Braille learning device and system

Abstract

A braille learning device includes a housing having a first surface, a second surface, and side surfaces between the first surface and the second surface. The first surface includes a braille cell configured to be manipulated by a device user for practicing reading a braille character represented by the braille cell. The braille learning device also includes at least one audio emitter at least partially disposed within an interior of the housing; at least one activation switch for activating the at least one audio emitter; and at least one processor and associated computer memory. The at least one processor is configured to cause the at least one audio emitter to emit a recorded message stored in the computer memory associated with the at least one processor representative of the braille character represented by the braille cell.

Description

BRAILLE LEARNING DEVICE AND SYSTEMFIELD OF THE INVENTION

[0001] This disclosure relates to educational toys and devices for children and, in particular, to a braille learning device and related system for encouraging visually impaired children to recognize braille characters and learn to form words using braille.BACKGROUND OF THE INVENTION

[0002] Braille is a tactile writing system used by people who are visually impaired. Braille can be read either on embossed paper or by using refreshable braille displays, which connect to computers and smartphone devices. Braille can be written using, for example, a slate and stylus, a braille writer, an electronic braille notetaker, or using a computer connected to a braille embosser.

[0003] Braille characters are formed from raised dots arranged in a matrix, which can be referred to as a “braille cell.” A braille cell can include six raised dots arranged in a 3 * 2 matrix. The number and arrangement of these dots in the 3 x 2 matrix distinguishes one character from another. Within an individual cell, the dot positions are arranged in two columns of three positions. A raised dot can appear in any of the six positions, producing 64 (26) possible patterns, including one in which there are no raised dots. While the mappings (e.g., character designations) vary from language to language and even within a particular language (e.g., in English braille, there are 3 levels of braille that use different dot patterns), the different patterns of raised dots generally correspond to different letters, numbers, formatting symbols (e.g., designating a capital letter, accent, or number), and punctuation marks. For example, standardized English braille includes sequences for letters of the alphabet, as well as common words (e.g., “and”, “for”, “of’, “the”, and “with”), sounds (e.g., ch, gh, sh, th, ed, etc.), contractions, and formatting marks (e.g., accent, caps, letter, and emphasis). In other examples and / or for other languages, a braille cell can include different matrixes or patterns of raised dots, such as a pattern of eight raised dots arranged in a 4 x 2 matrix.

[0004] It is well known that early braille education is important for providing literacy and educational opportunities for visually impaired children. In fact, despite the evolution of new technologies, including screen reader software that reads information aloud, braille providesvisually impaired children with access to spelling, punctuation, and other aspects of written language less accessible through audio alone. Braille education toys including children’ s books, puzzles, blocks, and similar items for practicing braille are available. However, there is a need for new tools and devices for improving child learning. The braille learning devices and related systems disclosed herein are intended to provide such benefits.SUMMARY OF THE INVENTION

[0005] According to an aspect of the disclosure, a braille learning device includes a housing having a first surface, a second surface, and side surfaces between the first surface and the second surface. The first surface includes a braille cell configured to be manipulated by a device user for practicing reading a braille character represented by the braille cell. The braille learning device also includes at least one audio emitter at least partially disposed within an interior of the housing; at least one activation switch for activating the at least one audio emitter; and at least one processor and associated computer memory disposed within the housing and in communication with the at least one audio emitter and the at least one activation switch. The at least one processor is configured to: receive an activation indication from the at least one activation switch; and in response to the received activation indication, cause the at least one audio emitter to emit a recorded message stored in the computer memory associated with the at least one processor representative of the braille character represented by the braille cell.

[0006] According to another aspect of the disclosure, a kit for learning braille includes a plurality of the previously described braille learning devices. The braille cells of the plurality of braille learning devices represent different characters of a braille alphabet.

[0007] According to another aspect of the disclosure, a braille learning system includes a plurality of the braille learning devices, as previously described, configured to be arranged to form words. The plurality of braille learning devices include at least one wireless transmitter configured to transmit signals to adjacent braille learning devices of the plurality of braille learning devices. The at least one processor of a particular braille learning device of the plurality of braille learning devices is configured to: receive character information from braille learning devices of the plurality of braille learning devices that are positioned adjacent to a first side of the particular braille learning device via the at least one wireless transmitter; and transmit the received character information and information about the character represented by the braillecell of the particular braille learning device to another adjacent braille learning device of the plurality of braille learning devices, which is positioned adjacent to a second side of the particular braille learning device.

[0008] Non-limiting examples of the present invention will now be described in the following numbered clauses:

[0009] Clause 1 : A braille learning device, comprising: a housing comprising a first surface, a second surface, and side surfaces between the first surface and the second surface, wherein the first surface comprises a braille cell configured to be manipulated by a device user for practicing reading a braille character represented by the braille cell; at least one audio emitter at least partially disposed within an interior of the housing; at least one activation switch for activating the at least one audio emitter; and at least one processor and associated computer memory disposed within the housing and in communication with the at least one audio emitter and the at least one activation switch, wherein the at least one processor configured to: receive an activation indication from the at least one activation switch; and in response to the received activation indication, cause the at least one audio emitter to emit a recorded message stored in the computer memory associated with the at least one processor representative of the braille character represented by the braille cell.

[0010] Clause 2: The braille learning device of clause 1, wherein the housing comprises a rectangular block formed by at least one of three-dimensional printing or injection molding.

[0011] Clause 3 : The braille learning device of clause 1 or clause 2, wherein the housing comprises a square block formed by at least one of three-dimensional printing or injection molding.

[0012] Clause 4: The braille learning device of any of clauses 1-3, wherein the housing comprises a durable plastic comprising at least one of high-density polyethylene, polyethylene terephthalate, polycarbonate, or acrylonitrile butadiene styrene.

[0013] Clause 5: The braille learning device of any of clauses 1-4, wherein the housing further comprises at least one standard-sized braille cell representative of the braille character positioned on one of the side surfaces of the housing.

[0014] Clause 6: The braille learning device of any of clauses 1-5, wherein the braille cell positioned on the first surface of the housing comprises one or more raised dots positioned to represent the braille character.

[0015] Clause 7: The braille learning device of clause 6, wherein the braille cell is representative of an alphabet letter, contraction, accent mark, or punctuation character.

[0016] Clause 8: The braille learning device of clause 6 or clause 7, wherein the braille cell comprises a 3x2 matrix of possible sites for the one or more raised dots.

[0017] Clause 9: The braille learning device of any of clauses 1-8, further comprising an orientation indicator on one of the surfaces of the housing configured to indicate a proper orientation for reading the braille cell.

[0018] Clause 10: The braille learning device of clause 9, wherein the orientation indictor comprises an elongated ridge on a top portion of the braille cell.

[0019] Clause 11 : The braille learning device of any of clauses 1-10, further comprising at least one audio recorder at least partially disposed within the interior of the housing, and wherein the at least one processor is configured to: upon receiving a first signal from the at least one activation switch, cause the at least one audio recorder to record an audio message; cause the recorded audio message to be stored on the computer memory, and upon receipt of a second signal from the at least one activation switch, cause the at least one audio emitter to emit the audio message stored on the computer memory.

