Digital teacher assistant integrated with 3D educational interactives

Abstract

Disclosed is the implementation of a "teacher assistant" (TA), in the form of a digital teacher-assistance system within a network-based learning platform. The digital teacher-assistance system utilizes AI techniques to specifically respond to prompts from a teacher to create requests lesson material (including, for example, notes, lesson plans, quizzes, and the like). In preferred embodiments, the digital teacher-assistance system is configured to have access to the same 3D interactives as used by the student and, may incorporate one or more 3D interactives into the created material.

Description

[0001] DIGITAL TEACHER ASSISTANT INTEGRATED WITH 3D EDUCATIONAL INTERACTIVES

[0002] Cross-Reference to Related Applications

[0003] This application claims priority from U.S Provisional Application No. 63 / 542,658, filed October 5, 2023 and herein incorporated by reference.

[0004] Technical Field

[0005] This disclosure is directed to the subject of provisioning a networkbased learning platform and, more particularly, to the implementation of a “teacher assistant” (TA) component to encourage a teacher’s extended use of the platform’s capabilities.

[0006] Background of the Invention

[0007] Various prior art educational platforms exist for use in a virtual learning environment. One prior art offering provides a seamless platform that utilizes live lectures (such as via Zoom, YouTube, or the like) in combination with pre-recorded lectures. In addition, it provides features and tools that are of use to a teacher in this environment (e.g., enabling remote questioning of students, giving tests, and the like).

[0008] The need for excellence in a “distance learning” mode has become quite evident during the recent time of pandemic isolation. One existing distance learning methodology is based on self-directed instruction initiated by a student without live teacher involvement and includes the use of three- dimensional (3D) models of various objects (referred to as “manipulatives” or “interactives” in academic parlance) that are observable by a student wearing 3D stereoscopic glasses (or similar technology including, but not limited to “glasses-free” 3D devices utilizing lenticular lenses, lightfield, or the like). One exemplary endeavor to include access to 3D learning models has been developed by the Applicant and embodied in an international patent application PCT / US2019 / 057289, entitled “On-Line Instructional System and Tools for Student-Centered Learning”, incorporated herein by reference. As described therein, this system uses a platform-based resource that allows for students in disparate locations to access and learn from preexisting lesson modules that also incorporate the use of 3D interactives that may be manipulated by the students.

[0009] While a significant advance in the art, there is still a desire to enable individual teachers to extend their use of the capabilities this type of learning platform.

[0010] Summary of the Invention

[0011] The needs remaining in the art are addressed by the present invention, which relates to a network-based learning platform and, more particularly, to the implementation of a teacher assistant (TA) module within the platform to facilitate a teacher’s ability to more efficiently and effectively utilize the lesson modules (including 3D manipulatives / interactives) .

[0012] In accordance with the principles of the present invention, it is proposed to incorporate a teaching assistant module within the platform that is responsive to prompts from individual (subscribed) teachers to create one or more elements for use during an instructional session. For example, a teacher may request the TA module to create a lesson plan, notes, quizzes, and the like for subject material to be covered in an upcoming instructional session.

[0013] The TA module may also be configured to be responsive to open- ended requests from a teacher, such as a prompt asking for any “relevant 3D interactives” that may be incorporated into a specific lesson plan. The AI-TA, in this role, assists the teacher’s use of the platform and its contents by familiarizing a teacher with additional resources that are available at the platform but have not been previously used by that teacher, for some reason.

[0014] The TA module may also take on the responsibility for gathering statistics on student performance.

[0015] An exemplary embodiment of the present invention may take the form of a learning platform configured to facilitate instruction between subscribed teachers and subscribed students (collectively defined as subscribers) . The platform includes at least a service management component utilized as a communication interface between subscribers and the learning platform, a knowledge base including a plurality of separate databases, each database associated with a different academic discipline and including a plurality of individual lesson modules, a 3D imaging system for rendering selected 3D interactives associated with a particular lesson module and transmitting information related to the rendering to the subscriber’s computing system, and a digital assistance system that functions in communication with both the knowledge base and the 3D imaging system. The digital assistance system is formed to include an AI- driven model component that responds to a prompt from a subscribed teacher and develops supplemental instructional material based on information retrieved from either one or both of the knowledge base and the 3D imaging system.

