WO2006051342A2

WO2006051342A2 - Portable digital electronic device for individual learning

Info

Publication number: WO2006051342A2
Application number: PCT/HU2005/000121
Authority: WO
Inventors: Olga Baranyi
Original assignee: Olga Baranyi
Priority date: 2004-11-11
Filing date: 2005-11-09
Publication date: 2006-05-18
Also published as: WO2006051342A3; HUP0402347A2; HU0402347D0

Abstract

A portable digital electronic device for individual learning, primarily for learning a foreign language. It is comprised of a housing (6), the housing (6) incorporates a player unit for playing at least either audio or audiovisual information, control buttons and a digital storage unit. At least two sets of data blocks are stored in the storage unit. Individual data blocks of one set are associated with individual data blocks of at least another set. The device has a storage unit that stores the order of presentation of the data blocks, and at least one control button is designated for starting the presentation of a particular data block after at least the commencement of the presentation, of the corresponding associated data block of the other or another set.

Description

Portable digital electronic device for individual learning

A portable digital electronic device for individual learning, primarily for learning a foreign language, is disclosed. It is comprised of a housing, the housing incorporates a player unit for playing at least either audio or audiovisual information, control buttons and a digital storage unit. The storage unit is configured for storing at least either audio or audiovisual data blocks. Among the control buttons, there is at least one for starting the player unit, and one for the selection of data blocks for playing or display. At least two sets of data blocks are stored in the storage unit. Individual data blocks of one set are associated with individual data blocks of a different set. The device has a storage unit that stores the order of presentation of the data blocks, and at least one control button is designated for starting the presentation of a particular data block after at least the commencement of the presentation of the corresponding data block of a different set.

In the technical equipment of the teaching of foreign languages, the following problems are to be solved at the present state of the art.

In the process of aquisition of a foreign language, three strata of information are necessary: a) language sample Give speech, written text), b) information on the target language (grammar, vocabulary), c) exercises that work the above types into a skill.

In each of the three strata, sound is an indispensable element. Before the spread of sound recording tachniques, the teacher was the sole credible carrier of audio information. The foreign language teaching community has always been aware of the inherant deficiency of language coursebooks: the written language is a secondary, imperfect encoding of the language as a sound code for mapping the phenomena of reality. Therefore, beginning with the inception of the tape recorders in mid 20th century, those involved in foreign language acquisition undersandably pounced eagerly on any novelty in sound recording. As of today, language teachers routinely use cassette recorders and cassettes that accompany the coursebooks. More recently, the audio CD has been slowly spreading. The use of the video and the D^"VD player is sporadic. There is a vicious circle: educational institutions do not rush to invest into equipment that is not urged by the teachers themselves for lack of quality teaching material due to the publishers' reluctance to take on projects that require an imput - both imtellectual and material - greater than average with a prospect of returns more tenuous than average ^■ for the cited reasons.

On the other hand, before the early eighties, foreign language textbooks ^■ albeit in a deficient, imperfect way ^■ contained all the three aforementioned types of information in a more or less balanced way. Since then, however, in the spirit of the behaviourist concept, the emphasis has shifted towards the language sample and the rest of the information has been transferred to additional publications: a basic coursbook can only be used in conjunction with a practice book, a grammar book and a dictionary. The coursebooks themselves have acquired a pretty cumbersome format in an effort to complete verbal information with visual.

To conclude, today's traditional, group instruction in foreign languages requires a significant number of accessories, none at the cutting edge of technology. Its mainstay remains the coursbook supplemented with a workbook, a grammar book, a dictionary and a cassette player with the cussettes. Individual learning is also performed with the simultaneous use of the cited devices. Besides, dependence on the teacher has grown as certain crucial information is now confined to the teacher's guidebooks.

