Processing apparatus, processing method, and processing program

Abstract

To streamline the support provided by educators to students in both academic and personal matters. [Solution] The server 10 includes a status awareness display control unit 133 that generates a status awareness screen in which multiple pieces of information, including at least the student's implementation status of learning support content, student's answers to questions from school life support content and at least school affairs information, and / or administrative information from the local government to which the student belongs, are displayed separately on multiple cards and displayed on the screen of the terminal used by the user; a search screen display control unit 134 that creates a graph using any of the learning information, living information, and / or administrative information based on the user's instructions to create a graph, generates a search screen in which the graph is displayed and displays it on the screen of the terminal used by the user; and an information linkage unit 135 that displays the graph as cards on the status awareness screen of the user or other users.

Description

[Technical Field]

[0001] The present invention relates to a processing apparatus, a processing method, and a processing program. [Background Art]

[0002] In educational settings, digital environments are being improved with the realization of one-device-per-student environments, development of network infrastructure inside and outside schools, and the introduction of digital teaching materials.

[0003] In recent years, Mr. Kazunori Tomano has proposed a questionnaire assessment based on findings from philosophy of education that measures the implementation status of proactive, interactive, and deep learning. This questionnaire assessment is systematized based on the qualities, abilities, and learning activities required by the Courses of Study (Ministry of Education, Culture, Sports, Science and Technology of Japan).

[0004] Through this questionnaire assessment, the development status of "non-cognitive abilities" and other attributes of children can be quantitatively grasped. Through this questionnaire assessment, teachers and school administrators can grasp and understand "non-cognitive abilities" of children based on an academic framework, and utilize the results in "proactive, interactive, and deep learning". [Prior Art Literature] [Patent Literature]

[0005] [Patent Literature 1] Japanese Patent No. 7009598 [Summary of the Invention] [Problem to be Solved by the Invention]

[0006] As described above, construction of an environment that supports student learning is desired based on student-related information such as digital teaching materials, questionnaire assessments, and questionnaire responses regarding daily life aspects.

[0007] However, information about students is not limited to their academic and lifestyle information; a vast amount of information is scattered across schools, districts, and municipalities. Therefore, educators need to support student learning by searching and verifying information not only about individual students but also about the entire school and municipality. Educators had to perform the cumbersome process of searching for the information they needed from a wide range of scattered data, extracting information relevant to their students and schools, and converting it into a format they preferred.

[0008] Therefore, educators faced the challenge of finding it difficult to efficiently provide student support using various types of information.

[0009] The present invention has been made in view of the above, and aims to provide a processing device, a processing method, and a processing program that can streamline the support provided by educators to students in terms of learning and daily life. [Means for solving the problem]

[0010] To solve the above-mentioned problems and achieve the objective, the processing apparatus of the present invention is characterized by comprising: a collection unit that collects at least learning information including the status of students' implementation of learning support content, lifestyle information including at least students' answers to questions from school life support content and school affairs information, and administrative information of the local government to which the student belongs; a first display control unit that generates a status awareness screen in which multiple pieces of information based on the learning information, lifestyle information and / or administrative information are displayed separately on multiple cards and displays it on the screen of a terminal used by the user; a second display control unit that creates a graph using any of the learning information, lifestyle information and / or administrative information based on a graph creation instruction by the user, generates a search screen in which the graph is displayed and displays it on the screen of a terminal used by the user; and a cooperation unit that displays the graph created by the second display control unit as a card on the status awareness screen of the user or other users.

[0011] Furthermore, the processing method of the present invention is a processing method executed by a processing device, and is characterized by comprising the steps of: collecting at least learning information including the status of students' implementation of learning support content, lifestyle information including at least students' answers to questions from school life support content and school affairs information, and administrative information of the local government to which the student belongs; generating a status awareness screen in which a plurality of pieces of information based on the learning information, the lifestyle information, and / or the administrative information are displayed separately on a plurality of cards, and displaying it on the screen of a terminal used by the user; creating a graph using any of the learning information, the lifestyle information, and / or the administrative information based on a graph creation instruction by the user, generating a search screen in which the graph is displayed, and displaying it on the screen of a terminal used by the user; and displaying the graph created by the second display control unit as the card on the status awareness screen of the user or other users.

[0012] Furthermore, the processing program of the present invention causes a computer to perform the following steps: collecting learning information which includes at least the status of students' implementation of learning support content, living information which includes at least students' answers to questions from school life support content and school affairs information, and administrative information of the local government to which the student belongs; generating a status awareness screen which displays multiple pieces of information based on the learning information, living information and / or administrative information on multiple cards, and displays it on the screen of the terminal used by the user; creating a graph using any of the learning information, living information and / or administrative information based on the user's instructions to create a graph, generating a search screen which displays the graph and displays it on the screen of the terminal used by the user; and displaying the graph created by the second display control unit as a card on the status awareness screen of the user or other users. [Effects of the Invention]

[0013] According to the present invention, it is possible to make more efficient the support that educators provide to students in terms of learning and daily life. [Brief explanation of the drawing]

[0014] [Figure 1] FIG. 1 is a diagram schematically illustrating an example configuration of a processing system according to an embodiment. [Figure 2] FIG. 2 is a diagram schematically illustrating an example configuration of a server according to Embodiment 1. [Figure 3] FIG. 3 is a diagram illustrating an example data configuration of staff information shown in FIG. 2. [Figure 4] FIG. 4 is a diagram illustrating an example data configuration of student information shown in FIG. 2. [Figure 5] FIG. 5 is a diagram illustrating an example data configuration of a visualized image creation rule shown in FIG. 2. [Figure 6] FIG. 6 is a diagram illustrating an example data configuration of display card information shown in FIG. 2. [Figure 7] FIG. 7 is a diagram illustrating an example of an entire municipality screen. [Figure 8] FIG. 8 is a diagram illustrating an example of an entire school screen. [Figure 9] FIG. 9 is a diagram illustrating an example of a class screen. [Figure 10] FIG. 10 is a diagram illustrating an example of a student screen. [Figure 11] FIG. 11 is a diagram illustrating an example of a search screen. [Figure 12] FIG. 12 is a diagram illustrating an example of a search screen. [Figure 13] FIG. 13 is a diagram illustrating an example of a search screen. [Figure 14] FIG. 14 is a diagram illustrating an example of an entire municipality screen. [Figure 15] FIG. 15 is a diagram illustrating an example data configuration of display card information shown in FIG. 2. [Figure 16] FIG. 16 is a diagram explaining transition from a search screen to a status grasp screen. [Figure 17] FIG. 17 is a sequence diagram illustrating a processing procedure of information collection processing according to Embodiment 1. [Figure 18]FIG. 18 is a sequence diagram showing a processing procedure of screen display control processing according to the first embodiment. [Figure 19] FIG. 19 is a sequence diagram showing a processing procedure of screen display control processing according to the first embodiment. [Figure 20] FIG. 20 is a sequence diagram showing a processing procedure of screen display control processing according to the first embodiment. [Figure 21] FIG. 21 is a diagram schematically showing an example of the configuration of a server according to the second embodiment. [Figure 22] FIG. 22 is a diagram showing an example of the data configuration of the staff information shown in FIG. 21. [Figure 23] FIG. 23 is a diagram showing an example of a status grasping screen. [Figure 24] FIG. 24 is a diagram for explaining the class screen shown in FIG. 23. [Figure 25] FIG. 25 is a diagram for explaining transition from the class screen shown in FIG. 23 to a student screen of an arbitrary student. [Figure 26] FIG. 26 is a diagram showing an example of a status grasping screen. [Figure 27] FIG. 27 is a sequence diagram showing a processing procedure of screen display control processing according to the second embodiment. [Figure 28] FIG. 28 is a diagram schematically showing an example of the configuration of a server according to the third embodiment. [Figure 29] FIG. 29 is a diagram showing an example of a student chart screen. [Figure 30] FIG. 30 is a diagram showing an example of a student chart screen. [Figure 31] FIG. 31 is a diagram showing an example of a student chart screen. [Figure 32] FIG. 32 is a sequence diagram showing a processing procedure of screen display control processing according to the third embodiment. [Figure 33] FIG. 33 is a diagram schematically showing an example of the configuration of a server according to the fourth embodiment. [Figure 34] FIG. 34 is a diagram showing an example of a status grasping screen. [Figure 35]Figure 35 shows an example of a status monitoring screen. [Figure 36] Figure 36 shows an example of a status monitoring screen. [Figure 37] Figure 37 shows an example of a status monitoring screen. [Figure 38] Figure 38 is a sequence diagram showing the processing procedure of the screen display control process according to Embodiment 4. [Figure 39] Figure 39 is a schematic diagram showing an example of the server configuration according to Embodiment 5. [Figure 40] Figure 40 shows an example of the data structure of the analysis theme information shown in Figure 39. [Figure 41] Figure 41 shows an example of a search screen. [Figure 42] Figure 42 shows an example of a search screen. [Figure 43] Figure 43 shows an example of a search screen. [Figure 44] Figure 44 shows an example of a search screen. [Figure 45] Figure 45 is a sequence diagram showing the processing procedure of the screen display control process according to Embodiment 5. [Figure 46] Figure 46 shows an example of a computer in which a server is realized when a program is executed. [Modes for carrying out the invention]

[0015] Embodiments of the processing apparatus, processing method, and processing program according to the present application will be described in detail below with reference to the drawings. However, these embodiments do not limit the processing apparatus, processing method, and processing program according to the present application.

[0016] [Embodiment 1] First, let me describe Embodiment 1.

[0017] In this embodiment, the server functions as a platform that provides various educational content in one place. Furthermore, the server collects and centrally manages various learning information, including learning results such as educational content, as well as student lifestyle information, administrative information, and various external information, and provides the educator (user) with visualized information in a predetermined format.

[0018] In this way, by having the server provide visualized information, educators can quickly and accurately recognize the information they need in the desired format without having to extract and process the desired information from a vast amount of data themselves. As a result, educators can efficiently support students by utilizing the visualized information.

[0019] [Processing System] Next, the processing system according to the embodiment will be described. Figure 1 is a schematic diagram showing an example of the configuration of the processing system according to the embodiment.

[0020] The processing system includes a platform server 10 (processing unit).

[0021] Server 10 communicates with staff terminals 21A and 21B, student terminal 22A, content provider servers 30A and 30B on the A and B sides, school administration server 40A, local government server 50A, external server 60A, etc. Server 10 provides various educational content, collects and centrally manages learning information, lifestyle information, administrative information, and various external information, and provides visualized information to education staff on a dashboard screen.

[0022] Server 10 communicates with staff terminals 21A and 21B and student terminal 22A, providing education-related and life-related content (such as mental health monitoring and questionnaire assessments to measure the realization of proactive, interactive, and deep learning) and accepting responses. Server 10 communicates with service provider servers 30A and 30B, providing multiple educational content to staff terminals 21A and 21B and student terminal 22A. Server 10 communicates with school administration server 40A, receiving school administration information from each school. Server 10 communicates with local government server 50A, receiving information on local government policies, etc. Server 10 communicates with external server 60A, receiving various information such as local public safety, disaster prevention, and weather information.

[0023] Furthermore, the questionnaire assessment used to measure the realization of proactive, interactive, and deep learning is systematized based on the qualities, abilities, and learning activities required by the National Curriculum Guidelines (Ministry of Education, Culture, Sports, Science and Technology). Based on the students' responses to the questionnaire assessment, the evaluation of prescribed items in each of the three systems—experience in school education, growth, and outcomes of school education—is quantified (scored).

[0024] Server 10 provides multiple educational content to staff terminals 21A, 21B and student terminals 22A, and also collects learning information, lifestyle information, administrative information, and various external information. From the collected information, it visualizes and provides the information desired by the education staff in a predetermined format.

[0025] Learning information refers to information about academic ability, including learning results from students' use of various educational content such as digital learning materials, and input information on test results.

