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Publication numberCN1639754 A
Publication typeApplication
Application numberCN 03804649
PCT numberPCT/EP2003/001333
Publication date13 Jul 2005
Filing date11 Feb 2003
Priority date11 Feb 2002
Also published asEP1474790A2, US6884074, US20030152903, WO2003069577A2
Publication number03804649.0, CN 03804649, CN 1639754 A, CN 1639754A, CN-A-1639754, CN03804649, CN03804649.0, CN1639754 A, CN1639754A, PCT/2003/1333, PCT/EP/2003/001333, PCT/EP/2003/01333, PCT/EP/3/001333, PCT/EP/3/01333, PCT/EP2003/001333, PCT/EP2003/01333, PCT/EP2003001333, PCT/EP200301333, PCT/EP3/001333, PCT/EP3/01333, PCT/EP3001333, PCT/EP301333
Inventors沃尔夫冈泰尔曼
ApplicantSap股份公司
Export CitationBiBTeX, EndNote, RefMan
External Links: SIPO, Espacenet
Dynamic composition of restricted courses
CN 1639754 A
Abstract  translated from Chinese
一种学习系统,可用于动态创建适合学习者的需要的课程。 A learning system that can be used to dynamically create fit the needs of learners courses. 在一个实现中,该学习系统可根据学习者的需要,从现有课程的结构元素中动态创建、组合、以及/或者构建新的临时课程。 In one implementation, the learning system according to the needs of learners, dynamically created from the existing structural elements of the course, the combination, and / or build new temporary program. 可使用学习者提供的预算和其它标准来表示学习者的需要。 Budget and other criteria can be used to represent the needs of learners learners. 使用预算和标准,该学习系统可识别可用于组合动态课程的现有的结构元素。 The use of budgets and standards, the learning system can recognize the existing structural elements can be used to combine dynamic curriculum. 组合课程之后,可使用学习站将课程临时存储并呈现给学习者。 After the combination of courses, learning stations will be used to temporarily store programs and presented to the learner.
Claims(45)  translated from Chinese
1.一种用于创建动态课程的方法,该方法包括:确定学习者的预算;确定目标元素;确定与该目标元素相关的一组元素;以及将该目标元素和一个或更多的相关元素加在一起,以基于该预算来创建该动态课程。 A method for creating dynamic course, the method comprising: determining learner budget; determining the target elements; determining a group of elements associated with the target element; and the target element and one or more associated elements Taken together, based on the budget to create the dynamic course.
2.如权利要求1的方法,其中确定目标元素包括:确定目标元素的成本,并且确定该组元素包括:确定相关元素组中的每个元素的成本。 2. The method of claim 1, wherein determining the target elements comprising: determining the cost of the target elements, and determines the set of elements comprises: determining the cost of related elements in the group for each element.
3.如权利要求2的方法,其中,将该目标元素和一个或更多元素相加包括:将预算减去用于创建该动态课程的每个元素的成本。 3. The method of claim 2, wherein the target element and adding one or more elements comprises: subtracting the estimate of the cost to build a dynamic course of each element is used.
4.如权利要求2的方法,其中,将该目标元素和一个或更多元素相加包括:创建课程组;将预算减去每个加到该课程组的元素的成本,并且,当该预算耗尽时,从该课程组创建该动态课程。 4. The method of claim 2, wherein the target element and adding one or more elements include: Creating a curriculum group; the budget subtracting each element of the course is added to the cost of the group, and when the budget When exhausted, create the dynamic group from the course curriculum.
5.如权利要求1的方法,其中,添加一个或更多元素包括:确定一个或更多元素距该目标元素的距离。 5. The method of claim 1, wherein, to add one or more elements comprises: determining one or more elements of distance from the target element.
6.如权利要求5的方法,还包括:确定距离加权常数,其中,添加一个或更多元素是基于该距离加权常数的。 6. The method of claim 5, further comprising: determining a weight constant distance, wherein, to add one or more elements are weighted based on the distance constant.
7.如权利要求6的方法,其中,添加一个或更多元素包括:基于该距离加权常数添加一个或更多限制元素 7. The method of claim 6, wherein, to add one or more elements comprising: adding a constant based on the distance-weighted or more restriction element
8.如权利要求1的方法,其中,确定该组相关元素包括:基于一个或更多的限制因素移除元素。 8. The method of claim 1, wherein determining the set of related elements comprising: removing an element based on one or more constraints.
9.如权利要求8的方法,其中,基于一个或更多的限制因素移除元素包括:基于该学习者的知识移除元素。 9. The method of claim 8, wherein, based on one or more of the limiting factors to remove elements include: removing an element based on knowledge of the learner.
10.如权利要求8的方法,其中,基于一个或更多的限制因素移除元素包括:基于访问权限移除元素。 10. The method of claim 8, wherein, based on one or more constraints remove elements comprising: removing an element-based access privileges.
11.如权利要求8的方法,其中,基于一个或更多的限制因素移除元素包括:基于装置类型移除元素。 11. The method of claim 8, wherein, based on one or more constraints remove elements comprising: removing an element based on the type of device.
12.如权利要求8的方法,其中,基于一个或更多的限制因素移除元素包括:基于该学习者的能力移除元素。 12. The method of claim 8, wherein, based on one or more constraints remove elements comprising: removing an element based on the ability of the learner.
13.如权利要求2的方法,其中,确定该目标元素的成本和确定该组相关元素包括:确定每个元素的时间成本。 13. The method of claim 2, wherein determining the cost of the target elements and determining the set of related elements comprising: determining the time cost of each element.
14.如权利要求2的方法,其中,确定该目标元素的成本和确定该组相关元素包括:确定每个元素的资金单位的成本。 14. The method of claim 2, wherein determining the cost of the target elements and determining the set of related elements comprising: determining the unit cost of funds for each element.
15.如权利要求1的方法,还包括:将所创建的动态课程呈现给学习者。 15. The method of claim 1, further comprising: dynamically created course presented to the learner.
16.一种用于创建动态课程的系统,包括:接口,用于访问课程和相关的课程元素;以及处理器,用于确定学习者的预算,从课程元素确定该课程的目标元素,从课程元素确定与目标元素相关的一组元素,以及将该目标元素和一个或更多的相关元素加在一起,以基于该预算来创建该动态课程。 16. A system for creating dynamic curriculum, comprising: an interface for accessing programs and related courses element; and a processor for determining a learner's budget, determine the course curriculum elements from the target element, from curriculum element identifies a group of elements associated with the target element and the target element and one or more associated elements together to create the budget based on the dynamic course.
17.如权利要求16的系统,其中,配置该处理器以确定该目标元素的成本以及相关元素组中的每个元素的成本。 17. The system of claim 16, wherein the processor is configured to determine the cost of the cost of the target element and the associated element group of each element.
18.如权利要求17的系统,其中,配置该处理器以将预算减去用于创建该动态课程的每个元素的成本。 18. The system of claim 17, wherein the processor is configured to create a cost budget less for each element of the dynamic course.
19.如权利要求17的系统,其中,配置该处理器以创建课程组,将预算减去每个加到该课程组的元素的成本,并且,当该预算耗尽时,从该课程组创建该动态课程。 19. The system of claim 17, wherein the processor is configured to create a curriculum group, will be added to each element of the budget minus the cost of the course set, and when the budget is exhausted, the group created from the course This dynamic course.
20.如权利要求16的系统,其中,配置该处理器以确定一个或更多元素据该目标元素的距离。 20. The system of claim 16, wherein the processor is configured to determine a distance to the target element according to one or more elements.
21.如权利要求20的系统,其中,配置该处理器以确定距离加权常数,其中,添加一个或更多元素是基于该距离加权常数的。 21. The system of claim 20, wherein the processor is configured to determine the weight constant distance, wherein, to add one or more elements are weighted based on the distance constant.
22.如权利要求21的系统,其中,添加一个或更多元素包括:基于该距离加权常数添加一个或更多个限制元素 22. The system of claim 21, wherein, to add one or more elements comprises: adding one or more restriction element based on the distance weighting constants
23.如权利要求16的系统,其中,确定该组相关元素包括:基于一个或更多的限制因素移除元素。 23. The system as claimed in claim 16, wherein determining the set of related elements comprising: removing an element based on one or more constraints.
24.如权利要求23的系统,其中,基于一个或更多的限制因素移除元素包括:基于该学习者的知识移除元素。 24. The system of claim 23, wherein, based on one or more of the limiting factors to remove elements include: removing an element based on knowledge of the learner.
25.如权利要求23的系统,其中,一个或更多的限制因素包括:访问权限。 25. The system of claim 23, wherein the one or more constraints include: access.
26.如权利要求23的系统,其中,一个或更多的限制因素包括:装置类型。 26. The system of claim 23, wherein the one or more constraints comprises: means type.
27.如权利要求23的系统,其中,一个或更多的限制因素包括:该学习者的能力。 27. The system of claim 23, wherein the one or more constraints include: the ability of the learner.
28.如权利要求17的系统,其中,该成本是与每个元素相关的时间。 28. The system as claimed in claim 17, wherein the cost is the time associated with each element.
29.如权利要求17的系统,其中,该成本是与每个元素相关的资金单位。 29. The system as claimed in claim 17, wherein, the cost is associated with each element of money units.
30.如权利要求16的系统,还包括用于将所创建的动态课程呈现给该学习者的接口。 30. The system of claim 16, further comprising means for dynamically created course presented to the learner interface.
31.一种包括指令的计算机可读介质,该指令用于使处理器:确定学习者的预算;确定目标元素;确定与该目标元素相关的一组元素;以及将该目标元素和一个或更多的相关元素加在一起,以基于该预算来创建该动态课程。 31. A computer readable medium comprising instructions, the instructions for causing a processor to: determine the learner budget; determining the target elements; determining a group of elements associated with the target element; and the target element and one or more many related elements together, based on the budget to create the dynamic course.
32.如权利要求31的计算机可读介质,还包括指令,该指令用于使处理器确定目标元素的成本,并且,确定相关元素组中的每个元素的成本。 32. The computer readable medium of claim 31, further comprising instructions, the instructions for causing the processor to determine the cost of the target elements, and determine the associated cost element group for each element.
33.如权利要求32的计算机可读介质,还包括指令,该指令用于使处理器将预算减去用于创建该动态课程的每个元素的成本。 32. The computer readable medium of claim 33, further comprising instructions, the instructions for enabling the processor to create the dynamic budget minus the cost of the course for each element.
34.如权利要求32的计算机可读介质,还包括指令,该指令用于使处理器:创建课程组;将预算减去每个加到该课程组的元素的成本,并且,当该预算耗尽时,从该课程组创建该动态课程。 34. The computer-readable medium of claim 32, further comprising instructions that cause the processor to: Create a curriculum group; the budget subtracting each element of the course is added to the cost of the group, and when the budget consumption when you do, create the dynamic group from the course curriculum.
35.如权利要求31的计算机可读介质,还包括指令,该指令用于使处理器确定一个或更多的元素距该目标元素的距离。 31 35. A computer-readable medium of claim, further comprising instructions that cause the processor to determine the distance for one or more elements from the target element.
36.如权利要求35的计算机可读介质,还包括指令,该指令用于使处理器确定距离加权常数,并且,添加一个或多个元素是基于该距离加权常数的。 35 36. A computer-readable medium of claim, further comprising instructions that cause the processor to determine the distance to a constant weight, and, adding one or more elements are weighted based on the distance constant.
37.如权利要求36的计算机可读介质,还包括指令,该指令用于使处理器基于该距离加权常数添加一个或更多的限制元素 37. The computer-readable medium of claim 36, further comprising instructions, the instructions for causing the processor to add one or more restriction element based on the distance weighting constants
38.如权利要求31的计算机可读介质,还包括指令,该指令用于使处理器基于一个或更多的限制因素移除元素。 31 38. The computer-readable medium of claim, further comprising instructions that cause processor elements are removed based on one or more constraints.
39.如权利要求38的计算机可读介质,还包括指令,该指令用于使处理器基于该学习者的知识移除元素。 38. The computer-readable medium of claim 39, further comprising instructions, the instructions for causing a processor based on the knowledge of the learner remove elements.
40.如权利要求38的计算机可读介质,还包括指令,该指令用于使处理器基于访问权限移除元素。 40. The computer-readable medium of claim 38, further comprising instructions that cause the processor to remove elements based access.
41.如权利要求38的计算机可读介质,还包括指令,该指令用于使处理器基于装置类型移除元素。 41. The computer-readable medium of claim 38, further comprising instructions that cause processor element is removed based on the type of device.
42.如权利要求38的计算机可读介质,还包括指令,该指令用于使处理器基于该学习者的能力移除元素。 42. A computer-readable medium of claim 38, further comprising instructions that cause the processor to remove elements based on the ability of the learner.
43.如权利要求32的计算机可读介质,还包括指令,该指令用于使处理器确定每个元素的时间成本。 43. The computer-readable medium of claim 32, further comprising instructions that cause the processor to determine the time cost for each element.
44.如权利要求32的计算机可读介质,还包括指令,该指令用于使处理器确定每个元素的资金单位的成本。 44. The computer-readable medium of claim 32, further comprising instructions that cause the processor to determine for each element of the capital cost of the unit.
45.如权利要求31的计算机可读介质,还包括指令,该指令用于使处理器将所创建的动态课程呈现给该学习者。 45. The computer-readable medium of claim 31, further comprising instructions, the instructions for causing the processor to dynamically created course presented to the learner.
Description  translated from Chinese
限定课程的动态组合 Dynamic combination of limited courses

