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WO2000067228A1 - Systeme, methode et dispositif permettant de former un consultant virtuel au moyen de guides interactifs personnalises - Google Patents

Systeme, methode et dispositif permettant de former un consultant virtuel au moyen de guides interactifs personnalises Download PDF

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Publication number
WO2000067228A1
WO2000067228A1 PCT/US2000/012424 US0012424W WO0067228A1 WO 2000067228 A1 WO2000067228 A1 WO 2000067228A1 US 0012424 W US0012424 W US 0012424W WO 0067228 A1 WO0067228 A1 WO 0067228A1
Authority
WO
WIPO (PCT)
Prior art keywords
student
feedback
ofthe
user
training session
Prior art date
Application number
PCT/US2000/012424
Other languages
English (en)
Other versions
WO2000067228A8 (fr
Inventor
Brian R. Beams
Scott B. Harris
Original Assignee
Accenture Properties (2) B.V.
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Accenture Properties (2) B.V. filed Critical Accenture Properties (2) B.V.
Priority to AU47059/00A priority Critical patent/AU4705900A/en
Publication of WO2000067228A1 publication Critical patent/WO2000067228A1/fr
Publication of WO2000067228A8 publication Critical patent/WO2000067228A8/fr
Priority to US11/751,241 priority patent/US20070255805A1/en

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Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
    • G09B5/14—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations with provision for individual teacher-student communication
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers
    • G09B7/02—Electrically-operated teaching apparatus or devices working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student
    • G09B7/04—Electrically-operated teaching apparatus or devices working with questions and answers of the type wherein the student is expected to construct an answer to the question which is presented or wherein the machine gives an answer to the question presented by a student characterised by modifying the teaching programme in response to a wrong answer, e.g. repeating the question, supplying a further explanation

