Field of the Invention

The present invention relates to a system for interactive e learning. More particularly, the present invention relates to e-learning tutorials and multimedia presentations and more particularly to a system for automatically generating e-learning tutorials. Further this invention which relates to a learning system includes an interface to receive a learning strategy selected by a learner; a content management system to store content and one or more collaboration elements associated with a course. Further this invention also relates to different media type support and also able to configure the courses of interest. User can mark his course of interest which will be refreshed regularly to facilitate a fresh and updated content.

Background of the invention and related prior Art

The beginnings of e-learning tutorials, or computer-based-training as it was then known, saw text-based tutorials presented on mainframe computer terminals. With the introduction of the personal computer and the ability to display graphics, various procedural languages were used to develop tutorials. Such projects were laborious programming tasks which were extremely time consuming and expensive to develop.

Next came authoring languages such as Author from Microcraft and TenCore from Computer Teaching Corporation which simplified the programming task through the use of programming languages dedicated to the task of producing electronic tutorials. These languages still required a high level of expertise to use and the time requirement and expense was still prohibitive to many who would otherwise have taken advantage of the technology.

Finally, in order to address the issues of time, skill and budget, the current array of objects oriented authoring systems and WYSIWYG editors have largely replaced the authoring and procedural languages of the past. These systems use a variety of metaphors and strategies to create hypermedia presentations and e-learning tutorials.

Typically, hypermedia presentations are interactively designed and manually created with hypermedia authoring tools. Various commercial hypermedia authoring tools adopt different interactive authoring paradigms. The representative presentation authoring tools are summarized as follows.

PowerPoint from Microsoft is based on a structure-oriented model and supports hierarchical information content authoring in a 2D layout. Many commercial word processing tools follow this authoring model. Documents are often developed in terms of hierarchical structures such as book, pages or slides, sections, subsections, etc., and WYSWIG user interfaces are provided to support structure editing and issue formatting commands interactively.

Computer-based training, also known as technology-based training or e-learning, has many advantages over traditional, classroom-based learning environments. For example, students may typically take advantage of the training at a particular time or in a particular geographic location that is convenient to them.

Students may each proceed through the training at their individual paces, and obtain virtually instantaneous feedback as they do so. Moreover, computer-based training has the potential to be extremely cost-effective, particularly for large corporations that must train their employees as their employees are hired or otherwise as needed.

However, although there currently exist a myriad of conventional computer based training techniques, these techniques have not effectively exploited the above, and other, advantages. Additionally, such conventional techniques suffer from a variety of drawbacks and disadvantages.

One example of a conventional computer-based training technique includes formulating course subject matter or content for inclusion on a CD-ROM or other storage media. The storage media can then be distributed directly to a number of students, who may then use a local computer to progress through the stored subject matter as they wish. This technique benefits from many of the advantages listed above, as well as from the use of typically inexpensive storage media. However, the storage media must be physically distributed to, e. g., mailed to, the individual students.

Moreover, it is frequently difficult and expensive to develop the course content in the first place, since the course creators/authors, i. e., experts in the subject matter who are designing the content of the course (s), rarely have the technical skills necessary to design and implement a computer-based course, particularly when the course will contain multimedia content such as videos, graphics, audio, animation, etc.

Additionally, it is prohibitively difficult and expensive to manipulate or update this type of course, since the course content must be manually configured and updated in a manner that is consistent throughout the course, and then re¬distributed to the students.

The document US6884074 describes that a system for creating a dynamic course comprising: an interface to access a course and associated course elements; and a processor configured to: determine a budget of a learner, determine a target element of the course from the course elements, to determine a distance of one or more related elements from the target element; combine the target element and one or more of the related elements based, at least in part, on the distance, to create the dynamic course based on the budget, and decrease the budget by a cost of each element used to create the dynamic course.

This document also says that a machine-readable medium including instructions for causing a processor to: determine a budget of a learner; determine a target element; determine a set of related elements that relate to the target element; determine a distance of one or more related elements from the target element; combine the target element and one or more of the related elements based, at least in part, on the distance, to create a dynamic course based on the budget; and decrease the budget by a cost of each element used to create the dynamic course.

The document US6975833 describes a course may be created from a number of learning objects associated with content that forms the course material. Each learning object may include information/data associated with the course and/or links to the data. The learning objects also may have associated metadata that may be used to describe attributes, characteristics, and/or qualities of the learning objects, in addition to relations to other learning objects. The learning objects may be organized and/or assembled to create a course.

