Goal based system tailored to the characteristics of a particular user Number:7,089,222 from the United States Patent and Trademark Office (PTO) owispatent A system is disclosed that provides a goal based learning system utilizing a rule based expert training system to provide a cognitive educational experience. The system provides the user with a simulated environment that presents a business opportunity to understand and solve optimally. Mistakes are noted and remedial educational material presented dynamically to build the necessary skills that a user requires for success in the business endeavor. The system utilizes an artificial intelligence engine driving individualized and dynamic feedback with synchronized video and graphics used to simulate real-world environment and interactions. Multiple "correct" answers are integrated into the learning system to allow individual learning experiences in which navigation through the system is at a pace controlled by the learner. A robust business model provides support for realistic activities and allows a user to experience real-world consequences for their actions and decisions and entails real-time decision making and synthesis of the educational material. The system characterizes a user to tailor the presentation.<H characteristics, particular, Goal, based, syst, 7089222.html, Patent, pto, 7089222

Title: Goal based system tailored to the characteristics of a particular user

Abstract: A system is disclosed that provides a goal based learning system utilizing a rule based expert training system to provide a cognitive educational experience. The system provides the user with a simulated environment that presents a business opportunity to understand and solve optimally. Mistakes are noted and remedial educational material presented dynamically to build the necessary skills that a user requires for success in the business endeavor. The system utilizes an artificial intelligence engine driving individualized and dynamic feedback with synchronized video and graphics used to simulate real-world environment and interactions. Multiple "correct" answers are integrated into the learning system to allow individual learning experiences in which navigation through the system is at a pace controlled by the learner. A robust business model provides support for realistic activities and allows a user to experience real-world consequences for their actions and decisions and entails real-time decision making and synthesis of the educational material. The system characterizes a user to tailor the presentation.

Patent Number: 7,089,222 Issued on 08/08/2006 to Lannert, et al.

Inventors: Lannert; Eric Jeffrey (Chicago, IL), Poon; Alexander Han Leung (Wolcott, CT), Ciancaglini; Joseph Michael (Greenfield, WI)
Assignee: Accenture, LLP (Palo Alto, CA)

Appl. No.: 09/868,667

Filed: February 8, 1999

PCT Filed: February 08, 1999

PCT No.: PCT/US99/02744

371(c)(1),(2),(4) Date: September 04, 2001

PCT Pub. No.: WO00/38153

PCT Pub. Date: June 29, 2000

Current U.S. Class: 706/47 ; 706/45

Current International Class: G06N 5/00 (20060101)

Field of Search: 700/47,45

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Primary Examiner: Starks, Jr.; Wilbert
Attorney, Agent or Firm: Banner & Witcoff, Ltd.

Claims

What is claimed is:

1. A method for creating a presentation on a computer system, comprising the steps of: (a) receiving, through a user interface of the computer system, goal-related information indicative of a goal, the goal-related information specifying one or more learning objectives of the presentation, the goal being associated with a training objective; (b) querying, through the user interface of the computer system, a user for user-related information based on said one or more leaning objectives of the presentation; (c) analyzing, by a processor of the computer system, the user-related information from user responses to ascertain user characteristics; (d) integrating, by the processor, instruction-related information that motivates accomplishment of the goal for use in the presentation, through a display interface of the computer system, based on the user characteristics; and (e) evaluating progress toward the goal, by the processor, and providing feedback, through the display interface of the computer system, based on the user characteristics that further motivates accomplishment of the goal.

2. The method for creating the presentation as recited in claim 1, including the step of instantiating a particular feedback model based on the characteristics of the user.

3. The method for creating the presentation as recited in claim 2, including the step of analyzing the user responses using an expert system to determine characteristics of the user.

4. The method for creating the presentation as recited in claim 1, including the step of creating a tailored presentation based on the characteristics of the user.

5. The method for creating the presentation as recited in claim 4, including the step of storing portions of the tailored presentation based on the characteristics of the user.

6. The method for creating the presentation as recited in claim 1, including the step of selecting examples based on the characteristics of the user.

7. The method for creating the presentation as recited in claim 1, including the step of selecting a quantitative analysis model to perform what-if analysis based on characteristics of the user.

8. The method for creating the presentation as recited in claim 1, including the step of tailoring feedback based on a character profile based on the user responses.

9. The method for creating the presentation as recited in claim 1, including the step of presenting a tailored simulation based on characteristics of the user.

10. An apparatus that creates a presentation on a computer system, comprising: (a) a processor; (b) a memory that stores goal-related information under the control of the processor, the goal-related information specifying one or more learning objectives of the presentation, the goal being associated with a training objective; (c) logic that queries a user for user-related information based on said one or more learning objectives of the presentation; (d) logic that analyzes the user-related information from user responses to ascertain user characteristics; (e) logic that integrates information that motivates accomplishment of the goal for use in the presentation based on the user characteristics; and (f) logic that evaluates progress toward the goal and providing feedback based on the user characteristics that further motivates accomplishment of the goal.