[0026] Lifestyle information includes information about daily life, such as school administrative information, mental health monitoring, goal achievement status (homework completion information, forgotten items, achievement of goals in class, achievement of daily life goals), lifestyle habit surveys, school satisfaction surveys, and questionnaire assessment results. Mental health monitoring, goal achievement status, lifestyle habit surveys, and school satisfaction surveys can be obtained, for example, by providing students with questionnaire-style content and having them input their responses. Questionnaire assessments are questionnaires provided in paper format or as content. School administrative information includes student attendance information (including absences, tardiness, and early departures), information on visits to the nurse's office, academic performance information, student guidance information, observations, and basic student information (siblings, family, allergies, points to note, etc.). School administrative information also includes various schedules, such as each school's event schedule and whether or not school lunches are provided.

[0027] Administrative information includes information on local government policies, national learning survey results, local government learning survey results, and local government public safety and disaster prevention information.

[0028] Staff terminals 21A and 21B are terminals used by education staff involved in student education. Education staff include not only school teachers (teachers in charge of school administration and teachers in charge of classes), but also staff belonging to the local government's board of education. Staff terminals 21A and 21B are information processing devices such as notebook PCs (Personal Computers) and desktop PCs, or smart devices such as tablets. Staff terminals 21A and 21B connect to server 10 via the network and receive desired educational content, lifestyle information, and administrative information. Education staff use the dashboard screen provided by server 10 on staff terminals 21A and 21B to understand the academic and lifestyle status of the students they are in charge of, and to conduct research to analyze the academic and lifestyle status of the students they are in charge of. The number of staff terminals 21A and 21B is an example. When referring to staff terminals 21A and 21B collectively, they are referred to as staff terminal 21.

[0029] Student terminals 22A are devices used by students who receive educational content. Student terminals 22A include smart devices such as tablets, and information processing devices such as notebook PCs and desktop PCs. Students use student terminals 22A to connect to the platform provider's server 10 and receive educational content instructed by their homeroom teacher or requested educational content, as well as to answer mental health checks and questionnaire assessments. The number of student terminals 22A is an example.

[0030] The service provider servers 30A and 30B provide various educational content to server 10 via the network, etc. Service provider servers 30A to 30B are collectively referred to as service provider server 30.

[0031] The school administration server 40A is a server that manages the school administration system. The school administration server 40A manages school administration information for each school and each class, for example. The school administration server 40A may be set up for each school or for each district.

[0032] The local government server 50A manages information on local government policies, the results of local government learning surveys, and local government public safety and disaster prevention information for the local governments under its jurisdiction, and also acquires the results of nationwide learning surveys.

[0033] External server 60A is, for example, a server that provides map information, a server that provides weather information, etc. For example, external server 60A provides information such as local public safety and disaster prevention information, national land numerical information (elementary and junior high school districts, kindergartens, nurseries, libraries), real estate prices, lists of educational institutions, school attendance zones, and lists of childcare facilities.

[0034] [server] Next, we will describe the server 10 shown in Figure 1.

[0035] Server 10 generates a status monitoring screen in which various information is displayed on multiple cards, depending on the student assigned to the educator (hereinafter referred to as "staff"), and displays it on the staff terminal 21. In addition, Server 10 generates a search screen in which, based on the staff's instructions to create a graph, the staff can create a graph using any of the collected information, and displays it on the staff terminal 21.

[0036] Furthermore, Server 10 displays the created graph as a card on the status monitoring screen of the employee who instructed the graph creation or other employees, thereby linking the information between the status monitoring screen and the search screen. Server 10 also enables transitions between the status monitoring screen and the search screen on the employee terminal 21 screen.

[0037] Figure 2 is a schematic diagram showing an example of the configuration of a server according to Embodiment 1. As shown in Figure 2, this server 10 has a communication unit 11 that controls communication related to various types of information, a storage unit 12 that stores information and programs necessary for various processing by the control unit 13, and a control unit 13 that executes various processes. The processing of each part of the server 10 will be described below.

[0038] The communication unit 11 is a communication interface that sends and receives various types of information with other devices connected via a network or the like. The communication unit 11 is implemented using a NIC (Network Interface Card) or the like, and communicates with the control unit 13 (described later) via telecommunication lines such as a LAN (Local Area Network) or the Internet. For example, the communication unit 11 receives information on educational content from the service provider servers 30A and 30B via the network and transmits it to the staff terminals 21A and 21B and the student terminal 22A.

[0039] The memory unit 12 is a storage device such as an HDD (Hard Disk Drive) or SSD (Solid State Drive). Alternatively, the memory unit 12 may be a rewritable semiconductor memory such as RAM (Random Access Memory), flash memory, or NVSRAM (Non-Volatile Static Random Access Memory). The memory unit 12 stores the OS (Operating System) and various programs executed on the server 10. Furthermore, the memory unit 12 stores various information used in program execution. The memory unit 12 contains employee information 121 for each employee, student information 122 for each student, a collected information database 123, visualization image creation rules 124, display card information 125, and analysis history 126.

[0040] Figure 3 shows an example of the data structure of the employee information 121 shown in Figure 2. The employee information 121 includes the employee's ID, name, affiliation (local government, school), position, responsibilities (homeroom class, etc.), analysis history, etc.

[0041] Figure 4 shows an example of the data structure of student information 122 shown in Figure 2. Student information 122 includes the student's ID, name, municipality, school, class, number, learning information, lifestyle information, etc. Learning information is identification information for information such as the results of educational content implementation, academic achievement test results, grade information, and comments. Lifestyle information is identification information for information relating to this student, such as school administrative information (attendance information, etc.), mental health observation, goal achievement status, lifestyle survey, school satisfaction survey, and questionnaire assessment results that this student has answered.

[0042] The collected information DB123 stores learning information, lifestyle information (including school administration information), and administrative information collected by the information collection unit 131 (described later).

[0043] The visualization image creation rule 124 sets the screen configuration of the status awareness screen and the search screen provided to the employee, the content of each card displayed on each screen, the type and granularity of the information used to generate each card, and the information processing content for the information used, according to the employee's department, position, responsibilities, and / or the type of information to be displayed.

[0044] Figure 5 shows an example of the data structure of the visualization image creation rule 124 shown in Figure 2. In the visualization image creation rule 124, the information to be visualized is set according to the employee's affiliation and position. For example, if the employee belongs to a local government's board of education, or if the employee is a school administrator, the information is set to be visualized at the level of the entire local government, each school, each class, and each student. Also, for example, if the employee is a homeroom teacher, the information is set to be visualized at the level of the class and students in charge.

[0045] Display card information 125 is update information for cards displayed by each employee on the status monitoring screen. For example, the information shown on the display card, the information processing content, and the display area of ​​the card are set by default according to the employee's department, position, and responsibilities, and are then adjusted by each employee.

[0046] Figure 6 shows an example of the data structure of the display card information 125 shown in Figure 2. As shown in Figure 6, in the display card information 125, each employee ID is associated with information that shows the details of the information for each card displayed on the status monitoring screen. For example, card K11 is located in area R1 and aggregates the number of students who exceeded the attendance limit for the entire municipality this year, divides the number of absences into three stages, and creates a pie chart showing the percentage of each stage. Display card information 125 is provided for the municipality-wide screen, the school-wide screen, the class screen, and the student screen. By default, a predetermined card is set in the display card information 125, and the card information is updated each time the card on the status monitoring screen is changed by an employee.

[0047] Analysis history 126 associates each employee's ID with the results of information analysis performed by that employee in the past.

[0048] The control unit 13 controls the entire server 10. The control unit 13 is, for example, an electronic circuit such as a CPU (Central Processing Unit) or MPU (Micro Processing Unit), or an integrated circuit such as an ASIC (Application Specific Integrated Circuit) or FPGA (Field Programmable Gate Array). The control unit 13 also has internal memory for storing programs that define various processing procedures and control information, and executes each process using the internal memory. Furthermore, the control unit 13 functions as various processing units as various programs are run.

[0049] The control unit 13 includes an information collection unit 131 (collection unit), a dashboard display reception unit 132, a status recognition screen display control unit 133 (first display control unit), a search screen display control unit 134 (second display control unit), and an information linkage unit 135 (linkage unit).

[0050] The information gathering unit 131 communicates with business server 30A, 30B, school administration server 40A, local government server 50A, and external server 60A to collect at least learning information, lifestyle information, and administrative information. The information gathering unit 131 stores the various types of information it has collected in the collected information DB 123. In addition to collecting information from the aforementioned external servers, the information gathering unit 131 also collects surveys conducted monthly to annually at each school, such as parent questionnaires (surveys on the content of school education), teacher questionnaires (reflection on teaching content, working styles), and surveys necessary for reporting to the national government (surveys on long-term absence and bullying, surveys on the actual working conditions of teachers, surveys on physical fitness and exercise habits, new physical fitness tests, and surveys on the implementation status of school lunches).

[0051] The dashboard display reception unit 132 receives requests from employee terminals 21A and 21B to display the dashboard screen provided by the server 10.

[0052] The status awareness screen display control unit 133 generates the status awareness screen when an employee selects the status awareness screen on the dashboard and displays it on the screens of employee terminals 21A and 21B. The status awareness screen is a screen in which multiple pieces of information based on learning information, living information, and / or administrative information are displayed separately on multiple cards. Each card (area) displays information or information processing results. The status awareness screen display control unit 133 arranges one or more cards on the status awareness screen so that the cards do not overlap.

[0053] The status monitoring screen display control unit 133 changes the granularity of the information displayed on the employee's status monitoring screen according to the employee's department, position, and / or responsibilities. The status monitoring screen display control unit 133 includes a card generation unit 1331 and an image generation unit 1332.

[0054] For example, the status monitoring screen display control unit 133 pre-configures the content of the cards to be displayed on the status monitoring screen for an employee, the type and granularity of the information used to generate each card, and the information processing content for the information, according to the employee's department, position, and / or responsibilities. For example, for an ICT (Information and Communications Technology) officer in a local government, the system is configured to prioritize the display of ICT-related cards concerning students throughout the local government (application launch count, application launch count increase rate, content distribution status).

[0055] When a display request is made for the first time, the card generation unit 1331 extracts the information to be displayed from the information database 123 according to the default settings, processes the extracted information, and then generates each card displaying the information processing results. The card generation unit 1331 generates each card on the status screen according to the department, position, and / or responsibilities of the employee who requested the status screen to be displayed.

[0056] Then, when the status monitoring screen display control unit 133 receives a card display instruction from an employee, it changes the information displayed on each card to the information requested by that employee in accordance with the instruction.

[0057] In this process, the card generation unit 1331, in accordance with the employee's display request, extracts the information to be displayed on the requested card from the information database 123, processes the extracted information, and then generates a card displaying the information processing results. The information processing for the information displayed on the card can also be modified by the employee as appropriate.

[0058] Furthermore, the status awareness screen display control unit 133 may set the information displayed on the status awareness screen card for an employee to either statistical data or actual numerical values, depending on the employee's department, position, responsibilities, and / or the type of information.

[0059] The image generation unit 1332 generates a status recognition screen in which each card generated by the card generation unit 1331 is placed in the card area.

[0060] The status awareness screen display control unit 133 pre-sets the default placement position on the status awareness screen for each card, according to the department, position, responsibilities, and / or type of information of the employee who requested the status awareness screen to be displayed. The image generation unit 1332 generates a status awareness screen with each card, pre-configured according to the employee, placed in the default placement position upon the first display request.

[0061] The image generation unit 1332 changes the position of the designated card to the desired location according to the employee's display instructions. Then, if an employee requests to display the status confirmation screen, the image generation unit 1332 changes the position of the card to the desired location according to the employee's display instructions.

[0062] The search screen display control unit 134 generates a search screen when an employee selects the search screen on the dashboard and displays it on the screens of employee terminals 21A and 21B. The search screen display control unit 134 includes an image generation unit 1341 and an analysis control unit 1342.

[0063] The image generation unit 1341 generates a search screen that displays the graph created in response to the graph creation instructions from the staff member. The search screen display control unit 134 displays the generated search screen on the screens of the staff terminals 21A and 21B.

