A digital and intelligent teaching design system and method

Abstract

This invention discloses a digital and intelligent instructional design system and method, relating to the field of online teaching technology. It includes a user center module, a lesson management module, a resource library module, and a teaching center module. The user center module, lesson management module, resource library module, and teaching center module designed in this invention are interconnected and functionally complementary, forming a closed-loop teaching system. Simultaneously, it provides standardized and refined guidance for all aspects of lesson design, covering key content such as student learning analysis, blackboard design, and script writing. This transforms instructional design from fragmented operations into a holistic process planning, solving the problem of traditional platforms only presenting design results without systematic design guidance. Furthermore, a resource recommendation index calculation model is designed, combining keyword matching degree with interactive data such as views, likes, and collections for weighted calculation. A quantitative threshold is set to intelligently determine high-quality resources, allowing search results to be presented in order of quality.

Description

Technical Field

[0001] This invention relates to the field of online teaching technology, and more specifically, to a digital and intelligent instructional design system and method. Background Technology

[0002] Against the backdrop of building a strong education nation, teacher education reform continues to advance. The development of digitalization places higher demands on teachers' professional capabilities and digital literacy. Cultivating the instructional design abilities of pre-service and frontline teachers has become a core direction in teacher education. With the development of big data, cloud computing, and artificial intelligence technologies, precise and personalized improvement of teachers' lesson preparation and delivery abilities has become possible. Online collaborative teaching research and teacher training have become important ways to enhance teachers' professional qualities. Various instructional design platforms and collaborative lesson preparation systems based on network technology have emerged, encompassing wiki-based lesson preparation systems, cloud-based online collaborative lesson preparation systems, and integrated systems for learning analysis and collective lesson preparation, attempting to address teachers' practical needs in teaching research and instructional design through online and digital methods. Meanwhile, instructional design, as a holistic work integrating learner characteristics, teaching media, and teaching strategies, inherently requires the systematic integration and organic linkage of each stage. High-quality instructional design requires the coordination and integration of each stage to ensure the efficiency and coherence of the teaching process.

[0003] While existing instructional design systems and related platforms have achieved basic functions such as online collaboration and resource sharing to a certain extent, they suffer from significant deficiencies in the integration and planning of the entire instructional design process. This has become a core issue restricting the improvement of teachers' instructional design capabilities and the effectiveness of teaching practice. These systems generally lack systematic integration and unified planning for each stage of the instructional design process. The various functional stages are disconnected and fragmented, merely presenting the final result of the instructional design and simply converting paper lesson plans into electronic versions. They fail to provide teachers with systematic guidance for the entire process, from resource collection and lesson design to teaching implementation. This results in teachers facing problems with the seamless connection between different stages in actual operation, making it impossible to form a holistic and coherent instructional design plan. Furthermore, the lack of organic linkage between the system's modules, with key stages such as individual teaching research, resource retrieval, lesson design, online teaching, and feedback operating independently, fails to form a seamless instructional design loop. This hinders the realization of the advantages of holistic instructional design, failing to meet teachers' needs for professional guidance throughout the entire instructional design process and resulting in insufficient professionalism and coherence in instructional design. Summary of the Invention

[0004] In order to overcome the above-mentioned defects of the prior art, the present invention provides a digital intelligent instructional design system and method to solve the problems mentioned in the background art.

[0005] To achieve the above objectives, the present invention provides the following technical solution: a digital and intelligent instructional design system, comprising a user center module, a lesson management module, a resource library module, and a teaching center module, wherein: The user center module includes a personal center module and a team center module. The personal center module is for individual teaching and research, supporting users to create new lessons, store and manage lesson preparation resources, and collect personal lesson preparation data. The team center module is for group teaching and research, supporting the creation of lesson preparation teams, management of team members, collaborative design of teaching plans, and storage of team lesson preparation data. The lesson management module is responsible for the creation, organization, management, and automatic statistics of lessons, including teaching analysis, teaching resource management, and lesson iteration for version updates. The resource library module includes basic material retrieval and basic material interaction. Basic material retrieval is used for the collection and management of instructional design resources, while basic material interaction is used for communication and interaction among instructional designers. The teaching center module is used to support online teaching and improve teaching practice capabilities, including the teaching interface and content protection. The teaching interface allows instructional designers to implement teaching according to the instructional design plan, supports the playback of various media courseware and teaching data statistics, and the content protection supports the display of author and creator watermark protection.

[0006] In some embodiments, users can freely switch between the Personal Center module and the Team Center module; The Personal Center module includes personal basic information management, course and lesson management, file resource management, personal storage space management, personal collection space management, and personal creation center management; The team center module includes team member management, team lesson display, team data statistics, team resource management, and team discussion and exchange.

[0007] In some embodiments, the lesson management module includes lesson management and a lesson list; Lesson management supports lesson creation, lesson organization, and version control; Creating a new lesson includes a course description, tags, a transcript, learning activities, guidance strategy development, uploading and editing of teaching materials, instructional analysis, and previewing of instructional design plans. The lesson organization supports multi-user collaborative editing of lessons and real-time evaluation and feedback of instructional design outcomes; Version control supports real-time display of teaching design plan update records and supports version rollback.