The document also says that the at least one structural element may include a knowledge item. The structural elements may be configured so as to not enforce a sequence of the structural elements that a learner uses to traverse the course. The author tool may be configured to create metadata that is associated with the structural elements. The author tool may be configured to associate a competency with the at least one structural element. The competency may be configured to be used to determine how to present structural elements to the learner.

The document US7631254 says the process comprising: importing untagged source documents and automatically converting the source documents into a plurality of discrete electronic screens, which collectively form the electronic screen based product; creating each of the electronic screens based upon one or more templates, wherein the one or more template are either user selected or selected by default, wherein each electronic screen is created by populating the one or more templates with text data from the source documents; analyzing text in each of the electronic screens and automatically inserting an image into the electronic screen, wherein the insertion of the image is based upon the analyzed text; automatically analyzing the electronic screens and automatically generating questions based upon the analyzed electronic screens; presenting a graphical user interface that allows a user to edit the electronic screens and add additional electronic screens to the electronic screen based product; publishing the electronic screen based product for use on a sharable content object reference model compliant learning management system; and communicating end user progress and performance to a database.

The other document describes a method for generating a content based messaging (CBM)-remote procedure call (RPC) comprising: receiving, at a CBM network, published information from a producer application; delivering the published information, via a distribution device located at the CBM network, to a subscriber application that subscribes to the published information, the subscriber application being configured to directly access a remote procedure and obtain data generated by the remote procedure; receiving, at the CBM network, a CBM-RPC request from the subscriber application; transmitting, at the CBM network, a request notification to the remote procedure; receiving, at the CBM network, a return value from the remote procedure, which subscribes to the request notification; determining, at the CBM network, the subscriber application requesting the return value; and publishing the return value to the subscriber application, wherein: receiving the CBM-RPC request includes receiving a request identifier to distinguish the CBM-RPC request from other CBM-RPC requests published by the subscriber
application and to match the CBM-RPC request to its corresponding return value.

The another document US7237189 teaches the learner-specific metadata comprising data associated with the course that is specific to the learner, the data corresponding to a learning strategy for selecting structural elements to present in the course, the learning strategy comprising a macrostrategy and a microstrategy, the macrostrategy specifying how to present a first set of the structural elements, the microstrategy specifying how to present a second set of the structural elements; storing the metadata and course content in storage;* processing a course state associated with the course, the course state being stored as a variable, wherein processing the course state comprises transitioning the variable from an online state to a going offline state to an offline state, the online state indicating that the course is presentable online, the going offline state indicating that the course will be transitioning from online presentation to offline presentation, and the offline state indicating that the course is presentable offline; and activating an offline player to present the course offline from the storage using the metadata and the course content, the offline player being configured to present the course after the offline state is reached but not during the going offline or online states, the course being presented offline without communication to the learning system during presentation. The course state comprises a central state and a local state, the local state being for a first system that performs the method and the central state being for a second system from which the course content and metadata are obtained; and wherein the local state and the central state transition according to the following sequence: the central state transitions from online to going offline, the local state transitions from online to going offline, the central state transitions from going offline to offline, and the local state transitions from going offline to offline.

The document US2003151629 says that the e-learning system and methodology structures content so that the content is reusable and flexible. For example, the content structure allows the creator of a course to reuse existing content to create new or additional courses.

The patent application US2006008789 describes that in another general aspect, a user interface includes three interface elements. A first interface element is used to enable perception of a set of one or more content items associated with a sequential order. A second interface element is used to enable determination of a course structure by associating one or more portions or content items of the set of content items with course structural elements in response to user manipulation, and a third interface element is used to enable extraction of a course associated with the course structure.

Implementations may include one or more of the following features. For example, the third interface element may enable extraction of the course for importation into a course author tool. The first interface element may graphically depict the set of content items as a group of content item symbols.

The second interface element may be a window that includes a tree view of the course structure. The tree view may graphically distinguish between different types of structural elements through indentation or through the use of different graphical symbols. The course structural elements may include at least one of a sub course, a learning object, and a knowledge item.

The other document WO02097654 stats that A system for formulating and distributing an e-learning course, comprising: a first software application that receives e-learning content and categorizes the content into classes of discrete elements, each discrete element representing a separate characteristic of the e-learning course and its presentation, the classes of discrete elements having pre-defined behaviors and relationships there between; a second software application that receives information regarding a student's requirements for the course; and a third software application that correlates the received information with the classes of discrete elements so as to automatically and dynamically assemble and render the discrete elements as an e-learning course customized to the individual requirements of the student.