[0064] The analysis control unit 1342 creates a graph using either learning information, lifestyle information, administrative information, or / or external information, in response to a graph creation instruction from employee terminals 21A and 21B. The analysis control unit 1342 then analyzes the created graph. As a result of the analysis of the created graph, the analysis control unit 1342 outputs explanatory text (text) that includes at least a description of the graph.

[0065] The image generation unit 1341 generates a search screen that displays a graph and text representing the analysis results from the analysis control unit 1342.

[0066] The information sharing unit 135 displays the graph created by the search screen display control unit 134 as a card on the status monitoring screen of the employee themselves or other employees. The information sharing unit 135 controls the processing of the status monitoring screen display control unit 133 and the search screen display control unit 134 so that screen transitions are possible between the status monitoring screen and the search screen.

[0067] [Example of a status screen] Next, the status monitoring screen in Embodiment 1 will be described.

[0068] The status monitoring screen has default settings for the content of each card, the type and granularity of information used to generate each card, the information processing content for the information used, and the placement of each card on the status monitoring screen, depending on, for example, the employee's affiliation, position, responsibilities, and / or the type of information. In other words, the type and granularity of information displayed on each card of the status monitoring screen will differ depending on whether the employee belongs to a local government's board of education, is a school administrator, or is a homeroom teacher.

[0069] For example, an employee belonging to a local government's board of education can view the status screen for the entire local government, any school, any class within any school, and even for individual students. Similarly, a teacher in charge of school administration can view the status screen for the entire school under their management, any class within that school, and even for individual students. Furthermore, a teacher in charge of a class can view the status screen for the entire class under their responsibility, and even for individual students within that class.

[0070] First, let's explain the screen for understanding the overall status of the local government (the overall local government screen). Figure 7 shows an example of the overall local government screen.

[0071] As shown in Figure 7, when an education board employee selects the "Municipality-wide" section L1 on the dashboard, the "Municipality-wide" screen M1 is displayed on the employee's terminal 21. The "Municipality-wide" screen M1 displays information based on the learning information, living information, and / or administrative information of students in the target municipality, separated into individual cards.

[0072] For example, in the card area of ​​the overall municipality screen M1, by default settings, card K11 is placed in R1, card K12 in R2, and card K13 in R3. Card K11 displays information that summarizes the number of students who exceeded the attendance limit for the entire municipality this year, divides the number of absences into three stages, and displays the percentage of each stage as a pie chart. Card K12 displays a line graph showing the trend of absences for the entire municipality in April. Card K13 displays a pie chart showing the results of the mental health observation for all students in the municipality as of Wednesday, November 8th.

[0073] The overall municipality screen displays statistical data on all students in the municipality. Staff members can also add cards to the card area by selecting the "Add Card" button N1. Selecting the "Add Card" button N1 displays a selection of card types (for example, statistical data on the results of the municipality's overall academic achievement survey, or statistical data on the usage and response results of specific content for all students in the municipality).

[0074] Furthermore, staff can change the position of cards on the screen by having users click and move each card. They can also enlarge or reduce the size of each card using the zoom icon in the upper right corner. Additionally, by selecting the menu item in the upper right corner of each card, they can change the displayed information, the information processing, and the graphs and lists. Adding cards, resizing cards, and changing the information displayed and processing on cards are all possible in subsequent status monitoring screens.

[0075] Furthermore, the overall municipality screen M1 includes a school selection tab T1 and a class selection tab T2. By selecting the desired school or class in each tab, staff can transition from the overall municipality information to a status screen for individual schools and / or classes.

[0076] Next, we will explain the screen for monitoring the overall status of the school (the school-wide screen). Figure 8 shows an example of the school-wide screen.

[0077] As shown in Figure 8, when an education board staff member or the school administrator of the school selects the School-wide section L2 on the dashboard and operates the School Selection tab T21 and the Class Selection tab T22 to select the desired school and class (all grades), the School-wide screen M2 is displayed on the staff member's terminal 21. The School-wide screen M2 displays information based on the students' learning information, living information, and / or administrative information of the target school, divided into separate cards.

[0078] For example, in the card area of ​​the school-wide screen M2, by default, card K21 is placed in R21, card K22 in R22, and card K23 in R23. Card K21 displays a ranking of classes in descending order of the number of students who exceeded the prescribed absence rate over the past 7 days. Card K22 displays a list of students who exceeded the prescribed absence rate. Card K23 displays a pie chart showing the mental health observation results for all students in this school as of Wednesday, November 8th.

[0079] Next, we will explain the status screen (class screen) for any class. Figure 9 shows an example of a class screen.

[0080] As shown in Figure 9, when an education board staff member, the school administrator of this school, or the teacher in charge of a class selects the desired school and class (for example, 1st grade class 1) by selecting the class column L3 on the dashboard and operating the school selection tab T31 and the class selection tab T32, the selected 1st grade class 1 class screen M3 is displayed on the staff member's terminal 21. The class screen M3 displays information based on the target class's learning information, living information, and / or administrative information, separated into individual cards.

[0081] For example, in the class screen M3, by default, card K31 is placed in R31, card K32 in R32, and card K33 in R33. Card K31 displays the attendance figures for class 1-1 today. Card K32 displays a list of students from class 1-1 who have reported their attendance today. Card K33 displays a list of the mental health observation results for each student in class 1-1 on Wednesday, October 25th.

[0082] Next, we will explain the screen for monitoring the status of an arbitrary student (student screen). Figure 10 shows an example of a student screen.

[0083] As shown in Figure 10, when an education board staff member, the school administrator of this school, or the teacher in charge of a class selects the student section L4 on the dashboard and operates the school selection tab T41, the class selection tab T42, and the student selection tab T43 to select the desired school, class (e.g., 1st year, class 1), and student (e.g., Akiko Ando), the student screen M4 for the selected Akiko Ando from 1st year, class 1 is displayed on the staff member's terminal 21. The student screen M4 displays information based on the student's learning information, lifestyle information, and / or administrative information, separated into individual cards.

[0084] For example, in the student screen M4, by default, card K41 is placed in R41, card K42 in R42, and card K43 in R43. Card K41 displays Akiko Ando's attendance record for the past two weeks. Card K42 displays a list of Akiko Ando's mental health observation results for the past two weeks.

[0085] In this way, staff members can quickly and accurately grasp the status of their assigned districts, schools, classes, and students simply by selecting the desired status monitoring screen on the dashboard. Furthermore, the content of each card on the status monitoring screen, the type and granularity of the information used to generate each card, and the information processing content for the information used are set according to each staff member's affiliation, position, responsibilities, and / or type of information. Therefore, each staff member can quickly and accurately recognize the information they want in the desired format without having to extract and process information from a vast amount of data. In addition, each staff member can customize the status monitoring screen by changing the information, information processing content, arrangement, and size of the cards themselves.

[0086] [Example of a search screen] Next, I will explain the search screen.

[0087] The search screen has default settings for the type and granularity of information used, the information processing content for the information used, and the graphs to be converted, depending on, for example, the employee's affiliation, position, responsibilities, and / or the type of information. In other words, the type of graphs displayed on the search screen, the granularity of information, and the information processing content may differ depending on whether the employee belongs to a local government's board of education, is a school administrator, or a teacher in charge of a class.

[0088] Figure 11 shows an example of a search screen. As shown in Figure 11, the staff member selects the search field L51 on the dashboard to create a graph. Here, the information linkage unit 135 controls the processing of the status awareness screen display control unit 133 and the search screen display control unit 134 so that screen transitions between the status awareness screen and the search screen are possible. As a result, the staff member can switch the screen displayed on their staff terminal 21 between the status awareness screen and the search screen by selecting the municipality-wide field L1, the school-wide field L2, the class field L3, the student field L4, or the search field L51 on the dashboard.

[0089] Furthermore, on the M5 exploration screen, staff can view instructions on how to create graphs by sequentially viewing the "Create Graphs in One Step" boxes.

[0090] For example, an employee selects the implementation year from tab T51 as the X-axis and the National Academic Achievement Survey from tabs T52 and T53 as the Y-axis. The employee then selects the entire municipality from tab T54 as the display unit and selects line graph L52 from the graph list on the right. As a result, a line graph (graph G51) showing the trend of the average correct answer rate for the National Academic Achievement Survey for xx City and the entire country is created and displayed.

[0091] Furthermore, as a result of the analysis of graph G51 by the analysis control unit 1342, explanatory text for the graph is displayed in the hint area P51. For example, the explanatory text might be, "Compared to the national average correct answer rate, the average correct answer rate in xx City has tended to be higher over the past five years."

[0092] In this way, staff members can display graphs for information analysis on their staff terminal 21 screens simply by selecting the information and graph format they desire, allowing them to proceed with analysis quickly. Furthermore, by checking the hint area P51 on the search screen, they can easily and accurately confirm the content of the graphs, enabling them to efficiently implement policy settings, student guidance, and other tasks.

[0093] Figure 12 shows an example of the search screen. As shown in Figure 12, the staff member selects the search area L61 on the dashboard to create a graph, and selects the desired information from the information selection area R61. The staff member selects "Average" and "Lesson Reflection Questionnaire Results" from tabs T61 and T62 as the X-axis. The staff member selects "Unit Test (Arithmetic - Fractions ÷ Fractions)" from tabs T63 and T64 as the Y-axis. The staff member selects "Students" from tab T65 as the display unit, and selects "Scatter Plot L62" from the graph list on the right. The staff member also selects "Class Satisfaction" as the labeling (color coding of each point).

[0094] As a result, a scatter plot G61 is created and displayed, showing the correlation between each student's unit test results and their lesson reflection results. Furthermore, since each point in the scatter plot G61 is color-coded according to class satisfaction, staff can also recognize each student's class satisfaction level by reviewing the scatter plot G61.

[0095] Furthermore, the analysis control unit 1342 displays explanatory text for the scatter plot G61 in the hint area P61 as an analysis result of the graph. For example, the explanatory text might be: "Since the correlation coefficient is 0.45, there is a moderate correlation between the unit test (mathematics) and the lesson reflection results. Students who are outside the correlation may have lesson reflection results that do not reflect reality."

[0096] Furthermore, the analysis control unit 1342 may perform outlier search and / or grouping on the created graph, and the explanation of the results of the outlier search and / or grouping may be used as explanatory text. In the case of naming, the explanatory text may be, for example, "The overall high level of understanding in reviewing the lesson suggests that the class on fraction division had a high level of understanding. While the majority had high levels, Tomoko Ando, ​​who is an outlier, may be pretending to understand the lesson because her unit test score was below the class average despite having a high level of understanding."

[0097] Furthermore, the analysis control unit 1342 may output explanatory text about the created graph, not limited to the information used to create the graph, but also referencing other information about the student. For example, the explanatory text might be: "Akiko Ando has often achieved above-average results on previous unit tests in mathematics, her classroom attitude and motivation are good, and her emotional state and class satisfaction are also good, so it's possible that 'division of fractions' is a difficult unit for her." If grouping has been performed, the analysis control unit 1342 will output explanatory text for each group.

[0098] Furthermore, the analysis control unit 1342 may generate explanatory text about the graph using a pre-trained machine learning model.

[0099] In this case, the machine learning model learns from graphs using either learning information, lifestyle information, or / or administrative information, and from analysis results obtained by individuals with a predetermined number of years or more of experience in student support, as training information. When a graph using either learning information, lifestyle information, or / or administrative information is input to the machine learning model, it outputs text showing the analysis results. The training information for the machine learning model may be information specific to the board of education, information collected by server 10, external information, or even academic papers. As a result, the analysis control unit 1342 can provide staff with very high-quality hints.

[0100] In this way, staff members can display graphs for information analysis on their staff terminal 21 screens simply by selecting the information and graph format they desire, allowing them to proceed with analysis quickly. Furthermore, by checking the hint area P61 on the search screen, they can easily and accurately confirm the content of the graphs, enabling them to efficiently and accurately implement policy settings, student guidance, and other tasks.

