Device for self-monitoring of learning content

Abstract

Device for self-monitoring of learning content, comprising a flat information carrier (66) with planar information in the form of task fields (60; 68) and each associated solution fields (61; 69), and an opaque device for covering at least one task and / or solution field, which is guided on the information carrier (66) in such a way that it rests planarly on a part of the information carrier (66) and is capable of relative displacement with respect to the information carrier (66) within the common plane, but only (anti-)parallel to a single spatial direction, characterized in that a) the device for covering a task and / or solution field or a part inseparably connected thereto is designed as a board (72) that can be written on, read off and erased at least in part for temporarily fixing an answer, and b) the flat information carrier (66) is designed as an endless band which has a lateral incision (70).

Description

[0001] The invention relates to a device for self-monitoring of learning content, comprising a flat information carrier with planar information in the form of task fields and each associated solution fields, and an opaque device for covering a task and / or solution field, which is guided on the information carrier in such a way that it lies planarly on a part of the information carrier and is capable of relative displacement with respect to the information carrier within the common plane, but only (anti-)parallel to a single spatial direction.

[0002] The written or visual recording of information for the purpose of conveying and learning it is widespread. This includes all textbooks, but also self-created vocabulary notebooks, etc. Acquisition usually occurs through repeated memorization of the learning content. To check whether the acquired learning content is readily available in memory, current technology requires a second person to ask questions, which the student then answers.

[0003] If a second person is not available, thorough checking is impossible. In this case, the student must cover the answer fields with one hand and try to give the correct answers from memory. However, the corresponding answer field should be uncovered immediately after each answer is found, so that the student can still recall the answer without any doubt and critically assess their own solution as correct or incorrect. This approach, however, lacks an overview of correct / known and incorrect / unknown answers, which is crucial for the learning process and would allow for monitoring and evaluating learning progress. Even if a tally of correct and incorrect answers is kept, it ultimately lacks information about which concepts have been mastered and which have not.

[0004] The student would therefore have to practice the same learning content repeatedly until the correct answer is memorized. However, from a learning perspective, it is not efficient to only repeat one learning topic, as previously acquired information is often forgotten when practicing other learning content.

[0005] Several devices for self-assessment of learning content are already known. For example, US 5,281,146 A proposes a set of quiz cards placed in a case. A question can be read through a window in the case, with the answer initially concealed by a sliding element, allowing the user to enter their own answer and then compare it to the model answer. Multiple questions and answers are possible per card, so the sliding element is carefully moved downwards. After a card has been completed, it can be removed from the case and must then be placed back in the case at the bottom of the stack. The answers to all previously answered questions on that quiz card remain visible, so the learning effect is minimal if the same questions are repeated intermittently.

[0006] German utility model DE 1 866 491 U describes a device for self-checking learning content, which can, for example, be integrated into a book. A transparent colored film is the same color as the solutions printed in the book, so that the solutions are not visible, but only the black-printed problems, which shine through the colored film. The colored film is attached to the book cover in such a way that it is suitable for covering any page. It can be moved either parallel or perpendicular to the book's binding, thereby revealing the initially concealed content of the page. The disadvantage is that when moved downwards, the film bulges increasingly, so that the view of the revealed page is partially obstructed by the bulge. When moved from left to right, however, a tunnel is created that reveals the lower right corner.Another disadvantage is the colored background, especially the proposed red color, as it is extremely tiring for the eyes to work on tasks that have to be read from a red background for extended periods of time.

[0007] German patent DE 27 36 042 C3 discloses a learning aid in which a mechanical device within a housing enables the learning content to be shifted step by step, so that vocabulary words and their corresponding translations appear in two viewing windows and change when the mechanism is activated. The learning process is limited to reading and comparing; the individual vocabulary words are mentally reproduced and compared with the solution. Precise spelling is not practiced. Furthermore, an endless belt, wound around two pulleys, serves as the information carrier. No simple solution is proposed for changing this belt, meaning that only the same learning content can be practiced with this device each time.

[0008] The disadvantages of the described prior art give rise to the problem that initiated the invention: to create a means for critical and efficient self-monitoring of progress in acquiring learning content. This means of self-monitoring should be achievable with minimal effort and repeatable as often as desired in order to observe learning progress.