Definitions

  • Figure 10 illustrates a transformation component in accordance with a preferred embodiment
  • Figure 20 illustrates a feedback display in accordance with a preferred embodiment
  • Figure 25 illustrates how the tool suite supports student administration in accordance with a preferred embodiment
  • Figure 42 illustrates the arithmetic steps in accordance with a preferred embodiment
  • Figure 50 is a PInput backup cell in a simulation model in accordance with a preferred embodiment
  • Figure 51 is a display illustrating a POutput cell in accordance with a preferred embodiment. The steps required to configure the POutput are presented below;
  • Figure 56 illustrates feedback for configured rules in accordance with a preferred embodiment
  • Figure 59 illustrates a set of coach items in accordance with a preferred embodiment
  • Figure 63 illustrates an object editor toolbar in accordance with a preferred embodiment
  • Figure 64 illustrates the seven areas that can be configured for a simulation in accordance with a preferred embodiment
  • Figure 74 is an object editor display that illustrates the use of references in accordance with a preferred embodiment
  • Figure 82 presents an example of feedback from a coach in accordance with a preferred embodiment
  • the workstation typically has resident thereon an operating system such as the Microsoft Windows NT or Windows/95 Operating System (OS), the IBM OS/2 operating system, the MAC OS, or UNIX operating system.
  • OS Microsoft Windows NT or Windows/95 Operating System
  • IBM OS/2 operating system the IBM OS/2 operating system
  • MAC OS the MAC OS
  • UNIX operating system the operating system
  • OOP enables software developers to build objects out of other, previously built objects.
  • event loop programs require programmers to write a lot of code that should not need to be written separately for every application.
  • the concept of an application framework carries the event loop concept further. Instead of dealing with all the nuts and bolts of constructing basic menus, windows, and dialog boxes and then making these things all work together, programmers using application frameworks start with working application code and basic user interface elements in place. Subsequently, they build from there by replacing some of the generic capabilities of the framework with the specific capabilities of the intended application.
  • ActiveX includes tools for developing animation, 3-D virtual reality, video and other multimedia content.
  • the tools use Internet standards, work on multiple platforms, and are being supported by over 100 companies.
  • the group's building blocks are called ActiveX Controls, small, fast components that enable developers to embed parts of software in hypertext markup language (HTML) pages.
  • ActiveX Controls work with a variety of programming languages including Microsoft Visual C++, Borland Delphi, Microsoft Visual Basic programming system and, in the future, Microsoft's development tool for Java, code named "Jakarta.”
  • ActiveX Technologies also includes ActiveX Server Framework, allowing developers to create server applications.
  • ActiveX could be substituted for JAVA without undue experimentation to practice the invention.
  • Learn by Doing A category of learning approaches called Learn by Doing, is commonly used as a solution to support the first phase (Learn) of the Workforce Performance Cycle. However, it can also be a solution to support the second phase (Perform) of the cycle to enable point of need learning during job performance.
  • Coding tasks include the interfaces and widgets that the student interacts with.
  • the interfaces can be made up of buttons, grids, check boxes, or any other screen controls that allow the student to view and manipulate his deliverables.
  • the developer must also code logic that analyzes the student's work and provides feedback interactions. These interactions may take the form of text and/or multimedia feedback from simulated team members, conversations with simulated team members, or direct manipulations of the student's work by simulated team members.
  • graphics, videos, and audio are being created for use in the application. Managing the development of these assets have their own complications.
  • Execution Phase refers to the steady state operation of the completed application in its production environment. For some clients, this involves phone support for students. Clients may also want the ability to track students' progress and control their progression through the course. Lastly, clients may want the ability to track issues so they may be considered for inclusion in course maintenance releases.
  • Profiling Component - provides services for rule-based evaluating the state of a simulation
  • Transformation Component - provides services for manipulating the state of a simulation
  • a journal entry owns properties such as "Credit Account”, “Debit Account”, and "Amount"
  • a student uses a toolbar to navigate and also to access some of the application-level features of the application.
  • the toolbar is the inverted L-shaped object across the top and left of the interface.
  • the top section of the toolbar allows the user to navigate to tasks within the current activity.
  • the left section of the toolbar allows the student to access other features of the application, including feedback.
  • the student can have his deliverables analyzed and receive feedback by clicking on the Team button.
  • the student must journalize twenty- two invoices and other source documents to record the flow of budget dollars between internal accounts.
  • “Journalizing”, or “Journalization” is the process of recording journal entries in a general ledger from invoices or other source documents during an accounting period. The process entails creating debit and balancing credit entries for each document. At the completion of this process, the general ledger records are used to create a trial balance and subsequent financial reports.
  • the InBoxObj directory contains code pertaining to the inbox functionality used within the architecture. Specifically, there are two major components in this architecture directory. There is a new .ocx control that was created to provide functionality for an inbox in the application. There is also code that provides support for a legacy inbox application.
  • the PracticeObj directory contains code for the topics component ofthe architecture. The topics component can be implemented with the HTMLGlossary component as well.
  • the VBObj directory contains common Visual Basic objects used in applications. For example the NowWhat, Visual Basic Reference forms, and specific message box components are stored in this folder.
  • the _Tools directory contains two main directories. They represent the two most used tools in accordance with a preferred embodiment. The two directories provide the code for the tools themselves. The reason for providing the code for these tools is to allow a developer to enhance certain parts ofthe tools to extend their ability. This is important for the current project development and also for the growth ofthe tools.
  • the Icautils directory contains a data, database, default, graphics, icadoc, and testdata directory.
  • the pu ⁇ ose of all of these directories is to provide a secondary working directory for a developer to keep their testing environment of enhanced Icautils applications separate from the project application. It is built as a testbed for the tool only. No application specific work should be done here.
