (3) Assign teaching steps for the teachers. If desired, the DE can revilew all information about a student and assign the instructional materials for GP, IP, PS and DP's to be used with the student. Yet it may be preferable in some instances to have teachers assign work, or to have work assigned automatically by the system in accordance with the student profiles. Therefore, this feature is optional. (4) Enter special notes for the teacher. These notes will be displayed in the teacher's workbook when the student is taught again. Notes can be made mandatory so a teacher must acknowledge to the system that a special note was read before continuing with the instruction. (5) Perform quality review of data stored by the Teacher module. All data should be presented to the DE in a chronological and logical format. This includes communication log's, test results, special notes, etc.

Teacher Module The teacher uses the Teacher Module to administer and deliver the educational materials. This module generates the teacher workbook screens, as illustrated in Figs. 3-10. The Teacher Module preferably has the following features:

The teacher would log in to the system at the start of the session. This establishes the rights and privileges of the teacher. A typical login screen for use with the present invention is shown in Fig. 3. The login screen allows the teacher to select certain students in any location, such as a learning center, student home, or office.

The teacher enters the student's name at the login screen shown in Fig. 3. In Figure 3, the teacher has touched the name Carl Goughnour with her pen. From that point in time, the teacher may select other students at other workstations. Clicking or touching the "To Instruction" button on the right of the screen after entry of one or more the student's names and ID brings up the electronic teacher workbook for the students which contains the student records, prescription of instructional materials, and other data.

After log in, the teacher sees a communication log screen, as shown in Fig. 4. The top portion of the screen, approximately top 5%, is a status section. This section displays the current student (Carl Goughnour), grade level (Grade 6.1), program (MAI), hour of instruction, date and time (September 11, 1997 at 11:00am).

The "Students" button placed on the left side of the status section in Fig. 3 drops down a menu with the following options: (1) Cancel - Cancel the menu.

(2) 'StudentNames' - Switch to the specified student's workbook.

(3) Return to Student Placement - Return to the seating screen (See Fig. 8). The remaining portion of the screen of Fig. 4 follows the workbook metaphor and displays a section of the electronic teacher workbook. Tabs are used on the left and right side of a given section to switch between various teacher workbook sections. Fig. 4 shows tabs for Communication Log, Goals, Instruction, and Basic Facts sections. Graphics on the screen are used to reproduce a notebook metaphor (Binder rings, tabs, and colors.) Entries on the right hand page of the notebook reflect the current session. Previous session information is given on the left-hand page. The teacher can switch between pages by touching or clicking the lower left and right hand corners of the notebook respectively.

The communication log section shown in Fig. 4 is used by the teacher to communicate with the DE, and provides a simplified method for communicating a given instructional session's results.

As show in Fig. 3, the teacher notebook allows the following data fields: (1) Motivation: Evaluated at from 1 (low) to 5 (high). The teacher selects a value via a drop-down list. (2) Speed: Evaluated at from 1 (low) to 5 (high). The teacher selects a value via a drop-down list.

(3) Concentration: Evaluated at from 1 (low) to 5 (high). The teacher selects a value via a drop-down list.

(4) Finished Work?: Yes or No. The teacher selects a response via a checkbox. (5) Work Load: The selections are "Need's More", "Need's Less" or "No

Change". The teacher selects via a drop-down list.

(6) Needs Attention: True or False. The teacher selects input via a cheFckbox. A check in this box is used to notify the DE.

(7) Subject Worked On: The teacher selects either a main subject (in this case MAI) or homework support. This selection is used to assign and increment the hours completed. It is preferable that homework support hours do not count towards the completion of an original subject. This field defaults to the original subject so the majority of the time no change will be needed.

(8) Notes: This section allows Free-form text entry and is used for Teacher / DE communications.

By clicking on the "Goals" tab of the teacher workbook shown in Fig. 4, the Goals and Special Notes section of the teacher workbook shown in Fig. 5 appears. The pages shown in Fig. 5 are used to display the long-term and short-term goals generated automatically from the student profile or entered with respect to special notes from the DE to the teacher. The left and right hand notebook pages of Fig. 4 shows the goals, and special notes, respectively. In this embodiment, the teacher must acknowledge special notes before proceeding to the instruction pages. A button in the lower right side of the special notes page (not shown) will be touched with the stylus to acknowledge the notes.

The instruction section of the teacher's workbook shown in Fig. 6 is used to list the skills for the student's prescription, as determined by the student profile. In a grid-like configuration, the skill code, skill description and the steps for teaching process (GP, IP, PS, DP, and Review) are listed in the order in which they should be taught. A second grid below the main skill grid displays the instructional materials assembled by the system for the selected skill/step. Fig. 6 shows that a skill designated 20S2 have been selected for general practice (GP). The 'View' button at the bottom of the screen in Fig. 6 allows the teacher to view the selected material before sending it to the student's workstation and notebook. After pressing "View", a screen such as that shown in Fig. 7 appears. In the screen of Fig. 7, the teacher has the option of sending the materials to the student workbook by pressing "Send to Student", getting answers from the student by pressing "Get Answers", collecting input from answered questions by pressing "Collect Score", and returning to the instruction screen by pressing "Return to Presc."