[0009] The solution to this problem in a generic device for self-monitoring of learning content is achieved by designing the device for covering a task and / or solution field as a board that can be written on, read and erased at least in part for temporarily fixing an answer, and by designing the flat information carrier as an endless band which has a lateral incision.

[0010] The concept according to the invention thus comprises writing the answer(s) directly onto the cover device while simultaneously holding the cover device in a specific relative orientation to the information carrier, so that the given solutions cannot be accidentally revealed. After answering, the board / cover device is moved until the relevant answer field becomes visible. The given answer can then be compared with the correct solution. The student immediately learns whether their answer was correct or not, thus enabling them to memorize it more effectively. The board is then erased. The cover device is moved forward until the next answer field becomes visible, and the student must consider and write down the corresponding answer.By designing the flat information carrier as an endless strip, a learning cycle can be quickly repeated, as the end of one lesson immediately leads back to the beginning. Because the flat information carrier has a lateral slit, it can be easily threaded into a guide with a longitudinal slot, even when designed as an endless strip. It has proven advantageous to extend the slit approximately to the longitudinal center line of the strip, allowing the longitudinal slot in the guide to be relatively narrow.

[0011] It has proven advantageous that the flat information carrier has two edges that are at least partially parallel to each other, so that it can be moved parallel to these edges relative to the guide part.

[0012] In a first embodiment, the flat information carrier can be designed as a card.

[0013] This embodiment can be further developed such that the information carrier has a rigid, card-shaped section and an adjoining, flexible, ribbon-shaped section. The card-shaped section then serves to be threaded into a guide element, while the adjoining, ribbon-shaped section is simply pulled along.

[0014] The invention recommends designing the flat information carrier as an endless Möbius strip. In this case, twice the surface area of ​​the strip can be used for a single lesson, thus allowing for a maximum learning cycle time with an optimal learning effect.

[0015] The extent of the cut should – especially at its base – run along a continuous and differentiable line, so that no notch effect occurs even under tensile stress.

[0016] It is particularly advantageous to have a cut in / on an adhesive strip that joins the two ends of a non-endless tape together. Such an adhesive strip can have increased strength compared to the rest of the tape section, further reducing the risk of tearing.

[0017] Several task and solution fields can be arranged on the flat information carrier, e.g., an entire lesson.

[0018] The task and solution fields should always be arranged alternately in a row running along the two parallel edges of the flat information carrier. In this case, the orientation of the guide element does not need to be changed when practicing different tasks successively.

[0019] If, as further provided by the invention, the board is bordered at least partially by a straight edge (running perpendicular to the direction of movement), the guide device for the relative alignment of the information carrier with respect to the board can be designed such that a free edge of the board always remains approximately parallel to a predetermined edge (running perpendicular to the direction of movement) of a task or solution field during any relative movement of the board. This ensures that all task and solution fields have the same or similar geometry and can be practiced sequentially by moving the information carrier by equal distances relative to the board.

[0020] The guide for aligning the information carrier relative to the board should grip the flat information carrier at two opposite edges, preventing lateral movement. For this purpose, the guide can be designed as a single continuous element (C-shaped cross-section) or a double continuous element (O-shaped cross-section).

[0021] The guide device for the relative alignment of the information carrier with respect to the board can be produced from a planar body in a particularly simple way, e.g. by bending its edges to form a body with a C-shaped cross-section.

[0022] It is within the scope of the invention that the guide device for the relative alignment of the information carrier with respect to the board is designed to be at least partially transparent. In this case, it can be arranged laterally next to the board without obstructing the view of the information carrier.

[0023] While the information carrier is preferably designed to be detachable, the board can be integrated or connected to the guide device for its relative alignment. These parts never need to be separated. Their connection reduces the risk of losing a part.

[0024] The invention recommends that the panel, together with the guide device for the relative alignment of the information carrier with respect to the panel, be designed as a cuff encompassing the information carrier. By having a cuff encompass the information carrier (possibly completely), it is guided with particular precision yet with ease.