技术领域 FIELD

下面的描述一般涉及电子学习(e-learning),并尤其涉及电子学习课程的动态组合。 The following description relates generally to electronic learning (e-learning), and more particularly to a dynamic combination of e-learning courses.

背景技术 BACKGROUND

用于提供基于计算机的培训(CBT)的系统和应用已存在了很多年。 Systems and applications for the provision of training (CBT) computer based has existed for many years. 然而,历史上,CBT系统未获得广泛的接受。 However, historically, CBT system is not widely accepted. 阻碍接受CBT作为培训工作者和学习者的工具的问题在于,课程和培训材料的不可改变。 Hinder acceptance of CBT as a training tool for workers and learners problems that can not be changed curriculum and training materials.

早期的CBT也基于静态连接内容的超媒体系统。 Early CBT also static content based hypermedia system. 通过标记带有描述信息的超链路来给出用户指导。 By marking super link with the description given to the user guide. 受训者可通过遍历嵌入在该材料中的链路来继续学习材料。 Trainees can be embedded in the material by traversing the link to continue learning materials. 与该材料相关联的结构非常固定,并且,该材料不易写入、编辑、或重新使用,以创建补充的或新的学习材料。 The structure of the material is associated with the very fixed, and the material is not easy to write, edit, or re-use, to create additional or new learning materials.

较新的用于智能辅导和CBT系统的方法基于特殊的域模型,必须在创建课程或内容之前定义该域模型。 Newer methods for intelligent tutoring systems and CBT-based special domain model, the domain model must be defined before creating the curriculum or content. 一旦创建了课程,课程材料不能轻易地为了不同学习者的特殊培训需要而修改或改变。 Once you create a curriculum, course material not easily to specific training needs of different learners modified or changed. 结果,课程经常不能满足受训者和/或培训者的需要。 As a result, programs often fail to meet the trainee and / or trainer needs.

此外,对于学习者来说,接受全部的课程并非总是方便的。 In addition, learners, accept all of course is not always convenient. 然而,由于该课程是不可改变的,所以即使学习者仅期望接受一部分课程,该学习者也必须支付全部课程的费用。 However, because the course is not changed, so even if the learners accept only part of the curriculum expectations, the learner must also pay the full course. 因此,由于上面和其它的原因,需要新方法和技术以补充传统的基于计算机的培训和指导。 Therefore, due to the above and other reasons, the need for new methods and technologies to complement traditional computer-based training and guidance.

发明内容 SUMMARY

传统的CBT系统为学习者提供固定的课程。 Traditional CBT system provides a fixed curriculum for learners. 例如,学习者有接受全部课程或不接受课程的选择。 For example, the learner has to accept or not to accept a full course of choice courses. 然而,由于各种原因,学习者可能不希望接受全部课程。 However, due to various reasons, the learner may not want to accept the full course. 因此,可使用一种学习系统或方法以动态地创建适合学习者的需要的课程。 Therefore, you can use to create a learning system or method suitable for the needs of learners courses to dynamically.

在一个通常的方面,该学习系统可以根据学习者的特殊需要,从现有课程的结构元素来动态地创建、组合、和/或构建新的临时课程。 In one general aspect, the learning system according to the special needs of learners, dynamically created from the existing structural elements of the course, the combination, and / or build new temporary program. 可使用该学习者提供的预算和其它标准来表示学习者的需要。 Budget and other criteria may be used to provide the learner to express needs of learners. 通过使用预算和标准,学习系统可识别可用于组合动态课程的现有的结构元素。 By using the budget and standards, learning system can recognize the existing structural elements can be used to combine dynamic curriculum. 组合课程之后,可将该课程临时存储并呈现给学习者。 After the combination of courses, the curriculum can be temporarily stored and presented to the learner.

说明书、附图和权利要求将使其它特征和优点变得清晰易懂。 Instructions will enable other features and advantages become clear and understandable drawings and claims.

附图说明 Brief Description

图1为示范的课程内容集合模型。 Figure 1 is a collection of model demonstration course content.

图2为知识类型的本体论的例子。 Figure 2 shows the types of knowledge ontology example.

图3为用于电子学习的课程图的例子。 Figure 3 is an example of an e-learning course map.

图4为用于电子学习的子课程图的例子。 Figure 4 for an example of e-learning courses sub graph.

图5为用于电子学习的学习单元图的例子。 Figure 5 shows an example of e-learning for learning unit map.

图6和7为电子学习系统的示范方框图。 Figures 6 and 7 is a block diagram of an electronic learning system demonstration.

图8为示范的课程图。 Figure 8 is a demonstration of the course map.

图9为示范的相关设置的图。 Figure 9 is a diagram of an exemplary related settings.

图10和11为示范的动态课程图。 Figures 10 and 11 for the demonstration of a dynamic curriculum map.

图12为示范的用于呈现动态课程的处理。 Figure 12 is a process dynamic model curriculum for rendering.

图13为示范的用于构建动态课程的处理。 Figure 13 is a demonstration program for building dynamic handling.

各个附图中的相同附图标记表示相同的元素。 In the various drawings the same reference numerals denote the same elements.

具体实施方式 DETAILED DESCRIPTION

电子学习内容结构根据下面描述的实现,电子学习系统以及方法结构内容与课程或培训相关联,以使得可以重新使用并灵活改变该内容。 E-learning content according to the following structure describes the realization of e-learning systems and methods of the structure and content of the associated courses or training, so that you can re-use and flexibility to change the content. 例如,内容结构允许课程的创建者重新使用现有的内容,以创建新的或补充的课程。 For example, the content of the course structure allows the creator to reuse existing content to create new or additional courses. 另外,该内容结构提供灵活的内容输出,其可适合不同学习者的需要。 In addition, the content structure provides flexible content output, which may be suitable for the needs of different learners. 尤其是可以动态地将课程内容组合为临时的课程,如下面说明的。 In particular, the course content can be dynamically combined into a temporary course, as explained below.

可从多个学习对象来创建课程,该学习对象与形成课程材料的内容相关联。 Courses can be created from multiple learning objects, learning objects and content of the course materials associated with the formation. 每个学习对象可包括与课程相关联的信息/数据,和/或到该数据的链路。 Each learning object may include information associated with the program / data, and link / or to the data. 学习对象也可具有相关的元数据(metadata),该元数据可用于描述属性、特征、以及/或者学习对象的质量,以及与其它学习对象的关系。 Learning Objects can also have associated metadata (metadata), the metadata can be used to describe the properties, characteristics, and / or the quality of learning objects, and relationships with other learning objects. 可组织和/或组合学习对象以创建课程(该课程可呈现给学习者)。 Organize and / or a combination of learning objects to create courses (the course is presented to the learner).

在一个实现中,可使用一个或更多的结构元素来实现电子学习对象。 In one implementation, you can use one or more of the structural elements to implement e-learning objects. 可使用该结构元素来收集与课程相关的内容,其中,将该结构元素安排在不同的集合级别。 This structure can be used to collect elements related to the course content, where the structural elements arranged in different collection level. 每个较高级别的结构元素可引用较低级别的所有结构元素的任意实例。 Each higher level of structural elements can reference any instance of all the structural elements of the lower level. 在它的最低级别中,结构元素引用内容,并且不能被进一步划分。 At its lowest level, the structural element reference content, and can not be further divided. 根据图1所示的一个实现,可将课程材料100划分为四个结构元素:课程100、子课程120、学习单元130、以及知识项目140。 According to an implementation shown in Figure 1, the course materials can be divided into four structural elements 100: Course 100, 120 sub-programs, the learning unit 130, as well as knowledge of the project 140.