[0008] In some embodiments, basic material retrieval supports searching for courses, lesson segments, images, videos, text, and PPTs; basic material interaction supports leaving comments, liking, collecting, and sharing. The likes, favorites, and comments based on the interaction of basic materials can provide a search basis for the resource library module; The resource library module includes courses and a VIP section. The VIP section allows regular users to access teaching resources for a fee.

[0009] In some embodiments, the teaching center module includes a class interface and content protection; The class interface includes playback of PPT and video multimedia courseware, supports recording and displaying information for each class, and supports a class countdown; Content protection provides watermark protection for authors and creators, and supports the addition of watermarks to courseware and instructional design materials.

[0010] A digital-based instructional design method includes the following steps: Step (1): The teacher determines the course content, searches for and interacts with materials in the resource library. Material search includes, but is not limited to, courses, lessons, and various multimedia resources; material interaction supports functions such as liking, collecting, commenting, and quoting; interactive behavior records in the resource library are saved in the personal center; Step (2): Teachers create a new lesson and make courseware by referring to the materials in the resource library; add course introduction, content analysis, learning situation analysis, blackboard design, tags, transcript, and learning activity links to the lesson to complete the courseware production; after uploading, receive feedback on modification suggestions, and edit the lesson to form a new version by adding, deleting, modifying and querying; if you are not satisfied with the current version, you can roll back to the previous version. Step (3): Teachers generate the final version of the lesson and save it to the storage space in their personal center; they can view the number of edits and version comparisons of the final version of the lesson. Step (4): Teachers conduct online lectures, which support the playback of multimedia courseware in PPT, video, text, image and PDF formats; the lecture content of teachers is protected; the lecture records and lecture duration data are stored in the record database, and the data is mapped to the course status information; Step (5): When the teacher team uses it, it supports team management and collaborative construction; the administrator is given permissions to manage the permissions of team members, team information and the backend; collaborative construction supports the team to edit course content, and team members can leave messages to communicate and reflect on the course; the data of the team's edit records, the number of courses published, the number of followers, the number of likes and views are saved in the database, and the data is mapped to the team's status information.

[0011] In some embodiments, step (1) includes: Step (11): The interactive behaviors of liking, collecting, commenting, and quoting in the material interaction affect the system's quality assessment of the resources in the resource library. At the same time, the assessment results provide a basis for material retrieval. When searching, the material is screened based on the quality and relevance of the resources, and high-quality resources are recommended. Step (12): Users search for materials in the resource library, browse and learn, and then leave comments on the materials. The system returns the comments to the author, who then modifies and improves the materials based on the comments, and the resource library updates the material version.

[0012] In some embodiments, step (4) includes: Step (41): When playing multimedia courseware in PPT, video, text, image, and PDF formats during online teaching, the content taught by the teacher will be covered with a watermark containing the author's information for protection; Step (42): The teaching information includes teaching records and teaching duration data. This data is saved in the database, and teachers can view the teaching records and teaching duration after class.

[0013] In some embodiments, step (5) includes: Step (51): When the team uses the system, the team manager is given the authority to add or delete team members, assign team editor and viewer roles, and then determine the system functions that can be used during collaborative editing and to collect team information. Step (52): The team performs collaborative editing, and according to their own permissions, they can view, create and edit team resources to form a new version. Version rollback is also supported. The data of individual team members' operation records will be saved in the database and can be viewed by the administrator. Step (53): Team members and other relevant personnel can communicate by leaving comments; Step (54): The data on the team's course volume, number of followers, number of likes and views are saved in the database and will be reflected to team members, mapped as team status information.

[0014] Compared with the prior art, the beneficial effects of the present invention are: 1. This invention breaks down individual teaching research, resource retrieval, lesson design, online teaching, and results feedback into four modules. The modules are interconnected and complementary, forming a teaching closed loop. At the same time, it provides standardized and detailed guidance for lesson design, covering key aspects such as student learning analysis, blackboard design, and script writing. This transforms instructional design from fragmented operations into a holistic process planning, solving the problem that traditional platforms only present design results without systematic design guidance, thus improving the coherence and professionalism of instructional design. 2. This invention designs a resource recommendation index calculation model, which combines keyword matching degree with interactive data such as viewership, likes, and collections for weighted calculation. At the same time, it sets a quantitative threshold to complete the intelligent judgment of high-quality resources, so that the search results are presented in order of quality. In addition, it establishes a linkage mechanism between resource interaction and version updates, using user comments as the basis for resource optimization, promoting the continuous iteration of teaching resources, solving the problems of scattered, difficult to obtain, and difficult to share high-quality resources on traditional platforms, and improving teachers' lesson preparation efficiency and resource adaptability. 3. This invention features freely switchable personal center and team center modules. The personal center provides teachers with exclusive resource storage, lesson design, and data statistics services, recording their teaching skill development trajectory and adapting to the personalized needs of independent lesson preparation. The team center innovatively designs a hierarchical role and permission management system, supporting real-time collaborative editing of lessons by multiple users, online discussions and reflections, and simultaneously collecting quantitative data on team teaching and research across all dimensions. This enables full-process traceability of operations and intuitive presentation of teaching and research results, solving the problems of disconnect between individual and team teaching and research and low collaboration efficiency in traditional platforms. It not only helps improve individual teacher capabilities but also optimizes and upgrades team teaching and research results. Attached Figure Description

[0015] To more clearly illustrate the technical solutions in the embodiments of this application or the prior art, the drawings used in the embodiments will be briefly introduced below. Obviously, the drawings described below are only some embodiments recorded in this invention. For those skilled in the art, other drawings can be obtained based on these drawings.