[0025] If the board has approximately the same width (+10%) as the distance between the enclosed edges of the information carrier, it covers the same across its entire width, and a solution field with a corresponding area is completely invisible while answering a given task.

[0026] In a particularly simple design, the cuff can have a rectangular cutout into which the panel is integrated. The guide mechanism, together with the panel, thus forms a band-shaped cuff of constant width.

[0027] On the other hand, it is also possible that the panel protrudes beyond the approximately rectangular cut of the sleeve or abuts it laterally. This means that the guide mechanism surrounding the information carrier is more or less offset from the panel in the sliding direction. In this case, however, the guide mechanism should be at least partially transparent so that the view of a task or solution area is not obstructed.

[0028] The board can also be positioned at a distance from the guide mechanism, for example, via a bridge. However, the connections of such a bridge to the board on one side and to the guide mechanism on the other should be flexible so that the board can still lie flat on the collar / guide mechanism and peeping is impossible. Such a movable connection allows, for example, the board to be folded over for erasing from its back.

[0029] If the guide rail is very short and is formed or fixed to both an edge or end face of the board and an edge or end face of the guide mechanism, the board can be folded 180° from one side of the guide mechanism to the other. This design is particularly suitable for boards that can be written on, read, and erased from both sides. In this case, the board could even be transparent, for example, like an overhead projection transparency, if the guide mechanism is opaque.

[0030] If the distance between the connecting lines of the bridge to the board on the one hand and to the guide on the other corresponds approximately to half the distance between the edges of the information carrier being guided, and if the bridge connects approximately in the middle to the back of the board on one hand and to a narrow side of the guide on the other, then the board can be pivoted completely from one flat side of the guide to the opposite flat side, so that the problems on both sides of a flat information carrier can be solved without removing it from the guide. This is particularly advantageous for information carriers in the form of an endless strip.

[0031] The information carrier can also be divided into several separate parts, only one of which can be covered by the board when they are placed side by side. This could involve, for example, using a book with tasks / illustrations, etc., and cards assigned to each page as information carriers that can be inserted into the guide. These cards would then reference symbols found in the book, allowing, for instance, the names of the corresponding illustrations / depictions / objects in the book to be queried. This allows the information carriers that can be inserted into a guide to be kept free of large-scale illustrations, resulting in a compact arrangement. The large-scale illustrations, on the other hand, can be contained in a companion book or similar document.

[0032] A device for covering a part of an information carrier not covered by the board allows other teaching materials to be integrated into the learning process, e.g. textbooks, etc.

[0033] Finally, it is in accordance with the teaching of the invention that the device for covering a part of an information carrier not covered by the board has at least an adhesive coating on its back wall, so that it can also be used in places in a book that were not originally intended for this purpose.