从最低级别开始,知识项目140是其它结构元素的基础,并且,是课程内容结构的构建块。 Starting from the lowest level of knowledge is the basis of the project 140 other structural elements, and are the building blocks of the course content and structure. 每个知识项目140可包括这样的内容,该内容显示、说明、练习、或测试主题范围或题目的一个方面。 Each knowledge item 140 may comprise such content, the content is displayed, the, practice, or an aspect of the test subject area or subject. 知识项目140的大小通常较小(例如,其具有受限的持续时间)。 140 Knowledge Project size is usually small (for example, which has a limited duration).

很多的属性可用于描述知识项目140,举例来说,如名称、媒体的类型、访问权限、装置性能、以及知识的类型。 Many of the properties can be used to describe the knowledge of project 140, for example, such as name, type of media, access, device performance, and the type of knowledge. 可由学习系统来使用该名称,以识别并定位与知识项目140有关的内容。 By learning system to use this name to identify and locate the Knowledge Project 140-related content. 媒体的类型描述与知识项目140有关的内容的形式。 140 forms of media content related to the type of project description and knowledge. 例如,媒体类型包括表示类型、通信类型、以及交互类型。 For example, the media type includes information indicating type, communication type, and the type of interaction. 表示媒体类型可包括文本、表格、插图、图表、图片、动画、音频剪辑、以及视频剪辑。 Said the media types can include text, tables, illustrations, charts, pictures, animations, audio clips, and video clips. 通信媒体类型可包括会话会议、群组(例如,新闻组、团队、班级、以及一群同等人)、电子邮件、短信服务(SMS)、以及即时消息。 Communications media types can include a session meeting, the group (for example, newsgroups, team, class, and a group of the same people), e-mail, short message service (SMS), and instant messaging. 交互媒体类型可包括基于计算机的培训、仿真、以及测试。 Interactive media types can include computer-based training, simulation and testing. 访问权限可用于确定是否准许学习者或其它个人(例如,课程作者、指导员、以及/或者辅导员)访问。 Access can be used to determine whether to grant the learner or other individuals (eg, course author, instructor, and / or counselor) access.

知识项目140还可由知识类型的属性来描述。 Knowledge Project 140 also by property type to describe knowledge. 例如,知识类型包括定向知识、行为知识、说明知识、以及源/参考知识。 For example, the types of knowledge, including knowledge-oriented, behavior knowledge, indicating knowledge, and source / reference knowledge. 知识类型可以在学习对象和内容上不相同。 May not be the same type of knowledge on learning objects and content. 例如,定向知识提供参考点给学习者,以及,由此提供通用信息,该通用信息用于更好地理解相互关联的结构元素的结构。 For example, knowledge of the orientation reference point to the learner, and thereby provide general information, the general information is used to better understand the structure of the structure element interrelated. 下面将更详细地描述每个知识类型。 Described in greater detail below each knowledge type.

可使用广泛的技术来生成知识项目140,然而,浏览器(包括插件应用程序)应该能够解释并显示与每个知识项目相关的适当文件格式。 You can use a wide range of techniques to generate knowledge item 140, however, the browser (including plug-in application) should be able to interpret and display items related to each knowledge appropriate file format. 例如,可使用标记语言(如超文本标记语言(HTML)、标准通用标记语言(SGML)、动态HTML(DHTML)、或可扩展标记语言(XML))、JavaScript(客户端脚本语言)、和/或Flash,以创建知识项目140以及它们的关联数据。 For example, you can use the markup language (eg HTML (HTML), the Standard Generalized Markup Language (SGML), Dynamic HTML (DHTML), or Extensible Markup Language (XML)), JavaScript (client-side scripting language), and / or Flash, to create a knowledge project 140 and their associated data.

可使用HTML来描述文档的逻辑元素和表示,举例来说,如文本、标题、段落、列表、表格、或图片参考。 You can use HTML to describe the logical elements of the document and said that, for example, such as text, headings, paragraphs, lists, tables, or pictures for reference.

可将Flash用作Flash影片的文件格式,以及用于在浏览器中播放Flash文件的插件。 Flash can be used as a Flash movie file format, as well as for playing Flash files in the browser plug-in. 例如,可使用Flash影片,该Flash影片使用矢量和位图图形、动画、幻灯片、过渡(transition)、Mp3音频文件、输入表单、以及交互。 For example, you can use a Flash movie, the Flash movie using vector and bitmap graphics, animation, slide transitions (transition), Mp3 audio files, input forms, and interaction. 另外,Flash允许图形元素的像素精确定位,以生成生动和交互的应用程序,用于将课程材料呈现给学习者。 In addition, Flash allows precise positioning of graphical elements pixel to produce vivid and interactive applications for the course material is presented to the learner.

例如,可使用一个或更多知识项目140来组装学习单元130,来表示清楚的、主题一致的单元。 For example, using one or more information items 140 to assemble learning unit 130, to indicate clearly, relating to the same unit. 从而,可将学习单元130视为相同主题的知识项目140的容器。 Thus, the learning unit 130 can be considered the same theme Knowledge Project 140 containers. 还可考虑学习单元130的大小相对较小(例如,具有受限的持续时间),尽管其比知识项目140大。 Also consider the size of the learning unit 130 is relatively small (e.g., having a limited duration), although larger than 140 items of knowledge.

可使用其它子课程120、学习单元130、和/或知识项目140来组合子课程120。 You can use other sub-programs 120, learning unit 130, and / or knowledge of the project to combine the sub-program 120 140. 子课程120可用于将扩展课程分割为一些较小的下级课程。 Sub-120 can be used to extend the course curriculum is divided into a number of smaller subordinate classes. 通过引用其它子课程120,子课程120还可用于构建任意深度的嵌套结构。 120 by referencing other sub-programs, sub-program 120 can also be used to construct nested structure of arbitrary depth.

可从所有下级结构元素组合课程,该下级结构元素包括子课程120、学习单元130、以及知识项目140。 All subordinate structure elements from a combination of courses, the lower structural elements, including sub-120 courses, learning modules 130, 140, and knowledge projects. 为了照顾到最大的重新使用和灵活性,所有的结构元素应当为独立式(self-contained)以及上下文无关的。 To cater to the maximum re-use and flexibility, all of the structural elements should be freestanding (self-contained) and context-free.

还可以用元数据给结构元素加标签,该元数据用于支持与结构元素相关的内容自适应输出、重新使用性、以及搜索/检索。 You can also use metadata tags to add structure elements, the metadata is used to support the structural elements related content adaptive output, re-use, and search / retrieval. 例如,可将由IEEE“学习对象元数据工作组”定义的学习对象元数据(LOM)附加到单个课程结构元素。 For example, by the IEEE "Learning Object Metadata Working Group" is defined in the Learning Object Metadata (LOM) is attached to a single course structure elements. 还可将元数据用于表示与结构元素相关的学习者的能力。 Metadata can also be used to indicate the ability of structural elements associated learners. 其它元数据可包括很多知识类型(例如,定向、行为、说明、以及资源),可将该知识类型用于对结构元素分类。 Other metadata can include many types of knowledge (eg, orientation, conduct, instructions, and resources), the type of knowledge can be used to classify structural elements.

如图2所示,可使用知识类型201的教学本体论200来对结构元素分组,该知识类型201包括定向知识210、行为知识220、说明知识230、以及参考知识240。 Shown in Figure 2, you can use the knowledge of the type of teaching ontology 201 200 grouping of structural elements, including the knowledge of the type 201 210 directional knowledge, knowledge of the behavior of 220, indicating knowledge of 230, 240, and reference information. 定向知识210通过主题帮助学习者找到他们的方法,而不用以主题特定(topic-specific)方式起作用,并且,定向知识210可被称为“知道什么”。 210 directed by subject knowledge to help learners to find their way, rather than to a specific theme (topic-specific) way to work, and 210 directional knowledge can be called "know." 行为知识220帮助学习者获得主题相关的技巧,并且,可被称为“知道怎样”。 Behavioral knowledge to help learners acquire 220 topics related skills, and can be called "How do I know." 说明知识230给学习者提供对一些事情为什么是这样的说明,并且,可被称为“知道为什么”。 Description 230 to provide learners with the knowledge of some things, explain why this is, and can be called "know why." 参考知识240教导学习者哪里可找到对特定的主题的补充的信息,并且,可被称为“知道在哪里”。 240 reference teaches the learner knowledge Where can I find information to supplement specific topics, and can be called "know where."

可将所述四个知识类型(定向、行为、说明、以及引用)进一步划分为图2所示的精细本体论。 The four types of knowledge may be (orientation, behavior, described, and references) is further divided into fine ontology shown in Fig. 例如,定向知识210可引用子类型250,该子类型250包括历史、情节、事实、总览、以及摘要。 For example, the orientation of knowledge that can be referenced subtype 210 250 250 including the history of the sub-types, plot, facts, overview and summary. 行为知识220可引用子类型260,该子类型260包括策略、过程、规则、原理、次序、法则、法则说明、以及检查表。 Behavior knowledge can be referenced subtype 220 260 260, including the sub-type policies, procedures, rules, principles, order, rule, rule description, and checklists. 说明知识230可引用子类型270,该子类型270包括例子、意图、反映、对为什么或是什么的说明、以及论证。 Description of knowledge that can be referenced subtype 230 270 270 including the subtype example, intentions, reflect on why or what the explanation, and argumentation. 资源知识240可引用子类型280,该子类型280包括参考、文档参考、以及档案参考。 Knowledge resources can be referenced subtype 240 280 280, including the sub-type reference, reference documentation, and reference files.

当在一个集合级别组合结构元素时,可通过关系来描述结构元素之间的依赖。 When a combination of structural elements in a set level, you can rely on to describe the structure of the relationship between elements through. 可将关系用于描述结构元素之间的自然、主题分类(subject-taxonomic)的关系。 The relationship can be used naturally, subject classification to describe the structure between elements (subject-taxonomic) relationship. 关系可为定向或不定向的。 Relationship for directional or non-directional. 可将定向关系用于表示结构元素之间的关系仅在一个方向上为真。 Will be used to represent the relationship between the orientation may be the relationship between the structural elements just in one direction as true. 应当跟随定向关系。 Should follow directional relationship.