[0020] Clause 12: The braille learning device of clause 11, wherein the at least one audio recorder is removably connected to the braille learning device.

[0021] Clause 13: The braille learning device of clause 11 or clause 12, wherein the at least one audio recorder comprises a microphone.

[0022] Clause 14: The braille learning device of any of clauses 1-13 wherein the at least one audio emitter comprises a speaker.

[0023] Clause 15: The braille learning device of any of clauses 1-14, wherein the housing comprises one or more perforations or openings positioned over the at least one audio emitter for improving sound quality for sounds emitted by the at least one sound emitter.

[0024] Clause 16: The braille learning device of any of clauses 1-15, further comprising at least one wireless transmitter configured to transmit signals to one or more additional braille learning devices positioned adjacent to the braille learning device to form words.

[0025] Clause 17: The braille learning device of clause 16, wherein the at least one wireless transmitter comprises at least one of a Bluetooth® transmitter, a near-field communication transmitter, infrared (IR) transmitter, or an RFID transmitter.

[0026] Clause 18: The braille learning device of any of clauses 1-17, further comprising at least one rechargeable or single-use battery for providing power to at least the processor and the at least one audio emitter.

[0027] Clause 19: The braille learning device of any of clauses 16-18, wherein the at least one processor is configured to: receive character information from the one or more additional braille learning devices, which are positioned adjacent to a first side of the braille learning device via the at least one wireless transmitter; and transmit the received character information and information about the braille character represented by the braille cell of the braille learning device to another of the one or more additional braille learning devices, which is positioned adjacent to a second side of the braille learning device.

[0028] Clause 20: The braille learning device of any of clauses 1-19, further comprising at least one mechanical or magnetic connector configured to connect the braille learning device to one or more adjacent braille learning devices on a first side or a second side of the braille learning device to form words.

[0029] Clause 21 : The braille learning device of clause 20, wherein the at least one mechanical or magnetic connector comprises a male connector extending from one side of the housing configured to be received by a corresponding female connector of another braille learning device and a female connector extending from a second side of the housing configured to be received by a male connector of another braille learning device.

[0030] Clause 22: The braille learning device of clause 20, wherein the at least one mechanical or magnetic connector comprises at least one magnet configured to form a magnetic connection with at least one magnet of another braille learning device.

[0031] Clause 23: The braille learning device of clause 22, wherein the device comprises a first magnet on one side of the device configured to provide a magnetic connection with a magnet of another braille learning device proximate to the first side of the device and a second magnet on a second side of the device configured to provide a magnetic connection with a magnet of another braille learning device proximate to the second side of the braille learning device.

[0032] Clause 24: A kit for learning braille, comprising: a plurality of the braille learning devices of any of clauses 1-24, wherein the braille cells of the plurality of braille learning devices represent different characters of a braille alphabet.

[0033] Clause 25: The kit of clause 24, wherein the braille cells of the plurality of braille learning devices comprise all letters of the braille alphabet.

[0034] Clause 26: The kit of clause 24 or clause 25, wherein the braille cells of the plurality of braille learning devices further comprise punctuation characters of a braille alphabet.

[0035] Clause 27: The kit of any of clauses 24-26, comprising multiple braille learning devices comprising braille cells for common letters (e.g., vowels and common consonants).

[0036] Clause 28: The kit of any of clauses 24-27, further comprising a container for the plurality of braille learning devices.

[0037] Clause 29: A braille learning system comprising a plurality of the braille learning devices of clause 1 configured to be arranged to form words, wherein the plurality of braille learning devices comprise at least one wireless transmitter configured to transmit signals to adjacent braille learning devices of the plurality of braille learning devices, wherein the at least one processor of a particular braille learning device of the plurality of braille learning devices is configured to: receive character information from braille learning devices of the plurality of braille learning devices that are positioned adjacent to a first side of the particular braille learning device via the at least one wireless transmitter; and transmit the received character information and information about the character represented by the braille cell of the particular braille learning device to another adjacent braille learning device of the plurality of braille learning devices, which is positioned adjacent to a second side of the particular braille learning device.

[0038] Clause 30: The braille learning system of clause 29, wherein the at least one processor of the particular braille learning device is further configured to, when no braille learning device adjacent to the second side of the particular braille learning device is present, cause the at least one audio emitter to emit an audio message indicating a word formed by the plurality of braille learning devices determined based on the received character information and information about the character represented by the braille cell of the particular braille learning device.

[0039] Clause 31 : The braille learning system of clause 30 or clause 31, further comprising a portable computing device in wireless communication with one or more of the plurality of braille learning devices.

[0040] Clause 32: The braille learning system of clause 31, wherein the portable computing system comprises foreign language libraries for determining whether foreign language words spelled with the braille learning devices are spelled correctly.

[0041] Clause 33 : The braille learning system of clause 31 or clause 32, wherein the wireless communication is via at least one of a Bluetooth® transmitter, a near-field communication transmitter, infrared (IR) transmitter, or an RFID transmitter.

[0042] Clause 34: The braille learning system of any of clauses 31-33, wherein the portable computing device is configured to receive information for characters represented by braille cells of the plurality of braille learning devices and to emit audio messages based on the received information.

[0043] Clause 35: The braille learning system of any of clauses 31-34, wherein the portable computing device is configured to compare the received information for the characters represented by the braille cells of the plurality of braille learning devices to an expected response and provide a notification regarding whether the expected response was received.

[0044] Clause 36: The braille learning system of any of clauses 31-35, wherein the portable computing device is configured to: provide an audible instruction to a user for a word to be spelled using two or more of the plurality of braille learning devices; receive information for characters represented by the braille cells of the plurality of braille learning devices; compare the received information for the characters to the word to be spelled; and provide a success or failure notification determined based on the comparison.

[0045] Clause 37: The braille learning system of clause 36, wherein the portable computing device provides a hint when the received information for the characters indicates that the word was spelled incorrectly.BRIEF DESCRIPTION OF THE DRAWINGS

[0046] These and other features and characteristics of the present disclosure, as well as the methods of operation and functions of the related elements of structures and the combination of parts and economies of manufacture, will become more apparent upon consideration of the following description and the appended claims with reference to the accompanying drawings, all of which form a part of this specification, wherein like reference numerals designate corresponding parts in the various figures. It is to be expressly understood, however, that the drawings are for the purpose of illustration and description only and are not intended as a definition of the limit of the invention.