[0034] Further features, advantages, properties, and effects based on the invention will become apparent from the following description of some preferred embodiments of the invention and from the accompanying drawing. This drawing shows: Fig. 1 a top view of a guide device which is not the subject of the present invention; Fig. 2 a side view of the Fig. 1; Fig. 3. a pen for writing on the board Fig. 1; Fig. 4. A top view of a device for erasing writing from a blackboard Fig. 1; Fig. 5. View a side view of the device Fig. 4; Fig. 6 a card-shaped information carrier, which is not the subject of the present invention, in a top view; Fig. 7 a foldable information carrier, which is not the subject of the present invention, in a perspective view; Fig. 8 information carriers from Fig. 6 in a command facility Fig. 1 in a top view in a position to solve a problem “A” and with answers recorded on the board, the arrangement not being the subject of the present invention; Fig. 9 a side view of the Fig. 8; Fig. 10 the arrangement from Fig. 8 in a position to check the given answers by comparison with the solution on the information carrier; Fig. 11 the arrangement from Fig. 8 when deleting the given answers; Fig. 12 the arrangement from Fig. 8 in another position, where another task “B” of the same information carrier is to be solved; Fig. 13 an embodiment of a guide device according to the invention in top view; Fig. 14 a side view of the longitudinal side of the guide device according to the invention Fig. 13; Fig. 15 a side view of the front face of the guide device according to the invention Fig. 13; Fig. 16 an information carrier for use in conjunction with the guide device according to the invention Fig. 13 in the top view; Fig. 17 the information carrier from Fig. 16, inserted into the device made of Fig. 13, in a position to solve a task “G”; Fig. 18 a side view of the front of the arrangement Fig. 17; Fig. 19 the order from Fig. 17 in a position to check the given answers by comparison with the solution provided on the information carrier; Fig. 20 the arrangement from Fig. 17 in a position to erase the given answers from the board; Fig. 21 a further modified embodiment of a guide device according to the invention, which is not the subject of the present invention, in top view; Fig. 22 a side view of an end face of the device Fig. 21, which is not the subject of the present invention; Fig. 23 a side view of one long side of the device Fig. 21, which is not the subject of the present invention; Fig. 24 the device from Fig. 21, which is not the subject of the present invention, wherein a first information carrier is used, partially cut off; Fig. 25 the device from Fig. 21, which is not the subject of the present invention, wherein a second information carrier is used, is also partially cut off; Fig. 26 a perspective view of the arrangement from Fig. 25, which is not the subject of the present invention, is partially cut off when the given answers are deleted from the board; Fig. 27 an information carrier which cannot be covered by a panel and which is not the subject of the present invention, with representations and reference numerals in top view; Fig. 28 a device for partially covering the information carrier made of Fig. 27, which is not the subject of the present invention, in top view; Fig. 29 the device from Fig. 28, which is not the subject of the present invention, in a side view; Fig. 30 an information carrier which is not the subject of the present invention, with reference numerals and solution fields in a top view; Fig. 31 a further embodiment of a guide device according to the invention in top view; Fig. 32 a view of the back of the device according to the invention Fig. 31; Fig. 33 a ribbon-shaped information carrier in a perspective view; Fig. 34 a further modified embodiment of a guide device according to the invention in top view, which is particularly suitable for the use of information carriers printed on both sides; Fig. 35 a side view of one longitudinal side of the device Fig. 35; Fig. 36 a side view of an end face of the device Fig. 35, in a position to solve a task from one side of the information carrier in question; Fig. 37 a side view of an end face of the device Fig. 35, in a position to solve a problem from the other side of the information carrier in question; Fig. 38 a top view of the device from Fig. 35, in a position to erase the tablet.

[0035] The guidance facility 1 according to the Fig. 1 and Fig. Figure 2 represents a basic form which is not the subject of the present invention.

[0036] The core of the guide device 1 is an opaque, writable, readable, and erasable board 2, preferably rectangular or square. This can be a magnetic board with magnetic, multicolored pigment particles that present different colors to the viewer depending on their orientation. However, other technologies are also conceivable, such as plastic boards that can be written on with erasable felt-tip pens, even boards that can be written on with chalk pencils, or base plates with films stretched over them that adhere to the base plate upon contact, e.g., adhesively or electrostatically, but can be removed again, e.g., with a spatula or the like.

[0037] The two long sides of the rectangular panel 2 are connected by a back panel 3, which may extend around the edges of the panel and is attached to the panel 2, for example, with adhesive. Since the back panel 3 is not fully bonded to the panel 2, leaving a gap 4, a pocket is formed with a front panel 2 and a back panel 3. This pocket is open at both ends, resembling a cuff or tube, allowing flat objects, particularly information carriers, to be inserted. Slight overhangs 5 ​​of the back panel 3 relative to the panel 2 at both ends facilitate the insertion of such information carriers.

[0038] It is also possible to realize the unit consisting of panel 2 and back panel 3 with the gap 4 between them as a multi-layered structure, whereby the middle layer between panel 2 and back panel 3 extends only in the form of two strips along opposite edges, resulting in the shape of a flat cuff. Especially if panel 2 has a wipeable surface(s), e.g., made of plastic, it is even possible to design back panel 3 as a writable, readable, and erasable panel, so that a double-sided printed information carrier can be used without repositioning.