[0101] Figure 13 shows an example of the search screen. As shown in Figure 13, the staff member selects the search area L71 on the dashboard to create a graph, and selects the desired information from the information selection area. The staff member then selects the school name from tab T71 as the X axis, and the average and standard academic achievement test from tabs T72 and T73 as the Y axis. The staff member selects the school from tab T74 as the display unit, and selects a bar graph from the graph list on the right.

[0102] As a result, bar graph G71 is displayed, showing the national average, the municipal average, and the average of the A-D school standard academic achievement tests.

[0103] Furthermore, the analysis control unit 1342 displays explanatory text for the bar graph G71 in the hint area P71 as an analysis result of the bar graph. The explanatory text may be, for example, "The standard academic achievement test shows that the average for local governments is higher than the national average. School A performed lower than the national average, while School B performed higher than the national average but lower than the local government average."

[0104] Furthermore, the server 10 and the information sharing unit 135 display the graph created by the search screen display control unit 134 as a card on the status monitoring screen of the employee themselves or other employees. Therefore, as shown in Figure 13, employees can add the newly created bar graph G71 as a card to their own status monitoring screen (arrow Y71), and can also distribute it to other users' (employees') search screens and status monitoring screens (arrow Y72).

[0105] Figure 14 shows an example of the overall municipality screen. Figure 15 shows an example of the data structure of the display card information 125 shown in Figure 2. An example is shown where employee A21 adds a newly created bar graph G71 as a card to their own status screen and also requests server 10 to add bar graph G71 as a card to employee A11 of the municipality's board of education. As a result, as shown in Figure 15, card K111, which represents bar graph G71, is added as a display card for employees A21 and A11 (frames W81, W82). Then, on employee A11's overall municipality screen M1, for example, card K111, which represents graph G71, is displayed in the lower right corner.

[0106] This allows for the sharing of various analytical results to support student learning among local education boards, school administrators, and teachers. Based on these shared analytical results, the entire local government or school can work together with a shared understanding to efficiently implement student support.

[0107] Figure 16 illustrates the transition from the search screen to the status assessment screen. For example, the explanation will be given in the case where the search screen display control unit 134 creates a scatter plot G61 showing the status of each student in a predetermined group, as shown in the search screen M6 of Figure 16.

[0108] This section explains what happens when an employee selects one of the points in the scatter plot G61 of Figure 16 (for example, Akiko Ando in frame W91) by hovering the cursor C91 over it and clicking.

[0109] In this case, the server 10 instructs the status recognition screen display control unit 133 to create a student screen M4 for the student (Akiko Ando) corresponding to the point selected by the staff member, and displays it on the staff member's terminal 21 (arrow Y91). This allows the staff member to, for example, check the details of a student located at an outlier, and to consider specific learning guidance or life guidance for that student.

[0110] [Information gathering and processing] Next, the processing procedure of the processing method according to Embodiment 1 will be described. Figure 17 is a sequence diagram showing the processing procedure of the information collection process according to Embodiment 1.

[0111] As shown in Figure 17, Server 10 communicates with staff terminals 21A, 21B, student terminal 22A, content provider A's provider server 30A, school administration server 40A, local government server 50A, external server 60A, etc. to collect learning information, lifestyle information, administrative information, and various external information (steps S1 to S7), and stores it in the collected information DB 123 (step S8). Steps S1 to S7 are executed periodically, when a predetermined trigger occurs, or as needed.

[0112] [Screen display processing] Next, the screen display control process according to Embodiment 1 will be described. Figures 18 to 20 are sequence diagrams showing the processing procedure of the screen display control process according to Embodiment 1.

[0113] As shown in Figure 18, for example, the case where staff terminal 21A logs in (step S11) and selects the desired status monitoring screen (step S12) will be described. By selecting the municipality-wide section L1, the school-wide section L2, the class section L3, or the student section L4 and the display target on the dashboard of staff terminal 21A, a request to display the desired status monitoring screen is sent from staff terminal 21A to server 10 (step S13).

[0114] Server 10 receives a request from employee terminal 21A to display a status screen (for example, the entire municipality section L1). Server 10 refers to the card on the entire municipality screen corresponding to the employee ID used during login from the display card information 125, and selects information from the information DB 123 to collect information necessary to generate the referenced card (step S14).

[0115] Then, the server 10 refers to the visualization image creation rule 124 and creates the status awareness screen (for example, the overall municipality screen) that the employee has requested to be displayed (step S15). The server 10 sends the image of the generated status awareness screen (for example, the overall municipality screen) to the employee terminal 21A (step S16) and displays it on the employee terminal 21A (step S17).

[0116] For example, let's explain what happens when an employee switches the status monitoring screen from the municipal-wide section L1 to the school-wide section L2 (step S18).

[0117] When server 10 receives a request from employee terminal 21A to switch the status information screen (for example, the entire school section L2) (step S19), it refers to the card on the entire school screen corresponding to the employee ID used during login from the display card information 125 and selects the information to generate the referenced card from the information DB 123 (step S20). Server 10 refers to the visualization image creation rule 124 and creates the status information screen (for example, the entire school screen) that the employee requested to be displayed (step S21). Server 10 sends the image of the generated status information screen (for example, the entire school screen) to employee terminal 21A (step S22) and displays it on employee terminal 21A (step S23).

[0118] Next, referring to Figure 19, we will explain what happens when an employee switches from the status monitoring screen to the exploration screen.

[0119] The employee selects the search field on the dashboard of employee terminal 21A (step S24), and a request to display the search screen is sent from employee terminal 21A to server 10 (step S25).

[0120] When server 10 receives a request from employee terminal 21A to display a search screen, it selects information for creating the search screen and generates the search screen by referring to the visualization image creation rule 124 (steps S26, S27). In this case, server 10 generates the initial screen of the search screen and displays it on employee terminal 21A (steps S28, S29).

[0121] Next, the employee selects the information to be analyzed, the graph format, and the labeling on the search screen displayed on the employee terminal 21A (step S30), thereby instructing the system to create a graph (step S31). This sends the graph creation instruction from the employee terminal 21A to the server 10 (step S32).

[0122] When server 10 receives a graph creation instruction from employee terminal 21A, it collects information corresponding to the graph creation instruction from information database 123 (step S33). Then, server 10 creates a graph in the instructed format based on the acquired information (step S34). Subsequently, server 10 analyzes the created graph and generates text that includes at least a description of the graph as a hint for the graph (step S35).

[0123] Server 10 generates a search screen displaying a graph and hints (step S36), sends an image of the generated search screen to the employee terminal 21A (step S37), and displays it on the employee terminal 21A (step S38).

[0124] Next, referring to Figure 20, we will explain the case where a graph created by an employee operating the employee terminal 21A is displayed as a card on the status monitoring screen for the employee themselves and other employees (steps S39, S40).

[0125] Server 10 generates a status screen for the employee. In this case, Server 10 adds a card showing the graph that was instructed to be added to the display card information 125, corresponding to the employee ID of this employee and the employee IDs of other employees who were instructed to be added (Step S41). Subsequently, Server 10 generates a status screen that displays the card showing this graph (Step S42), sends an image of the generated status screen to the employee terminal 21A (Step S43), and displays it on the employee terminal 21A (Step S44).

[0126] Next, we will explain what happens when another staff member, who has been instructed to do so, logs in from staff terminal 21B (step S45) and selects the status confirmation screen (step S46).

[0127] When server 10 receives a request from employee terminal 21B to display the status screen (step S47), it refers to the card on the municipality-wide screen corresponding to the employee ID used during login from the display card information 125, and selects from the information DB 123 to collect information necessary to generate the referenced card (step S48). The employee ID of the employee operating employee terminal 21B has been updated with the addition of a new card from the employee operating employee terminal 21A. Server 10 generates the status screen with the newly added card (step S49). Server 10 sends an image of the generated status screen to employee terminal 21B (step S50), and displays it on employee terminal 21B (step S51).

[0128] [Effects of the embodiment] Server 10 collects and centrally manages learning information, lifestyle information, administrative information, and various external information, and provides visualized information to staff on a dashboard screen. Server 10 generates a status screen in which various types of information are displayed separately on multiple cards, and displays this on the screen of staff terminal 21. As a result, each staff member can quickly and accurately recognize the information they want in the desired format without having to extract and process the desired information from a vast amount of data.

[0129] Furthermore, based on the employee's instructions to create a graph, the server 10 generates a search screen that allows the creation of a graph using any of the collected information and displays it on the employee terminal 21 screen. As a result, employees can display graphs for information analysis on their employee terminal 21 screen simply by selecting the information they want and the desired graph format, enabling them to proceed with the analysis quickly.

[0130] Furthermore, Server 10 displays the created graph as a card on the status monitoring screen of the staff member who instructed the graph creation or other staff members, thereby linking the information between the status monitoring screen and the exploration screen. As a result, various analysis results to support student learning are widely shared among staff members, and based on the shared analysis results, they can efficiently provide support to students with the same understanding.

[0131] Furthermore, the server 10 also enables transitions between the status monitoring screen and the search screen on the employee terminal 21's screen. As a result, employees can efficiently check and analyze various types of information by moving back and forth between status monitoring screens at different levels of granularity and the search screen.

[0132] Furthermore, server 10 pre-configures the content of each card, the type and granularity of the information used to generate each card, the information processing content for the information used, and the placement of the cards, according to the staff member's affiliation, position, responsibilities, and / or the type of information. Based on the generated content, it acquires information, generates each card, and generates the status monitoring screen. Therefore, staff members can view the status monitoring screen with cards displayed at a granularity appropriate to their affiliation, position, and responsibilities, without having to select information or process the information themselves, thus enabling them to efficiently support students. In addition, the information displayed on each card, the information processing, and the placement and size of the cards can be freely customized by the staff member.

[0133] Furthermore, Server 10 displays the graphs that were instructed to be created, along with the analysis results of those graphs, as hints on the search screen. By checking the hints on the search screen, staff can easily and accurately confirm the content of the graphs, enabling them to efficiently carry out tasks such as setting policies and providing student guidance.

[0134] [Embodiment 2] Next, Embodiment 2 will be described. Embodiment 2 describes a case in which an automatic student pickup function and a pinning function are added to the status monitoring screen.

[0135] The Pickup function extracts (picks up) students who meet predetermined conditions based on learning information and / or lifestyle information, and displays information indicating the picked-up students in a designated Pickup area on the Status Monitoring screen. The Pinning function fixes information indicating the selected student in a designated Pinning area on the Status Monitoring screen when any student is selected from the list of students displayed in the Pickup area and / or from the viewable students.

[0136] [Server Configuration] Figure 21 is a schematic diagram showing an example of the server configuration according to Embodiment 2. In the server 210 shown in Figure 21, the storage unit 12 has employee information 2121.

[0137] Figure 22 shows an example of the data structure of the employee information 2121 shown in Figure 21. As shown in Figure 22, employee information 2121 further includes pickup threshold (predetermined threshold) and pinning history items compared to employee information 121 shown in Figure 3.

[0138] The pickup threshold is a threshold used to select (pick up) students, and it is set separately for each type of information, including learning information and / or lifestyle information.

[0139] The pickup threshold is set based on intra-individual differences and / or differences from the class average in learning information. For example, the pickup threshold is set based on the numerical value or degree of declines or increases in students' lesson reflection results, declines or increases in students' motivation and / or attitude towards learning, declines or increases in unit test results and / or homework completion based on the units implemented, decreases or increases in the amount of independent study, and decreases or increases in homework submission rates.

[0140] The pickup threshold is set based on at least one of the following: information indicating absences, tardiness, early departures, and visits to the school nurse's office (which are aspects of daily life); information indicating the results of mental health observations; school satisfaction survey results; and the results of questionnaires for active and / or interactive learning. The pickup threshold is set for each type of information. For example, if a staff member with a school administrator position sets each pickup threshold for the school they manage, the entire school can use the same threshold to monitor changes in students and utilize that information for student support.