[0047] Further features and other examples and advantages will become apparent from the following detailed description made with reference to the drawings in which:

[0048] FIG. 1 A is a perspective view of a braille learning device, according to an aspect of the present disclosure;

[0049] FIG. IB is a front view of the braille learning device of FIG. 1 A;

[0050] FIG. 1C is a top view of the braille learning tool of FIG. 1 A;

[0051] FIG. ID is a schematic drawing of a braille learning device including mechanical connectors for joining the device to adjacent devices, according to an aspect of the present disclosure;

[0052] FIG. 2 is a schematic drawing showing electronic components of a braille learning device, according to an aspect of the present disclosure;

[0053] FIG. 3 A is a schematic drawing of a kit including multiple braille learning devices for different letters of a braille alphabet, according to an aspect of the present disclosure;

[0054] FIGS. 3B and 3C are drawings showing some of the braille learning devices of FIG.3 A connected together to form words, according to aspects of the present disclosure;

[0055] FIGS. 4 A and 4B are a flow chart showing a process for identifying words spelled using the braille learning devices and providing user feedback, according to an aspect of the present disclosure;

[0056] FIG. 5 is a schematic drawing of a braille learning system including multiple braille learning devices, according to an aspect of the present disclosure; and

[0057] FIGS. 6A-6C are schematic drawings of user interface screens, which can be displayed on a portable computing device in communication with one or more braille learning devices, according to aspects of the present disclosure.DETAILED DESCRIPTION OF THE INVENTION

[0058] For purposes of the following detailed description, it is to be understood that the invention may assume various alternative variations and step sequences, except where expressly specified to the contrary. Moreover, other than in any operating examples, or where otherwise indicated, all numbers expressing, for example, a duration of an electric pulse or of a pause between pulses, as used in the specification and claims are to be understood as being modified in all instances by the term “about”. Accordingly, unless indicated to the contrary, the numerical parameters set forth in the following specification and attached claims are approximations that may vary depending upon the desired properties to be obtained by the present invention. At the very least, and not as an attempt to limit the application of the doctrine of equivalents to thescope of the claims, each numerical parameter should at least be construed in light of the number of reported significant digits and by applying ordinary rounding techniques.

[0059] Notwithstanding that the numerical ranges and parameters setting forth the broad scope of the invention are approximations, the numerical values set forth in the specific examples are reported as precisely as possible. Any numerical value, however, inherently contain certain errors necessarily resulting from the standard deviation found in their respective testing measurements.

[0060] As used herein, the singular form of “a”, “an”, and “the” include plural referents unless the context clearly dictates otherwise.

[0061] As used herein, the terms “right”, “left”, “top”, “bottom”, and derivatives thereof shall relate to the invention as it is oriented in the drawing figures. However, it is to be understood that the invention can assume various alternative orientations and, accordingly, such terms are not to be considered as limiting. Also, it is to be understood that the invention can assume various alternative variations and stage sequences, except where expressly specified to the contrary. It is also to be understood that the specific devices and processes illustrated in the attached drawings, and described in the following specification, are examples. Hence, specific dimensions and other physical characteristics related to the embodiments disclosed herein are not to be considered as limiting.

[0062] As used herein, the terms “communication” and “communicate” refer to the receipt or transfer of one or more signals, messages, commands, or other type of data. “Electrical communication” refers to receipt or transfer of power (e.g., current and / or voltage) between devices. For one unit or component to be in communication with another unit or component means that the one unit or component is able to directly or indirectly receive data or power from and / or transmit data or power to the other unit or component. This can refer to a direct or indirect connection that can be wired and / or wireless in nature. Additionally, two units or components can be in communication with each other even though the data transmitted can be modified, processed, routed, and the like, between the first and second unit or component. For example, a first unit can be in communication with a second unit even though the first unit passively receives data and does not actively transmit data to the second unit. As another example, a first unit can be in communication with a second unit if an intermediary unit processes data from one unit andtransmits processed data to the second unit. It will be appreciated that numerous other arrangements are also possible.

[0063] With reference to the figures, the present disclosure is directed to a kit 60 and system 70 comprising multiple braille learning devices 10 configured to be used by a visually impaired user, such as a student or child, for practicing reading braille characters and forming words in braille. In some examples, the braille learning devices 10 can provide the child with his or her first introduction to the braille alphabet. The braille learning devices 10 can be individual units or boxes comprising audio components and containing individual braille cells. In some examples, the units or boxes can be configured to give an audible identification of a letter of the braille cell when the unit or box is, for example, pressed, squeezed, or touched by the user activating an activation switch. The user is generally a child (e.g., between 3 and 10 years old), who is beginning to learn to spell, write, and read using braille. However, it is understood that the braille learning devices 10, kits 60, and systems 70 disclosed herein can also be used by adults, such as by a parent who is helping a child to learn braille and / or learning braille along with a child. The braille learning devices 10 can also be used by teachers for showing young students how to identity braille characters and form words using braille.

[0064] Desirably, the devices 10, kits 60, and systems 70 disclosed herein can provide young students with a first opportunity to feel how individual letters of the braille alphabet are formed and to begin to associate particular braille letters with sounds and letter names from audio messages emitted by the braille learning devices 10. For example, the child can receive audible feedback and messages by pressing (e.g., squeezing, pressing, or touching) surface(s) of the device to play recorded audio messages including the name of the letter and / or the sound the letter makes. Depending on the level of visual impairment of the user (student or child), exterior portions of the braille learning devices 10 can be formed from difficult colors of, for example, a rigid plastic material, to help the user to distinguish between different letters, which can hold the user’s attention and aid in the learning process.

[0065] In some examples, the individual braille learning devices 10 can include communications components (e.g., a wireless transmitter and associated electronic circuitry) for detecting and communicating with adjacent braille learning devices 10. For example, the braille learning devices 10 can be configured to detect or determine character information for adjacent braille learning devices 10. A particular braille learning device 10 can also be configured toidentify or detect devices 10 on a right side and / or a left side of the device 10, so that the particular device 10 can determine whether several devices 10 are arranged in series to form a word. The individual braille learning devices 10 can also be configured to share information between the devices 10 in order to identify the formed word. In some examples, one or more of the devices 10 can be configured to play an audio clip or recording of the word formed by multiple devices 10 arranged in series. In some examples, one or more of the devices 10 can also be configured to provide feedback or hints helping the user to identify, for example, an incorrectly positioned letter in a formed word. The hint can help the user to replace the incorrect device 10 and letter with another device 10 for the correct letter or to rearrange incorrectly placed letters in the formed word.

[0066] In some examples, housings or exterior portions of the devices 10, which include braille cells configured to be manipulated and identified by users, can be formed by an automated fabrication method, such as three-dimensional (3D) printing. In other examples, as described herein, the devices 10 can be made by injection molding and similar processes for forming rigid plastic structures.

[0067] In some examples, the devices 10 can also be configured to communicate with other electronic devices, such as a portable computing device (e.g., a computer tablet or smartphone) positioned near one or more of the braille learning devices 10. The portable computing device, such as the computer table or smartphone, can be configured to receive information from one or more of the braille learning devices 10 and to provide feedback informing the student or child whether, for example, words were formed correctly and / or providing prompts and hints requiring the student or child to rearrange the devices 10 to form new words, phrases, or sentences. The computer tablet or smartphone can also be configured to display, for example, a user interface allowing a user to select a lesson or task to perform and / or displaying feedback or a record of previously formed words based on information received from the devices 10. For example, feedback can include information about a total use time for the braille learning devices, feedback about words spelled during a particular lesson or period of time, and / or feedback about a student’s success rate for spelling certain words.