[0039] A pen 6 with a tip 7 is used to write on the board 2. These tips can have different properties depending on the type of board 2: A magnetic pen 6 with a magnetic tip 7 is particularly suitable for a magnetic board. (Light-colored) plastic boards can be written on with felt-tip pens 6, whose tip 7 is formed by a felt piece soaked in washable ink. Pencils 6 with inserted pieces of chalk 7 are also suitable for writing on (dark) boards. Base plates with loosely stretched films can simply be written on with a wooden or plastic pen 6 that tapers to a point at its front end 7.

[0040] The writing can be erased from the board 2 using an eraser 8. The design of the eraser 8 also depends on the type of board 2. For a magnetic board 2, the eraser 8 has a magnetic plate 9, the upper surface of which is attached to a handle 10, for example, by gluing. The freely accessible underside 9 of the magnetic plate preferably has the same magnetic polarity as the tip of a magnetic pen 6. Unlike the magnetic pen, it is guided along the back 3 of the board 2 to return the magnetic particles, which have been flipped over by the magnetic pen 6, to their original position. When using felt-tip pens 6, the underside 9 of the eraser 8 can, for example, be made of unimpregnated felt or another absorbent material. For a board 2 designed for chalk styluses 6, the underside 9 of the eraser 8 can, for example, be made of a sponge that can be soaked with water.In the case of panels 2 consisting of a base plate and a loosely stretched film, the extinguisher 8 can instead have the shape of a flat spatula that is inserted between the base plate and the film to separate them from each other.

[0041] A suitable information carrier 11 for the device 1 is in Fig. 6 can be seen. This is a card with a rectangular perimeter, the length of which is slightly greater than the length of the device 1 between its open end faces, while its width is slightly less than the width of the device 1, so that it can be conveniently inserted into its slot 4.

[0042] On one side of the information carrier 11, four fields 12, 13 are arranged side by side, one behind the other along the length of the rectangular base. The two outer fields 12 are task fields and each contains a task "A" or "B". Towards the center, a solution field 13 is located next to each of these, containing the correct solution to the adjacent task "A" or "B". Each pair of fields 14, consisting of a task field 12 and the corresponding solution field 13, is labeled in the same direction, while the text in the other pair of fields 14 is upside down. The overall arrangement is such that the two leftmost fields 12, 13 are legible, while the text in the rightmost pair of fields 14 is upside down.

[0043] This allows the information carrier 11 to always be inserted into the guide device 1 in such a way that a task field 12 is visible on the left end face, while the corresponding solution field 13 is covered by the panel 2. These positions are for task field “A” in Fig. 8 shown and for the task area “B” in Fig. 12. Now it is the student's responsibility to solve the task and write what they believe to be the correct answer 15 on board 2 using pen 6. The information carrier 11 is then pulled further out of the guide or sleeve 1 until the solution field 13, adjacent to task field 12, is visible. The student can then compare their answers 15 and determine whether they are correct or incorrect. Board 2 is then erased using eraser 8. It can now be rotated 180° around an axis that runs vertically through board 2. This makes the writing on field 12 with task "B" legible, after the information carrier 11 has been pulled out of the front of sleeve 1 by the appropriate amount, and the learning process is repeated with task "B".

[0044] Information carrier 11 can also be printed on its back, e.g. with two additional tasks, so that four tasks can be practiced per card 11.

[0045] Information carrier 16 from Fig. Item 7 also has a rectangular format, but twice the length of information carrier 11. Furthermore, it has a fold line 18 in the middle between its two narrower sides 17. It can be folded around this fold line 18 in both directions, so that after folding either its entire front surface or its entire back surface is visible. This allows a total of 8 pairs of fields 14 to be arranged on such an information carrier. The text in the respective fields can also be arranged perpendicular to the longitudinal direction.

[0046] The device 19 from the Fig. Devices 13 to 20 differ from device 1 primarily in that the panel 20 is not formed into a cuff. Instead, a guide element 22 is attached to one side of the panel 20 – preferably via a bending line 21. The guide element 22 thus extends completely alongside the panel 20. It consists of a central section 23, which lies in or near a common plane with the panel 20, and two adjoining edge sections 24. The edge sections 24 are opposite each other and each has a U-shaped cross-section, the open sides of which face each other. A groove 25 is thus formed on each of these facing inner sides, in which a longitudinal edge of a planar information carrier 26 with a rectangular base is accommodated. This aligns the information carrier 26 with the panel 20, allowing it to be moved only in the longitudinal direction of the edge sections 24.In contrast to the opaque panel 20, the guide part 22 is transparent.