[0016] Figure 1 A flowchart of the digital intelligent teaching design system provided by the present invention; Figure 2 The implementation process of the user center module provided by this invention; Figure 3 The implementation process of the lesson management module provided by this invention; Figure 4 The process of forming high-quality resources for the resource library module provided by this invention. Detailed Implementation

[0017] The following specific embodiments illustrate the implementation of the present invention. Those skilled in the art can easily understand other advantages and effects of the present invention from the content disclosed in this specification. Obviously, the described embodiments are only some, not all, of the embodiments of the present invention. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0018] To enable those skilled in the art to better understand the present application, the present application will be further described in detail below with reference to the accompanying drawings and specific embodiments.

[0019] First, it must be stated that, after analyzing the practical application of existing instructional design systems, it was found that: traditional instructional design systems merely present the instructional design results, simply converting paper lesson plans into electronic versions, thus disconnecting them from actual teaching. High-quality teaching resources are scattered and difficult to access, and there is a lack of systematic instructional design guidance, resulting in fragmented connections between different stages. Furthermore, most systems fail to achieve deep integration of individual teaching research and team collaboration, and lack intelligent assessment and personalized recommendation mechanisms for resource quality based on data quantification. Therefore, they cannot meet the teaching skills development needs of pre-service and front-line teachers, and are ill-suited to the cultivation requirements of top-notch innovative talents in the field of teacher education in the digital age.

[0020] This invention constructs a digital and intelligent instructional design system and proposes a corresponding digital and intelligent instructional design method based on this system. It integrates intelligent algorithms and data quantitative analysis technology to achieve integrated instructional design management that combines lesson preparation and delivery with deep integration of individual teaching research and team collaboration. The specific implementation methods of the system and method are described in detail below with reference to the embodiments and accompanying drawings.

[0021] Example 1 refer to Figure 1 The flowchart of the digital and intelligent instructional design system provided in this embodiment is shown. The system includes a user center module, a lesson management module, a resource library module, and a teaching center module. These modules are interconnected and share data. Through data quantification and algorithm models, the system achieves complete functions such as instructional design, resource management, online teaching, and collaborative teaching research. The specific implementation method is as follows: I. User Center Module refer to Figure 2 This demonstrates the implementation process of the user center module in this embodiment. The user center module is the basic management module of the system, which is divided into a personal center module and a team center module. Users can switch freely between the two modules to adapt to the usage needs of individual teaching and research and group teaching and research, respectively. It provides full-dimensional management support for account, data and team for the development of instructional design, and realizes the quantitative statistics and storage of personal and team teaching and research data.

[0022] The Personal Center module is designed for individual teaching and research scenarios, primarily enabling personal account management and comprehensive data operation management. Upon first access to the platform, users must upload personal information to create a personal user account. Basic information such as username, password, gender, subject, phone number, email address, and registration date are recorded in the user information database, and the data can be viewed in the backend. After successful registration, users will receive an ID account, ID=H(username + registration date + random number). Subsequent logins can be made using the ID password or a mobile SMS verification code. Users can modify their username, subject, phone number, email address, and other personal information; the user information database will be updated in real time, overwriting existing data. If a user forgets their password, they can verify their identity via email or SMS and reset their password.

[0023] After completing account registration and management, the Personal Center module provides individual users with comprehensive teaching and research operations and data management, specifically including course and lesson management, file resource management, personal storage space management, personal collection space management, and personal creation center management. Course and lesson management allows users to create, edit, delete, and view all personally designed courses and lessons, categorized by subject, grade level, and lesson type. File resource management allows users to upload, download, and organize teaching design-related images, videos, text, PPTs, and other files. Personal storage and collection spaces provide users with dedicated resource storage and collection services. The collection space allows users to save high-quality materials from the resource library module to their local storage for quick retrieval. The personal creation center management records all user teaching design creation activities and statistically analyzes personal lesson preparation data, including quantitative indicators such as the number of lesson edits (A), version update records, and the number of resource references (C), providing a clear overview of personal teaching and research achievements. Simultaneously, the Personal Center module allows users to create new lessons, store, and manage personal lesson preparation resources. All operation data is synchronized to the system backend in real time, ensuring no data loss.