[0068] FIGS. 1 A-1D show external features of a braille learning device 10 including features of the present disclosure. FIG. 2 is a schematic drawing showing electrical components enclosed within an interior of the braille learning device 10 for providing audible messages and feedbackfor the student or child using the device 10. As shown in FIGS. 1A-1C and FIG. 2, the braille learning device 10 comprises a housing 12, such as a box, unit, enclosure, or container, comprising a first or front surface 14, a second or rear surface 16, and top, bottom, and / or side surfaces 18 between the front surface 14 and the rear surface 16. Some or all surfaces 14, 16, 18 of the housing 12 can be made from a durable and rigid material sufficient for protecting electronic circuitry and components in the housing 12, even as the device 10 is being manipulated and played with (e.g., dropped, impacted, stepped on, etc.) by, for example, a child user. For example, the housing 12 can be formed from a rigid plastic material, such as high- density polyethylene, polyethylene terephthalate, polycarbonate, acrylonitrile butadiene styrene, or similar materials, as are known in the art. Housings 12 for different devices 10 of a kit 60 or braille learning system 70 comprising multiple braille learning devices 10 can be different colors and / or can include different aesthetic embellishments to help the user (e.g., the student or child) to distinguish between different devices 10, which may aid in learning processes and help to hold the child’s interest while using the devices 10.

[0069] As shown in FIGS. 1A-1C, the housing 12 is generally rectangular in shape having a length of about 50 mm to about 150 mm or about 70 mm to about 100 mm, a width of about 25 mm to 75 mm or about 45 mm to about 65 mm, and a height of about 20 mm to 40 mm or about 26 mm to about 34 mm. In other examples, the housing 12 can include sides or surfaces 14, 16, 18 that are a square, oval, trapezoid, or any other convenient shape sized to include a braille cell 20. The housing 12 dimensions can also be modified based, for example, on use requirements for particular users. For example, younger children may benefit from using larger devices 10 with larger braille cells 20. Older children may prefer smaller devices, making it easier to form longer words. The housing 12 can be made by a suitable technique for forming a rigid plastic structure, such as injection molding or three-dimensional (3D) printing.

[0070] As shown in FIGS. 1A and IB, the front surface 14 of the braille learning device 10 comprises the braille cell 20 configured to be manipulated by a device user for practicing reading a braille character represented by the braille cell 20. Braille cells 20 can have different arrangements or patterns of possible sites depending upon the braille alphabet or language being represented. For example, the standard English-language braille cell 20 can include a 3 x 2 matrix including six possible sites, as shown in FIGS. 1A-1D. In other examples, while not shown in the figures, a braille cell 20 can include fewer than six possible sites (e.g., two or foursites) or more than six sites (e.g., eight, ten, or more sites). For example, a non-English language braille cell 20 can include eight possible sites arranged in a 4 x 2 matrix. The sites of the braille cell 20 can be raised, embossed, textured, or otherwise marked in a conspicuous manner, which can be felt by a visually impaired person to represent a particular letter of the braille alphabet. For example, as shown in FIGS. 1A and IB, the device 10 includes a raised dot or protrusion 22, such as a cylindrical or semispherical protrusion, at one of the sites 24 of the braille cell 20. The other sites 24 of the braille cell 20 do not include such protrusions 22.

[0071] As previously described, each device 10 of a kit 60 of devices 10 can include a braille cell 20 representing a particular letter or punctuation mark of a braille alphabet. The braille cell 20 can be formed in the housing 12 during manufacture, such as by 3D printing or injection molding. In other examples, the braille cell 20 or portions of a braille cell (e.g., the cylindrical protrusions 22) can be attached to a generic or standard housing 12, thereby creating devices 10 for different letters of the braille alphabet.

[0072] Braille cells 20 are not orientation independent, meaning that a braille cell 20 rotated by 180 degrees will represent a different letter than when the braille cell 20 is not rotated. In order to address orientation of the braille learning devices 10, in some examples, the housing 12 can include an orientation indicator 26 identifying, for example, a top portion of the braille cell 20. For example, as shown in FIGS. 1 A-1C, the orientation indicator 26 comprises a ridge along a top edge of the braille cell 20 showing the user the correct orientation to read the letter represented by the braille cell 20.

[0073] In some examples, the housing 12 can further comprise a standard-sized braille cell indicator 28 (shown in FIGS. IB and 1C) located, for example, on one of the side surfaces 18 of the housing 12. The standard-sized braille cell indicator 28 can be about 2.0 mm to about 3.0 mm or about 2.3 mm to about 2.5 mm wide and about 4.0 mm to about 6.0 mm or 4.6 mm to about 5.0 mm in height.

[0074] The standard- si zed braille cell indicator 28 can be provided, for example, so that visually impaired parents can identify the letter represented by the braille cell 20 of a particular braille learning device 10, without needing to touch the larger braille cell 20 on the front surface 14 of the housing 12. The user (e.g., the student or child) can also feel the standard-sized braille cell indicator 28 in order to gain familiarity with a feel of a standard sized braille cell.

[0075] In some examples, the braille learning device 10 can also include a mechanical or magnetic latch or connector 30 (shown in FIGS. ID and 2) for joining braille learning devices 10 together allowing the user to form words. In some examples, as shown in FIG. ID, the connector 30 can be a mechanical connector, such as a latch or clip. For example, the braille learning device 10 can include a male connector 32 or clip extending from one side of the housing 12, configured to be received by a female connector 34 or clip of another braille learning device 10, and a female connector 34 extending from an opposite side of the housing 12, configured to receive a male connector 32 of another device 10. In some examples, the male connector 32 or clip can be an elongated member with a bulbous distal end. The female connector 34 or clip can include c-shaped or u-shaped arms sized to receive the bulbous distal end of the male connector 32, thereby securing the braille learning device 10 to an adjacent braille learning device 10. In some examples, the mechanical connectors 30 or clips allow multiple braille learning devices 10 to be physically and removably connected together by the user allowing the user to form words from multiple devices 10 connected together in series.

[0076] In other examples, the braille learning device 10 can include magnetic connectors 36 (shown in FIG. 2) disposed in or on the housing 12. The magnetic connectors 36 can be configured to provide a weak and removable attraction between adjacent braille learning devices 10, meaning that the devices 10 generally remain together when arranged to form words. However, the magnetic connectors 36 can be rather weak, so that the braille learning devices 10 can be easily separated by, for example, a child user and rearranged to form new words.

[0077] The braille learning device 10 also includes electronic components enclosed in the housing 12 for providing audio messages, notifications, or indications about the letter represented by the braille cell 20 of the device 10 to the device user. FIG. 2 is a schematic drawing of exemplary electrical components of the braille learning device 10 for providing the audio messages and notifications. As shown in FIG. 2, the braille learning device 10 can include an audio emitter 38, such as a speaker or amplifier, at least partially disposed in an interior of the housing 12. The braille learning device 10 can also comprise an audio recorder 40, such as a microphone and associated circuitry, for recording digit audio signals. The audio recorder 40 can be used, for example, to record an audio message about the braille letter represented by the braille cell 20 of the braille learning device 10. In particular, a user (e.g., teacher or parent) may be asked to record a letter name and sound for each braille learning device 10 of a kit 60 priorto providing the braille learning devices 10 to the child. In some examples, the housing 12 can include perforations or openings over the audio emitter 38 and / or audio recorder 40 for improving sound quality and for ensuring that the recordings are not distorted by the housing 12.