[0047] The information carrier 26 has only one task field 27 per flat side and – adjoining it lengthwise – a solution field 28. It is first inserted into the two grooves 25 until the task field 27 is visible through the guide element 22, while the solution field 28 is concealed by the board 20. The student must then write what they believe to be the correct answer 29 on the board 20. The information carrier is then pulled out of the guide element 22 until the solution field 28 is visible through the guide element 22, and its accuracy can be verified by comparing the correct answer with the given answer. For subsequent erasing, the board 20 can be pivoted upwards along the bending line 21 so that the (magnetic) eraser 8 can be guided along its now visible back side.With other whiteboard systems, the extinguisher can of course also be guided along the front of the board.

[0048] In the Fig. Figures 21 to 26 show a further embodiment of a device 30. This was developed from device 1. A panel 31 is attached to a base plate 32 of approximately the same dimensions, the long sides of which are connected to each other via a first back panel 33, forming a first cuff-shaped pocket that encloses a gap 34 open towards the two narrow sides of the panel 31. Behind the first back panel 33, however, extends a second back panel 35, which is connected to the first back panel 33 at two opposite edge regions, but not in the region of the two long sides of the panel 31, rather in the region of its narrow sides, so that the gap 36 enclosed by this second cuff-shaped pocket is open at the two long sides of the panel 31.

[0049] This allows the use of 30 information carriers of different formats in conjunction with this device. If the narrower dimension of an information carrier 37 corresponds approximately to the narrow side of the board 31 or is slightly shorter, the information carrier in question can be inserted into the front slot 34 of the first pocket. If, on the other hand, the length of a different information carrier 38 is approximately the same as the length of the board 31 or slightly shorter, this information carrier 38 can be inserted into the rear slot 36, which corresponds to the second pocket. In both cases, the information carrier 37, 38 can be inserted far enough that a task field 39, 40 just protrudes beyond the board 31 and is visible, while the corresponding solution field is concealed by the board 31.The student now writes the supposedly correct answer 41, 42 on board 31 as usual and then – after the information carrier 37, 38 has been pulled out further – compares it with the correct solution. Finally, board 31 is erased. For this purpose, board 31 can only be connected to the base plate 32 along a single linear, flexible bridge 43, so that it can be pivoted upwards around this bridge 43 for erasing, thus making its back side 44 accessible for attaching the (magnetic) eraser 8, as shown. Fig. 26 can be recognized.

[0050] In yet another embodiment, which is not the subject of the present invention, objects 46 are depicted in a representation area 47 on individual pages 48 of a book 49 or the like, each accompanied by a reference numeral 50. These reference numerals 50 are usually found in a key 51 on the same page 48 of the book 49, together with a name 52 or other identifier associated with the respective object 46. Similar representations 54 may be found on other pages 53 of the book, possibly in conjunction with a page number 55.

[0051] The correct assignment of a name 52 to an object 46 can be understood as a problem, with the display area 47 being considered the task field and the legend 51 the solution field. However, since the solution is always visible, such a book is not suitable for self-directed learning. For this reason, a covering element 56 is provided, the base area of ​​which corresponds approximately to the perimeter of the legend 51, possibly with a cutout 57 for a page number 55 or the like. On the back of such a covering element 56 is at least one adhesive strip 58, with which the covering element 56 can be temporarily fixed to a page 48, 53 of the book 49, completely covering the legend 51.

[0052] Then there is an information carrier 59 which contains one or more reference symbols 50 in a (small) task field 60 and the corresponding name(s) 52 in a solution field 61. A small note on the edge of the information carrier 59 refers to page 55 of the book 49, where these items 46 are depicted. Using a device 1; 19; 30, the correct answers can then be practiced and compared with the solutions 61.