Language teaching computer software started catching on some ten yers ago. It contains all the three types of information and audiovisuality has a great role in it. Two types of language teaching programs are known: those for individual use and those that are meant to be used in class, with the teacher supervising on his/her monitor the students' activity. The programs designed for individual use have sufficient integrity, can partially replace the teacher and do not normally require other equipment to be used simultaneously. Still, their spread is not significant. Their shortcoming is the dependency on the computer that restrains mobility, and the fact that even with a portable computer, they cannot match a book in ease and comfort of handling. The reason d'etre of the classroom systems has since been disputed, their future seems uncertain.

In patent literature, at the present state of the art, we encounter partial solutions relevant to certain aspects of the present invention. In the field of "audiovisual book", i.e. creating a connection between a book and audiovisual presentation, in US5485176 the book is placed upon a base fitted with a location detection circuit. In GB2397273 the data blocks of the book are marked with RFID or optical memory tags, their content is displayed on a PDA through a stylus.

Generally speaking, digital devices created for the specific needs of language learning address one selected aspect of the learning process, e.g. DE19904690 gives out the words of a foreign language in a predetermined order.

Additionally, there is a strong tendency to utilize the advances in machine speach recognition in the field of language learning. Such a solution is JP2001125897, which ^■ by a computerized syntactic analysis of oral language samples ^■ aimes at teaching syntax to the user.

Unlike the above solutions, the present invention addresses all aspects of the process of foreign language acquisition, in all its complexity, at all its stages - from the beginners' to the maintainance level, offering an adequate solution for all age groups and different circles of target users.

In the awareness of the above problems, I aimed at creating a device that would combine the advantages of the solutions of the current state of the art while eliminating their drawbacks. Accordingly, it would be capable of audiovisual presentation regardless of time and space, handy and portable with no need for additional accessories, its control quick and simple, comparable to that of a book.

I also aimed at a device that could be used individually, thus substituting the teacher to a great extent. Accordingly, it could multiply the amount of content a book can take, further deepen it by a book created and designed in a compatible way, without impairing ease of handling.

Additionally, I aimed at a device that would present a selected stream of information linearly, so that learning could progress according to a coherent and meticulously elaborated didactic strategy ^■ which, with language teaching software has fallen victim to interactivity. Another objective of mine was a to have the device usable in group teaching, as well.

I also aimed at actual mechanical connection of the device and the related book or similar publication.

And finally, my objective was also to enable a significant variety of teaching material for running on the invention to be created quickly, simply and economically, thus providing great versatility, for different circles of users.

I discovered that, in accordance with the above objectives, a compact and portable, simply operable digital electronic device can be economically produced that in its ease of use is comparable to a book, with the main emphasis shifted from the written text to live speach, given its storage capacity that can take a significant amount of audio, audiovisual or both types of information, along with print information relevant to these, in such a way that the individual semantic structural blocks (words, sentences) of the primarily played audio or audiovisual information are associated with information blocks of other types, i.e. the main stream of information is sort of "lined" with one or more information layers and instantaneous access to and transit between these layers is provided by hardware means (one sole control button).

Figure 1 shows one first proposed embodiment of the invention, schematically, from above.

Figure 2 represents another embodiment of the invention, schematically, in perspective.

Figure 3 shows a third embodiment of the invention, schematically, from above.

In the following I will specify a possible design and operation of the invention through the example shown in Fig. 1. The sphere of application of the 1 device in Fig. 1 is representing teaching material (e.g. intensive course of a foreign language) that has high density of new information, therefore a significant part of print information is contained in a 2 book. It can be used at all levels of knoledge from school age. The 1 device is releasably connected to the 3 cover of the 2 book, e.g., with a mechanical juncture that can be one or more 17 snap fasteners built into the 6 housing of the 1 device. In this way, the 1 device can be clipped to the inside of the 3 cover of the 2 book, on both sides, above the 4 pages, the 3 cover expediently having a format extending beyond the 4 pages. The closing and opening of the 1 device is provided by a 5 turning joint, e.g. a hinge, or some other known mechanism.