The document WO03069578 states that in one general aspect, content associated with an e-learning course may be divided into two or more structural elements that may be interpreted by a browser. The structural elements may be aggregated into two or more levels, where a higher level may refer to any instance of a lower level. The structural elements may be assembled into a course.

The lowest level structural element is a knowledge item. The knowledge item illustrates or tests an aspect of a topic. The knowledge item may include one or more of a test, a table, an illustration, a graphic, an animation, an audio clip, and a video clip. Another structural element is a learning unit, which may refer to one or more knowledge items to represent a thematically-coherent unit of information. Other structural element is a sub-course, which may refer to one or more of a knowledge item, a learning unit, and a sub-course and another element is a course, which may refer to one or more of a knowledge item, a learning unit, and a sub-course. The structural elements may be tagged with metadata to search and assemble the structural elements. The metadata may be knowledge of orientation, knowledge of explanation, knowledge of reference, and knowledge of action. The metadata also may be a competency to indicate the performance of a learner that traverses the course.

The other document WO03 077226 says that the content of an online course may be tested to determine whether all structural elements of the course are accessible from the content management system. The packaging list may be stored in the content repository if it is determined that all structural elements are accessible. The offline course associated with the stored generic packaging list may be published. Publishing the offline course may include storing an indication in a course catalog for access by a learning interface that an online course is available offline. The indication may include an access path for the generic packaging list. Creating the course also may include determining a learner specific packaging list that includes learner dependent metadata. Determining the learner specific packaging list- may includes merging a generic packaging list with the learner specific metadata. The learner specific packaging list may include determining one or more of a micro-strategy, a macro-strategy, a TPARTDOC, and a resource reference.

This document says that a learning system may be used to create and offline course. The learning management system may include a content management system to store online courses including structure and content; and a repository manager to query the content management system to determine content associated with an online course and to determine a packaging list including an access path and metadata associated with all files that are part of the online course. The packaging list may be a generic packaging list. The generic packaging list may include learner independent metadata including one or more of a title, a GUID, a content management system path, and resources. The content repository may be configured to write the generic packaging list in the content repository.

The document 1701/DELNP/2005 describes a method of securing the learning mode of a device comprising an assembly of at least one command transmitter communicating with a command receiver capable of driving an element providing for the security and/or the comfort of a building and capable of being switched to learning mode by one or more activation functions, wherein one or more actions of which at least one is applied to a particular command transmitter of the assembly, termed secure, causes the disabling of at least one function of activation of the learning mode of the command receiver.

The IN212978 states that the preprocessing data comprises reformatting or augmenting the data in order to allow the learning machine to be applied most advantageously. Similarly, post-processing involves interpreting the output of a learning machine in order to discover meaningful characteristics thereof. The meaningful characteristics to be ascertained from the output may be problem or data specific. Post-processing involves interpreting the output into a form that comprehendible by a human or one that is comprehendible by a computer. Particularly important is a proper formulation of the desired output of the learning machine. For instance, in predicting future performance of an individual equity instrument, or a market index, a learning machine is likely to achieve better performance when predicting the expected future change rather than predicting the future price level.

The document 105/MUMNP/2003 states that the online tutoring method and system selects a best available tutor and establishes an interactive learning environment for the student. The automated selection process uses a weighting system to incorporate numerous factors from and about the student and tutors. Upon receipt of a request for tutoring from a student, the matching processes in performed and a tutor is selected. Information about the participating tutors, such as proficiency in the subject matter and qualifications with respect to particular age groups, are quantified and associated with competency criteria. Information about the student, such as the type of assistance required and the student's education level are quantified and associated with request criteria that corresponds to the competency criteria. The weighting system combines the quantified information associated with the criteria to select best tutor. The weighting system may further include objective relative weights, input from the student's parent, and/or tutor certifications. The availability of the tutors are also taken into count in selecting a tutor. In one embodiment Internet technology and automatic call distributor technology may be combined to facilitate the automated selection process and for providing the framework for the tutoring sessions.

The other document 344/DEL/2008 describes that a system and method of interactive learning is described. An optical bench comprising movable optical elements electrically coupled to a signal digitizer can be used for interactive learning in science laboratories. Predefined information for a plurality of experiments can be stored in a computing device. A user can select one from a plurality of experiments and manipulate the positions of the movable optical elements to achieve one or more predefined objectives. The signal encoding the change in position of the optical elements is acquired and analyzed by a computing device. For each user manipulation, the disclosed system conveys relevant remedial instructions and/or feedback to the user in order to achieve predefined objectives. The disclosed system and method thus, facilitate interactive learning by providing remedial measures or positive reinforcements and guided instructions in response to user actions to complete a predefined task.