[0053] In the Fig. 31 and Fig. Figure 32 shows a template 62 with window-like openings 63, 64 and with lateral extensions 65. Such a template can be inserted between guide device 1; 19; 30 and information carrier 11; 16; 26; 37; 38; 59, so that the respective information carrier 11; 16; 26; 37; 38; 59 is only partially visible. The lateral extensions 65 serve to prevent the template from slipping relative to the respective guide device 1; 19; 30.

[0054] The Fig. Figure 33 shows an information carrier 66 according to the invention. This carrier is not in the form of a card, but of an endless band. A large number of field pairs 67, each consisting of a task field 68 and a solution field 69, are arranged along the length of this band 66. As can be seen from the Fig. As can be seen in Figure 33, both sides - outer side 78 as well as inner side 79 - of the band 66 can be provided with fields 68, 69, in particular printed.

[0055] Such a tape 66 can be made from a sheet of film or fabric, in particular by cutting out an elongated rectangle and then gluing the two ends or narrow sides together. For this purpose, for example, a self-adhesive section can be glued onto the two adjacent tape ends so that they can butt against each other without overlapping. Particularly in the area of ​​such a butt joint, it is advantageous to provide a lateral notch 70 that extends approximately to the center line of the tape 66 and terminates there in an approximately semicircular end, so that no notching effect is to be feared. Such a notch 70 facilitates the insertion of such a tape into a guide device 1; 19; 30 with only a narrow gap in the back 3 or 30.between groove-shaped edge sections 24, by first inserting one half of the strip 66 there and then pulling the strip further until the notch 70 slides past the guide device 1. The other half of the strip 66 is then threaded into the guide device 1.

[0056] This embodiment can be further developed such that band 66 is not as in Fig. 33 is shown not as being glued together flat or correctly oriented, but rather "crosswise," i.e., in such a way that there is no inside and an outside, but only a single surface (so-called Möbius strip). This has the advantage that the learning cycle is twice as long when working through the tasks sequentially as when working through a single inside or outside surface. To make this possible even with a "normal" strip 66, an inscription can be provided—especially in the area of ​​the notch 70—e.g., "Please turn over" and on the other side "Continued" or similar.

[0057] The Fig. Figures 34 to 38 show a further modified embodiment of the invention. Here, the guide device 71 is not rigidly connected to the panel 72, but rather pivotally. The guide device 71 has the form of a flat cuff with a longitudinal slot 73 and therefore only a single, continuous section. A web 76 is formed on the outside of one of the two longitudinal edges 74 of the cuff 71 – via a bending line 75 parallel to the respective longitudinal edge 74 – the length of which corresponds approximately to half the distance between the two longitudinal edges 74 of the flat cuff 71. The panel 72 is connected to the opposite, free end of the web 76 – also via a bending line 77 there – approximately at the middle of its rear side. This makes it possible to move the cuff 71 relative to the panel 72 from the position shown in Figure 3. Fig. 36 into position according to Fig. 37 to pivot. In both cases, an information carrier 66 guided in the cuff 71 – e.g., a ribbon – is aligned parallel to the panel 72, but in one case with its front or outer side facing upwards or forwards, and in the other case with its back or inner side facing upwards or forwards. Therefore, an information carrier in the form of an endless ribbon does not need to be unthreaded from the guide device / cuff 71, but the cuff is simply folded over.

[0058] To erase the (magnetic) panel 72, it is swung completely away from the guide device 71, as shown in Fig. 38 can be seen, so that the reverse side of panel 72 is accessible to the extinguisher 8.

[0059] In the case of a double-sided usable panel (not shown in the drawing), it can also be connected to the guide device via a single edge-side bending line, as in embodiment 30, so that it can be pivoted from one side of the guide device to the other side.