[0024] Individual users can browse and prepare basic teaching materials, accessing the basic material library in the resource library module to filter and interact with materials. Through direct referencing, users can integrate resources from the basic material library into their teaching resource creation; through indirect learning, users can study and analyze high-quality resources in the basic material library, extracting key experiences and strategies for instructional design, thereby improving their teaching practice and theoretical level. Individual users can create new lessons as needed, utilizing the lesson management module to create personal resources, including unit designs, lesson designs, and component designs. Finally, through editing, individual users generate personal resources, which are saved on the platform. Individual users can choose whether to upload them to the basic material library for other users on the platform to view.

[0025] Individual users can choose whether to join a team. If they choose to join, they can send an application to the team administrator. Once the administrator approves the application, the user will become a team member. The team administrator will assign team roles, including visitor, collaborator, and administrator. Different roles correspond to different system operation permissions.

[0026] The Team Center module is designed for small-group teaching and research scenarios, and its core function is to manage the entire process of collaborative teaching and research within a team. This includes team member management, team lesson display, team data statistics, team resource management, and team discussion and exchange. Team member management allows team administrators to add and delete team members, adjust their roles and permissions, and ensures that visitors can only view team resources while collaborators can edit them. Administrators can also manage team users and determine their identities. The team lesson display centrally showcases all lessons collaboratively designed by team members, annotating the editor, editing time, and version status. Team data statistics provide real-time quantitative data on team lesson preparation, including the number of published lessons (E), number of followers (P), number of likes (RL), number of views (W), and team editing records. All data is mapped to team status information and fed back to team members in real time. Team resource management enables the sharing, uploading, downloading, and organization of resources within the team, creating a dedicated teaching resource library. Team discussion and exchange provides team members with an online communication channel, supporting comments, reviews, and reflections on teaching design plans. All communication content is linked to the teaching design lessons for easy tracking and viewing.

[0027] Team users participate in team activities according to their roles. Team users can discuss, create, and edit team resources collaboratively, ultimately generating team resources. During the editing process, the operation records of collaborators and administrators, including time, edited content, and version update status, are statistically analyzed in real time and recorded in the team information database. This data is mapped to the team's status information and fed back to team members. Administrators can upload the edited team resources to the platform's basic resource library for other users to browse. Simultaneously, the team center module supports collaborative design of teaching plans by team members and storage of team lesson preparation data, ensuring the efficiency and continuity of team teaching and research.

[0028] II. Lesson Management Module refer to Figure 3 This demonstrates the implementation process of the lesson management module in this embodiment. This module is the system's instructional design module, responsible for the creation, organization, management, and automatic statistics of lessons. It includes two parts: lesson management and lesson list. It provides teachers with systematic and detailed lesson design guidance, solving the problem of traditional systems lacking instructional design guidance. Specifically, it implements three functions: lesson creation, lesson organization, and version control. At the same time, it realizes data recording and quantitative statistics of the entire lesson design process.

[0029] Users create new lessons and determine the teaching content. Using the lesson management module, users can select to create new lessons as needed and edit the lesson name, tags, description, and duration, forming the basic information of the lesson. The system records this basic information in the lesson management database. The lesson name can be chosen by the user based on the lesson content; lesson tags include subject, grade level, and lesson type. Users can select lesson tags on the platform, which will serve as the basis for personal resource categorization, allowing users to search by tag; the lesson description can be a brief introduction based on the lesson content; the lesson duration is determined by the user based on the teaching time. Once the user completes editing the above information, the basic information of the lesson is finalized.

[0030] Once the basic information for the lesson is determined, users will write student learning analysis and teaching content analysis based on the teaching content. Users can conduct student learning analysis based on the characteristics of the students and teaching content analysis based on the teaching content, inputting the data into the platform's text boxes. The platform's text boxes have functions such as going back, undoing, adjusting font size, adjusting font color, bolding, italics, underlining, adding images and audio, and previewing the text. It also supports commenting and annotation functions for the content.

[0031] When users complete the selection of teaching content, they can proceed with specific lesson design. The lesson creation feature provides teachers with a standardized lesson design process, including all stages such as scriptwriting, learning activities, guidance strategy construction, uploading and editing teaching materials, and previewing the lesson plan. Teaching material uploading and editing allows users to upload PPT and PDF format materials to the platform and display them in the lesson design; blackboard design allows users to input classroom blackboard notes in text boxes; guidance strategy construction allows users to input educational theories guiding lesson design in text boxes; learning activity design allows users to add or remove learning activities based on the lesson content; scriptwriting allows users to create a script based on the learning activity design and teaching material content, which can be manually entered and edited in text boxes or automatically generated by the platform's AI; the lesson plan preview presents the specific stages of the lesson design in a timeline format, with zoomable and linked sidebars for stage names and zoomable and linked resource sharing guides, allowing teachers to intuitively view the overall logic and stage transitions of the lesson design. After completing the above editing, users will have completed their lesson design.

[0032] Users can place well-edited lessons into different units, forming units with other related lessons. Users can also design larger unit-level instructional plans based on the characteristics of the unit's content. The lesson organization system enables multi-user collaborative editing and real-time feedback on instructional design outcomes. It supports multiple team members editing the same lesson simultaneously, with the system synchronizing edits in real time to avoid conflicts. Team members can also provide online evaluations and suggestions for improvement, with evaluation results linked to the lesson for designers to reference and optimize.