可将关系划分为两个类别:主题分类和非主题分类。 The relationship can be divided into two categories: non-theme theme categories and classifications. 可将主题分类关系进一步划分为分级关系和结合关系。 Subject classification can be further divided into hierarchical relationship relationship and bonding relationships. 可将分级关系用于表示具有下级或上级关系的结构元素之间的关系。 Hierarchical relationship can be used to represent the relationship between structural elements have subordinate or superior relationship between. 例如,如果B是A的一部分,则存在知识项目A和B之间的分级关系。 For example, if B is part of A, the hierarchical relationship between A and B is present knowledge items. 可将分级关系划分为两个类别:部分/整体关系(即“具有部分”)以及抽象关系(即“归纳”)。 Hierarchical relationship can be divided into two categories: part / whole relationship (that is, "a partial") and abstract relations (ie, "induction"). 例如,部分/整体关系“A具有B”描述了B为A的一部分。 For example, part / whole relationship "A with B" describes the part of B to A's. 抽象关系“A归纳了B”暗示了B为A的具体类型(也就是说,飞机归纳了喷气机,或喷气机式飞机的具体类型)。 Abstract relations "A summarized B" A implies B for the specific type (ie, aircraft summarizes the Jets, or specific types of jet aircraft).

可使用结合关系来引用两个结构元素之间的一种关联关系。 May be used to refer to a binding relationship relationship between the two structural elements. 结合关系可帮助学习者获得对事实更好的理解,该事实与结构元素相关联。 Binding relationship can help learners to gain a better understanding of the facts, the facts associated with structural elements. 结合关系描述了两个结构元素之间的多种关系,并且主要为定向的(也就是说,结构元素之间的关系仅在一个方向上为真)。 Binding relationship describes various relations between the two structural elements, and mainly directed (that is, the relationship between the structural elements only in one direction is true). 结合关系的例子包括“确定”、“并列”、“替换”、“相反”、“在先”、“上下文”、“过程”、“值”、“手段”、以及“亲和”。 Examples include the combination of relationship, "OK", "tied", "replace", "On the contrary", "advance", "context", "process", "value", "means" and "affinity."

“确定”关系描述了A和B之间的确定相关(例如,B有原因的依赖于A)。 "OK" to describe the relationship between the determined correlation between A and B (e.g., B is dependent on a reason A). 可从空间、概念、理论、或本体论的观点来看待“并列”关系(例如,如果两个知识对象均为上级整体的一部分,A与B并列是有效的)。 From space, concepts, theories, or ontological point of view to look at "parallel" relationship (for example, if two objects are part of the superior knowledge of the whole, A and B in parallel is valid). 可将“并列”关系再分至这样的关系,如“相似”、“替换”、以及“类似”。 May be "tied" relationship again to such a relationship, such as "like", "replace" and "similar." “相反”关系暗示了两个结构元素至少一个性质是相反的。 "On the contrary," the relationship between the two structural elements implies at least one character is the opposite. “在先”关系描述了临时的接续关系(例如,A在B之前的时间出现(并不是说A是B的先决条件))。 "Prior" to describe the relationship of the temporary continuation relationship (for example, A B appear in the time before (not to say that A is a prerequisite of B)). “上下文”关系基于可导出有关的结构元素中的哪一个,来描述实际的和位置的关系。 "Context" can be derived based on the relationship between the relevant structural elements which one, and to describe the relationship between the actual position. 结构元素之间的“亲合”关系暗示结构元素之间具有相近的功能相关(如,由于阅读是图书的主要功能,所以图书和阅读行为之间具有亲合关系)。 "Affinity" implied relationship between structural elements have similar correlation between the structural elements function (eg, due to reading books is the main function, so having an affinity between books and reading behavior).

非主题分类关系可包括“前提”关系和“属于”关系。 Non-subject classification relationships may include "precondition" relationship and "belong" to the relationship. “前提”关系和“属于”关系不是指将要传授的知识的主题分类相互关系。 Theme "precondition" relationship and "belong" to the relationship does not mean going to impart knowledge of the relationship between classification. 相反,这些关系是指在学习环境中课程的进度(例如,学习者遍历该课程)。 Instead, the relationship is in the course of progress in the learning environment (for example, the learner traverses the course). “前提”关系是定向的,而“属于”关系是非定向的。 "Precondition" relationship is directional, and "below" the relationship between non-directional. 这两个关系均可用于不能进一步划分的知识项目140。 These two relationships can not be further divided into knowledge for 140 projects. 例如,如果屏幕的尺寸太小,以致不能显示一页的全部内容,可将显示内容的页分割为由“前提”关系相连接的两页。 For example, if the size of the screen is too small to display the entire contents of the page, the contents of the page can be displayed by two-page segmentation "precondition" relationship connected.

元数据的另一类型是能力。 Another type of meta data is a capability. 可将能力分配到结构元素,举例来说,如子课程120或学习单元130。 Capacity can be assigned to a structural element, for example, such as sub-curriculum learning unit 120 or 130. 当学习者遍历课程材料时,可将能力用于表示和评估该学习者的表现。 When traversing the learner curriculum materials can be used to represent and assess the ability of the learner's performance. 可将能力分类为认知技能、情感技能、感知运动技能(senso-motorical)、或社交技能。 Ability can be classified as cognitive skills, emotional skills, perceptual motor skills (senso-motorical), or social skills.

课程图可将与课程相关的内容结构表示为一组图形。 Course map can be related to the course content and structure is represented as a set of graphics. 可将结构元素表示为图形中的节点。 The structural elements can be represented as nodes in the graph. 将节点属性用于传送附加到对应结构元素的元数据(例如,名称、知识类型、能力、一个或更多开销元素、访问权限、装置类型、和/或媒体类型)。 The node attribute is used to convey additional structural elements to the corresponding metadata (e.g., name, type of knowledge, the ability, the one or more cost elements, access rights, device type, and / or media type). 可将两个结构元素之间的关系表示为边缘。 Relationship between the two structural elements can be represented as edges.

例如,图3示出了课程的图形300。 For example, Figure 3 shows a course pattern 300. 将该课程划分为四个结构元素或节点(310、320、330、以及340):三个子课程(例如,知识结构、学习环境、以及工具)以及一个学习单元(例如,基本概念)。 The course is divided into four structural elements or nodes (320, 330, and 340): three sub-programs (eg, knowledge structure, learning environment, and tools) as well as a learning unit (for example, the basic concept). 以括号示出了每个节点的节点属性350(例如,标记为“基本概念”的节点具有将其识别为学习单元的参考的属性)。 In brackets shows the node attribute 350 of each node (e.g., labeled "basic concept" node has to recognize it as a reference unit of learning the properties). 另外,已为有关每个子课程的学习单元指定了表示“上下文”关系的边缘380。 In addition, the edge has been specified, said "context" of the relations 380 for each child related courses of study units. 由此,在学习单元中说明的基本概念为覆盖在所述三个子课程中的概念提供上下文。 Thus, the basic concepts described in the learning unit to cover the concept of the three sub-courses provide context.

图4示出了图3的子课程“知识结构”350的图形400。 Figure 4 shows a diagram sub Lesson 3 "knowledge structures" 350 400 graphics. 此例子中,将子课程“知识结构”进一步划分为三个节点(410、420、以及430):学习单元(例如,在关系上)以及两个子课程(例如,覆盖方法和知识对象的题目)。 In this case, the sub-course "knowledge structures" are further divided into three nodes (410, 420, and 430): Learning units (for example, in the relationship), and two sub-programs (for example, methods and knowledge objects covering topics) . 已在结构元素之间提供了表示“确定”关系的边缘400(例如,子课程“方法”确定子课程“知识对象”以及学习单元“关系”)。 Between the structural elements have been provided, said, "OK" relationship Edge 400 (for example, sub-course "approach" to determine the sub-course "knowledge objects" and the learning unit "relationship"). 另外,将每个节点的属性450示出在括号中(例如,节点“方法”和“知识对象”具有将它们识别为其它子课程的参考的属性;节点“关系”具有作为学习单元的参考的属性)。 Further, the attributes of each node 450 is shown in parentheses (e.g., node "methods" and "Knowledge Object" recognize them as having other sub program reference attribute; node "relationship" with the reference as a learning unit property).

图5示出了用于学习单元“Java中的Http”的图形500。 Figure 5 shows a learning unit "Java in the Http" graphic 500. 学习单元包括五个节点(510、520、525、526、527、以及528):五个知识项目(也就是说,“例子调用”、“基础”、“Java和Http”、“网络资源”、以及“用法”)。 Learning unit includes five nodes (510,520,525,526,527 and 528): five Knowledge Project (ie, "an example to call", "basic", "Java and Http", "network resources", and "Usage"). 已在知识项目“例子调用”和“基础”之间提供了表示“属于”关系的边缘547。 Knowledge Project has been between "examples of calling" and "foundation" provides that "belong to" the edge of the relationship 547. 另外,在括号中指定了每个节点的属性550(例如,节点“例子调用”包括属性“例子”和“表示”)。 Further, specifies the attribute 550 of each node (e.g., node "Examples call" includes the attribute "Examples" and "means") in parentheses.

电子学习策略与课程相关的上述内容集合以及结构并不自动地强制任意顺序,其中,学习者可使用该顺序来遍历与课程相关的内容。 E-learning strategies and programs related to the above structure is not automatically set and enforce any order, in which the learner can be traversed with course-related content with this order. 结果,可将不同的顺序规则应用到相同的课程结构,以提供通过该课程的不同路径。 As a result, the order may be different rules apply to the same curriculum structure to provide different paths through the course. 应用到课程的知识结构的顺序规则是学习策略。 Order of the rules applied to the knowledge structure of the course is learning strategies. 可将学习策略用于挑选特定的结构元素,其中,在该学习者进行该课程时,将该结构元素建议给该学习者。 Learning strategies can be used to select specific structural elements, which, at the time of the learners of the course, the structural elements of the recommendations to the learner. 在接受课程时,学习者或导师(例如,辅导员)可从很多不同的学习策略中选择。 In an interview with the course, the learner or tutor (eg, counselors) can choose from many different learning strategies. 接下来,所选的学习策略考虑课程结构的需要以及学习者的偏好。 Next, you need to learn strategies and learner preferences to consider the structure of the selected course. 结果,学习者通过该课程的进度可不同。 As a result, learners progress through the course may be different.

可使用大策略(macro-strategy)和小策略(micro-strategy)来创建学习策略。 You can use big strategy (macro-strategy) and small strategies (micro-strategy) to create learning strategies. 在接受课程时,学习者可从很多不同的学习策略中选择。 In an interview with the course, learners can choose from a lot of different learning strategies. 在课程内容表示给学习者的运行时间选择学习策略(并且,不在课程的知识结构的设计期间)。 In the course content to the learner's running time, said selection of learning strategies (and, during the knowledge structure is not designed courses).