[0078] In some examples, the audio recorder 40 (e.g., microphone) can be a removable or optional component of the braille learning device 10, which may be omitted or removed to preserve battery life. For example, the audio recorder 40 (e.g., microphone) may be provided initially to allow the parent or teacher to record the audio messages for each braille character. After the audio messages are recorded and stored on computer memory (e.g., on non-transitory computer readable memory) of the braille learning devices 10, the audio recorder 40 can be removed in order to preserve battery life.

[0079] The braille learning device 10 can also include one or more activation switches for activating and controlling the audio emitter 38 and / or the audio recorder 40. For example, the braille learning device 10 can include a first audio switch 42 for activating the audio recorder. The first audio switch 42 can be a pressure activated switch, which turns on the audio recorder 40 when the switch 42 is pressed, squeezed, contacted, or otherwise manipulated by the user. In some examples, the audio recorder 40 can be configured to record an audio sample whenever the switch 42 is contacted by the user. When the user releases the switch 42, the audio recording ceases. As previously described, the audio sample can be an audio message recorded, for example, by a parent or teacher saying the letter sound and name. The recorded audio sample can be stored on computer memory of the braille learning device 10. For example, audio samples can be stored on non-transitory and / or programmable read-only memory that remains intact even after a device battery is depleted. In other examples, the audio recorder 40 can be configured so that recording starts when the user touches the switch 42 a first time and stops when the user touches the switch 42 a second time.

[0080] The braille learning device 10 can also include a switch for causing the audio emitter 38 to play the recorded or stored message about the letter represented by the braille cell 20. In some examples, the same switch (e.g., the first audio switch 42) can be used both for controlling the audio recorder 40 and the audio emitter 38. For example, a user may press and hold the switch 42 to activate the audio recorder 40. Briefly pressing the switch 42 can cause the audio emitter 38 to play the recorded message. In other examples, as shown in FIG. 2, the braillelearning device 10 can include a second audio switch 44 for activating the audio emitter 38. The second audio switch 44 can be another pressure-activated switch configured to activate the audio emitter 38 when a surface 14, 16, 18 of the housing 12 is contacted, pressed, or squeezed by a device user. In some examples, the first audio switch 42 and the second audio switch 44 can be positioned on opposite sides of the device 10. In that case, the user may be required to squeeze the device 10 activating both switches 42, 44 in order to control the audio emitter 38 and / or audio recorder 40.

[0081] The braille learning device 10 can also include a controller or processor 46 and associated computer memory 48 disposed within the housing 12 and in communication with the audio emitter 38, the audio recorder 40, and the switches 42, 44. For example, the processor 46 and computer memory 48 can be disposed on a printed circuit board mounted in the interior of the housing 12. As described in further detail herein, the processor 46 can be configured to activate the audio recorder 40 in response to an activation signal from one of the switches 42, 44 and cause a recorded message to be stored on the computer memory 48 associated with the processor 46 or controller. The controller or processor 46 can also be configured to receive an activation indication from one of the switches 42, 44 and, in response to the received activation indication, cause the audio emitter 38 (e.g., speaker) to emit a recorded message stored in the computer memory 48, such as the recorded message for the braille character or letter represented by the braille cell 20. As previously described, in some examples, the audio message is a message recorded by a device user, such as by a parent or teacher of the child using the braille learning device 10. In other examples, the computer memory 48 of the braille learning device 10 can include a library of messages or sounds, which are provided on the device 10 during manufacture. In that case, the processor 46 can be configured to cause the audio emitter 38 to play an audio message or sound from the library related to the letter or character represented by the braille cell 20 of the braille learning device 10.

[0082] The braille learning device 10 can also include a power supply or battery 50 in the housing 12 for powering the audio emitter 38, audio recorder 40, processor 46, and other electronic components or devices of the braille learning device 10. In some examples, the battery 50 can be rechargeable, such as a battery 50 that is recharged when positioned proximate to a radio frequency emitter or antenna device. In other examples, the battery 50 can be a disposable (e.g., single-use or non-rechargeable) battery, which can be removed and replaced whendepleted. In other examples, the braille learning device 10 can be a single-use device, configured to be discarded when the battery 50 becomes depleted. The battery 50 can be any small-sized battery typically used for small, low power electronic devices, such as a lithium-ion battery, nickel -cadmium battery, or similar disposable or rechargeable battery designs, as are known in the art.

[0083] In some examples, the battery 50 is a nickel -cadmium button cell battery (e.g., an SR44, LR44, AG13, 357, 303, or A76 battery). In an example, each braille learning device 10 can include multiple batteries 50, such as two, three, four, or more disposable (e.g., non- rechargeable) nickel-cadmium button cell batteries 50 for powering electrical components of the braille learning device 10. Individual or total combined voltage of the batteries 50 can be selected based on power requirements of the electrical components of the braille learning device 10. In some examples, the batteries 50 of the braille learning device 10 can be 1.5 volt batteries, meaning that a device 10 with three batteries 50 has a total voltage of 4.5 volts. In other examples, lithium ion (e.g., 2016, 2032, 2450 size lithium ion batteries) or lithium ion polymer (LIPO) (e.g., an LP103395 rechargeable battery) batteries can be used, which provide a smaller size and are rechargeable. In examples, charging can take place in a carrying case, box, or container 62 (shown in FIG. 3 A) for the braille learning devices 10. Charging can be performed by any known wired or wireless connection, such as by a spring-pin connection or by inductive wireless charging.

[0084] In some examples, the braille learning device 10 also includes a wireless transmitter 52 in the housing 12 configured to transmit signals to other electronic devices, such as to one or more additional braille learning devices 10 positioned adjacent to the braille learning device 12. The wireless transmitter 52 can also be configured to transmit signals to and / or receive signals from other electronic devices, such as a portable computing device (e.g., a computer tablet or smart phone) positioned proximate to the braille learning device 10. The wireless transmitter can be a short-range low power wireless transmitter, such as a Bluetooth® transmitter, a near- field communication transmitter, an RFID transmitter, or an infrared (IR) emitter and detector. In other examples, information can be transmitted between braille learning devices 10 using, for example, an arrangement of reed switches and magnets. In some examples, the wireless transmitter 52 can also use one or more of the following data transmission connection technologies: Advanced Message Queuing Protocol (AMQP) connection, ConstrainedApplication Protocol (CoAP) connection, a wireless network protocol based on the IEEE 802.11 standard (e.g., Wi-Fi® protocol connection), a wireless protocol based on the IEEE 802.15.4 standard (e.g., a ZigBee protocol connection), a Z-Wave connection, a wireless personal area network (WPAN) connection, an Infrared Data Association (IrDA) connection, or any combination thereof.

[0085] In some examples, as described in further detail herein, the wireless transmitters 52 of multiple braille learning devices 10 can be configured to transmit information between the devices 10 in order to identify a word formed by multiple braille learning devices 10 arranged in series. One or more of the braille learning devices 10 can be configured to identify the word based on information received from the other braille learning devices 10 and provide audible feedback to a user, such as an audio recording of the word or spelling the identified word.