The 1 device comprises a 6 housing, the 6 housing accomodates an audiovisual player unit ^■ containing expediently an LCD type 10 display and a ll speaker -, control buttons ^■ such as 5 letter keys, 8 digit keys, 9 cursor buttons -, as well as a storage unit cofigured for storing audio, audiovisual, print and other types of data blocks. The storage unit ^■ not seen in the drawing ^■ is configured for taking and reading information from an external information carrier - e.g. memory stick, USB pen drive, etc. The 1 device has then a storage unit or a memory area designated for storing the order of presentation of the data blocks. The 1 device can have a microprocessor for performing interactive exercises.

On the 6 housing there are 7 letter keys for activating the dictionary function, expediently for two-handed typing, 8 digit keys for activating the digital data blocks primarily associated with the data blocks in the 2 book, 9 cursor buttons for selecting the print data blocks being displayed on the 10 display of the audiovisual player unit and performing interactive exercises (games). The 12 shift button enables transition between different alfabets if the alfabet of the target language differs from that of the user, in which case the 7 letter keys display the letters of both alfabets. The present embodiment has the simplified 31 letter Hungarian alfabet, but can comfortably accomodate the full, 33 letter version, or even a larger character set. The most frequently used 8 digit keys and 9 cursor keys are expedieantly arranged for thumb use.

Besides 7 letter keys, 8 digit keys and 9 cursor keys, there is a 13 GO control button, that plays a distinguished role. From the perspective of the user, the 13 GO control button is multifunctional as its function varies according to the current stage of presentation, thought, basically, it has one sole function- activating the data block that is next in the predetermined order of presentation, according to the currently fulfilled condition. Such a condition is, e.g., playing in progress, or prior activation of the cursor keys. If there is no playing in progress, the 13 GO control button continues from where the switched on device was previously stopped, or stopped on its own. If the 13 GO control key is pressed during playing in progress, then it activates the corresponding data block of the information layer following the one being played in the order of presentation. In the present context, a given set of data blocks of a certain type is referred to as an information layer. By the user pressing the 13 GO control key twice, a layer gets skipped and the related data block from the next layer is activated, and so on. After the user has gone through each information layer, by 13 GO control button being pressed, the basic presentation will resume. If the 13 GO control button is pressed after a given letter combination, or the cursor being set on a data block, then the dictionary is activated and the associated entry is displayed. If the 13 GO control button is pressed after a combination of digits being input, then it activates the presentation of the data block marked with the same number in the 2 book.

The pressing of the 14 BACK/REPEAT control button once makes the device play again the currently played sentence and/or the last sentence completed before the interventionon; pressing the 14 BACK/REPEAT control button twice will repeat a larger unit under display, e.g. a paragraph; pressing it thrice will activate a still larger unit, like a passage of several paragraphs, etc. If the 13 GO control button is pressed after the 14 BACK/REPEAT control button being used, then the associated data block of the next in the order of display information layer gets activated.

The 15 STOP control button stops the presentation.

The 16 MENU control button is designated for selecting the digital games or as an option for selecting the data blocks to be played or displayed. By pressing the 16 MENU conrol button, a 9 cusor button and the 13 GO control button, the user can enter certain rarely used applications, like searching for a previous occurence of a word or structure.

In addition to, or instead of the 11 speaker of the audiovisual player unit, a headset - which is not in the drawing ^■ can be connected to the 1 device. The 1 device can have an outlet to a larger display. It is preferably used in class, when the teacher operates the 1 device, and the learners work from the 2 book. In the process of creation of the information to be played or displayed, it is structured and marked in accordance with the storage unit or memory territory thet store the order of presentation, i.e. the individual data blocks are associated with those immediately preceding and succeeding, both of the same and another information layer.

From now on, I will use the following indication for the information layers-' A the basic layer, which is activated immediately after the turning on of the 1 device by pressing the 13 GO control button; B the primarily associated information layer; C the secondarily associated information layer, etc.