将大策略用于学习策略,以引用课程的粗结构(也就是说,子课程120和学习单元130的组织)。 The big strategy for learning strategies to cite coarse structure course (ie, organizational sub-unit courses and learning 120 130). 大策略确定课程的子课程120和学习单元130呈现给了学习者顺序。 Sub big policy determines the course curriculum and learning unit 130 120 is presented to the learner order. 基本的大策略包括“归纳”和“演绎”,其允许学习者从一般到具体、或从具体到一般来分别完成该课程。 The basic strategy involves big "induction" and "interpretation", which allows the learner from the general to the specific, or from the specific to the general, respectively, to complete the course. 大策略的其它例子包括“基于目标、自顶向下”、“基于目标、自底向上”、以及“内容表格”。 Other examples include a large strategy "based on the target, top-down," "based on the target, from the bottom up," and "the table of contents."

学习策略所实现的小策略针对于学习单元内的学习进度。 Learning strategies implemented policies for small unit within the learning progress. 小策略确定呈现学习单元的知识项目的次序。 Small policy determines the order of presentation of learning unit knowledge of the project. 小策略引用描述该知识项目的属性。 Small policy references describe the properties of the Knowledge Project. 小策略的例子包括“仅定向”、“面向行为”、“面向说明”、以及“内容表格”。 Examples of small policies include "targeted only", "for behavior", "for that", and "the table of contents."

电子学习系统如图6所示,电子学习体系600可包括学习站610以及学习系统620。 E-learning system shown in Figure 6, the e-learning system 600 can include learning stations 610 and 620 learning system. 学习者可使用学习站610来访问课程材料。 Learners can use the learning station 610 to access the course material. 可通过任意通用的计算机来实现学习站610,其中,该计算机能够以定义的方式运行指令,该计算机包括:特殊用途计算机、个人计算机、工作站、可编程逻辑装置或便携式计算装置。 Can be any general-purpose computer to realize the learning station 610, wherein, the computer can run command defined manner, the computer comprising: a special purpose computer, a personal computer, a workstation, a programmable logic device, or a portable computing device. 学习站610可运行任意数目的软件应用程序,包括配置其用来访问、解释、以及向学习者呈现课程及相关信息的应用程序。 Learning Station 610 can run any number of software applications, including configuration which is used to access, interpretation, and presentation applications to learner courses and related information.

学习站610可包括浏览器,以实现学习入口,该学习入口允许学习者访问学习系统620。 Learning station 610 may include a browser in order to achieve learning entrance, the entrance to allow learners to access learning learning system 620. 可配置学习入口和学习系统620之间的链路621,以发送和接收信号(例如,电、电磁或光),该信号传输或承载表示各类模拟和/或数字内容的数据流。 Link 621 may be configured to learn the learning system 620 between the inlet and the to transmit and receive signals (e.g., electrical, electromagnetic, or optical), representation of the signal transmitted or carrying various types of analog and / or digital content data stream. 例如,可使用简易老式电话服务(POTS)线路网络、数字用户线路(DSL)网络、综合服务数字网(ISDN)、以及同步光纤网络(SONET)、或者这些网络中的一个或更多的组合来实现通信链路621。 For example, you can use plain old telephone service (POTS) line networks, digital subscriber line (DSL) networks, integrated services digital network (ISDN), and Synchronous Optical Network (SONET), or the network of one or more combinations achieve communication link 621. 另外,通信链路可包括使用电磁信号的无线链路以传输信息,举例来说,该电磁信号如无线电、红外线、以及微波信号。 Additionally, the communication link may comprise a wireless link using the electromagnetic signals to transmit information, for example, the electromagnetic signal such as radio, infrared, and microwave signals. 该通信链路621还可以包括一个或更多网络或网络设备(例如,服务器、路由器、交换机、集线器、中继器、和存储设备)学习系统620可包括一个或更多服务器。 The communication link 621 may also include one or more networks or network devices (e.g., servers, routers, switches, hubs, repeaters, and storage devices) learning system 620 may include one or more servers. 如图6所示,学习系统620包括学习管理系统623、内容管理系统625、以及操作(administration)管理系统627。 As shown in Figure 6, the learning system 620 includes 623 learning management system, content management system 625, and the operation (administration) management system 627. 可使用一个或更多服务器、处理器、或智能网络装置来实现这些系统中的每个。 May use one or more servers, processors, or the intelligent network devices to implement each of these systems. 另外,可提供编辑站630,以从结构元素创建课程。 In addition, the available editing station 630, to create a curriculum from the structural elements.

如图7所示,可使用服务器来实现操作管理系统627,例如,该服务器如SAP R/3 4.6C+LSO Add-On。 As shown in Figure 7, you can use the server to implement operations management system 627, for example, the server such as SAP R / 3 4.6C + LSO Add-On. 操作管理系统627包括学习者账户和课程信息的数据库。 Operations management system 627 includes a database learner accounts and curriculum information. 例如,学习者账户可包括学习者的人口统计数据(例如,名字、年龄、性别、地址、公司、学校、账号、以及账单)和他/她通过课程材料的进度(例如,访问的位置、完成的测试、取得的技能、获得的知识、以及使用材料的能力)。 For example, the learner may include learner account demographic data (such as name, age, sex, address, company, school, account number, and billing) and his / her progress through the course materials (for example, access to the location, complete test, acquired skills, knowledge gained, and the ability to use the material). 操作管理系统627还可提供额外的关于课程的信息,如课程标题、描述、提供的课程、课程目录、课程的作者/指导员、以及最流行的课程。 Operations management system 627 may also provide additional information about the course, such as course title, description, courses offered, course catalogs, course author / instructor, and the most popular courses.

内容管理系统625可包括学习内容服务器730。 Content management system 625 can include learning content server 730. 可使用WebDAV服务器来实现学习内容服务器730。 You can use WebDAV servers to achieve learning content server 730. 学习内容服务器可包括内容仓库。 Learning content can include content repository server. 内容仓库存储课程文件和媒体文件,它们用于在学习站610向学习者展示课程。 Course content repository to store files and media files, which are used in the learning station 610 courses to learners show. 课程文件可包括组成课程的结构元素,并且可被存储为XML文件。 Curriculum documents may include structural elements curriculum, and can be stored as XML files. 可将媒体文件用于存储包括在该课程中、并可为在学习站610向学习者展示课程而组装的内容。 Can be used to store media files included in the curriculum, and for learners in the learning station 610 to display the content of the course and the assembly.

学习管理系统623可包括内容播放器720。 Learning management system 623 may include a content player 720. 可使用服务器来实现内容播放器720,如SAP J2EE引擎。 You can use the server to implement content player 720, such as SAP J2EE engine. 内容播放器720用于从内容仓库获得课程。 Content player 720 for acquiring the course from the content repository. 内容播放器720还将学习策略应用于获得的课程材料,以为学习者生成导航树或路径。 Content player 720 will be applied learning strategies course material obtained, that learners generate the navigation tree or path. 导航树或路径用于为学习者建议通过课程材料的路线,并基于学习者选择的学习策略,为学习者生成课程材料的表示(presentation)。 Navigation tree or a path for the adoption of curriculum materials for learners route selection based on the learner's learning strategies, curriculum materials generated representation (presentation) for learners.

学习管理系统623还可包括用于与操作管理系统627交换信息的接口。 Learning management system 623 may also include an interface with the operating management system 627 to exchange information. 例如,在学习者进行课程材料时,内容播放器720可更新该学习者的帐户信息,以表示例如取得的能力、通过的测试、完成的课程。 For example, when the learner curriculum materials, content player 720 can update your account information to the learner, such as the ability to represent acquired, tested, and completed the course.

学习站学习者可使用学习站610访问有关课程的信息、和课程相关的内容、有关学习系统620的信息、以及有关学习者的信息(例如,学习者账户)。 Learning Station learners can use to learn about the curriculum station 610 to access information, and course-related content, information about the learning system 620, as well as information about the learner (eg, learner accounts). 如图7所示,学习站610可包括处理器740、通信接口750、以及存储装置760。 As shown in Figure 7, the learning station 610 may include a processor 740, a communication interface 750, and a storage device 760. 学习站610还可包括任意数目的外设或集成装置(未示出)(例如,显示器、记忆/存储装置、输入装置、端口/接口、打印机、通信接口、以及扬声器),它们有助于访问、表示、以及与课程交互该课程的内容及相关的课程信息。 Learning Station 610 may include any number of peripheral or integrated device (not shown) (e.g., a display, and memory / storage devices, input devices, port / interface, a printer, a communication interface, and a speaker), they help access represents, as well as interactive content and curriculum of the course and the related course information.

可将处理器740用于实现学习接口770。 The processor 740 may be used to implement the learning interface 770. 例如,处理器740可运行任意数目的包括学习接口的软件应用程序,其中,配置该学习接口以访问、解释、以及向学习者呈现课程和相关的信息,并且允许学习者与内容和学习系统620交互。 For example, the processor 740 can run any number of interfaces including learning software applications, which configure the interface to access the study, interpretation, and presentation to the learner curriculum and relevant information, and allows learners with content and learning systems 620 interaction.

学习站610可配备很多软件应用程序。 Learning Station 610 can be equipped with many software applications. 例如,该软件可包括浏览器,如Netscape communicator、微软的Internet Explorer、或任何可用来解释并处理标记语言(如HTML、SGML、DHTML、XML、或XHTML)的其它软件应用程序。 For example, the software may include browsers, such as Netscape communicator, Microsoft's Internet Explorer, or can be used to explain and deal with any markup language (eg HTML, SGML, DHTML, XML, or XHTML) with other software applications. 该浏览器还可包括软件插件应用程序,其允许该浏览器解释、处理、以及呈现不同种类的信息。 The browser can also include a software plug-in application, which allows the browser to interpret, process, and present different kinds of information. 例如,该浏览器可包括任意数目的应用工具,如Java、Active X、JavaScript、以及Flash。 For example, the browser may include any number of application tools, such as Java, Active X, JavaScript, and Flash.

通信接口750可帮助在学习站610和学习系统620之间进行数据和信息的交换。 The communication interface 750 can help in learning between learning stations 610 and 620 systems to exchange data and information. 例如,该通信接口可为通信卡、调制解调器、端口、收发器或能够使用通信链路621来传送并接收数据的装置。 For example, the communication interface may be a communication card, to the transmitting modem, port, transceiver or communication link 621 and can be used for receiving data. 数据可从学习系统620接收,并由处理器740处理,并且/或者存储在存储器760中。 Data may be received from the learning system 620, the processing by the processor 740, and / or stored in the memory 760. 类似的,可将处理器740处理和/或存储在存储器760中的数据传送到学习系统620。 Similarly, the processor 740 may transmit the processing and / or data stored in the memory 760 of the system 620 to learn.