  • the pu ⁇ ose of each of these directories will be explained in more depth in the project directory section.
  • the TestData folder is unique to the _Tools/ICAUtils directory. It contains test data for the regression bench among others components in ICAUtils.
  • Documentation A Documentation directory is used to store pertinent documentation.
  • the documentation directory is structured as follows. Most ofthe directories are labeled after the specific information held within them. The following is a list of all the documentation directories and a description of what is contain in each.
  • This directory contains any type of architecture relevant coding standard documents or templates that a developer is required to follow.
  • Figure 12 is a GBS display in accordance with a preferred embodiment.
  • the upper right area of the screen shows the account list.
  • the student can have multi-legged journal entries (i.e., debiting or crediting multiple accounts).
  • Figure 20 illustrates a feedback display in accordance with a preferred embodiment.
  • the student correctly journalizes the source document.
  • the ICAT continues to focus the student on these first three journal entries as illustrated in Figure 20.
  • the student finally completes the first three entries correctly.
  • the feedback illustrated in Figure 20 informs the student of his success and instructs him to try to complete the rest ofthe transaction before submitting his deliverable again.
  • This example illustrates the use of an effective technique called "baby-stepping”.
  • the student is helped through a small portion ofthe work to get him introduced to the concepts and the interface. After completing this, he is forced to attempt all ofthe remaining work before getting substantive feedback.
  • This technique can be used to mimic the kind of interactions one could expect to receive from a mentor in real life.
  • the three transactions above show a tiny fraction of the depth of student analysis and richness of remediation that the ICAT is capable of delivering.
  • Figure 25 illustrates how the tool suite supports student administration in accordance with a preferred embodiment.
  • a student When a student first enters a course she performs a pre-test of his financial skills and fills out an information sheet about his job role, level, etc. This information is reported to the Domain Model.
  • the Profiling Component analyzes the pre-test, information sheet, and any other data to determine the specific learning needs of this student.
  • a curriculum is dynamically configured from the Task Library for this student.
  • the application configures its main navigational interface (if the app has one) to indicate that this student needs to learn Journalization, among other things.
  • the Domain Model has a meta-model describing a transaction, its data, and what information a journal entry contains.
  • the actions ofthe student populates the entities in the domain model with the appropriate information.
  • the Transformation Component is invoked and performs additional calculations on the data in the Domain Model, perhaps determining that Debits and Credits are unbalanced for a given journal entry.
  • the Profiling Component can then perform rule-based pattern matching on the Domain Model, examining both the student actions and results of any Transformation Component analysis. Some ofthe profiles fire as they identify the mistakes and correct answers the student has given. Any profiles that fire activate topics in the Remediation Component.
  • the Analysis-Inte ⁇ retation cycle ends when any coach items that result in updates to the Domain Model have been posted and the interface is redrawn to represent the new domain data. In this case, the designer chose to highlight with a red check the transactions that the student journalized inco ⁇ ectly.
  • TargetGroup Hierarchy The TargetGroup objects in a Task are arranged in a hierarchical tree structure to model the varying specificity of concepts and sub-concepts being learned in the Task.
  • the designer defines the parent-child relationships between the TargetGroups to mimic the relationships ofthe real world concepts. This hierarchy is used in the determination ofthe most appropriate feedback to deliver.
  • Concepts that are higher (more parent-like) in the TargetGroup structure are remediated before concepts that are modeled lower (children, grandchildren, etc.) in the tree.
  • Figure 32 illustrates a TargetGroup Hierarchy in accordance with a preferred embodiment.
  • the main concept being taught is journalization.
  • a feedback selection analyzes the active pieces of remediation within the concept hierarchy and selects the most appropriate for delivery. The selected pieces of feedback are then assembled into a cohesive paragraph of feedback and delivered to the student.
  • Figure 35 illustrates a feedback selection in accordance with a preferred embodiment.
  • Interface based remediation should look and feel like system messages. They should use a different interface from the ICAT remediation and should have a different feel.
  • system message which states “Credits do not equal debits.” This message is delivered through a different interface and the blunt short sentence is unlike all other remediation.
  • Part-whole relationship As the name denotes— identified which sub-components make up larger concepts. Identifying these relationships is important because the tutor will want to see if the student does not understand the whole concept or just one part. If there are no major errors in the concept as a whole, then the tutor will look to see if the student made any major errors in one part ofthe concept.
  • a localized area of work The tutor is looking at a subset of work the student completed. The greatest use of localized scoping if focus feedback. The feedback is focusing the student on one area of difficulty and asking him to correct it. I am looking at the first five journal entries you made, and here are the first three problems I found. The first...
  • the second level of feedback should give hints and provide pieces ofthe puzzle. I can be assumed that students cannot figure out the problem on their own and need some help. It is appropriate at this point to ask the student to review their work with a specific hint in mind or with a question to think about. Also, if there are specific points in the reference system to review, this is the time to provide them.
  • the third level of feedback is appropriate for examples.
  • journal entry #12 As a cash purchase when in fact it is an "on account” purchase.
  • Bill which are not paid immediately are paid on account.
  • the mle and the feedback are exactly the same. Keeping the mles and the feedback tightly linked ensures that the student receives the highest quality feedback.
  • the feedback exactly explains the problem the mles found. If the feedback is more vague than the rule, then the students will not understand the exact nature ofthe problem. The feedback will simply hint at it. If the feedback is more specific than the mle, students will become confused. The student may not have made the specific error the feedback is referring to under the umbrella mle.
  • Redirect rales should fire when it is clear that the student does not have a good understanding of how to complete the task. This is evidenced by a significant number of errors found in the student's work.