In the present context an information layer is defined as an identically indicated ^■ in this example as A, B, C, etc. ^■ information set (sequence of data blocks) which usually, but not necessarily, comprises homogeneous (identically structured) ^■ audiovisual, audio, print, or other - data blocks, and whose elements (data blocks) are one by one associated with elements of another layer (set, or sequence) of information. The elements of an information layer topologically are not necessarily coherently located on the information carrier, e.g. on a CD or DVD the elements of different information layers would expediently intermingle in the same track. The playing or display of the layers is effected in the growing order of the letters that indicate them, by pressing the 13 GO control button; if, e.g. the user intervenes by pressing the 13 GO control button while the play or display of a certain data block of the basic layer A is in progress, the corresponding data block of layer B is activated; from layer B the 13 GO control button provides transit to layer C, etc.

The information sequence of the 2 book can be interpreted as an extra information layer that precedes the first, basic layer A of the digitalized information.

As an example, a typical application will now be detailed, from its initial stage. The user knows that the following information types are at his disposal, in the following order of presentation. Basic layer A ^■ audiovisual presentation; layer B ^■ audio; layer C -repeating the sentence in qestion more slowly by another voice and its simultaneous display in print form (audio + print); layer D - dictionary; layer E - grammar reference and the translation of the sentence (print, or print + audio). Starting the presentation and transit from layer to layer will be provided by the 13 GO control button. Apart from this, the user will routinely need the 14 BACK/REPEAT control button.

After switching the 1 device on, the user wishes to start the presentation that is associated with, say, Exercise 01 of Chapter 12 of the 2 book. The user presses the number 1201 and by pressing the 13 GO control button, starts playing the corresponding sequence of data blocks of the basic layer A. The information displayed is a film clip. The user watches until he hears something that he cannot follow. He then, by pressing the 14 BACK/REPEAT control button, gets the sentence repeated, which is, say, the data block A1201020503.

Still, he cannot understand. He tries again. This time, he presses the 14 BACK/REPEAT control button twice, in this way getting the whole paragraph repeated (data block A12010205). He understands no better, unable to identify the words. If he now presses the 13 GO control button, a voice will utter the problematic sentence more slowly (data block B12010205). If hit is clear understood now, he does not do anything and the presentation of the information of the basic layer A is resumed.

If even now he does not understand, he can press the 13 GO control button, the device repeats the sentence and this time displays it in print (data block C12010205). If it is understood now, the user presses the 13 GO control button three times as he knows that he has to skip two layers (D and E), and resumes watching the film. However, if he sees an unknown word (which is, say, Cl2010205e), he sets the cursor on it, and by pressing the 13 GO control button, gets the associated dictionary entry (e.g., data block D0679) displayed. After reading the information, he presses again the 13 GO control button, having thus the sentence (C12010205) displayed again.

Now he has two options. First option: he activates the cursor by pressing one or more 9 cursor keys, and then the 13 GO control button, getting another dictionary entry displayed from layer D. The other option: if he does not want further information, he presses the 13 GO control button twice ^■ skipping layer E % and returns to watching the film clip of the basic layer A. Without the user intervening, the film continues until the presentation of the data sequence A 1201 ^■ that is associated with Exercise 01 of Chapter 12 of the 2 book - is completed (the film clip is ended).

If the user also wants information from the last layer E, when he is at layer C (the sentence got printed out), he presses the 13 GO control button without touching the 9 cursor keys, thus activating the corresponding data block from layer E, that in the given case contains grammar reference and the translation of the sentence (e.g. E033+E 12010205). This will be the last layer. From here, by pressing the 13 GO control button, the user returns to the basic layer A.