如上所述,学习者可使用学习站610来联系学习系统620,以访问课程。 As mentioned above, the learner can use learning stations 620 610 to contact the learning system to access the course. 可将学习接口770和相关浏览器用于实现图形用户接口,其接受从学习者输入的信息并呈现从学习系统620接收的信息。 Can learn the interface 770 and associated browser used to implement a graphical user interface which receives information from the input and exhibits the learner from the learning system 620 receives the information. 学习接口770还可配备内容播放器,以呈现从学习系统620下载到存储器760的课程。 Learning interface 770 can be equipped with the content player, the learning system 620 to render the downloaded programs from the memory 760.

动态电子学习课程如前所述,传统的CBT系统向学习者提供固定的课程。 Dynamic e-learning courses mentioned above, the traditional CBT system provides a fixed curriculum to learners. 例如,学习者有接受全部课程或不接受课程的选择。 For example, the learner has to accept or not to accept a full course of choice courses. 然而,由于各种原因,学习者可能不希望接受全部课程。 However, due to various reasons, the learner may not want to accept the full course. 因此,可将学习系统620用于动态地创建适合学习者的需要的课程。 Thus, the learning system 620 can be used to dynamically create fit the needs of learners courses.

在一个实现中,学习系统620可以根据学习者的特殊需要,从现有的课程的结构元素来动态地创建、组合和/或构建新的临时课程。 In one implementation, the learning system 620 according to the special needs of learners, to dynamically create elements from the existing structure of the course, combinations and / or build new temporary program. 可使用该学习者提供的预算和其它标准来表示学习者的需要。 Budget and other criteria may be used to provide the learner to express needs of learners. 通过使用预算和标准,学习系统620可识别可用于组合动态课程的现有的结构元素。 By using the budget and standards, learning system 620 can recognize the existing structural elements can be used to combine dynamic curriculum. 组合课程之后,可使用学习站610将该课程临时存储并呈现给学习者。 After the combination of courses, learning station 610 may be used to temporarily store the course and presented to the learner.

学习者可使用学习站610的学习接口770连接到学习系统620,以识别课程。 Learners can use the learning station 610 learning interface 770 is connected to the learning system 620 to identify courses. 例如,学习者可浏览课程目录以确定或识别具体感兴趣的题目、主题、课程或内容。 For example, the learner can browse the course catalog to determine or identify specific topics of interest, subject, course or content. 学习者可使用该目录来找到(navigate)由学习系统620提供的任意课程,并获得有关该课程的更详细的信息。 Learners can use this directory to find (navigate) any course offered by the learning system 620, and get more detailed information about the course. 学习者还可使用学习接口770的搜索特征,以根据关键字、能力、和/或主题来找到具体的课程或题目。 Learners can also use the search feature to learn interface 770, in accordance with the keyword, ability, and / or subject to find specific course or subject. 学习者还可通过输入课程的名称来识别课程(如果该名称已知)。 Learners can also be used to identify the course (if the name is known) by the name of the input program.

操作管理系统627还可根据学习者希望或需要获得的技能、资格、和/或能力,来为学习者识别课程。 Operations management system 627 can also be based learners want or need to get the skills, qualifications, and / or ability to identify courses for learners. 学习系统620可使用由用户输入的信息和/或存储在学习操作管理系统627中的学习者账户的信息来识别这样的课程。 Learning system 620 may use the information entered by the user and / or stored information learners in learning how to operate the account management system 627 to identify such courses.

一旦识别了课程,便确定预算。 Once identified, the curriculum, they determine the budget. 该预算可用于确定呈现给学习者多少信息。 The budget can be used to determine how much information is presented to the learner. 可从学习者希望为接受动态课程而成本的一个或更多资源来确定该预算。 May wish to accept dynamic courses of one or more resources to determine the cost of the budget from the learners. 例如,该预算可包括学习者可能在接受课程时消耗的时间或资金量。 For example, the budget may include the amount of time or money learners may consume in an interview with the course. 预算还可包括可用资源的组合(例如,时间和资金)。 Budget may also include a combination of available resources (e.g., time and money).

课程的每个结构元素可具有一个或多个相关的成本元素。 Each structural element of course may have one or more associated cost elements. 该成本元素确定结构元素消费多少学习者预算的资源。 The cost element determines how many learners budget structure elements consume resources. 例如,每个结构元素可具有相关的时间成本(例如,学习者在结构元素上消耗的平均时间)。 For example, each structural element may have an associated time costs (e.g., the learner average time consumed in the structural elements). 每个结构元素可具有相关的资金成本。 Each structural element can have an associated cost of capital. 可将该成本元素作为与结构元素相关联的元数据存储。 Metadata can be stored as the cost element associated with structural elements. 可从学习者的预算中减去该成本元素,以确定用于创建动态课程的内容,如下所详述的。 Learners can be subtracted from the cost elements of the budget, in order to determine the content of the course for creating dynamic, as detailed below.

学习系统620还可确定有关学习者的信息,以创建动态课程。 Learning system 620 can also determine information about learners to create dynamic programs. 例如,可提示学习者进入已经完成的课程、以及已经获得的技能、能力、资格及知识。 For example, the learner can be prompted to enter the course has been completed, as well as the skills, abilities, qualifications and knowledge already acquired. 还可从操作管理系统627维护的学习者账户获得学习者信息。 Learners can also obtain information from the operating management system 627 learners maintenance account. 可将学习者信息用于限定增加学习者已经采用的结构元素、或学习者可能已经从先前的经验或培训中知道的知识。 Learner information may be structural elements that have been adopted to increase the learner is used to define, or learners may already know from previous experience or training in knowledge.

为创建动态课程,学习系统620可基于来自于学习者的输入、从所识别的课程来确定结构元素或目标元素(例如,由内容管理系统625存储的)。 To create a dynamic curriculum, the learning system 620 can be based on input from the learners, from the identified programs to determine the structure of the target element or elements (for example, by the content management system 625 stores). 例如,可以确定目标元素,作为学习者期望的技能、任务、题目、或信息的结果。 For example, the target elements can be determined, as desired learner skills, task, the subject, or the result information. 在一个实现中,学习系统620可基于学习者输入来确定多个结构元素。 In one implementation, the learning system 620 may be determined based on the plurality of input learner structural elements. 可将这些多个结构元素中的每个呈现给学习者,并且,该学习者可选择其中一个结构元素,以用作目标元素。 These may be a plurality of structural elements each presented to the learner, and the learner can choose one of the structural elements to be used as the target element.

已经确定了目标元素之后,便确定了涉及该目标元素的一组结构元素。 After the target elements have been identified, then determining a set of structural elements relating to the target element. 可使用与结构元素相关的元数据,如结构关系(例如,前提、确定、属于等等)来确定相关的结构元素,其在课程图形中由边缘来表示。 Can be used with the structure element associated metadata, such as structural relationships (e.g., the premise, it is determined, below, etc.) to determine the associated structural elements, which is represented by an edge in the course drawing.

使用确定的用户信息,学习系统620可移除学习者已接受的任何结构元素,或基于已经持有的技能、能力、资格、装置性能、访问权限、以及知识来确定涉及该目标元素的结构元素组。 Using the determined user information, the learning system 620 can remove any structural element learner accepted, or based on skills, abilities, qualification, performance of the device, access to, and knowledge have been held to determine the structure of the elements involved in the target element groups. 例如,如果学习者已经在课程中接受了结构元素,可从相关的组中移除该结构元素。 For example, if the learner has accepted the structural elements in the curriculum, the structural elements can be removed from the relevant group. 另外,可将装置性能用于限定或移除学习接口不支持的结构元素(例如,在Palm VTM上呈现的课程排除了视频文件的使用)。 In addition, the device can be used to limit or remove the learning performance interface does not support the structural elements (for example, presented at the Palm VTM course precludes the use of video files). 还可将访问权限用于移除结构元素(例如,包含机密材料的结构元素,如仅能由指导员或辅导员察看的测试答案)。 Access can also be used to remove the structural elements (eg, structural elements contain confidential material such only by the instructor or counselor to see the test answers).

学习系统620可使用目标元素和相关的组,以迭代地构建动态课程。 Learning system 620 can use the target element and associated groups to iteratively build dynamic curriculum. 将目标元素加到最终课程组。 The target group of the elements added to the final course. 将预算减去与增加的目标元素相关的成本。 Minus the cost and increase the budget target element associated. 学习系统620在相关组中确定与还未被加到最终课程组的目标元素最密切相关的下一个结构元素。 Learning system 620 has not yet been added to determine the final course of the target element of the next group most closely related to structural elements in the relevant group. 为确定下一个最密切相关的元素,可确定每个元素和目标元素之间的接近性/距离。 Elements to determine the next most closely related, can determine proximity / distance between each element and the target element. 在一个实现中,该确定基于下面给出的课程图形以及关系或必须通过的“距离”的数目,以从相关组中给出的结构元素到达目标元素。 In one implementation, the determination is based on the course as well as the relationship between the graphic below number or have adopted the "distance" to give structural elements from the relevant group to reach the target element.

可根据关系的类型,将每个关系加权,来修改该距离(例如,“前提”关系可配有较低的加权,并且,由此,将它的相关元素视为比由“属于”关系连接的元素更近地连接到目标元素)。 According to the type of relationship, each relationship weighting, to modify the distance (e.g., "precondition" the relationship may be provided with a lower weighting, and, thereby, it is as a connection to the relevant element than from "below" Relationship elements more closely connected to the target element). 可将最密切相关的结构元素确定为带有与目标元素最小的距离的结构元素(例如,考虑任意加权而遍历的关系数目)。 The structural elements can be most closely related to the determination (e.g., the number of relations, consider an arbitrary weighting traversal) for a minimum of structural elements and with the distance of the target element. 如果两个结构元素之间的距离相同(即使在应用了加权之后),可随机或基于另一个因素(例如,另一个加权,如与该结构元素有关的结构元素的数目)选择最近的结构关系。 If the distance between the two structural elements of the same (even after the application of the weighting), may be random or based on other factors (e.g., another weighting, such as the number of the structural elements associated with structural elements) select the nearest structural relationship .