The "Description" button at the bottom of the page of Fig. 6 retrieves a description of a particular skill for the teacher. The "Score" button enters a score and error analysis for the particular instructional material and the "Mastered" button. From the screen of the teacher workbook shown in Fig. 6, the teacher can send questions to the student, and thereafter, retrieve answers for discussion with the student.

Figs. 9 and 10 illustrate the Basic Facts application for mastering addition, subtraction, multiplication and division tables. The application can randomly generate as many basic math facts questions as a student can answer in one minute. For example in Fig. 9, the teacher will select addition, subtraction, multiplication or division problems, by touching the appropriate symbol on the left hand page of the note book. In Fig. 9, addition has been selected. The teacher may also assign particular addition problems, by touching the appropriate square on the right hand page in Fig. 9. For example, if the square at the intersection of 0 and 1 is selected, the student is given the problem "0 + 1 = ?". Any number of problems can be assigned, but if none are assigned, then the program will assign problems randomly. The "Or Assigned" button at the bottom left of the right hand page of Fig. 9 clears assigned problems. The "Do it" button at the lower right of the right hand page sends the randomly generated or assigned problems to the student workbook. The darkly shaded squares in Fig. 9 indicate the number of times a student has answered a given question incorrectly. For example, the figure shows that this student has answered the question "11 + 0 = ?" incorrectly five times. The lightly shaded squares indicate the number of coπect answers. Thus, this student has answered "0 + 0 = ?" correctly twice. Blank square indicate questions not yet asked.

The graphical information on the left hand page of Fig. 9 shows the percentage of questions the student has completed in the "Mad Minute" exercise, and the completion, rate, or number of questions completed in the minute, respectively. Touching the "Master" button at the bottom of the left hand page in Fig. 9 moves the workbook to the page shown in Fig. 10. The so-called '"Mastery Sheet" shown on the left hand page of Fig. 10 simply depicts the right and wrong answers from manually selected questions (not randomly assigned by the computer).

Student Module

The Student Module generates the student workbook and allows the student to receive the educational material sent by the teacher and enter answers via the student workstation. In the preferred embodiment, the workstation is a pen-based computer.

The student module is the interface to the student. It takes most of its direction from the teacher module and workbook. The pen-based technology of the student workstation allows the student module software to be run without a keyboard or mouse. The software therefore needs support for a pen-based interface only. The student module requires, of course, the display of information including the student workbook as required by the teacher module. The student module software allows handwriting to be captured from the student as the student writes and sends this writing or other input to the teacher module for review. The student module should have the capability of running external software applications, when directed by the teacher module. The teacher module should have the ability to stop any external program.

As shown in Fig. 8, up and down arrow buttons scroll the page in thirds. In this embodiment, it takes 3 presses of the down arrow button to go to the next page. Scrolling the page in thirds gives the program a good probability of placing an entire question on the computer' s screen. The student can select write or erase modes for the stylus by touching the appropriate button on the left hand of the screen.

Claims

Claim:

1. A learning system, comprising:

a plurality of teacher and student stations for holding separate learning sessions between a teacher and a plurality of students; and

a server that serves instructional material for creating a learning environment during each learning session via a corresponding interactive channel, wherein a teacher can separately interact with each student via a selected interactive channel.

2. The learning system of claim 1, wherein the learning environment comprises a learning space that is interactively shared between the teacher and each student.

3. The learning system of claim 1, wherein the instructional material is served via a learning center website that is accessible by the plurality of teacher and student stations.

4. The learning system of claim 3, wherein at least one of the plurality of teacher and student stations execute a network access program for accessing the learning center web site.

5. The learning system of claim 4, wherein the network access program allows at least one of the plurality of teacher and student stations to log on the learning center website for engaging in a learning session.

6. The learning system of claim 4, wherein the network access program comprises a web browser.

7. The learning system of claim 3, wherein the learning session is provided via one or more web pages.

8. The learning system of claim 3 further including at least one station that allows a member to log into the learning center web site for reviewing at least one of a student grade and progress report.

9. The learning system of claim 8, wherein the member is at least one of a student member, a teacher member, a guardian member, and a director member.

10. The learning system of claim 1, wherein at least one of the plurality of teacher and student stations execute a downloaded application program for creating the learning environment.

11. The learning system of claim 1, wherein at least one interactive channel is established using a peer-to-peer protocol.

12 The learning system of claim 1, wherein at least one of the plurality of teacher and student workstations comprises at least one of a wired and a wireless device.