[0086] In order to use the braille learning device 10, as an initial step, an adult user (e.g., a teacher, caregiver, or parent) can first record the audio message for the braille learning device 10. In order to record the audio message, the user may determine the letter represented by the braille cell 20 by reading the standard sized braille cell indicator 28 to identify the letter. The user can then press the first audio switch 42 to activate the audio recorder 40 and say the audio message, such as saying a name or sound of the letter represented by the braille cell 20. Once the message is complete, the user can release the switch 42 to end the audio recording. Once the recordings are completed for some or all of the braille learning devices 10 of a kit 60, the kit 60 of braille learning devices 10 can be provided to a user (e.g., a child or student) for use in learning to read braille letters. The child can touch the braille cells 20 of the braille learning devices 10 to identify the letter represented by each braille cell 20. The child can also press the second audio switch 44 to hear the recorded message for the letter name and sound for each device 10. As described in further detail herein, the child can also join braille learning devices 10 together to form words. The braille learning devices 10 can be configured to transmit information between the different devices 10 to determine the formed word and, in some examples, can play an audio message saying the letters in order and / or saying the formed word.

[0087] FIG. 3 A is a schematic drawing of a kit 60 comprising multiple braille learning devices 10, which can be arranged together by the user to form words and sentences. The braille learning devices 10 can be provided in a container 62, such as a box, bag, or enclosure. As shown in FIG. 3 A, the container 62 can include dividers for separating braille learning devices 10 fordifferent letters. In some examples, the container 62 can also include padding for protecting the braille learning devices 10 during transport or storage. In some examples, the kit 60 can also include electronic devices, such as a charging pad or receptacle for charging the batteries 50 of the braille learning devices 10 between uses.

[0088] In some examples, the kit 60 can include twenty-six (26) braille learning devices 10 with braille letters representing twenty-six (26) letters of the alphabet. In some instances, the kit 60 can include multiple devices 10 for common letters, such as vowels and common consonants (e.g., R, S, T, L, and / or N). In some examples, the kit 60 can also include braille learning devices 10 with braille cells 20 for words (e.g., common words or contractions), numbers, and / or for formatting marks (e.g., capital, accent, etc.). In some examples, the kit 60 can be provided to a user with one or multiple audio messages pre-recorded on each of the braille learning devices 10. In other examples, as discussed above, audio messages can be recorded on the braille learning devices 10, for example, by a parent or teacher before providing the kit 60 to a child or student. FIGS. 3B and 3C shows that the braille learning devices 10 of the kit 60 can be arranged together to form words. For example, in FIG. 3B, braille learning devices 10 of the kit 60 are arranged to form the word “cat” and in FIG. 3C the braille learning devices 10 of the kit 60 are arranged to form the word “blue”. As previously described, the braille learning devices 10 can include the mechanical connectors 30 or magnetic connectors 36 (not shown in FIGS. 3B and 3C) for securing or holding braille learning devices 10 together. However, connections between the braille learning devices 10 are removable, so that the student or child can rearrange letters to form new words.

[0089] As previously described, the braille learning devices 10 can be configured to transmit information between adjacent braille learning devices 10 in order to recognize or determine the word spelled by the connected devices 10. For example, a particular braille learning device 10 can be configured to identify whether another device is connected or proximate to either a left side or right side of the particular device 10. The determination can be based on wireless signals received via the wireless transmitter 52 of the particular braille learning device 10. In other examples, devices 10 located on a right side or left side of a particular braille learning device 10 can be detected by sensors of the particular device 10. For example, a braille learning device 10 can include sensors (e.g., pressure or contact sensors) for detecting when mechanical connectors 30 extending from the device 10 are received by or engaged with mechanical connectors ofanother device 10. In other examples, the braille learning device 10 can include sensors for detecting magnetic fields emitted from magnetic connectors 36 of braille learning devices 10 located on a left side and / or right side of the particular braille learning device 10. Based on determining whether devices 10 are located on the right and left side of the particular device 10, the processor 46 of the particular braille learning device 10 can determine whether the particular braille learning device 10 is located at the beginning of the formed word, the end of the formed word, or in a middle position of the formed word.

[0090] FIGS. 4 A and 4B show a flow chart showing an exemplary process for detecting words formed by multiple braille learning devices 10 and for providing audio messages about the formed words for a user. The process described in FIGS. 4A and 4B begins with a braille learning device 10 at the end of a word (e.g., the device 10 for the letter “E” in FIG. 3C). However, it is understood that the process described herein could also be modified to begin with a device 10 at the beginning of the word (e.g., the device 10 for the letter “B” in FIG. 3C). Other processes for transmitting information between adjacent braille learning devices 10 and / or for determining words spelled by braille learning devices 10 may also be implemented by those skilled in the art using the braille learning devices 10 of the present disclosure.

[0091] As shown in FIG. 4 A, the process can include a first step 410 of identifying which of the braille learning devices 10 is located at the beginning of the word (e.g., letter “B” in FIG. 3C) and which device 10 is located at the end of the word (e.g., letter “E” in FIG. 3C). In order to identify the braille learning devices 10 at the beginning and the end of the word, the braille learning devices 10 are configured to detect whether another braille learning device 10 is located on a first or left side of a particular device 10 and whether another braille learning device is located on a second or right side of a particular device 10. For example, this can be determined by each device processor 46, which can receive signals via the wireless transmitter 52 or from device sensors identifying devices located on the right side and left side of each particular device 10. The device processor 46 for the braille learning device 10 at the beginning of the word will detect or identify a device 10 on the right side of the device 10 and will not detect or identify a device 10 on the left side of the device 10. By contrast, the processor 46 of the device 10 located at the end of the word detects or identifies an adjacent device 10 on the left side of the end device 10 and does not identify a device adjacent to the left side of the end device 10. Any devices 10 that detect other devices 10 adjacent to both the left side and the right side of the device 10 arein the middle of the word (e.g., the letters “L” and “U” in FIG. 3C). For purposes of the process of FIG. 4, the beginning or first device 10 (e.g., the device 10 for letter “B” in FIG. 3C) is identified as a master device, which receives character information from other “slave” devices, identifies the word spelled by the devices 10, and provides an audio message for the spelled word. In other examples, the master device could be located on the end of the word, and the other devices 10 of the word could be slave devices 10.

[0092] In order to identify the spelled word, at step 412, once the end device 10 is identified, the processor 46 of the end device 10 is configured to transmit character information for the end device 10 via the wireless transmitter 52 to a first adjacent device 10 located to the left of the end device 10 (e.g., the device for the letter “U” in FIG. 3C) as shown by arrow Al. The character information transmitted from the end device 10 to the first adjacent device 10 includes only the character information for the end device 10 (e.g., the letter “E” for the word “blue” in FIG. 3C). At step 414, the processor 46 of the first adjacent device 10 (e.g., the letter “U” in FIG. 3C) is configured to receive the character information. At step 416, the processor 46 of the first adjacent middle device 10 then transmits the character information including both the character (e.g., the letter “E”) from the end device 10 and a character of the first adjacent device 10 (the letter “U” in FIG. 3C) to a second adjacent device 10 located to the left of the first adjacent device 10 (e.g., the device for the letter “L” in FIG. 3C), as shown by arrow A2.