[0141] The pinning history shows the student IDs of students that staff members have pinned to a designated pinning area on the status monitoring screen. The pinning history is updated with the latest information.

[0142] Server 210 includes a control unit 213 which has a status awareness screen display control unit 2133, instead of the status awareness screen display control unit 133 of Server 10 shown in Figure 2. The status awareness screen display control unit 2133 has a pickup unit 21333 and a pinning unit 21334.

[0143] The pickup unit 21333 selects students who meet predetermined conditions based on learning information and / or lifestyle information. The pickup unit 21333 aggregates the learning information and / or lifestyle information of each student and, based on the aggregation results, selects students who exceed each pickup threshold. The image generation unit 1332 places each card in the card area and generates a status awareness screen that displays a list of information indicating the students picked up by the pickup unit 21333 in a predetermined pickup area.

[0144] The pickup unit 21333 picks up students at predetermined times, for example, when there is an instruction to display the status monitoring screen or at predetermined times (morning, noon, evening). Accordingly, the status monitoring screen display control unit 2133 automatically updates the display information of the pickup area on the status monitoring screen at predetermined times. This allows staff to check the latest students who have been picked up.

[0145] The pinning unit 21334 registers information indicating the selected student in the pinning history of the staff information 2121, corresponding to the staff ID of the staff member, when the staff member selects a student from the list of students displayed in the pickup area of ​​the status monitoring screen and / or from the students that the staff member can view. The image generation unit 1332 refers to the pinning history of the staff information 2121 and generates a status monitoring screen in which the information indicating the student selected by the staff member is fixed and displayed in a predetermined pinning area.

[0146] [Example of a status screen] Next, the status monitoring screen in Embodiment 2 will be described.

[0147] First, let's explain the automatic pickup function. Figure 23 shows an example of the status monitoring screen. Figure 23 shows the class screen M31 of 6th grade class 1 at AAA Elementary School as an example. Figure 24 is a diagram illustrating the class screen M31 shown in Figure 23. Figure 25 is a diagram illustrating the transition from the class screen M31 shown in Figure 23 to the student screen of any student.

[0148] As shown in the class screen M31, the staff member selects the class column L3 on the dashboard and then selects student pickup L31 in the tour column L30 on the dashboard. As a result, a list of students who have exceeded each pickup threshold is displayed in the pickup area R32 of the right area R31 of the screen. The status awareness screen display control unit 2133 aggregates attendance information, nurse's office visit information, mental health observation information, and class reflection information that are accumulated daily, and picks out students who have exceeded the predetermined pickup threshold.

[0149] The R32 pickup area displays, for example, a list of students who have been picked up in the last 30 days. In the student list in the R32 pickup area, for each student, the number of times they have been picked up, the type of information that exceeded the pickup threshold, and a description of the information that exceeded the pickup threshold are listed. For example, in the case of Akiko Ando, ​​the learning aspect is described as her answering "I don't understand at all" twice in a row in her math class review, and this suggests that she may be struggling with math.

[0150] Server 210 automatically picks up students who exceed the pickup threshold and displays them in the pickup area R32 of the status monitoring screen. Therefore, staff can identify students who require individual support simply by checking the pickup area R32 on their own status monitoring screen, enabling efficient student support. In other words, according to Server 210, staff do not need to perform the cumbersome process of searching through a large amount of information to find students who seem to need support. Educational staff can utilize this visualized information to efficiently provide student support.

[0151] As shown in area R33 of Figure 24, by default, the pickup area is displayed in a closed state (bar), so even if the status monitoring screen is seen by students, there is no risk of students' personal information being leaked, providing peace of mind.

[0152] Then, when you open the Pickup Area R32, it is divided into Area R32-1 and Area R32-2, and a list of students who deserve attention from different perspectives is displayed in each area.

[0153] For example, in domain 32-1, students who should be considered for support in their studies or daily lives are listed as "students to pay attention to." For each student, a hint is provided explaining whether they exceeded the pickup threshold in either their studies or / or daily lives, along with a description of the student's situation. The hint explains the type of information that exceeded the pickup threshold, the extent of the excess, and what problems might arise from exceeding the pickup threshold. The hint can be generated by the server 210 using a predetermined algorithm, or it may be generated using a pre-trained machine learning model.

[0154] In this way, server 210 clearly displays "students who need attention" in area R32-1, along with hints. This allows staff to quickly identify students who should receive extra attention in terms of learning or daily life support, even when they are short on time in the morning, simply by opening the R32 pickup area on the status assessment screen (Figure 24 (1)).

[0155] Additionally, in area R32-2, students who are working hard on a different theme each day (students with a positive tendency) are listed as "Today's Picks." Server 210 displays these students, who are working hard on a different theme each day, in area R32-2 as "Today's Picks," along with hints, in an easy-to-understand manner.

[0156] In other words, the status monitoring screen also highlights students who are working hard on different themes each day in their studies and / or daily lives (Figure 24 (2)). Therefore, staff can easily identify students who are working hard simply by checking the students in domain R32-2, and can provide support such as encouraging words to help these students further develop their strengths.

[0157] Therefore, by utilizing the student list for the R32 pick-up area, staff can not only address students with challenges but also nurture the strengths of students who are working hard. This allows staff to pay close attention to every student, including those with positive tendencies, rather than focusing solely on students who need support.

[0158] Server 210 selects students and displays them in a list, divided into "students to pay attention to" and "students to pick today." In this way, the status screen displays students to pay attention to and students to praise and encourage, along with the reasons why. This allows even staff members with limited time to quickly grasp hints on how to act today and to carry out smooth student support.

[0159] Then, when a staff member selects a student from the students displayed in the pickup section, the server 210 generates a status screen (student screen) for the selected student and displays it on the staff terminal 21.

[0160] Specifically, as shown in Figure 25, when a staff member places the cursor C101 over column W101 of a student they are interested in (for example, Akiko Ando) and clicks, they can transition from the class screen M31 to the student's screen (student record screen M41 (described later)) (arrow Y101 in Figure 25). By checking the student record screen M41, the staff member can gain a deeper understanding of the student they are interested in.

[0161] Next, we will explain the pinning function. Figure 26 shows an example of the status screen. In the class screen M31 of Figure 26, for example, an employee places the cursor C102 over the pinning icon A35 for Akiko Ando in the pickup area R32 and clicks. As a result, Akiko Ando is fixed in the pinning area R34 (arrow Y102).

[0162] As described above, the pinning function of server 210 allows staff (users) to specify individual students they wish to keep an eye on and have them permanently displayed on their dashboard screen (Figure 26 (1)). By checking the pinned area R34, staff can confirm the latest attendance status and mental health monitoring status of the pinned students (Figure 26 (2)). Since the students in the pinned area R34 are permanently displayed, staff can continuously check the information of the students they have selected, enabling them to smoothly carry out long-term student support.

[0163] Furthermore, by selecting the pinned area R34 with a click or other action, it is possible to transition from the class screen M31 to the corresponding student's screen (for example, the student record screen M41). By checking the student record screen M41, staff can gain a deeper understanding of the student's details.

[0164] [Screen display processing] Next, the screen display control process according to Embodiment 2 will be described. Figure 27 is a sequence diagram showing the processing procedure of the screen display control process according to Embodiment 2.

[0165] For example, let's explain using the case where the staff member is a school administrator or a teacher in charge of a class. We will explain what happens when the staff member logs in to the staff terminal 21A through an operation (step S61) and selects the school or class status screen (step S62).

[0166] Server 210 receives a request from employee terminal 21A to display a status screen (for example, a class screen) (step S63). Server 210 refers to the class screen card corresponding to the employee ID at the time of login from the display card information 125, and selects information from the information DB 123 to collect information necessary to generate the referred card (step S64).

[0167] Next, the server 210 selects students who meet predetermined conditions based on learning information and / or lifestyle information (step S65). The server 210 extracts students who are pinned and registered in the pinning history of the staff information 2121 (step S66).

[0168] Server 210 refers to the visualization image creation rule 124 and generates a status awareness screen (step S67). In this status awareness screen, for example, the class screen, each card is placed in the card area. Then, in the class screen, information indicating the students picked up in step S65 is displayed in a predetermined pick-up area. In the class screen, information indicating the students to be pinned is fixed and displayed in a predetermined pin-up area.

[0169] Server 210 sends an image of the generated status screen (for example, a class screen) to the employee terminal 21A (step S68), and displays it on the employee terminal 21A (step S69).

[0170] Next, we will explain, for example, the case in which an employee selects any student to be pinned from among the students listed in the pickup area of ​​the status monitoring screen, and / or from among the students that the employee can view (Step S70).

[0171] When a registration request for a student to be pinned is sent from the staff terminal 21A (step S71), the server 210 registers information indicating the selected student in the pinning history of the staff information 2121, corresponding to the staff member's staff ID (step S72). The server 210 extracts the newly selected student to be pinned (step S73) and generates a status awareness screen (e.g., a class screen) with the information indicating this student added to the pinning area (step S74). The server 210 sends an image of the generated status awareness screen (e.g., a class screen) to the staff terminal 21A (step S75) and displays it on the staff terminal 21A (step S76).

[0172] [Effects of Embodiment 2] The server 210 according to Embodiment 2 picks out students who meet predetermined conditions based on learning information and / or lifestyle information, and automatically displays a list of information indicating the picked-up students in a predetermined pick-up area on the status monitoring screen. As a result, staff members can identify students who require individual support simply by checking the pick-up area on their own status monitoring screen, and can efficiently provide support to students.

[0173] Furthermore, when any student is selected from the list of students displayed in the pickup area and / or from the viewable students, the server 210 fixes the information of the selected student in a predetermined pinned area on the status monitoring screen. Since the students in the pinned area are fixed in place, staff can continuously check the information of the student they selected, enabling them to smoothly carry out long-term student support.

[0174] [Embodiment 3] Next, Embodiment 3 will be described. In Embodiment 3, among the status monitoring screens, a student record screen is proposed as a student status monitoring screen that visualizes information on each student's lifestyle and learning on a single screen.

[0175] [server] A server according to Embodiment 3 will now be described. Figure 28 is a schematic diagram showing an example of the configuration of the server according to Embodiment 3. Compared to the server 210 shown in Figure 21, the server 310 shown in Figure 28 is equipped with a status recognition screen display control unit 3133 having a student medical record control unit 31335.

[0176] The student record control unit 31335 generates a student record screen that displays learning information, lifestyle information, and / or administrative information indicating the status of the selected student when an employee selects a student from among the students that the employee can view. The status awareness screen display control unit 3133 displays the student record screen generated by the student record control unit 31335 on the screen of the employee's terminal 21.

[0177] The student record control unit 31335 analyzes learning information, lifestyle information, and / or administrative information indicating the status of a student selected by the staff member, and generates a report showing the student's learning and / or lifestyle challenges and the support provided to the selected student. The student record control unit 31335 generates a student record screen in a predetermined format, displaying the generated report in a predetermined report area. The status awareness screen display control unit 3133 displays the student record screen generated by the student record control unit 31335 on the staff member's terminal 21.

[0178] [Example of a student medical record screen] Next, we will describe the student medical record screen in Embodiment 3. Figures 29 to 31 show examples of student medical record screens.

[0179] For example, as shown in Student Record Screen M41, the upper section R41 (Figure 29) displays the student's basic information, the middle section R42 (Figure 30) displays a report generated for this student, and the lower sections R44 and R45 (Figure 31) display a progress chart of the student's status with school event schedules superimposed. The Student Record Screen is designed to use the same format for all students to facilitate staff review.

[0180] As shown in Figure 29, the student record control unit 31335 extracts the student's basic information and displays it in the upper section R41. The upper section R41 displays the student's name, class, sibling information, cumulative number of absences, tardiness, early departures, visits to the nurse's office, and summary information of individual guidance (Figure 29 (1)).

[0181] The upper section R41 displays the student's affiliation, club activities, class satisfaction survey results, and other matters to be noted when providing guidance (such as the presence or absence of allergies and interpersonal relationships) (Figure 29 (1)). Individual guidance summary information and matters to be noted are entered, for example, by the homeroom teacher of this class. Staff can quickly recognize the student's basic information by checking the upper section R41 of the student record screen M41.