识别下一个最密切相关的元素之后,学习系统620确定是添加完整的结构元素还是结构元素的一部分(例如,限定到一些子部分)。 After identifying a next most closely related elements, the learning system 620 is still part of the structural elements to determine structural element to complete (e.g., limited to the number of sub-section). 可使用距离加权常数和/或其它因素,如结构元素(以及其子部分)的成本、剩余预算、以及结构元素与目标元素的距离,以确定是否添加完整/部分的元素。 Distance weighting constants may be used and / or other factors, such as cost structure element (and its sub-components), the remaining budget, and the distance between the structure element and the target element, the element to determine whether to add the full / partial.

例如,距离加权常数可用于限定结构元素的内容,使其不呈现给动态课程的学习者。 For example, the distance weighting constant can be used to define structural elements of content, it is not presented to the learner dynamic curriculum. 距离加权常数可确定学习者在接受动态课程时,更愿意接受完整结构元素、不完整结构元素、或完整/不完整的结构元素的混合。 Distance weighting constants can be determined at the time of acceptance of the dynamic learner courses, more willing to accept a complete structural elements, structural elements mixed incomplete or complete / incomplete structural elements. 如果偏好完整结构元素,那么,可将与目标元素的范围或距离设为小(并且,由此,将更少的结构元素添加到动态课程)。 If you prefer a full structural elements, it can be with the range or distance from the target element to the small (and, thus, fewer structural elements will add to the dynamic course). 相同的,如果偏好不完整结构元素,可将与目标元素的范围或距离设为大(并且,由此,将更多的结构元素添加到动态课程)。 Same, if the preference is not complete structural element, can be set with the range or distance of the target element large (and, thereby, add more structural elements to the dynamic course).

学习系统620可通过提供给学习者很多选择,如“偏好大背景”(用于大范围)以及“偏好细节”(用于小范围),来确定距离加权常数。 Learning system 620 can be a lot of options available to the learner, such as "background preferences" (for large-scale) and "preference detail" (for small-scale), to determine the distance weighting constants. 可将这些选择映射为在学习系统620内定义的距离加权参数。 These choices can be mapped to 620 within the definition of a distance learning system weighting parameters. 将在下面描述距离加权的应用。 Will be described below weighted distance applications.

例如,如图5所示的结构元素,如学习单元500,可包括很多知识项目(例如,510、520、525、526、以及527)。 For example, structural elements shown in FIG. 5, as the learning unit 500, may include a lot of knowledge items (e.g., 510,520,525,526, and 527). 知识项目可与一个或更多知识类型相关联(例如,如图5所示,例子知识、定向知识、参考知识、以及行为知识)。 Knowledge items can be associated with one or more types of knowledge associated with (for example, shown in Figure 5, an example of knowledge, orientation knowledge, reference knowledge, knowledge, and behavior). 学习单元500的每个知识项目还可具有相关的成本(例如,时间或资金),该成本可消耗学习者的资源。 Each learning unit 500 may also have knowledge of project-related costs (for example, time or money), the cost of consumable resources learners. 例如。 For example. 每个知识项目510、520、525、526、以及527可具有五分钟相关成本。 Each knowledge item 510,520,525,526, and 527 may have five minutes associated costs. 因此,与整个学习单元500相关联的总成本(以分钟计)为三十分钟。 Thus, the entire learning unit 500 associated with the total cost (in minutes) for thirty minutes. 如果学习者有三十分钟的预算,在接受学习单元500时便消耗了全部的预算。 If learners have thirty minutes of the budget, while accepting the learning unit 500 will consume the entire budget. 然而,可将距离加权常数应用于学习单元500,以限制知识项目的数目,并提供结构元素500的不完整的或限制的视图。 However, it can be applied to the weighted constant distance learning unit 500, in order to limit the number of items of knowledge, and to provide structural elements incomplete or restricted view 500. 由此,可增加在动态课程中提供的结构元素的范围。 Thus, the scope of the structural elements of the increase provided in a dynamic curriculum.

如下,可实现距离加权常数的应用。 Below, can be realized from the application of the weight constant. 可对每个知识类型分配“距离影响值”。 May "affect the value of distance" for each type of knowledge distribution. 例如,可对总览知识分配值0(其表示:无论距离加权是多少,都应当呈现此类知识);可对“行为知识”分配值0.3;可对“说明知识”分配值0.6;可对“参考知识”分配值0.9;当确定是否添加结构元素(例如,学习单元)时,可将“反相关值”确定为“距离影响值”*“距离加权”*“距离”,用于学习单元的每个知识项目。 For example, you can assign a value of 0 for an overview of knowledge (which says: No matter how much distance weighting, shall render such knowledge); available on the "behavioral knowledge" assigned value 0.3; available on the "Description of knowledge" assigned value 0.6; can " Reference knowledge "assigned value of 0.9; when determining whether to add structural elements (eg, learning modules), you can be" anti-correlation values "as" distance affect the value of "*" distance-weighted "*" distance ", for learning unit Each Knowledge Project. 如果“反相关值”低于给出的阈值,可将各自的知识项目添加到动态课程(如果也满足预算的约束)。 If the "anti-correlation value" below the given threshold, you can add their knowledge to a dynamic curriculum project (if it satisfies the constraints of the budget). 确定动态课程的结构元素之后,如果有剩余预算,则可增加阈值,并且,可使用该增加的阈值来重新计算该动态课程元素(为了试图使用所有或尽可能多的预算)。 After determining the structural elements of dynamic course, if there is surplus budget, you can increase the threshold value, and can be used to re-calculate the dynamic course elements that increase the use of a threshold (for trying to use all or as much of the budget).

作为例子,可将距离加权常数应用于学习单元500,以便将说明和参考知识忽略。 As an example, can be applied to the weighted constant distance learning unit 500, in order to ignore the instructions and reference information. 在此情况中,仅将知识类型总览以及行为的知识项目用于创建动态课程。 In this case, only the knowledge of the project as well as an overview of the type of knowledge is used to create dynamic behavior of programs. 将距离加权常数应用于学习单元500使得仅消费十分钟的预算(允许将该预算用于将额外的学习对象添加到该动态课程)。 Will be applied to the weighted constant distance learning unit 500 so that only ten minutes of consumption budget (the budget to allow for adding additional learning objects to the dynamic course).

只要有剩余预算以及在相关组中有结构元素,学习系统620可以上述方式,继续将结构元素添加到最终课程组。 As long as there is surplus budget and 620 structural elements described above can learn the system in the relevant group, continue to add elements to the final structure of curricula.

一旦确定了最终课程组,学习系统620将由该最终课程组识别的结构元素组合为可呈现给学习者的动态课程。 Once the final course group learning system 620 will be the final course group identified structural elements can be combined into a dynamic curriculum presented to the learner. 可将该课程临时地存储在内容仓库或其它存储区域(例如,存储器760),并且,可由内容播放器访问该课程,以在学习站610呈现该课程(或作为离线课程下载)。 The course can be temporarily stored in the content repository or other storage area (for example, memory 760), and the player can access the contents of the course, in order to render the 610 stations in the study course (or courses as off-line download).

图8、9、10、以及11示出了创建动态课程的例子。 FIG. 8,9,10, and 11 shows an example of creating a dynamic course. 例如,学习者可能想要学习如何在Java中运行http连接。 For example, learners may want to learn how to run http connection in Java. 使用学习者接口770的搜索特征,该学习者输入描述具体感兴趣的领域的信息(也就是说,如何在Java中运行http连接)。 Use the search feature learner interface 770, the learner to enter information describing the specific areas of interest (that is, how to run the http connection in Java). 如图8所示,学习系统620确定有关通信协议的课程800,其包括结构元素801(Http in Java-Java中的Http)。 As shown, the learning system 8 620 determines the course of the communications protocol 800, which includes structural elements 801 (Http in Java-Java in Http). 课程800还包括有关http的子课程820、有关TCP/IP的子课程830、以及有关文件传输协议的子课程840。 Course 800 also includes a sub-program related http 820 on TCP / IP sub-program 830, and information about the File Transfer Protocol 840 sub-programs. 该学习者选择课程800并提供40分钟的预算(例如,在客户会见之前该学习者拥有的时间量,其中该学习者需要该信息以进行该客户会见)。 The 800 learners choose courses and provide 40 minutes of the budget (for example, the amount of time before the learner has met the customer, where the learner needs this information in order to carry out the client met).

基于学习者输入,学习系统620将结构元素801确定为目标元素。 Based on learner input, learning systems 620 801 structural elements identified as the target element. 学习系统620还确定距离加权常数(偏好大背景/范围)以及关于该学习者的信息。 620 distance learning system also determines the weighting constants (Preference Background / range) as well as information about the learners. 从操作管理系统627访问该学习者的账户,学习系统620确定该学习者具有在计算机网络中的一般能力。 627 from the operating system to access the learner management accounts, the learning system 620 to determine the general ability of the learner has a computer network.

如图9所示,学习系统620可从子课程820确定结构元素组900,其中,子课程820与目标元素801相关。 9, the learning system 620 can be determined from the sub-program 820 900 structural element group, wherein the sub-program 820 associated with the target element 801. 该相关的组900包括:学习单元Java基础905(例如,具有20分钟的成本)、Java因特网基础910(例如,具有15分钟的成本)、Java I/O编程920(例如,具有20分钟的成本)、计算机网络930(例如,具有25分钟的成本)、因特网基础940(例如,具有25分钟的成本)、以及HTTP协议950(例如,具有15分钟的成本)。 The relevant group 900 includes: Java based learning unit 905 (e.g., with 20 minutes of cost), Java Internet infrastructure 910 (e.g., with 15 minutes of cost), Java I / O program 920 (e.g., with 20-minute cost ), a computer network 930 (e.g., with 25 minutes of cost), Internet infrastructure 940 (e.g., with 25 minutes of cost), as well as the HTTP protocol 950 (e.g., with 15 minutes of cost).

学习单元可具有很多关系。 Learning unit may have a lot of relationships. 例如,学习单元910和950为目标元素801的前提。 For example, the learning unit 910 and 950 as a precondition of the target element 801. 学习单元905、920、以及940为学习单元910的前提。 905,920, and 940 to 910 of the premise of the learning unit learning units. 学习单元905为学习单元920的前提。 Learning unit 905 as a precondition of learning unit 920. 学习单元930为学习单元940的前提。 Learning unit 930 prerequisite for learning unit 940. 基于学习者先前的知识,学习系统620移除学习单元930计算机网络以及920。 Based on previous knowledge of the learner, the learning system 620 to remove the learning unit 930 and 920 computer network.