13. The learning system of claim 12, wherein the wireless device is used for real time collection of student assessment information.

14. The learning system of claim 12, wherein the wireless device is used for real time delivery of a student prescriptive plan information.

15. The learning system of claim 1, wherein at least one of audio, video and text content is communicated over an interactive channel.

16. The learning system of claim 1, wherein a voice synthesis method is used to convert a teacher's voice during a learning session.

17. The learning system of claim 16, wherein the voice synthesis method converts the voice of different teachers to a single teacher voice as perceived by a student during a learning session.

18. The learning system of claim 1, wherein a text-to-speech protocol is used during a learning session.

19. The learning system of claim 17, wherein at least one of the plurality of teacher and student stations converts text to speech.

20. The learning system of claim 18, wherein the server converts text to speech and transmits a converted speech to at least one of the plurality of teacher and student stations.

21. The learning system of claim 1 , wherein the server delivers a redeemable electronic token to a student station when an incentive criterion is satisfied.

22. The learning system of claim 21, wherein the incentive criterion relates to at least one of an improvement, participation and effort by a student during a learning session.

23. The learning system of claim 21 , wherein the electronic token is redeemable at a third party web-site.

24. A learning system, comprising:

a plurality of teacher and student stations for holding one or more

learning sessions between a teacher and one or more students;

a server that serves instructional material for creating a learning environment during a learning session; and

a database that stores at least one of teacher and student attributes that relate to improving a learning ability, wherein the instructional material is a computer generated instructional material that is produced based on at least one of a retrieved student attribute and a retrieved teacher attribute.

25. The learning system of claim 1, wherein the computer generated instructional material comprises at least one of an instructional software, an electronic text book, a work sheet, a practice sheet, and a problem set.

26. The learning system of claim 1, wherein the computer generated instructional material comprises a test for assessing at least one of a skill gap and a combination of skill gaps.

27. The learning system of claim 1, wherein the computer generated instructional material comprises a lesson prescribed for addressing at least one of a skill gap and a combination of skill gaps.

28. The learning system of claim 1, wherein the computer generated instructional material is automatically created when a teacher and a student engage in a guided practice session, while at least one other student is involved in an independent learning session.

29. The learning system of claim 1, wherein the computer-generated instructional material is generated using a computer adaptive assignment process.

30. The learning system of claim 1, wherein the database comprises at least one of a central database and a distributed database.

31. The learning system of claim 1 , wherein the database comprises at least one of a public school database and a private school database.

32. The learning system of claim 1, wherein the retrieved student attribute comprises at least one of skill level, grade, ethnic background, age, language, character, past record, grade in a subject, and economic background.

33. The learning system of claim 1, wherein the retrieved teacher attribute comprises at least one of a skill level, a subject proficiency level, an hourly rate, geography, overtime requirement, and work schedule.

34. A learning system, comprising:

a plurality of teacher and student stations for holding one or more learning sessions between a teacher and one or more students; and

a server that serve an instructional material for creating a learning environment during each learning session;

a data base that stores one or more teacher attributes, wherein a teacher utilization load is balanced based on a retrieved teacher attribute.

35. The learning system of claim 1, wherein the retrieved teacher attribute comprises at least one of a skill level, a subject proficiency level, an hourly rate, geography, overtime requirement, and work schedule.

36. The learning system of claim 1, wherein the teacher utilization load is balanced dynamically as the teacher utilization load develops.

37. The learning system of claim 1, wherein the database is at least one of a central and a distributed database.

38. The learning system of claim 1, wherein the database comprises at least one of a central database and a distributed database.

39. The learning system of claim 1 , wherein the database comprises at least one of a public school database and a private school database

40. The learning system of claim 1, wherein a retrieved student attribute is used to balance the teacher utilization load.

41. The learning system of claim 7, wherein the retrieved student attribute includes at least one of skill level, grade, ethnic background, age, language, character, past record, grade in a subject, and economic background.

42. The learning system of claim 7, wherein the retrieved student attribute is stored in at least one of a central and a distributed database.

43. The learning system of claim 7, wherein the student attribute is retrieved form at least one of a public school and a private school database.

44. A method for engaging in learning sessions between a teacher and multiple students, comprising:

creating separate and independent learning environments for the multiple students;

holding a synchronous learning session wherein the teacher and a student interact within a first learning environment on a shared basis; and

holding an asynchronous learning session with another student within a second learning environment without teacher interaction.

45. The method of claim 1, wherein at least one of the synchronous and asynchronous learning sessions are held using an interactive channel.

46. The method of claims 1, wherein the asynchronous learning session is a guided session.

47. The method of claim 1, wherein the synchronous learning session is an independent session.

48. The method of claim 1, wherein during at least one of the synchronous and asynchronous sessions at least one of predefined, pre-designed, or canned instructional material is presented to the students or groups of students on a separate and independent basis.