[0182] As shown in Figure 30, the student record control unit 31335 generates a report about this student and displays the generated report in the middle section R42. Based on the student's learning information and lifestyle information stored in the collected information DB 123, the student record control unit 31335 generates a report from both learning and lifestyle perspectives. The information period to be reported is set by the staff member specifying an arbitrary period in tab R43 (Figure 30 (1)). By specifying a period, staff members can utilize the report at times such as the end of the semester, parent-teacher conferences, and when processing grades and evaluations (Figure 30 (2)).

[0183] The student record control unit 31335 analyzes the following for report generation: cumulative absences, tardiness, early departures, visits to the school nurse's office, school nurse visit information, academic performance information, student guidance information, observations, mental health monitoring, goal achievement status, lifestyle surveys, school satisfaction surveys, questionnaire assessment results, learning results from students completing content, input information on test results, local government policy information, national learning survey results, local government learning survey results, etc.

[0184] For example, depending on the results of each piece of information, a standard phrase is pre-set, and the student record control unit 31335 selects the text to be displayed as a report according to the learning information, lifestyle information, and / or administrative information. In this way, the student record control unit 31335 creates a report according to a predetermined algorithm.

[0185] Furthermore, the student medical record control unit 31335 may generate reports using a pre-trained machine learning model.

[0186] In this case, the machine learning model learns from learning information, lifestyle information, and / or administrative information about multiple students, as well as reports created by individuals with a predetermined number of years or more of experience in student support based on the learning information, lifestyle information, and / or administrative information about each student, as training data.

[0187] When learning information, lifestyle information, and / or administrative information are input to the machine learning model, it outputs a report corresponding to the learning information, lifestyle information, and / or administrative information. The teacher information of the machine learning model includes information specific to the Board of Education, information collected by Server 10, external information, and academic papers. Furthermore, the machine learning model outputs a report that not only describes the current situation (facts) of the student in question, but also includes suggestions for future support that is likely to improve the student's condition. The support content described by the machine learning model may also include coordination and presentation to external support providers and relevant parties. In this way, the student record control unit 31335 can provide staff with very high-quality reports.

[0188] For example, a report on student behavior might include not only the fact that "absences have decreased and the percentage of students with good mental health has increased. Compared to last month and earlier, absences have decreased by 2 days this month, and the percentage of students with good mental health has increased by 18%", but also specific support measures for staff, such as "If you see a student enjoying themselves or showing enthusiasm outside of class, speak to them and praise them." Similarly, a report on academic performance might include not only the fact that "a student's understanding of lessons has decreased. In the lesson review, the understanding level in science lessons has decreased by 0.8 points compared to the previous average", but also specific support measures for staff, such as "encourage students to ask other students for help in science lessons."

[0189] The report also includes the following points regarding math learning and leadership strengths: "The student's math grades are above the class average, and they have completed 27 more math drills than the class average, indicating a high level of understanding and satisfaction with lessons, demonstrating a strong desire to improve in math. Their homework completion rate is also high at 85%, indicating they have developed good study habits. In committee activities, they demonstrate leadership in the broadcasting committee, actively leading the team to improve committee activities. To further develop their strengths, it would be beneficial to increase opportunities for them to demonstrate leadership and have them work on projects and tasks that utilize their strengths in math."

[0190] The report also includes the following points regarding health and learning attitude issues: "From June, the use of the school nurse's office increased, and the state of mental health monitoring also worsened. Students sometimes fell asleep during classes before and after the sports day in June, suggesting that fatigue may have affected their learning. Since July, the number of times students used the school nurse's office has decreased by 18% compared to the previous month, and their mental health monitoring has begun to improve gradually. Test scores declined starting with the 'pendulum motion' lesson in science, and there is variability in classroom attitude and satisfaction levels. To support their physical and mental health, it would be beneficial to strengthen support by providing regular counseling and health consultations, offering individual instruction and remedial lessons in science, ensuring sufficient rest time for fatigue management, and creating an environment where students can maintain a balance between work and personal life, thereby improving their satisfaction with school life."

[0191] Furthermore, the Information Sharing Department 135 may share the contents of the report created by the Student Record Control Unit 31335 with other staff members or external support providers. The student in question can receive support from multiple staff members and specialized external support providers, thus receiving multifaceted support.

[0192] As shown in Figure 31, the student record control unit 31335 displays the student's status progression over a predetermined period, obtained based on learning information, lifestyle information, and / or administrative information, on the lower R44 and R45 of the student record screen M41, along with the schedule of school events held during that period.

[0193] Specifically, as shown in section R44 below, the calendar displays recent attendance and emotional states, along with details of school events (e.g., sports day). By checking section R44 below, staff can easily grasp the recent attendance and emotional states of students along with school events on the calendar. Staff can accurately grasp the trends in students' attendance and emotional states, as well as school events (Figure 31 (1)).

[0194] Furthermore, as shown in section R45 below, a graph is provided that displays recent attendance and mental state statistics for the current academic year on a monthly basis, and each month in the graph shows the school events for that month. This allows staff to grasp the changes in students' conditions on a monthly basis (Figure 31 (2)). In addition, since trends in attendance and mental state are displayed together with the content of school events, staff can accurately grasp the trends in students' attendance and mental state, as well as school events, for example, over the course of an academic year.

[0195] [Screen display processing] Next, the screen display control process according to Embodiment 3 will be described. Figure 32 is a sequence diagram showing the processing procedure of the screen display control process according to Embodiment 3.

[0196] For example, let's consider the case where the staff member is a school administrator or a teacher in charge of a class. Steps S81 to S89 shown in Figure 32 are the same process as steps S61 to S69 shown in Figure 27.

[0197] Next, we will explain using an example where an employee selects a student from the list of students displayed in the pickup area of ​​the status assessment screen, and / or from the students that the employee can view (step S90). In this case, the employee terminal 21A sends a request to the server 310 to display the student medical record screen of the student selected by the employee (step S91).

[0198] The server 310 then extracts learning information, lifestyle information, and / or administrative information indicating the student's situation from the information database 123 (step S92). The server 310 analyzes the extracted learning information, lifestyle information, and / or administrative information and generates a report indicating the student's learning and / or lifestyle challenges and the support provided to the selected student (step S93). Based on the extracted information and the generated report, the server 310 generates a student record screen in a predetermined format (step S94).

[0199] Server 310 sends the generated student medical record screen image to staff terminal 21A (step S95) and displays it on staff terminal 21A (step S96).

[0200] [Effects of Embodiment 3] As described above, the server 310 according to Embodiment 3 generates a student record screen in a predetermined format that displays information based on learning information, living information, and / or administrative information indicating the status of the selected student, and displays it on the screen of the staff terminal 21. Staff members can accurately and quickly recognize detailed information indicating the student's status simply by looking at this student record screen. Thus, with the server 310, staff members do not need to acquire the student's learning information, living information, and / or administrative information from a vast amount of information themselves, or process the information, in order to understand the student's status.

[0201] Furthermore, the student record screen displays a report created by analyzing the student's learning information, lifestyle information, and / or administrative information, outlining the student's learning and / or lifestyle challenges and the selected support measures. Therefore, by referring to the report, staff can gain a concrete understanding of the student's challenges and the support needed, enabling them to quickly implement appropriate support. In addition, since the report is created according to the period specified by the staff, they can utilize the report at appropriate times, such as at the end of the semester, during parent-teacher conferences, or when processing grades and evaluations, thereby enabling them to provide support to the student more efficiently.

[0202] Furthermore, the student record screen displays, in a designated area, the student's progress over a specified period, based on learning information, daily schedules, and / or administrative information, along with the schedule of school events held during that period. This allows staff to accurately understand the trends in the student's condition and the impact of school events. In other words, staff can compare whether school events are influencing the student's condition and take appropriate action, such as providing more support to the student during the next school event period.

[0203] Furthermore, the server according to Embodiment 3 may be configured by removing the pickup unit 21333 and the pinning unit 21334 from the server 310 shown in Figure 28.

[0204] [Embodiment 4] Next, Embodiment 4 will be described. Embodiment 4 describes a case in which a heatmap display function for information is added to the status monitoring screen to support the monitoring of the status of the entire municipality.

[0205] The heatmap function converts the aggregated information selected by staff into a heatmap based on the school's location for each school, and displays the heatmap superimposed on a map on the staff terminal 21 screen. The aggregated information includes learning information, living information, and / or administrative information. By viewing the heatmap on the status monitoring screen, staff can check for any discrepancies in information within schools and regions.

[0206] [Server Configuration] Figure 33 is a schematic diagram showing an example of the server configuration according to Embodiment 4.

[0207] The server 410 shown in Figure 33 includes a control unit 413 which has a status awareness screen display control unit 4133, instead of the status awareness screen display control unit 3133 of the server 310 shown in Figure 28. The status awareness screen display control unit 4133 has a heat map display control unit 41336.

[0208] The heatmap display control unit 41336 uses aggregated information based on learning information, lifestyle information, and / or administrative information to convert the aggregated information selected by the staff into a heatmap for each school, based on the location of the school. The heatmap display control unit 41336 overlays the converted heatmap onto a map and displays it on the screen of the staff terminal 21. The heatmap is a map image that represents the magnitude of values ​​with color and / or the intensity of the color.

[0209] The aggregated information includes results from academic achievement tests, school satisfaction surveys, bullying, truancy, violent behavior, long-term absenteeism, information on the amount of independent study, achievement of learning objectives, and / or aggregated results from questionnaires for proactive and interactive learning.

[0210] Furthermore, the information gathering unit 131 acquires time-series information on learning, time-series information on daily life, and time-series information on administrative matters. The heatmap display control unit 41336 then displays the number of aggregated information items selected by the staff member on the heatmap, changing over time based on the various time-series information acquired by the information gathering unit 131.

[0211] [Example of a status screen] Next, the heatmap display function of the status monitoring screen in Embodiment 4 will be described.

[0212] Figures 34 to 36 show examples of status monitoring screens. For example, the explanation will be given when an employee has the overall municipality screen open and selects to display a heatmap of the number of long-term absentees in that municipality.

[0213] As shown in Figure 34, the staff member selects the "Overall Municipality" column L1 on the dashboard of the status monitoring screen, and then selects the "Overall Regional Status Monitoring" column L111 in the "Tour" column L110 of the dashboard. The staff member selects the schools and grades they want to heatmap from tabs T11 and T12. The staff member then pulls down tab T13 and selects the number of long-term absentees as the aggregated information they want to heatmap.

[0214] As a result, a heatmap image of the number of long-term absentees is displayed in area R111 of the status monitoring screen M110. The heatmap display control unit 41336 generates a heatmap for each school, centered on the school's location and corresponding to the number of long-term absentees at that school, and combines the heatmaps so that they are connected at their boundaries. The heatmap display control unit 41336 then superimposes the combined heatmaps onto the map. In the heatmap image, white circles are shown at the location of each school on the map, and the number of long-term absentees at that school is written inside the white circles. The size of the white circles is also changed according to the magnitude of the number of long-term absentees.

[0215] By checking the heatmap on the status monitoring screen M110, staff can identify which schools or regions have a high number of long-term absentees and which have a low number, enabling them to accurately consider policy settings and student guidance.

[0216] On the status monitoring screen M110, a frame W111 contains an explanation of the trends that can be seen by visualizing the heatmap. Frame W111 may also contain the results of the information analysis. The heatmap display control unit 41336 may analyze the aggregated information that has been converted into a heatmap using a predetermined algorithm or a trained machine learning model.

[0217] Furthermore, the status monitoring screen M110 displays monthly information on the number of long-term absentees in a table in the lower area of ​​the heatmap. Staff can analyze the number of long-term absentees by checking the values ​​in both the heatmap and the table.

[0218] Furthermore, the heatmap display control unit 41336 may also display the time-series progression of the aggregated information on the heatmap.