11. The apparatus that creates the presentation as recited in claim 10, including logic that instantiates a particular feedback model based on the characteristics of the user.

12. The apparatus that creates the presentation as recited in claim 10, including logic that analyzes user responses using an expert system to determine the characteristics of the user.

13. The apparatus that creates the presentation as recited in claim 10, including logic that creates a tailored presentation based on the characteristics of the user.

14. The apparatus that creates the presentation as recited in claim 10, including logic that stores portions of the tailored presentation based on the characteristics of the user.

15. The apparatus that creates the presentation as recited in claim 10, including logic that selects examples based on the characteristics of the user.

16. The apparatus that creates the presentation as recited in claim 10, including logic that selects a quantitative analysis model to perform what-if analysis based on characteristics of the user.

17. The apparatus that creates the presentation as recited in claim 10, including logic that tailors feedback based on a character profile based on the user responses.

18. The apparatus that creates the presentation as recited in claim 10, including logic that creates a multimedia presentation, and including logic that presents a tailored simulation based on characteristics of the user.

19. A computer-readable medium having computer-executable instructions for performing steps comprising: (a) receiving goal-related information indicative of a goal, the goal-related information specifying one or more learning objectives of a presentation, the goal being associated with a training objective; (b) querying a user for user-related information based on said one or more learning objectives of the presentation; (c) analyzing the user-related information from user responses to ascertain user characteristics; (d) integrating instruction-related information that motivates accomplishment of the goal for use in the presentation based on the user characteristics; and (e) evaluating progress toward the goal and providing feedback based on the user characteristics that further motivates accomplishment of the goal.

Description

FIELD OF THE INVENTION

The present invention relates to education systems and more particularly to a rule based tutorial system that characterizes a user to tailor the presentation and control business simulations of actual environments to teach new skills.

BACKGROUND OF THE INVENTION

When building a knowledge based system or expert system, at least two disciplines are necessary to properly construct the rules that drive the knowledge base, the discipline of the knowledge engineer and the knowledge of the expert. The domain expert has knowledge of the domain or field of use of the expert system. For example, the domain expert of an expert for instructing students in an automotive manufacturing facility might be a process control engineer while the domain expert for a medical instruction system might be a doctor or a nurse. The knowledge engineer is a person that understands the expert system and utilizes the expert's knowledge to create an application for the system. In many instances, the knowledge engineer and domain expert are separate people who have to collaborate to construct the expert system.

Typically, this collaboration takes the form of the knowledge engineer asking questions of the domain expert and incorporating the answers to these questions into the design of the system. This approach is labor intensive, slow and error prone. The coordination of the two separate disciplines may lead to problems. Although the knowledge engineer can transcribe input from the expert utilizing videotape, audio tape, text and other sources, efforts from people of both disciplines have to be expended. Further, if the knowledge engineer does not ask the right questions or asks the questions in an incorrect way, the information utilized to design the knowledge base could be incorrect. Feedback to the knowledge engineer from the expert system is often not available in prior art system until the construction is completed. With conventional system, there is a time consuming feedback loop that ties together various processes from knowledge acquisition to validation.

Educational systems utilizing an expert system component often suffer from a lack of motivational aspects that result in a user becoming bored or ceasing to complete a training program. Current training programs utilize static, hard-coded feedback with some linear video and graphics used to add visual appeal and illustrate concepts. These systems typically support one "correct" answer and navigation through the system is only supported through a single defined path which results in a two-dimensional generic interaction, with no business model support and a single feedback to the learner of correct or incorrect based on the selected response. Current tutorial systems do not architect real business simulations into the rules to provide a creative learning environment to a user.

SUMMARY OF THE INVENTION

According to a broad aspect of a preferred embodiment of the invention, a goal based learning system utilizes a rule based expert training system to provide a cognitive educational experience. The system provides the user with a simulated environment that presents a business opportunity to understand and solve optimally. Mistakes are noted and remedial educational material presented dynamically to build the necessary skills that a user requires for success in the business endeavor. The system utilizes an artificial intelligence engine driving individualized and dynamic feedback with synchronized video and graphics used to simulate real-world environment and interactions. Multiple "correct" answers are integrated into the learning system to allow individualized learning experiences in which navigation through the system is at a pace controlled by the learner. A robust business model provides support for realistic activities and allows a user to experience real world consequences for their actions and decisions and entails realtime decision-making and synthesis of the educational material. The system characterizes a user to tailor the presentation.