[0033] Version control supports real-time display of lesson plan update records, recording the time, editor, and content of each edit. During the editing process, each time the user exits the platform, the lesson is automatically saved, generating a new version. If the teacher is not satisfied with the current lesson version, they can directly return to any historical version, solving the problem of chaotic version management in traditional lesson design. The lesson list sorts and displays all lessons for an individual teacher or team by creation time, update time, subject, etc., marking basic information and status of the lessons for easy searching and management. The automatic statistics function checks for additions and deletions of lessons, records version and lesson interaction data, providing teachers with full-process data statistics for lesson design. Teachers can view quantitative information such as the number of lesson edits (A) and version comparisons.

[0034] III. Resource Library Module refer to Figure 4 This demonstrates the process of forming high-quality resources in the resource library module of this embodiment. This module is the teaching resource support module of the system. Its core functions are to realize basic material retrieval and basic material interaction. It integrates intelligent recommendation algorithms and data quantitative evaluation mechanisms to provide teachers with rich resource support for instructional design, solve the problem that high-quality resources are not easy to obtain in traditional systems, and at the same time build a resource quality quantitative evaluation and recommendation mechanism to achieve accurate screening and push of high-quality resources.

[0035] The basic resource library contains resources uploaded by individual and team users. The basic resource search function in the resource library module supports searching for various types of teaching resources, including courses, lesson segments, images, videos, text, and PPTs. Teachers can obtain relevant materials through keyword searches. Search results are first presented according to the degree of matching with the keywords, calculated using the formula S = total number of keywords / number of matching keywords × 100%. For resources with the same degree of matching, they are sorted according to a weighted total score S based on the like rate (l), collection rate (f), and citation rate (c), calculated using the formula S = α × l + β × f + γ × c. The system provides search criteria for the resource library module based on the like rate (L), collection count (F), and number of comments (D) of the basic resource interactions, filtering high-quality teaching resources and prioritizing their display to improve teachers' resource retrieval efficiency.

[0036] The resource library module is equipped with an intelligent recommendation algorithm that uses quantitative calculations to personalize recommendations for high-quality resources. Specifically, it sets the weight P of the number of views (W) in the interaction data. W The weight of likes (L) in interaction data (P) L The weight of collection volume F in interaction data P F The weight of comment count D in interaction data P D The weight P of citation count C in interaction data C The resource recommendation index R is calculated using a cumulative weighted method, and the formula is R=P. W ×W+P L ×L+P F ×F+P D ×D+P C ×C, to ensure the calculated recommendation index R is reasonable, the sum of the weights is 1, i.e., P W +P L +P F +P D +P C =1. The resource recommendation index is also calculated in conjunction with the resource relevance S, with the comprehensive formula being R=α×S+β×P, where P is the resource interaction weighting value, P=P W ×W+P L ×L+P F ×F+P D ×D+P C ×C achieves accurate resource recommendations through dual quantization calculations.

[0037] The basic resource library supports three main interactive functions: comments, likes, favorites, and citations. This enables communication and interaction among instructional designers, with all interactive behaviors being quantified and stored in the system database. When browsing the basic resource library, users can like, favorite, comment, and cite resources. Users can like and favorite high-quality basic resources; the number of likes (L) and favorites (F) is counted in real-time and mapped to the resource's quality indicators. Favorited resources are automatically stored in the teacher's personal collection space. Users can comment on basic resources; the number of comments (D) is counted in real-time. Users can enter comments in the text box under the basic resource or reply to other users' comments to engage in dialogue. The system returns the comments to the resource author for reference and modification. When creating personal resources, users can cite basic resources from the resource library; the number of citations (C) is counted in real-time. The citation data is recorded in the resource library database and mapped to the material's citation information in real-time. Teachers can also share high-quality resources to their personal or team resource libraries.

[0038] The resource library module includes courses and a VIP section. The VIP section allows regular users to access a wider range of high-quality teaching resources for a fee, ensuring continuous updates and optimization. The basic resource library assesses the quality of resources by first calculating the number of likes (L), favorites (F), citations (C), and views (U). The like rate (l = L / U × 100%), favorite rate (f = F / U × 100%), and citation rate (c = C / U × 100%) are then calculated using the formulas. A threshold δ is set as the criterion. If all three rates (l, f, and c) are greater than δ, the resource is considered high-quality; otherwise, it is considered low-quality. The platform prioritizes displaying high-quality resources with higher like, favorite, and citation rates. The priority of resource ranking can be represented by a comprehensive score S = α × l + β × f + γ × c.

[0039] IV. Teaching Center Module The Teaching Center module is the system's teaching implementation module, used to support online teaching and improve teaching practice skills. Its core functions include two main aspects: the class interface and content protection. It achieves seamless integration between instructional design and actual teaching, solving the problem of traditional systems being disconnected from the teaching process. At the same time, it enables the quantitative statistics of teaching data and the protection of creators' intellectual property rights.