图10示出了可创建的动态课程组1000。 Figure 10 shows a dynamic set of programs created 1000. 将目标元素801加到该课程组,并且,将预算减小五分钟(有35分钟剩余)。 The target group of the element 801 is added to the curriculum, and the budget is reduced five minutes (with 35 minutes remaining). 带着预算和结构元素剩余,将下一个最近的元素(具有距离1)确定为带有15分钟成本的Http协议950。 With a budget and the remaining structural elements, the next nearest element (having from 1) is determined as Http protocol with 15 minutes cost 950. 应用距离加权常数(与总览和行为知识有关),将成本减小到10分钟。 Application distance weighting constants (with an overview of the relevant knowledge and behavior), the cost will be reduced to 10 minutes. 添加部分结构元素(如由点状线所表示的)(仅有行为知识项目和总览知识项目),并且将预算减小10分钟(有25分钟剩余)。 Add some structural elements (such as indicated by the dotted line) is (only knowledge of the project and an overview of behavioral knowledge projects), and the budget is reduced 10 minutes (with 25 minutes remaining).

随着预算和结构元素剩余,将下一个最近的结构元素(具有距离1)确定为Java因特网基础910(有15分钟成本)。 With the budget and the remaining structural elements, the structural elements of the next nearest (having from 1) is determined to Java Internet infrastructure 910 (15 minutes cost). 应用距离加权常数,将成本减小到10分钟(仅有总览知识项目剩余)。 Application distance weighting constants, will reduce costs to 10 minutes (the only remaining Knowledge Project Overview). 添加部分结构元素(由点状线标示),并且减小预算(有15分钟剩余)。 Add some structural elements (indicated by the dotted line), and to reduce the budget (with 15 minutes remaining).

随着预算和结构元素剩余,将下一个最近的结构元素(具有距离2)确定为带有25分钟成本的因特网基础940。 With the budget and the remaining structural elements, the structural elements of the next nearest (having from 2) is determined as a 25-minute cost of Internet infrastructure 940. 应用距离加权常数,将成本减小到10分钟(移除带有总览知识的知识项目之外的所有知识项目)。 Application distance weighting constants, will reduce costs to 10 minutes (remove all items with an overview of project knowledge knowledge knowledge beyond). 将部分结构元素(如由短划线所示出的)添加到动态课程组1000,并且减小预算(有5分钟剩余)。 The part of the structural elements (such as illustrated by the dashed line) added to the group dynamic curriculum 1000, and to reduce the budget (with five minutes remaining).

随着预算和结构元素剩余,将下一个最近的结构元素(具有距离2)确定为带有20分钟成本的Java基础905。 With the budget and the remaining structural elements, the structural elements of the next nearest (having from 2) determined to be Java based 905 with 20 minutes costs. 应用距离加权常数,以将成本减小到5分钟(由于距目标元素的距离的缘故,仅再次添加总览知识),并且添加部分结构元素(有0分钟剩余)。 Application distance weighting constants, to reduce the cost to 5 minutes (due to the distance from the target element sake, just add again overview of knowledge), and add some structural elements (with 0 minutes remaining). 预算被消耗,并且处理停止。 Budget is consumed, and the process is stopped. 随后,将动态课程组1000用于创建呈现给学习者的临时课程。 Subsequently, the group dynamic curriculum for 1000 presented to the learner to create a temporary program.

图11示出了不使用距离加权常数获得的动态课程组1100。 Figure 11 shows a distance weighting constants obtained without using a dynamic program group 1100. 将目标元素801添加到该课程组,并且,将预算减小五分钟(有35分钟剩余)。 Add the target element 801 to set the course, and the budget is reduced five minutes (with 35 minutes remaining). 随着预算和结构元素剩余,将下一个最近的结构元素确定为带有15分钟成本的Http协议950。 With the budget and the remaining structural elements, the structural elements of the next nearest is determined as Http protocol with 15 minutes cost 950. 添加整个结构元素,并且,将预算减小15分钟(有20分钟剩余)。 Add the entire structural elements, and the budget is reduced 15 minutes (with 20 minutes remaining).

随着预算和结构元素剩余,将下一个最近的结构元素确定为Java因特网基础910(有15分钟成本)。 With the budget and the remaining structural elements, the structural elements of the next nearest is determined to Java Internet infrastructure 910 (15 minutes cost). 将整个结构元素添加到动态课程组1000,并且,减小预算(有5分钟剩余)。 Add the entire structural elements to group dynamics course 1000, and to reduce the budget (with 5 minutes remaining).

随着预算和结构元素剩余,将下一个最近的结构元素确定为因特网基础940(带有20分钟成本)。 With the budget and the remaining structural elements, the structural elements of the next nearest is determined as Internet infrastructure 940 (with a cost of 20 minutes). 可不添加整个结构元素940,于是确定总览知识项目,以将成本减小到5分钟,并添加部分结构元素(有0分钟剩余)。 Element 940 without adding the entire structure, then determines the project overview knowledge, to reduce the cost to 5 minutes, and add the partial structure elements (with 0 minutes remaining). 预算被消耗,并且处理停止。 Budget is consumed, and the process is stopped. 不像课程组1000,由于消耗了预算,所以不能将结构元素Java基础905(带有25分钟成本)添加到该动态课程组。 Unlike the 1000 program group, due to the consumption of the budget, it can not be the basis of structural elements of Java 905 (with 25 minutes costs) are added to the group dynamic curriculum. 随后,将动态课程组1100用于创建呈现给学习者的临时课程。 Subsequently, the group dynamic curriculum for 1100 presented to the learner to create a temporary program.

图12示出了用于呈现动态课程的处理1200。 Figure 12 shows the dynamic course of treatment for rendering 1200. 根据处理1200,学习者提供关于感兴趣的课程或题目的信息1201。 The processing 1200, learners on courses or topics of interest information 1201. 学习者还提供预算1210。 Budget 1210 also provides learners. 可确定距离加权常数(或基于学习者输入,由学习者提供)。 Can determine the distance weighting constant (or based on learner input, provided by the learner). 可确定关于学习者的学习帐户信息1220。 Account information can be determined to learn about 1220 learners. 基于所提供的课程信息、预算、加权常数、以及学习者信息创建动态课程1230。 Based on information provided by the curriculum, budget, weighting constant, and learner information to create a dynamic curriculum 1230. 组合该动态课程并呈现给学习者1240。 The dynamic combination of courses 1240 and presented to the learner.

图13示出了用于构建动态课程的处理1300(例如,对应于图12中的块1230)。 Figure 13 shows a processing program 1300 for building a dynamic (e.g., corresponding to Fig. 12 block 1230). 为学习者提供的课程或题目信息确定目标元素1301。 Courses or title information for learners of 1301 to determine the target element. 为该目标元素确定相关的结构元素组(1310)。 Identify relevant elements for the target group of the structural elements (1310). 可从该相关组中移除学习者已知的、由于访问权限而拒绝的、或由于装置类型而不兼容的结构元素1315。 Can be removed from the relevant group of learners known, due to access and denial, or due to the type of device and not compatible structural elements 1315.

将目标元素加到动态课程组1320。 The target element is added to the group dynamic curriculum 1320. 将预算减小对应于与添加的结构元素(即,该目标元素)相关的成本的数量1321。 The budget is reduced corresponding to the added elements and the structure (i.e., the target element) costs associated with the number 1321. 确定是否有任何结构元素还留在相关组1325。 Determine whether there is any structural element 1325 remains in the relevant group.

如果没有结构元素剩余,则在课程组中从结构元素构建该课程1370。 If there are no structural elements remaining, the course set in 1370 constructed from structural elements of the course. 如果还有剩余的结构元素,则确定是否还有任何剩余预算1330。 If there is a surplus of structural elements, it is determined whether there is any remaining 1330 budget. 如果没有剩余预算,则在课程组从结构元素构建该动态课程1370。 If there is no budget surplus, the group constructed in the course of the dynamic course 1370 from the structural elements. 如果还有剩余的预算,接下来,确定到目标元素最近的结构元素1340。 If there is remaining budget, then, the target element is determined to recent structural element 1340. 随后,确定是否添加整个结构元素1350(例如,基于距离加权常数或其它因素,如成本和剩余预算)。 Subsequently, it is determined whether to add the entire structural element 1350 (e.g., based on a distance weighting constant or other factors, such as cost and the remaining budget). 如果是这样,将整个结构元素添加到该课程组1355。 If so, add elements to the entire structure of the course set 1355. 如果不是这样,则添加限定的结构元素1360。 If not, add 1360 defining structural elements. 重复步骤1321、1325、1330、1340、1350、以及1360,直到没有预算或结构元素留在相关组中。 Repeat steps 1321,1325,1330,1340,1350 and 1360, until there is no budget or structural elements remain in the relevant group.

可由运行动态课程构建器应用程序的处理器来执行图12和13的处理。 Run by the dynamic course builder application processor to perform the process of FIG. 12 and 13. 在一个实现中,可将该处理实现为学习管理系统625的分离的模块,或实现为内容播放器的一部分。 In one implementation, the processing may be realized as a separate learning management system module 625, or implemented as part of the content player. 然而,可将动态课程构建器连接到学习站610以及内容播放器(其通过学习站610为学习者呈现该动态课程)。 However, the dynamic course builder can be connected to the learning stations and content player 610 (which renders the dynamic course for learners through learning stations 610). 还可将该动态课程作为离线课程下载到学习站(基于创建的动态课程)。 The course can also be downloaded to a dynamic learning stations (based on dynamic curriculum created) as offline courses.

已经描述了很多实现。 A number of implementations have been described. 尽管如此,应当理解,可做出各种修改。 Nevertheless, it should be understood that various modifications may be made. 例如,如果以不同的次序执行所披露的步骤,和/或如果以不同的方式组合披露的系统、体系、装置、或电路中的组件,和/或替换或由其它组件补充这些组件,则可实现有利的结果。 For example, if the steps performed in a different order disclosed, and / or if the system in different combinations disclosed system, apparatus, or circuit components, and / or replaced or supplemented by other components, these components can be achieve favorable results. 因此,其它实现在所附的权利要求的范围内。 Accordingly, other implementations are within the scope of the appended claims.

Referenced by
Citing PatentFiling datePublication dateApplicantTitle
CN101706717B12 Oct 20094 Jul 2012南京联创科技集团股份有限公司Method for processing acquisition index dynamic image
Classifications
International ClassificationG09B5/00, G09B7/00
Cooperative ClassificationG09B7/00, G09B5/00, G06Q40/12
European ClassificationG06Q40/10, G09B7/00, G09B5/00
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