WO2001016920A2 - System, method and article of manufacture for computer enabled training to identify a user's assumptions - Google Patents
System, method and article of manufacture for computer enabled training to identify a user's assumptions Download PDFInfo
- Publication number
- WO2001016920A2 WO2001016920A2 PCT/US2000/024288 US0024288W WO0116920A2 WO 2001016920 A2 WO2001016920 A2 WO 2001016920A2 US 0024288 W US0024288 W US 0024288W WO 0116920 A2 WO0116920 A2 WO 0116920A2
- Authority
- WO
- WIPO (PCT)
- Prior art keywords
- user
- stimulus
- providing
- reaction
- training session
- Prior art date
Links
Classifications
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B19/00—Teaching not covered by other main groups of this subclass
-
- G—PHYSICS
- G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
- G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
- G09B5/00—Electrically-operated educational appliances
Definitions
- the present invention relates to training software, and more particularly to training a user to be aware of assumptions on which his or her decisions are based.
- police service culture has been established and reinforced over many years. Police officers naturally tend to tolerate and conform to the behaviors, assumptions and attitudes common to the culture. They may find they are most effective as police officers if they behave in the way the culture demands, or they may feel they have to do so in order to 'fit in' and feel comfortable around fellow officers. They may not believe themselves to be acting or thinking in accord with any culture, and the actions in question may not be overt, conscious or deliberate. That is the nature and influence of an organization's culture and the way it is shared amongst the organization's members.
- a system, method and article of manufacture are disclosed which provide a computer implemented training session for identifying a user's assumptions in light of a reaction to a stimulus. Initially, a first portion of a stimulus is presented to a user after which the user is prompted to enter a reaction to the first portion of the stimulus. The user's reaction to the first portion of the stimulus is then recorded. Thereafter, a second portion of the stimulus is presented to the user along with feedback adapted to identify how the user's reaction was based on an assumption.
- the user prior to presenting the second portion of the stimulus, is further prompted to enter an assumption that forms a basis of the user's reaction to the stimulus. Then, based on the assumption, feedback is provided which helps the user become aware of the affects of the assumption on the response.
- the user may be provided access to a knowledge base to further achieve this goal.
- the user's reaction to the stimulus includes an a text entry, and/or a choice of presented options.
- the feedback may be provided by an interactive coach.
- the form of the stimulus may range from a prerecorded audio clip, a prerecorded video clip, an animation, a graphic, a text presentation, a real-time audio stream, and/or a real-time video stream.
- the training session may be deployed on a computer network using a local area network protocol, wide area network protocol, and/or Internet protocol.
- Figure 1 is a schematic diagram of a hardware implementation of one embodiment of the present invention.
- Figure 2 is an initial screen with awareness, validation, and action buttons in accordance with one embodiment of the present invention
- Figure 3 is a flowchart delineating the method associated with the awareness portion of the present invention.
- Figure 3 A is an initial screen of the awareness portion of the present invention that follows the main screen of Figure 2;
- Figure 4 is a screen of the awareness portion of the present invention that follows the screen of Figure 3A;
- Figure 5 is a screen of the awareness portion of the present invention that follows the screen of Figure 4;
- Figure 6 is an initial screen of the validation portion of the present invention that follows the screen of Figure 2;
- Figure 6A is a screen of the validation portion of the present invention that includes reference material
- Figure 7 is another initial screen of the validation portion of the present invention that follows the screen of Figure 6;
- Figure 8 is a screen of the validation portion of the present invention that follows the screen of Figure 7;
- Figure 8 A is a flowchart of a process associated with the validation portion of the present invention;
- Figure 8B is an illustration of a pop-up window associated with the validation portion of the present invention that follows the screen of Figure 8;
- Figure 8C is an illustration of a pop-up window associated with the validation portion of the present invention that follows the pop-up window of Figure 8B;
- Figure 9 is a flowchart of a process associated with the action portion of the present invention.
- Figure 9 A is an illustration of a screen of the action portion of the present invention.
- a system for making a user, or student, aware of assumptions being made in various environments.
- the user may be trained on validating such assumptions of which he or she is aware.
- Such assumption awareness and validation is then reinforced by reversing the role of the user from a trainee to a trainer. This is all accomplished via a unique method of interaction that is facilitated by multiple user interfaces.
- FIG. 1 A representative hardware environment of a preferred embodiment of the present invention is depicted in Figure 1, which illustrates a typical hardware configuration of a workstation having a central processing unit 110, such as a microprocessor, and a number of other units interconnected via a system bus 112.