[0093] At step 418, the processor 46 of the second adjacent device 10 (e.g., the letter “L” in FIG. 3C) is configured to receive the character information (e.g., the letters “U” and “E”) from the first adjacent device 10.

[0094] As shown in FIG. 4B, at step 420, the processor 46 of the second adjacent middle device 10 then transmits the character information including both the previous characters (e.g., the letters “U” and “E”) and the character of the second adjacent device 10 (the letter “L” in FIG. 3C) to the next device 10 in the series, as shown by arrow A3. For example, for the four- letter word “blue”, the character information is transmitted from the second adjacent device 10 to the beginning device 10 (e.g., the device for letter “B” in FIG. 3C). For longer words, the process of transmitting character information between devices 10 in the middle of the word continues until the beginning device 10 receives the character information.

[0095] At step 422, the processor 46 of the master or beginning device 10 is configured to receive the character information (e.g., the letters “L”, “U”, and “E”) from the second adjacentdevice 10. At step 424, the processor 46 of the master or beginning device 10 then adds its own character to the character information forming the word (e.g., the word “BLUE” in FIG. 3C). At step 426, the processor 46 of the master or beginning device 10 can then be configured to identify the word from the character information. For example, the letters can be compared to known words in a library or dictionary stored on the computer memory 48 of the master or beginning device 10 or to words in a library on a portable computing device in communication with the master device 10. At step 428, if the received letters are determined to form a real word, the processor 46 can be configured to cause the audio emitter 38 of the master or beginning device 10 to provide an audible message for the formed word. For example, the processor 46 of the master or beginning device 10 can be configured to cause the audio emitter 38 to play an audio message including a recording of the word. In some instances, the recording of the word can be provided from a library (e.g., a library of 2, 3, and 4 letter words) of audio recording samples stored on the computer memory 48 of the device 10. In other examples, the braille learning devices 10 can include natural language processing software configured to determine and generate an audio sample for any word or portion of a word formed by the arrangement of braille learning devices 10. In some examples, the audio message can also include an audio message identifying the letters that form the word and / or sounds for each individual letter to show the child how letter sounds combine to form words.

[0096] In some examples, as previously described, the braille learning devices 10 of the present disclosure can also be configured to communicate with (e.g., transmit wireless signals to and receive wireless signals from) other electronic devices, such as a portable computing device 72 (e.g., a computer tablet or smartphone) located in proximity to the braille learning devices 10. FIG. 5 shows a braille learning system 70 including multiple braille learning devices 10, such as multiple devices 10 with braille cells 20 for different letters, numbers, and / or punctuation marks, and the portable computing device 72.

[0097] As shown in FIG. 5, the portable computing device 72 includes a controller or processor 74 and associated computer memory 76. The portable computing device 72 can also include a wireless transmitter 78, such as a short-range wireless transmitter, for receiving wireless signals from the braille learning devices 10 over a short-range transmission protocol, such as a Bluetooth® protocol connection, Advanced Message Queuing Protocol (AMQP) connection, Constrained Application Protocol (CoAP) connection, a wireless network protocolbased on the IEEE 802.11 standard (e.g., Wi-Fi® protocol connection), a wireless protocol based on the IEEE 802.15.4 standard (e.g., a ZigBee protocol connection), a Z-Wave connection, a wireless personal area network (WPAN) connection, an Infrared Data Association (IrDA) connection, or any combination thereof. The wireless transmitter 78 can also be configured to transmit or receive data over NFC communication protocols. The portable computing device 72 can also include a long-range data transmitter 80 for transmitting information from the portable computing device 72 to a remote computing device, computer server, and / or to the Internet via, for example, a cellular network (e.g., a 3G, 4G, 4G-LTE, or 5G cellular network). The portable computing device 72 can also include a visual display 82, such as touch screen display, which can be configured to display a user interface for controlling and / or reviewing information from the braille learning system 70 and braille learning devices 10. The portable computing device 72 can also include speakers 84 for providing audio feedback related to use of the braille learning devices 10 and system 70. In some examples, the portable computing device 72 can also include one or more cameras 86, which can be used, for example, to capture images of words formed by the braille learning devices 10. Obtained images can be used, for example, to document words formed or tasks performed by the student or child using the braille learning devices 10.

[0098] In some examples, the portable computing device 72 can include additional libraries or lists of words that are not stored on the individual braille learning devices 10. For example, the computer memory 76 of the portable computing device 72 can include libraries in multiple languages and / or libraries including audible messages for longer or more difficult words. If, for example, the student or child using the braille learning devices 10 is spelling words in a foreign (e.g., non-English) language, the braille learning devices 10 can be configured to transmit the character information to the portable computing device 72, which can compare the character information to the foreign language library stored on the portable computing device 72 to provide feedback on whether the student or child has spelled the foreign-language word correctly.

[0099] In some examples, the portable computing device 72 can be configured to guide the user (e.g., the student or child) in forming words using the braille learning devices 10, as part of a guiding exercise or lesson. For example, the processor 74 of the portable computing device 72 can be configured to execute a learning exercise or lesson. The learning exercises or lessons can be stored on the computer memory 76 of the portable computing device 72 and can beselected and executed to provide a guided learning experience for the student or child. For example, the exercise or lesson can be selected and controlled by an adult or teacher helping the student or child to use the braille learning devices 10.

[0100] In some examples, during a first level or part of a selected exercise or lesson, the processor 74 of the portable computing device 72 can be configured to guide the student or child in finding braille learning devices 10 for particular letters, which may be used to form a particular word. For example, the processor 74 can cause the portable computing device 72 to provide audible instruction to the student or child to find a device 10 with a braille cell 20 for the letter “C”. Once the student finds a device 10 for the letter “C”, the student or child can, for example, press one of the switches 42, 44 of the device 10 to hear the audio message about the letter. In some examples, the portable computing device 72 can receive an indication that the switch 42, 44 was activated from the device 10 to confirm that the student or child selected the correct braille learning device 10. If the correct device was selected (e.g., the student or child pressed the activation switch for the “C” device 10), then the portable computing device 72 could play a success message. If the student or child selects an incorrect letter, the portable computing device 72 can, for example, provide an audible message describing the pattern of raised dots for the letter “C”. The process can continue for other letter (e.g., for the letters “A” and “T”) until student or child correctly identifies all letters needed to form a particular word.

[0101] In some examples, in a second level or part of a lesson or exercise, the processor 74 of the portable computing device 72 can be configured to provide an audible instruction to the child, such as an instruction to spell a word (e.g., spell the word “CAT” as shown in FIG. 3B) using the braille learning devices 10. The portable computing device 72 can be configured to receive character information from one or more of the braille learning devices 10 via, for example, the short-range wireless transmitter 78 to confirm that the word was spelled correctly. For example, the portable computing device 72 can receive character information from a master braille learning device 10 indicating letters arranged together by the student or child. The processor 74 of the portable computing device 72 can be configured to compare the received character information to an expected response and provide feedback to the student or child. For example, if the processor 74 determines that the braille learning devices 10 are arranged correctly to form a requested word, the portable computing device 72 can be configured to provide an audible notification that the word was spelled correctly. However, if the received characterinformation does not match the expected response, the portable computing device 72 can be configured to provide an audible notification that the word is spelled incorrectly and / or a hint to help the student or child to correctly spell the word. For example, the hint can indicate how many letters are positioned correctly. The hint may also include feedback about how the word should sound, such as a message about which letter sounds make up the word.