The sphere of application of the 1 device represented in Fig. 2 is the playing of such audio or audiovisual teaching material that has lesser density of new information, therefore is not preceded by print information ^■ no 2 book is created, thus no character keys are needed. There is more room for the LCD 10 display than in the 1 device of

Fig. 1. It is applicable with those users that have certain knowledge in the given field, e.g. knowledge of a language. Its set of control buttons is placed under the 11 speaker and consists of a 13 GO control button, a 14 BACK/REPEAT control button, a 15 STOP control button, a 16 MENU control button, and four 9 cursor buttons. The 1 device is configured for accomodating and reading information from an interchangeable information carrier, e.g. CD or DVD. In the drawing, the 18 cover of the CD or DVD drive can be seen. The operation of the control buttons is the same as in the 1 device of Fig. 1.

The 1 device in Fig. 3 is specially devised for very young children of pre-literacy age, from the age of two or theree years. Similarly to the 1 device in Fig. 1, it is made for use in conjunction with a 2 book and is mounted above the 4 pages, on both sides of the 3

cover, in the space left free for this purpose. Neither the 2 book, nor the digital information carrier contain print information for the user child. This 1 device can have a considerably larger 10 display as the 6 housing is wider, capable of accomodating a CD or a DVD, so the 10 display can occupy the whole left hand side of the 1 device. To the right of the 5 turning joint, there is an 11 speaker,' in the middle there are three control buttons: the 13 GO control button, the 14 BACK/REPEAT control button, and the 15 STOP control button. On the right the 8 digit keys are seen. Pictograms are used to identify the control buttons, the 8 digit keys have images familiar xo me crniα. me i device can be started and operated with a sole button, the 13 GO control button. It stops after completing the presentation of a data block. Presentation is resumed by the 13 GO control button, or a certain combination of digits (images) followed by the 13 GO control button being pressed. The child only has to learn that any time he needs help while presentation in progress, he will get it by pressing the 13 GO control button. The same images interpreted as digits by the 1 device are used to mark the information units in the 2 book.

The discussed embodiments of the invention were determined by the specific needs of foreign language aqcuisition. However, the design of the 1 device can be easily adapted to other fields of knowledge where simultaneous audio or audiovisual as well as theotetic aproach are essential or useful, such as car drivig, music, dance, acting, medicine, cooking, etc. To get the hands free, the 1 device can be endowed with voice recognition ability.

Moreover, beyond the cited fields, even a course in mathematics can be arranged for use on the 1 device. E.g. at the basic layer the user watches a presentation, the second layer would comprise further relevant examples, in the third layer the user will find problems to be solved on his own, the next layer will give an initial cue, thus the solution emerges gradually from layer to layer. Certain layers would contain all necessary reference^ formulae with their deduction, tables, graphs, etc. In whis way, the user could at all times explore the material in the necessary or desired depth.

Claims

1. Portable digital electronic device (l) for individual learning comprising at least a housing (6), in the housing (6) a player unit configured for playing at least either audio or audiovisual information, control buttons, and a digital storage unit configured for storing at least either audio or audiovisual data blocks, at least one of the control buttons being configured for starting the player unit, and at least one of the control buttons being configured for selecting the data blocks for presentation, wherein at least two sets of data blocks are stored in the storage unit, individual data blocks of one set are associated with individual data blocks of at least another set, the device (l) has a storage unit that stores the order of presentation of the data blocks, and at least one control button is configured for starting the presentation of a particular data block after at least the commencement of the presentation of the corresponding associated data block of the other or another set.

2. The device (l) of claim 1, wherein the storage unit is configured for cooperation with an interchangeable information storage unit.

3. The device (l) of claim 2, wherein said interchangeable storage unit is a CD, a DVD, an electronic information storage card or a pluggable external device.

4. The device (l) of any of the above claims, wherein the housing (6) in its measurements and shape is configurad for being placed on the cover (3) of a book (2).

5. The device (l) of claim 4, wherein the device (l) is mounted on the given cover (3) with a releasable mechanical juncture.

6. The device (l) of claim 4, wherein the mechanical juncture is one or more snap fasteners (17) built into the housing (6).