DESCRIPTION OF THE DRAWINGS

The foregoing and other objects, aspects and advantages are better understood from the following detailed description of a preferred embodiment of the invention with reference to the drawings, in which:

FIG. 1 is a block diagram of a representative hardware environment in accordance with a preferred embodiment;

FIG. 2 is a block diagram of a system architecture in accordance with a preferred embodiment;

FIG. 3 depicts the timeline and relative resource requirements for each phase of development for a typical application development in accordance with a preferred embodiment;

FIG. 4 illustrates a small segment of a domain model for claims handlers in the auto insurance industry in accordance with a preferred embodiment;

FIG. 5 illustrates an insurance underwriting profile in accordance with a preferred embodiment;

FIG. 6 illustrates a transformation component in accordance with a preferred embodiment;

FIG. 7 illustrates the use of a toolbar to navigate and access application level features in accordance with a preferred embodiment;

FIG. 8 is a GBS display in accordance with a preferred embodiment;

FIG. 9 is a feedback display in accordance with a preferred embodiment;

FIG. 10 illustrates a journal entry simulation in accordance with a preferred embodiment;

FIG. 11 illustrates a simulated Bell Phone Bill journal entry in accordance with a preferred embodiment;

FIG. 12 illustrates a feedback display in accordance with a preferred embodiment;

FIG. 13 illustrates the steps of the first scenario in accordance with a preferred embodiment;

FIGS. 14 and 15 illustrate the steps associated with a build scenario in accordance with a preferred embodiment;

FIG. 16 illustrates a test scenario in accordance with a preferred embodiment. The test students work through the journalization activity;

FIG. 17 illustrates how the tool suite supports student administration in accordance with a preferred embodiment;

FIG. 18 illustrates a suite to support a student interaction in accordance with a preferred embodiment;

FIG. 19 illustrates the remediation process in accordance with a preferred embodiment;

FIG. 20 illustrates the objects for the journalization task in accordance with a preferred embodiment;

FIG. 21 illustrates the mapping of a source item to a target item in accordance with a preferred embodiment;

FIG. 22 illustrates an analysis of rules in accordance with a preferred embodiment;

FIG. 23 illustrates a feedback selection in accordance with a preferred embodiment;

FIG. 24 is a flowchart of the feedback logic in accordance with a preferred embodiment;

FIG. 25 is a block diagram setting forth the architecture of a simulation model in accordance with a preferred embodiment;

FIG. 26 illustrates the steps for configuring a simulation in accordance with a preferred embodiment;

FIG. 27 is a block diagram presenting the detailed architecture of a system dynamics model in accordance with a preferred embodiment;

FIG. 28 is an overview diagram of the logic utilized for initial configuration in accordance with a preferred embodiment;

FIG. 29 is a display of video information in accordance with a preferred embodiment; and

FIG. 30 illustrates an ICA utility in accordance with a preferred embodiment.

DETAILED DESCRIPTION

A preferred embodiment of a system in accordance with the present invention is preferably practiced in the context of a personal computer such as an IBM compatible personal computer, Apple Macintosh computer or UNIX based workstation. A representative hardware environment is depicted in FIG. 1, which illustrates a typical hardware configuration of a workstation in accordance with a preferred embodiment having a central processing unit 110, such as a microprocessor, and a number of other units interconnected via a system bus 112. The workstation shown in FIG. 1 includes a Random Access Memory (RAM) 114, Read Only Memory (ROM) 116, an I/O adapter 118 for connecting peripheral devices such as disk storage units 120 to the bus 112, a user interface adapter 122 for connecting a keyboard 124, a mouse 126, a speaker 128, a microphone 132, and/or other user interface devices such as a touch screen (not shown) to the bus 112, communication adapter 134 for connecting the workstation to a communication network (e.g., a data processing network) and a display adapter 136 for connecting the bus 112 to a display device 138. The workstation typically has resident thereon an operating system such as the Microsoft Windows NT or Windows/95 Operating System (OS), the IBM OS/2 operating system, the MAC OS, or UNIX operating system. Those skilled in the art will appreciate that the present invention may also be implemented on platforms and operating systems other than those mentioned.

A preferred embodiment is written using JAVA, C, and the C++ language and utilizes object oriented programming methodology. Object oriented programming (OOP) has become increasingly used to develop complex applications. As OOP moves toward the mainstream of software design and development, various software solutions require adaptation to make use of the benefits of OOP. A need exists for these principles of OOP to be applied to a messaging interface of an electronic messaging system such that a set of OOP classes and objects for the messaging interface can be provided. A simulation engine in accordance with a preferred embodiment is based on a Microsoft Visual Basic component developed to help design and test feedback in relation to a Microsoft Excel spreadsheet. These spreadsheet models are what simulate actual business functions and become a task that will be performed by a student The Simulation Engine accepts simulation inputs and calculates various outputs and notifies the system of the status of the simulation at a given time in order to obtain appropriate feedback.