[0040] The online teaching interface provides teachers with a standardized platform for online instruction. Users can utilize the teaching center module to conduct online classes, playing multimedia courseware such as PPTs and videos, and displaying whiteboard content to meet teachers' online teaching needs. Simultaneously, the interface supports recording and displaying information for each lesson, including the teaching time, lesson segment, and instructor. A built-in timer function supports a countdown, allowing teachers to precisely manage teaching time according to their lesson plans. During the lesson, the system provides real-time statistics on quantitative teaching data, including teaching duration, courseware playback progress, and interaction status. All teaching data is stored in real-time in the system's teaching center database. The teaching records and teaching duration data are mapped to course status information. Users' teaching records will display the teaching time and lesson name. Teachers can view relevant data after class, providing data support for improving their teaching practice abilities. Teachers can precisely implement their teaching on the online teaching interface based on the instructional design plan created in the lesson management module, ensuring consistency between instructional design and implementation.

[0041] Content protection provides watermark protection for authors and creators. When users teach, the platform will add a watermark to the user's teaching interface. It supports adding special watermarks with author information to all courseware and teaching design materials. At the same time, the system sets up reprint restrictions to prevent teaching resources from being copied and disseminated without authorization from the source, protect the intellectual property rights of creators, and ensure that all teaching resources designed and published by the system can trace the creator information.

[0042] Example 2 The digitalized instructional design method proposed in this embodiment is implemented based on a digitalized instructional design system, incorporating data quantification and algorithm analysis technologies. It covers the entire process from teaching resource retrieval, lesson design, version management to online teaching and team collaborative teaching research. The steps are clear and the operation is convenient, which can effectively improve teachers' instructional design efficiency and teaching practice ability. Specifically, it includes the following steps: Step 1: Material Search and Interaction Teachers first determine the course content for this lesson plan, then search for and interact with relevant materials in the system's resource library module. The search scope includes various multimedia resources such as courses, lesson segments, images, videos, texts, and PPTs. Teachers can obtain relevant materials through keyword searches. Search results are presented in a quantitative ranking based on resource relevance (S) and resource recommendation index (R). The relevance calculation formula is: S = (Total number of keywords / Number of matching keywords) × 100%, and the resource recommendation index calculation formula is: R = α × S + β × P, where P = P W ×W+P L ×L+P F ×F+P D ×D+P C ×C.

[0043] The interactive resource module supports features such as likes (L), favorites (F), comments (D), and citations (C). Teachers can like and favorite high-quality resources for easy retrieval later, leave comments to provide feedback, and directly reference resources in their lesson plans. All interactive records in the resource library module are stored in the teacher's personal center module. The likes (L), favorites (F), and citations (C) directly affect the system's quality assessment of resources in the resource library. The assessment results also provide a basis for resource retrieval. During the search, the system considers resource quality, relevance (S), and other factors to filter resources and recommend high-quality resources to teachers.

[0044] Users search for materials in the resource library, browse and learn, and then comment on the materials. The system returns the comments to the material authors, who then modify and improve the materials based on the comments. The resource library module updates the material version in a timely manner, thus achieving continuous optimization of teaching resources.

[0045] Step 2: Creating and Editing Lessons After searching and referencing relevant materials in the resource library module, teachers create new lessons in the system's lesson management module and produce courseware. Within a lesson, teachers add elements such as a course introduction, content analysis, student learning analysis, blackboard design, tags, a transcript, and learning activities according to a standardized process to complete the courseware production. Each element's design is supported by system functions; for example, the transcript can be manually edited or automatically generated using AI, the teaching analysis supports text editing and annotation, and the courseware supports uploading in multiple formats.

[0046] After uploading their completed lesson plans, teachers receive self-reflection feedback from their individual teaching research team or evaluations from other team members. Teachers can then edit the lesson plans using methods like adding, deleting, modifying, and querying. Once edited, the system automatically generates a new version of the lesson plan. If teachers are not satisfied with the current version, they can use the system's version control function to revert to any previous version. Version reversion is simple, and all historical versions are permanently saved. The system records the number of edits (A) and version update history of each lesson plan in real time.

[0047] Step 3: Generation and storage of the final version of the lesson After multiple edits and optimizations, teachers generate the final version of the lesson and store it in a dedicated storage space within their personal center module. This storage space provides teachers with stable resource storage services, ensuring that lesson data is not lost. Teachers can view the entire process of quantitative data for the lesson in their personal center module, including the number of edits (A), version comparisons, and a clear comparison showing the editing time, editor, and differences in content for each version, allowing teachers to intuitively view the lesson's optimization process.

[0048] Step 4: Online Teaching and Content Protection After generating the final version of a lesson in the lesson management module, teachers can conduct online teaching in the system's teaching center module. Online teaching supports playing multimedia courseware in PPT, video, text, image, and PDF formats. Teachers can accurately implement teaching according to the teaching design plan. The teaching center module's teaching interface supports functions such as courseware playback, teaching countdown, and teaching information recording to meet teachers' online teaching needs.