[0016] Other and further aspects and embodiments of the present invention may become apparent during the course of the following discussion and by reference to the accompanying drawing.

[0017] Brief Description of the Drawing

[0018] FIG. 1 is a diagram of an exemplary architecture within which a learning platform including a digital assistance system may be deployed and use as a type of “teacher assistant” (TA) for a classroom instructor (either remote or in-person) instructional environment.

[0019] Detailed Description

[0020] For clarity of explanation, in some instances, the principles of the present invention may be presented in the form of individual functional blocks, where these functional blocks may comprise devices, device components, steps or routines in a method embodied in software, or combinations of hardware and software.

[0021] Moreover, any of the steps, operations, functions, or processes described herein may be performed or implemented by a combination of hardware and software services, alone or in combination with other devices. In some embodiments, a teacher assistant functionality may utilize software embedded within a teacher’s computing device, as well as modules resident on the network-based learning platform. In some cases, the TA functionality is embodied in a program or collection of programs that carry out specific instructions, perhaps using information stored in a memory (where the memory may take the form of a non-transitory computer- readable medium).

[0022] The TA functionality as described in detail below may be implemented using computer-executable instructions that are stored or otherwise available from computer-readable media. Such instructions can comprise, for example, instructions and data which cause or otherwise configure a general purpose computer, special purpose computer, or special purpose processing device to perform a certain function or group of functions. The executable computer instructions may be, for example, binaries, intermediate format instructions such as assembly language, firmware, or source code. Examples of computer-readable media that may be used to store instructions, information used, and / or information created during utilization of the learning platform include solid-state memory devices, flash memory, USB devices provided with non-volatile memory, networked storage devices, and the like.

[0023] Devices implementing methods according to this disclosure can comprise hardware, firmware and / or software, and can take any of variety of form factors. Typical examples of such form factors include servers, laptops, smartphones, small form factor personal computers, and so on. The functionality described herein may also be embodied in peripherals or add-in cards. Such functionality can also be implemented on a circuit board among different integrated circuits, including ASICs, or different processes executing in a single device, by way of further example.

[0024] The instructions, media for conveying such instructions, computer resources for executing them, and other structures for supporting such computing resources are considered to be means for providing the functions described in detail hereinbelow.

[0025] FIG. 1 is a diagram of an exemplary architecture within which a network-based learning platform 10 is configured to allow students and teachers to interact with stored lesson material, including 3D interactives (i.e., manipulatives) . In this exemplary embodiment, learning platform 10 is shown as including a service management component 12, a knowledge base 14, a 3D imaging system 16, and a digital assistance system 18. In this particular architecture, the individual elements forming the learning platform are capable of sharing data and other communication with each other via a communication bus 19.

[0026] Digital assistance system 18 may be configured to include individual components for assisting both students and teachers. A full description of a “digital tutor” interface for students may be found in our co-pending application PCT / US24 / 41407 filed August 19, 2024 and entitled “Personal Digital Tutor Integrated with 3D Educational Interactives,” and incorporated herein by reference. For the purposes of the present discussion, digital assistance system 18 will be described in terms of a “teaching assistant” (TA) interface for teachers and will thus be referred to as “digital teacherassistance system 18.”

[0027] Also shown in FIG. 1 is a student computer site 20 and a teacher computer site 21 that are able to communicate with learning platform 10 over a communication network 30 (where communication network may comprise the internet, or any suitable public or private communication network). It is this configuration that permits a student having access to computer site 20 to interact with pre-existing lesson modules stored within knowledge base 14 of learning platform 10. It is an aspect of the present invention that both student instruction site 20 and teacher site 21 have installed a required educational software application that includes the capabilities to view and manipulate 3D interactives as included in specific lesson modules.