Relationship of Components

The simulation model executes the business function that the student is learning and is therefore the center point of the application. An activity `layer` allows the user to visually guide the simulation by passing inputs into the simulation engine and receiving an output from the simulation model. For example, if the student was working on an income statement activity, the net sales and cost of goods sold calculations are passed as inputs to the simulation model and the net income value is calculated and retrieved as an output. As calculations are passed to and retrieved from the simulation model, they are also passed to the Intelligent Coaching Agent (ICA). The ICA analyzes the Inputs and Outputs to the simulation model and generates feedback based on a set of rules. This feedback is received and displayed through the Visual Basic Architecture.

FIG. 2 is a block diagram of a system architecture in accordance with a preferred embodiment. The Presentation `layer` 210 is separate from the activity `layer` 220 and communication is facilitated through a set of messages 230 that control the display specific content topics. A preferred embodiment enables knowledge workers 200 & 201 to acquire complex skills rapidly, reliably and consistently across an organization to deliver rapid acquisition of complex skills. This result is achieved by placing individuals in a simulated business environment that "looks and feels" like real work, and challenging them to make decisions which support a business' strategic objectives utilizing highly effective learning theory (e.g., goal based learning, learn by doing, failure based learning, etc.), and the latest in multimedia user interfaces, coupled with three powerful, integrated software components. The first of these components is a software Solution Construction Aid (SCA) 230 consisting of a mathematical modeling tool 234 which simulates business outcomes of an individual's collective actions over a period of time. The second component is a knowledge system 250 consisting of an HTML content layer which organizes and presents packaged knowledge much like an online text book with practice exercises, video war stories, and a glossary. The third component is a software tutor 270 comprising an artificial intelligence engine 240 which generates individualized coaching messages based on decisions made by learner.

Feedback is unique for each individual completing the course and supports client cultural messages 242 "designed into" the course. A business simulation methodology that includes support for content acquisition, story line design, interaction design, feedback and coaching delivery, and content delivery is architected into the system in accordance with a preferred embodiment. A large number of "pre-designed" learning interactions such as drag and drop association of information 238, situation assessment/action planning, interviewing (one-on-one, one-to-many), presenting (to a group of experts/executives), metering of performance (handle now, handle later), "time jumping" for impact of decisions, competitive landscape shift (while "time jumping", competitors merge, customers are acquired, etc.) and video interviewing with automated note taking are also included in accordance with a preferred embodiment.

Business simulation in accordance with a preferred embodiment delivers training curricula in an optimal manner. This is because such applications provide effective training that mirrors a student's actual work environment. The application of skills "on the job" facilitates increased retention and higher overall job performance. While the results of such training applications are impressive, business simulations are very complex to design and build correctly. These simulations are characterized by a very open-ended environment, where students can go through the application along any number of paths, depending on their learning style and prior experiences/knowledge.

A category of learning approaches called Learn by Doing, is commonly used as a solution to support the first phase (Learn) of the Workforce Performance Cycle. However, it can also be a solution to support the second phase (Perform) of the cycle to enable point of need learning during job performance. By adopting the approach presented, some of the benefits of a technology based approach for building business simulation solutions which create more repeatable, predictable projects resulting in more perceived and actual user value at a lower cost and in less time are highlighted.

Most corporate training programs today are misdirected because they have failed to focus properly on the purpose of =their training. These programs have confused the memorization of facts with the ability to perform tasks; the knowing of "that" with the knowing of "how". By adopting the methods of traditional schools, businesses are teaching a wide breadth of disconnected, decontextualized facts and figures, when they should be focused on improved performance. How do you teach performance, when lectures, books, and tests inherently are designed around facts and figures? Throw away the lectures, books, and tests. The best way to prepare for high performance is to perform; experience is the best teacher! Most business leaders agree that workers become more effective the more time they spend in their jobs. The best approach for training novice employees, therefore, would be letting them learn on the job, acquiring skills in their actual work environment. The idea of learning-by-doing is not revolutionary, yet it is resisted in business and academia. Why is this so, if higher competence is universally desired?

Learners are reluctant to adopt learning-by-doing because they are frightened of failure. People work hard to avoid making mistakes in front of other. Business leaders are hesitant to implement learning-by-doing because novice failure may have dramatic safety, legal and financial implications. Imagine a novice pilot learning-by-doing as he accelerates a large jet plane down a runway; likewise, consider a new financial analyst learning-by-doing as he structures a multi-million dollar financial loan. Few employers are willing to endure such failures to have a more competent workforce.

The key to such a support system is that it is seamlessly integrated into the business system that the knowledge worker uses to exe