The document 3268/DELNP/2005 describes that Language learning system using pre-existing entertainment media such as feature films on DVD in connection with augmented language-learning content stored in a companion file and player for viewing the augmented content and the entertainment media and an editor to create and manage companion source files and create associations with the entertainment media.

The document 1891/CHENP/2007 describes that a technique to control access to computer network resources at a computer facility permits a user to interact with the computer facility through a computer node of a network, wherein the user interaction comprises language learning responses submitted to the computer facility through the computer node, and a user authentication process is performed to determine if the permitted user interaction is authorized. The user authentication process is performed with user authentication information that is obtained by the computer facility during the permitted user interaction and also with user authentication information that is extracted from the user's language learning responses. In this way, user authentication occurs without introducing into the utilization of the computer facility

Finally, since they typically must be mass-produced in order to be cost-effective, such courses cannot be individually configured so as to match the specific needs of the users, so that, for example, students who are already somewhat familiar with a particular type of subject matter may have to sift through material with which they are already familiar.

In summary, there are many types of computer-based training techniques that are currently available. However, none of these techniques fully exploit the potential of computer-based training in maximizing the learning, enjoyment and convenience experienced by each student, while simultaneously minimizing both the time required by the student (s) to experience the learning and the cost associated with developing, maintaining and delivering the course content.

There are so many drawbacks in the current technique. There are millions of online study materials available for students. There are many ways to organise them and view them. Students search through these materials, through indexing, through search engines, etc. Challenge is in searching the right material and then figuring out a way of format and reading it through appropriate viewer. After reading to take practice exams again students have to search online. If there was a standard way of channeling these topics under a well defined hierarchy and if there was an application with easy browsing and one click search to lookup any topic of our interest and then read it irrespective of content location, type and encoding it would be really great. The e -learning system in instant invention solves this problem by provide complete learning by integrating learning, practice and exam sessions.

Therefore, what is needed is a computer-based training system and method that permits easy and efficient development and maintenance of course content and delivers that course content to students in a manner that suits their individual needs with respect to accessibility, form and content.

Summary of the invention

The present mvention relates to a system for interactive e learning. More particularly, the present invention relates to e-learning tutorials and multimedia presentations and more particularly to a system for automatically generating e-learning tutorials. Further this invention which relates to a learning system includes an interface to receive a learning strategy selected by a learner; a content management system to store content and one or more collaboration elements associated with a course. Further this invention alos relates to different media type support and also able to configure the courses of interest. User can mark his course of interest which will be refreshed regularly to facilitate a fresh and updated content.

Detailed description of the invention with accompanying drawings

E-course explorer ie E- learning is an application which facilitates learning through different type of interactive and non interactive content and also practice exams to check the learning effectiveness. Designed for students studying in lower classes to engineering, medical and other postgraduate classes, this application aggregates contents from internet/local disks and presents it in organized way to quickly get to the desired lecture. It provisions learning from books of different formats including but not limited to word, pdf, PowerPoint, webpage, e-book, class room videos and interactive animations.

Practices exams can be facilitated through different formats including excel, web page or interactive animations. This application is agnostic of content type and location and can work seamlessly on local and web contents. For web/you tube contents it aggregates all the lectures spread across web on a topic and new contents added are reflected in application without any layout changes.

There are many possible embodiments of this invention. The drawings and description below describe in detail a preferred embodiment of the invention. It should be understood that the present disclosure is to be considered of the present invention.

The principal object of the invention is to provide a system for interactive e learning.

The other embodiment of the invention is to provide e-learning tutorials and multimedia presentations and more particularly to a system for automatically generating e-learning tutorials.

The other embodiment of the invention is to provide a learning system includes an interface to receive a learning strategy selected by a learner; a content management system to store content and one or more collaboration elements associated with a course.

The other embodiment of the invention is to provide also a more particularly to systems in which the learner may participate using the collaboration element at a time of the learner's choosing while taking the course.

The other embodiment of the invention is to provide also to the user to quickly create e-learning tutorials or simple html or xml browser-based content. In another form the invention allows the user to quickly create a series of presentation slides in Microsoft PowerPoint format.

The other embodiment of the invention is to provide to a system which is creating an e-learning course includes receiving from a presentation tool a first set of one or more content items associated with a sequential order.

The other embodiment of the invention is that in which collaborative tools, such as, for example, chat rooms, email, online conferences, instant messages, message boards, and online black/whiteboards. The learning system is used to provide collaboration activities including points of collaboration to enhance a learner's experience based on the learner's context within a course.