Claims

[1] Device for self-monitoring of learning content, comprising a flat information carrier (66) with planar information in the form of task fields (60;68) and each associated solution fields (61;69) as well as an opaque device for covering at least one task and / or solution field, which is guided on the information carrier (66) in such a way that it lies planarly on a part of the information carrier (66) and is capable of relative displacement with respect to the information carrier (66) within the common plane, but only (anti-)parallel to a single spatial direction, characterized by , that a) the device for covering a task and / or solution field or a part inseparably connected thereto is designed as a board (72) that can be written on, read off and erased at least in part for temporarily fixing an answer, and b) the flat information carrier (66) is designed as an endless band which has a lateral incision (70). [2] Device according to claim 1, characterized by , that the flat information carrier (66) has two edges that are at least partially parallel to each other. [3] Device according to claim 1 5, characterized by , that the flat information carrier (66) is designed as an endless Möbius strip. [4] Device according to any one of the preceding claims, characterized by , that the incision (70) extends approximately to the longitudinal midline of the band (66). [5] Device according to any one of the preceding claims, characterized by , that the extent of the cut (70) runs along a continuous and differentiable line at its base. [6] Device according to any one of the preceding claims, characterized by, that the incision (70) is provided in / on an adhesive strip with which the two ends of a initially non-endless strip are glued together. [7] Device according to any one of the preceding claims, characterized by , that several task and solution fields (60;61;68;69) are arranged on the flat information carrier (66). [8] Device according to one of claims 2 to 6 in conjunction with claim 7, characterized by , that the task and solution fields (60; 61;68;69) are always arranged alternately in a row that runs along the two parallel edges of the planar information carrier (66). [9] Device according to any one of the preceding claims, characterized by , that the tablet (20;72) is bordered at least in part by a straight edge. [10] Device according to claim 8 in conjunction with claim 9, comprising a guide device (19;71) for the relative alignment of the information carrier (66) with respect to the board (20;72), which is designed such that a free edge of the board (20;72) always remains approximately parallel to a predetermined edge of a task or solution field (60; 61;68;69) during any relative displacement of the board. [11] Device according to claim 10, characterized by , that the guiding device (19;71) for the relative alignment of the information carrier (66) with respect to the board (20;72) encompasses the flat information carrier (66) at two opposite edges of the same. [12] Device according to one of claims 10 or 11, characterized by , that the guiding device (19;71) for the relative alignment of the information carrier (66) with respect to the board (20;72) is designed to be single or double connected. [13] Device according to any one of claims 10 to 12, characterized by , that the guiding device (19;71) for the relative alignment of the information carrier (66) with respect to the board (20;72) is formed from a planar body. [14] Device according to any one of claims 10 to 13, characterized by , that the guidance device (19;71) for the relative alignment of the information carrier (66) with respect to the board (20;72) is designed to be at least partially transparent. [15] Device according to any one of claims 10 to 14, characterized by , that the tablet (20;72) is integrated or connected with the guiding device (19;71) for the relative alignment of the information carrier (66) with respect to the tablet (20;72). [16] Device according to any one of claims 10 to 15, characterized by , that the panel (20;72) together with the guide device (19;71) for the relative alignment of the information carrier (66) with respect to the panel (20;72) is designed as a cuff (19;71) encompassing the information carrier (66). [17] Device according to claim 16, characterized by , that the tablet (20;72) has approximately the same width (+10%) as the distance between the enclosed edges of the information carrier (66). [18] Device according to any one of claims 10 to 17, characterized by , that the guide device (19;71) has a rectangular cut into which the panel (20;72) is integrated. [19] Device according to any one of claims 10 to 18, characterized by , that the panel (20;72) protrudes beyond or laterally connects to an approximately rectangular cut of the guide device (19;71). [20] Device according to any one of claims 10 to 19, characterized by , that the board (20;72) is connected to the guide device (19;71) via a bridge (76). [21] Device according to one of claim 20, characterized by, that the bending lines (75,77) of the web (76) are designed to be flexible with the plate (20;72) on the one hand and with the guide device (19;71) on the other. [22] Device according to claim 20 or 21, characterized by , that the distance between the bending lines (75,77) of the web (76) with the panel (20;72) on the one hand and with the guide device (19;71) on the other hand corresponds to approximately half the distance between the encompassed edges of the information carrier (66). [23] Device according to any one of claims 20 to 22, characterized by , that the bridge (76) connects approximately in the middle to the back of the tablet (20;72). [24] Device according to any one of claims 20 to 23, characterized by , that the bridge (76) connects to a narrow side of the guide device (19;71).

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