[0028] It is to be understood that the specific architecture as shown in FIG. 1 is only one example of a deployment of a learning platform for use by students and teachers (in particular, showing a network-based arrangement requiring access to a data network by individuals) . In other examples, the inventive learning platform may be disposed locally with a user (either student or teacher), taking the form of a software application that may be used and interacted with; an attribute that is useful in areas without quality internet access. The ability to use the learning platform and tools off-line with the specific software applications also allows standard laptop CPUs to support the learning sessions, ensuring Al functionality in environments where extensive memory and graphic processing units are not available.

[0029] Returning to the discussion of the details of FIG. 1 while keeping in mind the various types of learning platform architectures that may be used, service management component 12 of learning platform 10 functions as the communication interface between network 30 (if present) and the other elements within learning platform 10. Regardless of network-based or off- line, service management component 12 may be used to control the various roles and permissions of a teacher and the students. Knowledge base 14 of learning platform 10 includes sets of lesson modules developed for a number of well-defined academic disciplines. For explanatory purposes only (and thus not considered to limit the scope of the applicability of the present invention), knowledge base 14 is shown in FIG. 1 as including sets of lesson modules for the disciplines of mathematics, science, and history. Shown as database systems 14.1, 14.2, and 14.3, respectively, each general discipline area may be further divided into different subject matter areas, with topics defined for each subject matter area, and lesson modules (typically including a multiple number of individual sessions) associated with each subject matter area. It is to be understood that the specific architecture of knowledge base 14 is not particularly relevant to the subject matter of the present invention, as long as individuals are able to follow the hierarchy and access the specific modules required for their lesson planning purposes.

[0030] 3D imaging system 16, also included in learning platform 10, provides the ability to add the third dimension to the presented material and giving the student a more “real world” setting within which to learn the material being presented. As described in our above-referenced ‘289 application, the provision of 3D tools is considered to enhance the learning experience by “breaking through” the barrier of a computer display screen, allowing a student to engage with the presented subject matter in a hands- on fashion.

[0031] In accordance with the principles of the present invention, digital assistance system 18 is included within learning platform 10 and is configured to interact with students and teachers, where the inventive principles in this case are directed to providing additional support to the subscribed teachers, such as providing assistance in various tasks that today’s teachers typically hand off to an administrative individual to perform. For example, digital teacher-assistance system 18 may generate tests or quizzes for a teacher (or grade completed items), prepare notes and lesson plans, etc., as will be discussed in detail below.

[0032] The digital assistant may suggest to a teacher how to present a specific concept, providing references to “most frequently” cited / used articles (or other types of content), as well as instructions on how best to use to supplemental content. In some cases, the digital assistant may create a quiz, with provided answers and solution breakdown for explanatory purposes. The questions themselves may be interactive, with perhaps a variety of versions that may be created for practice, review, etc. In some other cases, the digital assistant may suggest lesson plans that describe the utilization of specific 3D interactives or videos (available within the learning platform) to explain a concept, with the lesson plans tailored for a certain set of students with a given performance level, background, set of interests, etc. Teachers are able to align the lesson plans to a particular syllabus, curriculum, or standard by specifying it in the prompt to the digital assistant. The result is then a lesson plan aligned to the specified syllabus, using the content available in the app.

[0033] In further accordance with the principles of the present invention, the digital assistant is contemplated has having multi-modal capabilities, where it can analyze input images (for example, screenshots of the app that the student or teacher is viewing), allowing for a more holistic conversation between the digital assistant and the teacher. Additionally, the digital assistant may also be configured to generate content in the form of images, videos, 2D and 3D interactives, and the like, to produce material similar to what exists in the educational app, given a teacher’s specific prompt.

[0034] In using the digital assistant, the teacher may also specify a grade(s) and / or subject(s) when asking the digital assistant to produce any desired piece of content as described in detail above. Alternatively, the teacher may ask for interdisciplinary content that spans a variety of subjects. In another aspect, the nature of the digital assistant-teacher interaction can vary between being conversational, as between two teachers, where the digital assistant is fully knowledgeable about the learning platform and all of its capabilities, to being more systematic where the digital assistant provides a list, outline, concept map, and links to the useful material available in the app.