The other embodiment of the invention is that in which the content items may include one or more types of presentation media such as text, a slide, table, video clip, graphic, image, an audio clip etc.

The other embodiment of the invention is that in which at simple one touch and slide, one can browse through the Discipline/Subjects as well as look at all the topics covered under the Discipline/Subjects.

The Drawing No. 1 shows that e learning system aggregates the content and displays in hierarchal structure with Discipline/Subject forming the top level. Under every discipline, it lists the list of topics. List of Disciplines/Subjects and topics are built dynamically so that adding new Disciplines/Subjects and topics are does not affect anything. If number of Disciplines/Subject or topics exceed the view space, scroll bars are displayed automatically. Following is a sample snapshot of the first page of application.

The Drawing No. 2 shows that all the available lectures is displayed within each topic. It displays metadata including thumbnail of a course if available. On selection of on the thumbnail, content is displayed through appropriate viewer irrespective of content location and type.

The Drawing No. 3 shows that the picture above is a pictorial representation of the workflow. The XML file contains the Meta data of lectures. The parser will parse the data and provide the data structure as required by the Layout Manager. The layout Manager will manage the display of elements according to the data structure and the final layout is displayed on the device.

The media is either streamed from a streaming server or a Local Content Server based on the meta data and availability of the content locally. Display internally interacts with appropriate content viewer and displays the course content including practice session question papers.

1) A system for interactive e-learning for presenting a course which comprises
a) an electronic learning (e-learning) course data structure,
b) one or more servers to store information associated with the course;
c) a learning station to select the course online presentation,
d) the packaging list comprises under every discipline, the list of topics and
e) learner-specific metadata,
f) Layout Manager.

The advantages and novel features of the invention will become more apparent from the following detailed description when taken in conjugation with accompanying drawings and these drawings are illustrative in explaining the constructional details of the device of the invention. Such drawings are shown in 1 to 3 sheets.

Advantages of the invention:
1. The course contents can be Audio, Video, Animation, Document or a slide show. The e-Course explorer provides an interface to view each of these contents.

2. User can take notes online and mail to his id or save as a file on the disk, In addition user can as well scribe with his/her own hand writing.

3. Play and pause as required and as many times required.

4. Search through the available lectures. If the searched topic is not found, the application tries to sync with the server, if present it will be made available at the client device.

5. Able to configure the courses of interest. User can mark his course of interest, which will be refreshed regularly to
facilitate a fresh and updated content.

6. No Cost involved.

7. Can take up mock up tests and improve his score. Tips and titbits are provided at end of every test helping the user to focus on the areas of fewer score.

A number of implementations have been described. Nevertheless, it will be understood that various modifications may be made. For example, advantageous results may be achieved if the steps of the disclosed techniques are performed in a different order and/or if components in a disclosed system, architecture, device, or circuit are combined in a different manner and/or replaced or supplemented by other components. Accordingly, other implementations are within the scope of the following claims. The scope of the appended claims is intended to encompass all obvious changes in the system which will occur to one skilled in the art upon a reading of the disclosure.

We claim:

1) A system for interactive e-leaming for presenting a course which comprises

a) an electronic learning (e-leaming) course data structure,

b) one or more servers to store information associated with the course;

c) a learning station to select the course online presentation,

d) the packaging list comprises under every discipline, the list of topics and

e) learner-specific metadata,

f) Layout Manager.

2) A system for interactive e-learning for presenting a course as claimed in claim 1 where in the at least one structural element comprises a knowledge item.

3) A system for interactive e-learning for presenting a course as claimed in claim l where in the layout Manager will manage the display of elements according to the data structure and the final layout is displayed on the device.

4) A system for interactive e-learning for presenting a course as claimed in claim 1 where in the media is either streamed from a streaming server or a Local Content Server based on the meta data and availability of the content locally.

5) A system for interactive e-learning for presenting a course as claimed in claim l where in the course contents can be Audio, Video, Animation, Document or a slide show.

6) A system for interactive e-learning for presenting a course as claimed in claim l where in user is able to configure the courses of interest and user can mark his course of interest, which will be refreshed regularly to facilitate a fresh and updated content.

7) A system for interactive e-learning for presenting a course as claimed in claim l where in the students are to continue their learning simplifying the accessing and integrating all the aspects of learning, practice sessions and online exams on the move which helps continue e-Learning anywhere and everywhere.

8) A system for interactive e-learning for presenting a course where in substantially as hereinbefore described and illustrated with particular reference to the accompanying drawings.