[0219] As shown in Figure 35, when the play button B110 is selected, the heatmap display control unit 41336 displays the numerical values ​​of the aggregated information selected by the staff member on the heatmap, changing them in predetermined units (e.g., monthly, yearly) along with the changes over time, based on the time-series information of the aggregated information. By selecting the play button B110 on the status monitoring screen M110, staff members can easily check the time-series trend of the number of long-term absentees on the heatmap. The heatmap display control unit 41336 may also display an explanation of the play button, as shown in frame W112, to assist staff members in their operation.

[0220] For some policies, there is a need to track their progress over the long term. By selecting the play button B110, staff can view the changes in the situation from when the policy was implemented to the present on a heat map. Staff can understand the impact of the policy over time and use the results to concretely plan the next policies and support measures.

[0221] Furthermore, as shown in Figure 36, staff can switch the information to be heatmapped by pulling down tab T13 and selecting the desired information. The heatmap display control unit 41336 may also assist staff operation by displaying an explanation of how to switch the displayed information, as shown in frame W113.

[0222] The aggregated information displayed as a heatmap is pre-configured to include academic achievement test results, school satisfaction test results, bullying, truancy, violent behavior, long-term absenteeism, information on the amount of independent study, achievement of learning objectives, and / or aggregated results from questionnaires for proactive and interactive learning. Staff members may also select which aggregated information to display as a heatmap. Furthermore, the information to be converted into a heatmap may be pre-configured according to the staff member's position.

[0223] Furthermore, the heatmap display control unit 41336 may superimpose two types of information selected by the employee onto the heatmap. Figure 37 shows an example of a status monitoring screen.

[0224] For example, an employee pulls down tab T114 and selects other aggregated information (e.g., number of incidents). In this case, the heatmap display control unit 41336 overlays the first aggregated information (e.g., aggregated information on the number of consultations regarding bullying, truancy, and violent acts) and the second aggregated information (e.g., number of incidents) onto the heatmap.

[0225] Specifically, the heatmap display control unit 41336 converts one of the two types of information selected by the staff into a heatmap, and overlays the other value as text in the area corresponding to the school's location on the heatmap. In the example shown in Figure 37, the heatmap image displays the number of consultations regarding bullying, truancy, and violent acts at each school within the white circles placed on the map, and heatmaps the number of incidents.

[0226] By reviewing a heatmap that combines two sets of aggregated data, staff can explore the correlation between the number of consultations regarding bullying, truancy, and violent behavior and the number of other factors (for example, the number of incidents).

[0227] In addition to the example in Figure 37, the heatmap display control unit 41336 superimposes on the heatmap any two of the following: academic achievement test results, school satisfaction test results, bullying, truancy, violent behavior, long-term absenteeism, amount of independent study, achievement of learning objectives, and / or aggregated results of questionnaires for proactive and interactive learning, the number of incidents, and the number of social workers and / or school counselors assigned.

[0228] Examples of combinations of aggregated information include the number of bullying incidents (or long-term absenteeism) and the number of social workers and / or school counselors assigned; academic performance and the amount of independent study; and goal achievement information and the results of questionnaires for proactive and interactive learning (such as scores on self-efficacy).

[0229] [Screen display processing] Next, the screen display control process according to Embodiment 4 will be described. Figure 38 is a sequence diagram showing the processing procedure of the screen display control process according to Embodiment 4.

[0230] Steps S101 to S107 in Figure 38 are the same process as steps S11 to S17 in Figure 18.

[0231] When the staff terminal 21A selects the aggregated information to be displayed and the heatmap display of said aggregated information (step S108), the staff terminal 21A sends a request to the server 410 for the aggregated information to be displayed and the heatmap display (step S109).

[0232] When server 410 receives a heatmap display request from staff terminal 21A, it extracts the relevant aggregated information from information DB 123 (step S110). Server 410 converts the extracted aggregated information into a heatmap based on the location of each school and overlays it on the map (step S111). Server 410 sends the generated heatmap to staff terminal 21A (step S112) and displays it on the status screen of staff terminal 21A (step S113).

[0233] [Effects of Embodiment 4] The server 410 according to Embodiment 4 uses aggregated information based on learning information, lifestyle information, and / or administrative information to convert the aggregated information selected by the staff into a heat map based on the school's location for each school, and displays it on the status monitoring screen of the staff terminal 21.

[0234] Here, staff members were burdened with tasks such as acquiring learning information, lifestyle information, and / or administrative information themselves, processing that information, or requesting information processing, and comparing aggregated information by region using a roundup table.

[0235] In contrast, according to Embodiment 4, staff members can view aggregated information in heatmap format simply by selecting the heatmap function on their own status monitoring screen. This allows staff members to easily and visually compare aggregated information across schools, understand trends in schools and regions, and develop appropriate measures (such as increasing the number of counselors) tailored to the region and school.

[0236] Furthermore, the server according to Embodiment 4 may be configured by removing the pickup unit 21333, the pinning unit 21334, and / or the student medical record control unit 31335 from the server 410 shown in Figure 33.

[0237] [Embodiment 5] Next, Embodiment 5 will be described. Embodiment 5 describes a case in which a quick analysis function is added to the functions of the search screen.

[0238] The quick analysis function presents themes of high demand in educational settings to staff terminals 21. Staff members can simply select a theme they are interested in, and the analysis axes associated with that theme are automatically selected, and the analysis results are automatically displayed.

[0239] [Server Configuration] Figure 39 is a schematic diagram showing an example of the server configuration according to Embodiment 5. In the server 510 shown in Figure 39, the storage unit 12 has analysis theme information 5126.

[0240] The analysis theme information 5126 stores a combination of a theme and the type of information for the corresponding analysis axis. Figure 40 shows an example of the data structure of the analysis theme information 5126 shown in Figure 39. As shown in Figure 40, the analysis theme information 5126 has themes, analysis axes (horizontal axis (X axis), vertical axis (Y axis)), and labeling as items.

[0241] The themes are analytical indicators that contribute to fostering "solid academic ability," "a rich heart," and "a healthy body," as defined by the Ministry of Education, Culture, Sports, Science and Technology. For example, as shown in Figure 40, the analytical themes broadly include "improving lessons, student guidance, and learning instruction," "understanding and improving classroom management," and "detecting early signs of bullying and school absenteeism."

[0242] If the theme is "improving lessons, student guidance, and learning instruction," for example, the horizontal axis could represent the amount of independent study of learning content, the vertical axis could represent unit tests, and the labeling could be a combination of scores from questionnaires for active and interactive learning.

[0243] Furthermore, if the theme is "Improving School Management (Cultivating a Rich Heart)," for example, the horizontal axis could represent periodic (unit) tests, the vertical axis could represent mental health observations, and the labeling could represent class satisfaction. Similarly, if the theme is "Detecting Early Signs of School Absenteeism," for example, the horizontal axis could represent visits to the school nurse's office, the vertical axis could represent mental health observation notebooks, and the labeling could represent class satisfaction. Note that the types of information on the vertical and horizontal axes may be swapped.

[0244] Server 510 includes a control unit 513 which has a search screen display control unit 5134, instead of the search screen display control unit 134 of Server 410 shown in Figure 33. The search screen display control unit 5134 has an analysis control unit 51342.

[0245] The analysis control unit 51342 has the same functions as the analysis control unit 1342 shown in Figure 2. Furthermore, the analysis control unit 51432 presents themes on the screen of the employee terminal 21. When an employee selects one of the themes, the analysis control unit 51342 uses information of the type corresponding to the analysis axis of the theme selected by the employee from the learning information, lifestyle information, and / or administrative information in the collected information DB 123 to create a graph composed of analysis axes corresponding to the theme. The analysis control unit 51342 then analyzes the created graph. For example, the analysis control unit 51342 performs outlier search and / or grouping on the created graph G123.

[0246] The image generation unit 1341 generates a search screen in which the graph generated by the analysis control unit 51342 is displayed.

[0247] The analysis control unit 51342 analyzes the created graph. The image generation unit 1341 generates a search screen that displays the graph created by the analysis control unit 51342 and the analysis results from the analysis control unit 51342. The search screen display control unit 5134 displays the search screen generated by the image generation unit 1341 on the screen of the employee terminal 21.

[0248] [Example of a search screen] Next, the search screen in Embodiment 5 will be described.

[0249] Figures 41 to 44 show examples of the search screen. As shown in Figure 41, when an employee selects the search field L51 on the dashboard, the "Search by Theme" field appears in area R121 of the search screen M120. In addition, other fields such as "Search by Yourself" are displayed, where the employee can select the information and the type of graph to create and then create the graph.

[0250] When a staff member selects the "Explore by Theme" section in area R121, the exploration screen M121 is displayed on the staff terminal 21. On the exploration screen M121, a list of themes is displayed in area R123. For example, major themes include school management, student guidance, and learning guidance, and there are detailed themes related to these. For example, themes such as "Observing the state of the classroom" are linked to school management, and themes such as "Improving lessons for active, interactive, and deep learning" and "PDCA for lesson improvement" are linked to student guidance.

[0251] This explains how staff members can check the analysis results for "Observing the state of the classroom." In this case, the staff member will drag the theme "Observing the state of the classroom" from domain R122 to domain R121 (arrow Y121).

[0252] The search screen M122 shown in FIG. 43 is displayed on the staff terminal 21. In the area R125 of the search screen M122, themes are further divided into items and displayed as a list, and the analysis period and analysis target are displayed to be selectable by the staff. A description of the quick analysis function is described in the frame W121 of the search screen M122.

[0253] For example, a case will be described where a staff member selects, from the area R125, the theme of "Detection of signs of school refusal" under the theme "Exploring children with unstable school life", the period "30 days", and the target "All students of Class 1, Grade 6 of A Elementary School".

[0254] In this case, the analysis control unit 51342 extracts information related to mental health observation, the number of visits to the health room, and class satisfaction of the students selected by the staff, and creates a scatter diagram in which the X-axis represents mental health observation, the Y-axis represents the number of visits to the health room, and class satisfaction is labeled by color, as shown in FIG. 43. The search screen display control unit 5134 displays the search screen including the graph created by the analysis control unit 51342 on the staff terminal 21.

[0255] As a result, as shown in FIG. 43, the search screen M122 including the graph G123 generated by the analysis control unit 51342 is displayed on the staff terminal 21. The staff can refer to the desired graph G123 simply by selecting a theme.

[0256] Note that the students to be graphed and the granularity of information used for graph creation may be set in advance according to the position and responsibility of the staff. For example, when the staff member is a homeroom teacher, information of all students in the class that the staff member is in charge of is set as default for extraction. When the staff member is a school administrator, information of all students of the school managed by the staff member is set as an extraction target, and whether to use aggregated information is also set according to the theme. Further, regarding graph creation, by selecting desired information from each selection field in the area R125, students other than those in the default setting can also be selected and analyzed.

[0257] The analysis control unit 51342 may perform outlier search and / or grouping on the created graph G123 and highlight the found outliers and groups. For example, as shown in the search screen M123 of Figure 44, group 1 is enclosed in frame W122, and group 2, which is an outlier, is enclosed in frame W123. Group 1 is a group of students located in an area where there are signs of school absenteeism and support or attention is considered necessary. The areas in the graph where support or attention is considered necessary are pre-set according to each theme, graph type, etc.

[0258] In this way, the analysis control unit 51342 performs outlier detection and / or grouping, and highlights the detected outliers and groups, allowing staff to quickly identify students who require support or attention.

[0259] The analysis control unit 51342 then analyzes the created graph G123 and outputs text as a hint that includes at least a description of the graph. If the analysis control unit 51342 performs outlier search and / or grouping on the created graph G123, it outputs a description of the outlier search and / or grouping results as a hint. The analysis control unit 51342 adds support content for students corresponding to outliers or each group as a hint.

[0260] As shown in Figure 44, the search screen display control unit 5134 displays this hint in the hint area P121 on the search screen M123 along with the graph G123.