[0049] During online teaching, the system strictly protects the content of teachers' lectures. When playing multimedia courseware in PPT, video, text, image, and PDF formats, the teacher's content will be covered with a watermark containing the author's information, preventing unauthorized use of the content from the source. The teaching information includes lecture records and lecture duration data, which are fully stored in the system's teaching center database. This data is mapped to course status information, allowing teachers to view lecture records and duration at any time after class in the teaching center module, providing data support for teachers' teaching reflection and skill improvement.

[0050] Step 5: Team Management and Collaboration Building If teachers conduct teaching and research in teams, the system supports team management and collaborative development, fully leverages the advantages of group teaching and research, and achieves intuitive presentation of team teaching and research results through quantitative data statistics, thereby improving the quality and efficiency of instructional design.

[0051] Team managers are granted exclusive management permissions, which are used to add or delete team members, assign different roles such as editor and viewer to team members, and thus determine the system functions that each member can use when collaboratively editing. At the same time, managers can collect team information in real time, including the number of team lessons, the number of resources, and member operation records.

[0052] Team members can view, create, and edit team resources based on their assigned permissions. Multiple members can collaboratively edit the same lesson simultaneously. Once edited, the system generates a new version of the lesson and supports version rollback. All individual team member operation records are fully saved in the system database, accessible to administrators at any time, enabling end-to-end traceability of team operations. Team members and other relevant personnel can communicate and comment through the system's team discussion and exchange functions, facilitating evaluation and reflection on course and lesson design and continuously optimizing instructional plans.

[0053] The team's course volume (E), number of followers (P), number of likes (RL), and number of views (W) are all fully recorded in the system database. This data will be reflected to all team members in real time and mapped to the team's status information, allowing team members to intuitively understand the team's teaching and research achievements and influence, and providing a reference for the team's future teaching and research direction.

[0054] refer to Figures 1 to 4 This document demonstrates the collaborative logic and data flow diagram of a digital and intelligent instructional design system and methodology. The User Center module provides management support for individuals and teams throughout the instructional design process, enabling registration, login, and information management of personal accounts, and quantifying and storing individual and team teaching and research data. Teachers use the Resource Library module to retrieve and interact with materials, employing quantitative formulas and algorithms such as relevance (S) and resource recommendation index (R) to accurately select and recommend high-quality resources, providing resource support for lesson design. The Lesson Management module receives materials from the Resource Library module, enabling the creation, editing, and version control of lessons, recording quantitative data such as the number of lesson edits (A), and forming standardized instructional design schemes. The Teaching Center module receives instructional design schemes from the Lesson Management module, enabling online teaching and content protection, completing teaching implementation, and statistically analyzing teaching duration and records. Simultaneously, the Team Center module runs through the entire process of resource retrieval, lesson design, and online teaching, enabling collaborative operations among team members and statistically analyzing team quantitative data such as the number of published courses (E), number of followers (P), number of likes (RL), and number of views (W).

[0055] All quantitative data generated by each module, including individual operation data, team collaboration data, resource interaction data, lesson design data, and teaching implementation data, are stored in real time to the corresponding database of the system. The data are mapped to each other to form status information for individual teachers, teaching courses, and teaching and research teams, providing full-dimensional data support for teachers' teaching skills growth, continuous course optimization, and team teaching and research improvement.

[0056] The digital and intelligent instructional design system and method of this invention are adaptable to various scenarios, including pre-service teachers' lesson preparation and refinement training, and front-line teachers' daily instructional design and delivery. The system employs a lightweight user interface, making it easy for teachers to learn and use. It also supports on-demand functional expansion, allowing for optimization of resource recommendation algorithm weight allocation, addition of quantitative indicators for teaching ability assessment, and online lesson evaluation data statistics based on the development needs of the teacher education field. The system's hardware deployment can be adjusted according to the scale of use. Small schools or educational research institutions can adopt a cloud deployment model, sharing server resources; large universities or educational research platforms can adopt a hybrid deployment model of local servers and cloud servers to ensure system stability and data processing efficiency.

[0057] It should be noted that the parts not described in detail in this invention are all known technologies in the field. The functional parameters and algorithm weights of each module can be adjusted according to actual usage needs, such as the allocation ratio of resource recommendation weights PW, PL, PF, PD, and PC in the resource library module, the version retention period of the lesson management module, the threshold δ for judging high-quality resources, and the α and β coefficients for resource recommendation. All adjustments are within the protection scope of this invention.

[0058] In conclusion, the above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of the present invention should be included within the protection scope of the present invention.

Claims

1. A digital intelligent instructional design system, characterized in that, It includes a user center module, a lesson management module, a resource library module, and a teaching center module, among which: The user center module includes a personal center module and a team center module. The personal center module is for individual teaching and research, supporting users to create new lessons, store and manage lesson preparation resources, and collect personal lesson preparation data. The team center module is for group teaching and research, supporting the establishment of lesson preparation teams, management of team members, collaborative design of teaching plans, and storage of team lesson preparation data. The lesson management module is responsible for the creation, organization, management, and automatic statistics of lessons, including teaching analysis, teaching resource management, and version update of lesson iterations; The resource library module includes basic material retrieval and basic material interaction. The basic material retrieval is used for the collection and management of instructional design resources, and the basic material interaction is used for communication and interaction among instructional designers. The teaching center module is used to support online teaching and improve teaching practice capabilities, including the teaching interface and content protection. The teaching interface allows instructional designers to implement teaching according to the instructional design plan, supports the playback of various media courseware and teaching data statistics, and the content protection supports the display of author and creator watermark protection.

