Versatile resource computer-based training system

Abstract

A computer-based training (CBT) system using versatile resources to support multiple training scenarios in a multi-user environment. The CBT system includes an authoring program module accessible by a lesson designer to create a number of lessons. The CBT system includes one or more runner program modules accessible by lesson takers for running the lessons created with the authoring program module. The CBT system also includes a relational database accessible by the runner program modules and comprises administrative information and information for retrieving desired resources. The versatile resources reduce the memory storage requirements for a CBT system capable of supporting multiple training scenarios in a multi-user network environment. The CBT system realistically simulates multi-mode communication systems and implements progressive mentoring and voice-based progression methodologies.

Description

REFERENCE TO RELATED APPLICATIONS [0001] The present application is a divisional of U.S. Non-Provisional patent application Ser. No. 09 / 638,771, filed Aug. 15, 2000, which claims priority to commonly-owned U.S. Provisional Patent Application Ser. Nos. 60 / 202,792, 60 / 202,613, and 60 / 202,789, each filed on May 9, 2000.TECHNICAL FIELD [0002] This invention relates generally to the field of computer-based training systems and, more particularly, to a computer-based training system in which a single stored copy of a versatile resource, such as a display page, bit map, audio file, or video file may be used to create instances of the resource “on the fly” for use in connection with multiple training lessons. BACKGROUND OF THE INVENTION [0003] Computer-based training (CBT) is an important aspect of employee and student training and evaluation for many types of applications. For example, CBT system is known to be a particularly effective method for training call center operators. Many other ...

AI Technical Summary

Benefits of technology

[0011] As noted above, the resources are separately stored in memory so that they may be independently retrieved for display or play in association with multiple lessons. In a similar manner, the lessons and pages are also separately stored in memory so that they may be independently retrieved for display or play in association with multiple lessons. In other words, each lesson and each page is stored as a separate resource, which allows the lessons and pages themselves to be independently retrieved for display or play in association with multiple lessons.

[0016] To facilitate network-based operation of the CBT system, the runner program module resides in a shared folder maintained on a network server. This allows multiple instances of the runner program module to be downloaded from the network server to the student workstations upon command. Each downloaded instance of the runner program module then runs within a memory space maintained on the student workstation, and deletes from the student workstation memory space upon completion of the session. Advantageously, this shared folder functionality is a generally available operating system feature that allows each student workstation to download its associated instance of the runner program module without having software specific to the runner program module previously installed on the runner workstation. This allows new student workstations to be added to the CDT system network without having to pre-install any CBT system software modules on the student workstations.

[0018] To allow the CBT system to function as a testing and evaluation platform, an evaluation score may be computed based on the user's response to prompts played or displayed as part of a lesson. In addition, the lesson and the associated user responses may be stored for subsequent playback and evaluation. This type of evaluation, which shows the student user's keystrokes and other responses to specific commands in real time, can be a more effective evaluation mechanism than other evaluation techniques typically used in CBT systems, such as knowledge-based testing techniques.

[0020] The CBT system is also equipped to implement training through a technique known as “progressive mentoring.” For this training method, a lesson is divided into a plurality of skill-related task types, such as typing and speaking. Each task type is configured to selectively run in a demonstration mode in which user responses are not required to prompts relating to that task type, or in a training mode in which user responses are required to prompts relating to that task type. This allows the user to observe the lesson with all types of tasks in the demonstration mode, and then to practice the lesson with one type of task in the training mode while the other task is in the demonstration mode. Once the student becomes confident at these levels of mentoring, the student can “go solo” with all types of types of tasks operating in the training mode

Problems solved by technology

Although many types of CBT systems have been developed, these conventional CBT systems typically suffer from a number of drawbacks.

For example, complicated tasks such as call center operations or flight simulation involve an extremely large number of simultaneous actions and task scenarios that could occur in actual operations.

Creating a separate training scenario for each and every actual scenario that might occur might be prohibitively expensive in terms of programming time, computer memory, or other scarce resources.

Moreover, configuring the CBT system to jump from one stored scenario to another in responses to decisions or choices that occur during the course of a simulation greatly increases the complexity of the system.

As a result, only the most expensive CBT system applications, such as flight simulation, justify the cost required to implement a significant number of alternative scenario paths.

For a simulation system of even moderate complexity, this requires a very large amount of computer-readable storage to house the various scenarios.

This data storage problem inherently multiplies itself in a multi-simulation setting in which multiple training workstations may each require separate continuous video service.

Many conventional CBT systems also lack the ability to realistically simulate multi-mode simulations in which multiple modes of communication are simultaneously used in the task.

There is no functionality present in most conventional CBT systems to realistically simulate the simultaneous use of both modes of communication in a training environment.

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