[0035] In particular, digital teacher-assistance system 18 includes an AI- driven model that communicates with both knowledge base 14 and 3D imaging system 16 in a manner that is presented as a “TA mode” for interacting with teachers. In response to prompts from a subscribed teacher, digital teacher-assistance system 18 is able to work in a support mode that frees a teacher to perform more important tasks.

[0036] In situations where there may be a language barrier between the teacher and one or more students, digital teacher-assistance system 18 is able to prepare a translation of the lesson material for use by the teacher.

[0037] A somewhat different aspect of utilizing digital teacher-assistance system 18 may be based on “cognitive Al” functionality. In particular, the Al-driven tutor may be configured to notice anomalies (“rare events”), alerted by things that do not follow a predicted pattern. For example, off- topic requests from a teacher or student may trigger a system check for a potential hacking situation or other unusual activity.

[0038] A version of “cognitive Al” may also be used to analyze how teachers are using the educational content, navigating through various topics, interactions, videos, etc. and pick up on rarer use-cases. For example, a teacher may tend to include only one particular video as a supplement for a specific learning module. Digital teacher-assistance system 18 may recognize that and prompt the teaching to view a list of other videos may be used as well. Additionally, digital teacher-assistance system 18 can assist a teacher in how to use the app underlying the platform (and well as its content) to develop categories / levels of classes, quizzes, etc. within a given goal.

[0039] Various embodiments of the invention have been described. It will, however, be evident to those of skill in the art that various modifications and changes may be made thereto, and additional embodiments may be implemented, without departing from the broader scope of the invention as set forth in this disclosure. Indeed, this specification is to be regarded in an illustrative rather than a restrictive sense, with the scope of the invention defined by the claims appended hereto.

Claims

What is claimed is:

1. A learning platform configured to facilitate instruction between subscribed teachers and subscribed students, collectively defined as subscribers, comprising: a service management component utilized as a communication interface between subscribers and the learning platform; a knowledge base including a plurality of separate databases, each database associated with a different academic discipline and including a plurality of individual lesson modules; a 3D imaging system for rendering selected 3D interactives associated with a particular lesson module and transmitting information related to the rendering to the subscriber’s computing system; and a digital assistance system in communication with both the knowledge base and the 3D imaging system, where the digital assistance system includes an Al-driven model component configured to respond to a prompt from a subscribed teacher and develop supplemental instructional material based on information retrieved from either one or both of the knowledge base and the 3D imaging system.

2. The learning platform as defined in claim 1 wherein the retrieved information includes one or more elements selected from the group consisting of: images, video clips, and 3D interactive manipulation.

3. The learning platform as defined in claim 1 wherein the digital assistance system further comprises a multi-lingual element for translating a subscribed teacher’s lesson material into a subscribed student’s preferred language when necessary.

4. The learning platform as defined in claim 1 wherein the digital assistance system is further configured to develop tests for confirming a subscribed student’s comprehension of supplied material in response to one or more questions.

5. The learning platform as defined in claim 1 wherein the digital assistance system is configured to create lesson plans in response to a specific prompt from a subscribed teacher.

6. The learning platform as defined in claim 5 wherein the lesson plans created by the digital assistance system include links to supplemental instructional material in the form of selected 3D interactives or video clips.

7. The learning platform as defined in claim 6 wherein the digital assistance system is further configured to provide instructional guidance for the teacher with respect to how to use 3D interactives.

8. The learning platform as defined in claim 1 wherein the digital assistance system is further configured to receive screenshot images from a subscriber and analyze the received image information for use in creating supplemental instructional material presented to the subscribed teacher.

9. The learning platform as defined in claim 1 wherein the digital assistance system is further configured to generate new content as supplemental instructional supplied to a subscribed teacher in response to a prompt.

10. The learning platform as defined in claim 9 wherein the new content includes images or 2D / 3D interactives.

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