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  • Engineering & Computer Science (AREA)
  • Theoretical Computer Science (AREA)
  • Business, Economics & Management (AREA)
  • Physics & Mathematics (AREA)
  • Educational Administration (AREA)
  • Educational Technology (AREA)
  • General Physics & Mathematics (AREA)
  • Management, Administration, Business Operations System, And Electronic Commerce (AREA)
  • Electrically Operated Instructional Devices (AREA)

Abstract

Cette invention concerne un système d'apprentissage ciblé qui fait intervenir un système expert de formation pour la transmission d'une expérience pédagogique d'ordre cognitif. L'utilisateur d'un tel système est placé dans un environnement simulé offrant des possibilités optimales d'apprentissage et de résolution de problèmes. On note les erreurs et l'on présente un matériau éducatif correctif de manière dynamique en vue de l'acquisition des compétences requises par l'utilisateur pour réussir une démarche déterminé dans le secteur des affaires. Le système fait intervenir un moteur d'intelligence artificiel à rétroaction personnalisée et dynamique ainsi que des supports synchronisés audio, vidéo, graphique et animation pour simuler un environnement et des interactions en conditions réelles. Des réponses « correctes » multiples intégrées au processus d'apprentissage rendent possibles des expériences pédagogiques individualisées, la navigation au sein du système se faisant au rythme fixé par l'élève. Lorsqu'ils ont besoin d'aide, les élèves ont accès à la base de connaissances de l'environnement simulé, en particulier grâce à des guides intelligents personnalisés en fonction des besoins, du niveau de compétence des préférences de chacun. Un modèle d'affaire bien structuré vient étayer des activités réalistes et permet aux élèves d'apprécier les conséquences de leurs actes et de leurs décisions, avec prises de décision en temps réel et synthèse du matériau pédagogique. Est également utilisé un système de rétroaction dynamique spécifique axé sur les performances et le profil de l'élève afin d'aider ce dernier à atteindre un objectif prédéfini.
PCT/US2000/012424 1999-05-05 2000-05-05 Systeme, methode et dispositif permettant de former un consultant virtuel au moyen de guides interactifs personnalises WO2000067228A1 (fr)

Priority Applications (2)

Application Number Priority Date Filing Date Title
AU47059/00A AU4705900A (en) 1999-05-05 2000-05-05 System method and article of manufacture for instantiating virtual consultant with individualized interactive guides
US11/751,241 US20070255805A1 (en) 1999-05-05 2007-05-21 Creating a Virtual University Experience

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
US30646499A 1999-05-05 1999-05-05
US09/306,464 1999-05-05

Related Parent Applications (2)

Application Number Title Priority Date Filing Date
US30646499A Continuation 1999-05-05 1999-05-05
PCT/US2000/012492 Continuation WO2000067233A1 (fr) 1999-05-05 2000-05-05 Systeme, procede et produit manufacture permettant de creer un conseiller virtuel

Related Child Applications (1)

Application Number Title Priority Date Filing Date
PCT/IB2000/000965 Continuation WO2000067235A2 (fr) 1999-05-05 2000-05-05 Systeme, procede et article de fabrication fournissant plusieurs enseignants a la demande

Publications (2)

Publication Number Publication Date
WO2000067228A1 true WO2000067228A1 (fr) 2000-11-09
WO2000067228A8 WO2000067228A8 (fr) 2001-07-19

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WO (1) WO2000067228A1 (fr)

Cited By (1)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
CN115424484A (zh) * 2022-08-22 2022-12-02 浙江众合科技股份有限公司 一种城市轨道交通弱电设备培训仿真系统架构

Citations (4)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US5441415A (en) * 1992-02-11 1995-08-15 John R. Lee Interactive computer aided natural learning method and apparatus
US5727950A (en) * 1996-05-22 1998-03-17 Netsage Corporation Agent based instruction system and method
WO1998044473A1 (fr) * 1997-03-28 1998-10-08 Softlight Inc. Systeme d'apprentissage a base d'evaluation
US5863208A (en) * 1996-07-02 1999-01-26 Ho; Chi Fai Learning system and method based on review

Patent Citations (4)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US5441415A (en) * 1992-02-11 1995-08-15 John R. Lee Interactive computer aided natural learning method and apparatus
US5727950A (en) * 1996-05-22 1998-03-17 Netsage Corporation Agent based instruction system and method
US5863208A (en) * 1996-07-02 1999-01-26 Ho; Chi Fai Learning system and method based on review
WO1998044473A1 (fr) * 1997-03-28 1998-10-08 Softlight Inc. Systeme d'apprentissage a base d'evaluation

Cited By (1)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
CN115424484A (zh) * 2022-08-22 2022-12-02 浙江众合科技股份有限公司 一种城市轨道交通弱电设备培训仿真系统架构

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Publication number Publication date
WO2000067228A8 (fr) 2001-07-19
AU4705900A (en) 2000-11-17

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