[0261] For example, the hint area on page 121 contains the following hint: "Students in Group 1 tend to have negative responses to mental health assessments and use the nurse's office somewhat frequently. It might be a good idea to provide support before they become truant. Students in Group 2 use the nurse's office frequently, but their responses to mental health assessments are somewhat positive. It might be a good idea for them to gradually get used to group life by attending school in the nurse's office."

[0262] Furthermore, the analysis control unit 51342 may generate explanatory text about the graph using a pre-trained machine learning model.

[0263] In this case, the machine learning model learns from graphs using either learning information, lifestyle information, or / or administrative information, and from analysis results obtained by individuals with a predetermined number of years or more of experience in student support, as training information. When a graph using either learning information, lifestyle information, or / or administrative information is input to the machine learning model, it outputs text showing the analysis results. The training information for the machine learning model includes information specific to the board of education, information collected by server 510, external information, and academic papers. As a result, the analysis control unit 51342 can provide staff with very high-quality hints.

[0264] As a result, staff can easily and accurately check the contents of the graph by looking at the hint area P121 on the exploration screen M123. Furthermore, by looking at the hint area P121, staff can specifically understand the situation and support content of outliers or students belonging to each group, enabling them to efficiently and accurately implement policy settings and support for students.

[0265] [Screen display processing] The screen display control process according to Embodiment 5 will now be described. Figure 45 is a sequence diagram showing the processing procedure of the screen display control process according to Embodiment 5.

[0266] When an employee operates the employee terminal 21A, the search screen is selected and displayed, and a theme is selected (steps S121, S122). Then, the employee terminal 21A sends a search request for the selected theme to the server 510 (step S123).

[0267] When server 510 receives a search request from employee terminal 21A, it selects information from the collected information DB 123, including learning information, lifestyle information, and / or administrative information, that corresponds to the analysis axis of the theme selected by the employee (step S124). Using the information selected in step S124, server 510 creates a graph composed of analysis axes corresponding to the theme (step S125).

[0268] Server 510 analyzes the created graph, for example, by performing outlier detection and / or grouping (step S126), and generates hints as analysis results, including a description of the graph and text explaining the results of the outlier detection and / or grouping (step S127).

[0269] Server 510 generates a search screen that displays the graph and hints generated by the analysis control unit 51342 (step S128), and displays the generated search screen on the screen of employee terminal 21A (steps S129, S130).

[0270] [Effects of Embodiment 5] Thus, according to Embodiment 5, staff members can display graphs for information analysis on the search screen of their staff terminal 21 simply by selecting a theme of their choice, enabling them to proceed with the analysis quickly. Furthermore, staff members can easily and accurately confirm the contents of the graphs by checking the hints on the search screen. In addition, by checking the hints on the search screen, staff members can specifically grasp the situation and support content of outliers or students belonging to each group, enabling them to efficiently and accurately implement policy settings and support for students.

[0271] The server according to Embodiment 5 may be configured by removing the pickup unit 21333 and pinning unit 21334, the student medical record control unit 31335, or the heatmap display control unit 41336 from the server 510 shown in Figure 39.

[0272] [Regarding the system configuration of the embodiment] Each component of the servers 10, 210, 310, 410, 510 is a functional concept, and does not necessarily need to be physically configured as illustrated. That is, the specific forms of distribution and integration of the functions of the servers 10, 210, 310, 410, 510 are not limited to those illustrated, and all or part of the functions can be functionally or physically distributed or integrated in any unit according to various loads and usage conditions.

[0273] In addition, all or any part of each process performed in the servers 10, 210, 310, 410, 510 may be implemented by a program that is analyzed and executed by the CPU. Further, each process performed in the servers 10, 210, 310, 410, 510 may be implemented as hardware based on wired logic.

[0274] Further, among the processes described in the embodiments, all or part of the processes described as being automatically performed may also be performed manually. Alternatively, all or part of the processes described as being performed manually can be automatically performed by a known method. In addition, the processing procedures, control procedures, specific names, and information including various types of information and parameters described above and illustrated can be appropriately changed unless otherwise specified.

[0275] [Program] FIG. 46 is a diagram illustrating an example of a computer that implements the servers 10, 210, 310, 410, 510 when a program is executed. The computer 1000 includes, for example, a memory 1010 and a CPU 1020. The computer 1000 further includes a hard disk drive interface 1030, a disk drive interface 1040, a serial port interface 1050, a video adapter 1060, and a network interface 1070. Each of these components is connected by a bus 1080.

[0276] Memory 1010 includes ROM 1011 and RAM 1012. ROM 1011 stores, for example, a boot program such as the BIOS (Basic Input Output System). The hard disk drive interface 1030 is connected to the hard disk drive 1090. The disk drive interface 1040 is connected to the disk drive 1100. For example, a removable storage medium such as a magnetic disk or optical disk is inserted into the disk drive 1100. The serial port interface 1050 is connected to, for example, the mouse 1110 and the keyboard 1120. The video adapter 1060 is connected to, for example, the display 1130.

[0277] The hard disk drive 1090 stores, for example, the OS (Operating System) 1091, application programs 1092, program modules 1093, and program information 1094. That is, the programs defining the processes of servers 10, 210, 310, 410, and 510 are implemented as program modules 1093 containing code executable by computer 1000. The program modules 1093 are stored, for example, on the hard disk drive 1090. For example, a program module 1093 for performing processes similar to those in the functional configuration of servers 10, 210, 310, 410, and 510 is stored on the hard disk drive 1090. Note that the hard disk drive 1090 may be replaced by an SSD (Solid State Drive).

[0278] Furthermore, the configuration information used in the processing of the above-described embodiment is stored as program information 1094 in, for example, memory 1010 or hard disk drive 1090. The CPU 1020 then reads the program module 1093 and program information 1094 stored in memory 1010 or hard disk drive 1090 into RAM 1012 as needed and executes them.

[0279] Furthermore, the program module 1093 and program information 1094 are not limited to being stored in the hard disk drive 1090; for example, they may be stored in a removable storage medium and read by the CPU 1020 via a disk drive 1100 or the like. Alternatively, the program module 1093 and program information 1094 may be stored in another computer connected via a network (LAN (Local Area Network), WAN (Wide Area Network), etc.). The program module 1093 and program information 1094 may then be read by the CPU 1020 from the other computer via a network interface 1070.

[0280] Although embodiments applying the invention made by the present inventors have been described above, the present invention is not limited by the descriptions and drawings that constitute part of the disclosure of the present invention in these embodiments. That is, all other embodiments, examples, and operational techniques made by those skilled in the art based on these embodiments are included in the scope of the present invention. [Explanation of Symbols]

[0281] 10,210,310,410,510 Servers 11 Communications Department 12 Storage section 13,213,313,413,513 Control Unit 21, 21A, 21B Staff Terminals 22A Student Terminal 30, 30A, 30B Service Provider Servers 40,40A School Administration Server 50A Local Government Server 60A External Server 121,2121 Staff Information 122 Student Information 123 Collected Information Database 124 Rules for Creating Visualized Images 125 Display Card Information 126 Analysis History 131 Information Gathering Department 132 Dashboard display reception section 133,2133,3133,4133 Status awareness screen display control unit 134,5134 Search screen display control unit 135 Information Sharing Department 1331 Card Generation Unit 1332,1341 Image generation unit 1342,51342,51432 Analysis and Control Unit 5126 Analysis Theme Information 5145 Search screen control unit 21333 Pickup Unit 21334 Pin fastening part 31335 Student Medical Records Control Department 41336 Heatmap Display Control Unit

Claims

1. A collection unit that collects learning information, including at least the status of students' implementation of learning support content; life information, including at least students' answers to questions using school life support content and school administrative information; and administrative information from the local government to which the students belong. A first display control unit generates a status awareness screen in which multiple pieces of information based on the learning information, the lifestyle information, and / or the administrative information are displayed separately on multiple cards, and displays this screen on the screen of a terminal used by the user. A second display control unit, based on the user's instruction to create a graph, creates a graph using any of the learning information, lifestyle information, and / or administrative information, generates a search screen in which the graph is displayed, and displays it on the screen of the terminal used by the user, A linkage unit that displays the graph created by the second display control unit as a card on the status monitoring screen of the user or other users, A processing apparatus characterized by having

2. The apparatus according to claim 1, characterized in that the coordinating unit controls the processing of the first display control unit and the second display control unit so that screen transitions are possible between the status recognition screen and the search screen.

3. The first display control unit has pre-set the contents of each card, the type and granularity of the information used to generate each card, and the information processing content for the information used, according to the user's affiliation, position, responsibilities, and / or type of information, and the processing device according to claim 1, wherein the information displayed on each card is changed to information desired by the user in response to the user's display instruction.

4. The processing apparatus according to claim 1, wherein the first display control unit sets the information displayed on the card on the user's status screen to either statistical data or actual numerical values ​​of the information, according to the user's affiliation, position, responsibilities, and / or the type of information.

5. The processing apparatus according to claim 1, wherein the first display control unit pre-sets the placement position on the status recognition screen for each card according to the user's affiliation, position, responsibility, and / or type of information, and changes the placement position of the card to a position desired by the user in response to the user's display instruction.

6. The second display control unit is: In response to the user's instruction to create a graph, the analysis and control unit creates a graph using any of the learning information, lifestyle information, and / or administrative information, and analyzes the created graph. Yes, The processing apparatus according to claim 1, characterized in that the second display control unit generates the search screen on which the graph and the analysis results from the analysis control unit are displayed.

7. The analysis control unit outputs text containing at least a description of the graph as the analysis result of the graph created. The processing apparatus according to claim 6, characterized in that the second display control unit generates the search screen on which the graph and the text are displayed.

8. The processing apparatus according to claim 7, characterized in that the analysis control unit performs outlier search and / or grouping on the created graph, and outputs the explanatory content of the outlier search and / or grouping results as text.

9. The analysis control unit generates the text using a trained machine learning model, The processing apparatus according to claim 7, wherein the machine learning model learns from a graph using any of the learning information, the lifestyle information, and / or the administrative information, and from the analysis results obtained by a person with a predetermined number of years or more of experience in student support analyzing the graph, and when a graph using any of the learning information, the lifestyle information, and / or the administrative information is input, it outputs text showing the analysis results.

10. The processing apparatus according to claim 1, wherein the coordinating unit causes the graph created by the second display control unit to be a scatter plot showing the status of each student in a predetermined group, and when any point in the scatter plot is selected by the user, the first display control unit generates a student status awareness screen in which information based on the learning information, the living information, and / or the administrative information showing the status of the student corresponding to the point selected by the user is displayed on each card, and displays this screen on the screen of the terminal used by the user.

11. A processing method executed by a processing unit, The process includes collecting at least learning information, including the student's implementation status of learning support content; life information, including at least the student's answers to questions and school administrative information related to school life support content; and administrative information from the local government to which the student belongs. The process of generating a status awareness screen in which multiple pieces of information based on the aforementioned learning information, the aforementioned lifestyle information, and / or the aforementioned administrative information are displayed separately on multiple cards, and displaying this screen on the user's terminal, Based on the user's instructions to create a graph, the process involves creating a graph using any of the learning information, lifestyle information, and / or administrative information, generating a search screen on which the graph is displayed, and displaying it on the screen of the terminal used by the user. The steps include displaying the graph as a card on the status monitoring screen of the user or other users, A processing method characterized by including the following.

12. Steps include collecting at least learning information, including the student's implementation status of learning support content; life information, including at least the student's answers to questions using school life support content and school administrative information; and administrative information from the local government to which the student belongs. The steps include generating a status awareness screen in which multiple pieces of information based on the aforementioned learning information, the aforementioned lifestyle information, and / or the aforementioned administrative information are displayed separately on multiple cards, and displaying this screen on the user's terminal, Based on the user's instruction to create a graph, the program creates a graph using any of the learning information, lifestyle information, and / or administrative information, generates a search screen in which the graph is displayed, and displays it on the screen of the terminal used by the user. The steps include displaying the graph as a card on the status monitoring screen of the user or other users, A processing program that causes a computer to execute a command.

Images