2. The digital intelligent instructional design system according to claim 1, characterized in that, Users can freely switch between the personal center module and the team center module; The personal center module includes personal basic information management, course and lesson management, file resource management, personal storage space management, personal collection space management, and personal creation center management; The team center module includes team member management, team lesson display, team data statistics, team resource management, and team discussion and exchange.

3. The digital intelligent instructional design system according to claim 1, characterized in that, The lesson management module includes lesson management and a lesson list; The lesson management system supports lesson creation, lesson organization, and version control. The creation of a new lesson includes a course introduction, tags, a transcript, learning activities, guidance strategy construction, uploading and editing of teaching materials, teaching analysis, and preview of the teaching design plan. The lesson organization supports multi-user collaborative editing of lessons and real-time evaluation and feedback of instructional design results; The version control system supports real-time display of teaching design scheme update records and supports version rollback.

4. The digital intelligent instructional design system according to claim 1, characterized in that, The basic material search supports searching for courses, lesson segments, images, videos, text, and PPTs; the basic material interaction supports commenting, liking, saving, and sharing. The likes, favorites, and comments based on the basic materials can provide a search basis for the resource library module; The resource library module includes courses and a VIP section, where regular users can pay to browse teaching resources.

5. The digital intelligent instructional design system according to claim 1, characterized in that, The teaching center module includes a class interface and content protection; The class interface includes the playback of PPT and video multimedia courseware, supports recording and displaying information for each class, and supports a class countdown.

6. The digital intelligent instructional design system according to claim 5, characterized in that, The content protection provides watermark protection for authors and creators, and supports the addition of watermarks to courseware and instructional design materials.

7. A digital-based instructional design method, characterized in that, Includes the following steps: Step (1): The teacher determines the course content, searches for and interacts with materials in the resource library. Material search includes, but is not limited to, courses, lessons, and various multimedia resources; material interaction supports functions such as liking, collecting, commenting, and quoting; interactive behavior records in the resource library are saved in the personal center; Step (2): Teachers create a new lesson and make courseware by referring to the materials in the resource library; add course introduction, content analysis, learning situation analysis, blackboard design, tags, transcript, and learning activity links to the lesson to complete the courseware production; after uploading, receive feedback on modification suggestions, and edit the lesson to form a new version by adding, deleting, modifying and querying; if you are not satisfied with the current version, you can roll back to the previous version. Step (3): Teachers generate the final version of the lesson and save it to the storage space in their personal center; they can view the number of edits and version comparisons of the final version of the lesson. Step (4): Teachers conduct online lectures, which support the playback of multimedia courseware in PPT, video, text, image and PDF formats; the lecture content of teachers is protected; the lecture records and lecture duration data are stored in the record database, and the data is mapped to the course status information; Step (5): When the teacher team uses it, it supports team management and collaborative construction; the administrator is given permissions to manage the permissions of team members, team information and the backend; collaborative construction supports the team to edit course content, and team members can leave messages to communicate and reflect on the course; the data of the team's edit records, the number of courses published, the number of followers, the number of likes and views are saved in the database, and the data is mapped to the team's status information.

8. The digital intelligent instructional design method according to claim 7, characterized in that, Step (1) includes: Step (11): The interactive behaviors of liking, collecting, commenting, and quoting in the material interaction affect the system's quality assessment of the resources in the resource library. At the same time, the assessment results provide a basis for material retrieval. When searching, the material is screened based on the quality and relevance of the resources, and high-quality resources are recommended. Step (12): Users search for materials in the resource library, browse and learn, and then leave comments on the materials. The system returns the comments to the author, who then modifies and improves the materials based on the comments, and the resource library updates the material version.

9. The digital and intelligent instructional design method according to claim 7, characterized in that, Step (4) includes: Step (41): When playing multimedia courseware in PPT, video, text, image, and PDF formats during online teaching, the content taught by the teacher will be covered with a watermark containing the author's information for protection; Step (42): The teaching information includes teaching records and teaching duration data. This data is saved in the database, and teachers can view the teaching records and teaching duration after class.

10. The digital and intelligent instructional design method according to claim 7, characterized in that, Step (5) includes: Step (51): When the team uses the system, the team manager is given the authority to add or delete team members, assign team editor and viewer roles, and then determine the system functions that can be used during collaborative editing and to collect team information. Step (52): The team performs collaborative editing, and according to their own permissions, they can view, create and edit team resources to form a new version. Version rollback is also supported. The data of individual team members' operation records will be saved in the database and can be viewed by the administrator. Step (53): Team members and other relevant personnel can communicate by leaving comments; Step (54): The data on the team's course volume, number of followers, number of likes and views are saved in the database and will be reflected to team members, mapped as team status information.

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