[0102] In some examples, in a third level or part of the lesson, the portable computing device 72 and processor 74 can be configured to guide the student or child in spelling several words, such as a list of words of increasing difficulty. The portable computing device 72 can also be configured to track a user’s successes and failures providing information about skills that the student or child has mastered and skills that require additional practice.

[0103] In some examples, the portable computing device 72 can be configured to wirelessly transmit information about, for example, use of the braille learning devices 10 and / or a number of successes or failures for certain tasks from the portable computing device 72 to a remote computing device, a computer server, or, for example, an Internet webpage. For example, information about how long a student or child used the braille learning devices 10 (e.g., a total use time), a number of words spelled correctly, or a success percentage or success rate (e.g., percentage of words spelled correctly) can be uploaded from the portable computing device 72 to the remote device or server using the long-range data transmitter 80 of the portable computing device 72. The transmitted information can be displayed, for example, on a website, which can be reviewed by a parent or teacher. The transmitted information can also be stored on the remote server providing a record of a student or child’s use of the brailing learning device 10 and learning of the braille alphabet over time.

[0104] FIGS. 6A-6C show user interface screens, which could be displayed, for example, to a parent or teacher using the portable computing device 72, while the child or student uses the braille learning devices 10. For example, the screen of FIG. 6A is a start or welcome screen allowing the user to enter identifying information (e.g., student’s name, age, and / or language) and select one of several educational tasks or levels to be performed using the portable computing device 72 and braille learning devices 10. For example, a first or easiest test can introduce the student or child to letters by, for example, asking the student or child to find braille learning devices 10 for specific letters. A second level or test can show the student or child how to form words by, for example, asking the child to find specific letters and to place the letters inorder to spell words. A third level or test can ask the student or child to spell a variety of words to, for example, form sentences. The screen shown in FIG. 6B is a feedback screen showing a list of words spelled by the student or child using the braille learning devices 10. FIG. 6C is a statistics screen showing statistics for total use time, number of words (e.g., 3 letter words and 4-5 letter words) spelled correctly, and success ratio for a student or child. A parent or teacher may review the statistics screen after the student or child finishes using the braille learning devices 10 to track student progress.

[0105] Although the invention has been described in detail for the purpose of illustration based on what is currently considered to be the most practical and preferred embodiments, it is to be understood that such detail is solely for that purpose and that the invention is not limited to the disclosed embodiments, but, on the contrary, is intended to cover modifications and equivalent arrangements. Furthermore, it is to be understood that the present invention contemplates that, to the extent possible, one or more features of any embodiment can be combined with one or more features of any other embodiment.

Claims

THE INVENTION CLAIMED IS1. A braille learning device, comprising: a housing comprising a first surface, a second surface, and side surfaces between the first surface and the second surface, wherein the first surface comprises a braille cell configured to be manipulated by a device user for practicing reading a braille character represented by the braille cell; at least one audio emitter at least partially disposed within an interior of the housing; at least one activation switch for activating the at least one audio emitter; and at least one processor and associated computer memory disposed within the housing and in communication with the at least one audio emitter and the at least one activation switch, wherein the at least one processor is configured to: receive an activation indication from the at least one activation switch; and in response to the received activation indication, cause the at least one audio emitter to emit a recorded message stored in the computer memory associated with the at least one processor representative of the braille character represented by the braille cell.

2. The braille learning device of claim 1, wherein the housing comprises a rectangular block formed by at least one of three-dimensional printing or injection molding.

3. The braille learning device of claim 1 or claim 2, wherein the housing further comprises at least one standard-sized braille cell representative of the braille character positioned on one of the side surfaces of the housing.

4. The braille learning device of any of claims 1-3, wherein the braille cell positioned on the first surface of the housing comprises one or more raised dots positioned to represent the braille character.

5. The braille learning device of any of claims 1-4, further comprising a raised indicator on the first surface of the housing configured to indicate a proper orientation for reading the braille cell.

6. The braille learning device of any of claims 1-5, further comprising at least one audio recorder, optionally comprising a microphone, at least partially disposed within the interior of the housing, and wherein the at least one processor is configured to: upon receiving a first signal from the at least one activation switch, cause the at least one audio recorder to record an audio message; cause the recorded audio message to be stored on the computer memory, and upon receipt of a second signal from the at least one activation switch, cause the at least one audio emitter to emit the audio message stored on the computer memory.7 The braille learning device of any of claims 1-6, wherein the at least one audio emitter comprises a speaker.

8. The braille learning device of any of claims 1-7, further comprising at least one wireless transmitter configured to transmit signals to one or more additional braille learning devices positioned adjacent to the braille learning device to form words.

9. The braille learning device of claim 8, wherein the at least one wireless transmitter comprises at least one of a Bluetooth® transmitter, infrared (IR) transmitter, a near- field communication transmitter, or an RFID transmitter.

10. The braille learning device of claim 8 or claim 9, wherein the at least one processor is configured to: receive character information from the one or more additional braille learning devices, which are positioned adjacent to a first side of the braille learning device via the at least one wireless transmitter; and transmit the received character information and information about the braille character represented by the braille cell of the braille learning device to another of the one ormore additional braille learning devices, which is positioned adjacent to a second side of the braille learning device.

11. The braille learning device of any of claims 1-10, further comprising at least one mechanical or magnetic connector configured to connect the braille learning device to one or more adjacent braille learning devices on a first side or a second side of the braille learning device to form words.

12. A kit for learning braille, comprising: a plurality of the braille learning devices of any of claims 1-11, wherein the braille cells of the plurality of braille learning devices represent different characters of a braille alphabet.

13. A braille learning system comprising: a plurality of the braille learning devices of claim 1 configured to be arranged to form words, wherein the plurality of braille learning devices further comprise at least one wireless transmitter configured to transmit signals to adjacent braille learning devices of the plurality of braille learning devices; wherein the at least one processor of a particular braille learning device of the plurality of braille learning devices is configured to: receive character information from braille learning devices of the plurality of braille learning devices that are positioned adjacent to a first side of the particular braille learning device via the at least one wireless transmitter; and transmit the received character information and information about the character represented by the braille cell of the particular braille learning device to another adjacent braille learning device of the plurality of braille learning devices, which is positioned adjacent to a second side of the particular braille learning device.

14. The braille learning system of claim 13, wherein the at least one processor of the particular braille learning device is further configured to, when no braille learning device adjacent to the second side of the particular braille learning device is present, cause the at leastone audio emitter to emit an audio message indicating a word formed by the plurality of braille learning devices determined based on the received character information and information about the character represented by the braille cell of the particular braille learning device.

15. The braille learning system of claim 13 or claim 14, further comprising a portable computing device configured to receive information for characters represented by braille cells of the plurality of braille learning devices and to emit audio messages based on the received information.

Images