- a central processing unit 110 such as a microprocessor
- the workstation shown in Figure 1 includes Random Access Memory (RAM) 114, Read Only Memory (ROM) 116, an I/O adapter 118 for connecting peripheral devices such as disk storage units 120 to the bus 112, a user interface adapter 122 for connecting a keyboard 124, a mouse 126, a speaker 128, a microphone 132, and/or other user interface devices such as a touch screen (not shown) to the bus 112, communication adapter 134 for connecting the workstation to a communication network (e.g., a data processing network, WAN, LAN, Internet) and a display adapter 136 for connecting the bus 112 to a display device 138.
- the workstation typically has resident thereon an operating system such as the Microsoft Windows NT or Windows/95 Operating System (OS), the IBM OS/2 operating system, the MAC OS, or UNIX operating system.
- OOP Object oriented programming
- OOP is a process of developing computer software using objects, including the steps of analyzing the problem, designing the system, and constructing the program.
- An object is a software package that contains both data and a collection of related structures and procedures. Since it contains both data and a collection of structures and procedures, it can be visualized as a self-sufficient component that does not require other additional structures, procedures or data to perform its specific task.
- OOP therefore, views a computer program as a collection of largely autonomous components, called objects, each of which is responsible for a specific task. This concept of packaging data, structures, and procedures together in one component or module is called encapsulation.
- OOP components are reusable software modules which present an interface that conforms to an object model and which are accessed at run-time through a component integration architecture.
- a component integration architecture is a set of architecture mechanisms which allow software modules in different process spaces to utilize each other's capabilities or functions. This is generally done by assuming a common component object model on which to build the architecture. It is worthwhile to differentiate between an object and a class of objects at this point.
- An object is a single instance of the class of objects, which is often just called a class.
- a class of objects can be viewed as a blueprint, from which many objects can be formed.
- OOP allows the programmer to create an object that is a part of another object.
- the object representing a piston engine is said to have a composition-relationship with the object representing a piston.
- a piston engine comprises a piston, valves and many other components; the fact that a piston is an element of a piston engine can be logically and semantically represented in OOP by two objects.
- OOP also allows creation of an object that "depends from” another object. If there are two objects, one representing a piston engine and the other representing a piston engine wherein the piston is made of ceramic, then the relationship between the two objects is not that of composition.
- a ceramic piston engine does not make up a piston engine. Rather it is merely one kind of piston engine that has one more limitation than the piston engine; its piston is made of ceramic.
- the object representing the ceramic piston engine is called a derived object, and it inherits all of the aspects of the object representing the piston engine and adds further limitation or detail to it.
- the object representing the ceramic piston engine "depends from" the object representing the piston engine. The relationship between these objects is called inheritance.
- the object or class representing the ceramic piston engine inherits all of the aspects of the objects representing the piston engine, it inherits the thermal characteristics of a standard piston defined in the piston engine class.
- the ceramic piston engine object overrides these ceramic specific thermal characteristics, which are typically different from those associated with a metal piston. It skips over the original and uses new functions related to ceramic pistons.
- piston engines have different characteristics, but may have the same underlying functions associated with them (e.g., how many pistons in the engine, ignition sequences, lubrication, etc.).
- functions e.g., how many pistons in the engine, ignition sequences, lubrication, etc.
- a programmer would call the same functions with the same names, but each type of piston engine may have different/overriding implementations of functions behind the same name. This ability to hide different implementations of a function behind the same name is called polymorphism and it greatly simplifies communication among objects.
- composition-relationship With the concepts of composition-relationship, encapsulation, inheritance and polymorphism, an object can represent just about anything in the real world. In fact, the logical perception of the reality is the only limit on determining the kinds of things that can become objects in object- oriented software. Some typical categories are as follows:
- Objects can represent physical objects, such as automobiles in a traffic-flow simulation, electrical components in a circuit-design program, countries in an economics model, or aircraft in an air-traffic-control system.
- Objects can represent elements of the computer-user environment such as windows, menus or graphics objects.
- An object can represent an inventory, such as a personnel file or a table of the latitudes and longitudes of cities.
- An object can represent user-defined data types such as time, angles, and complex numbers, or points on the plane.
- OOP allows the software developer to design and implement a computer program that is a model of some aspects of reality, whether that reality is a physical entity, a process, a system, or a composition of matter. Since the object can represent anything, the software developer can create an object which can be used as a component in a larger software project in the future.
- OOP enables software developers to build objects out of other, previously built objects.
- C++ is an OOP language that offers a fast, machine-executable code.
- C++ is suitable for both commercial-application and systems-programming projects.
- C++ appears to be the most popular choice among many OOP programmers, but there is a host of other OOP languages, such as Smalltalk, Common Lisp Object System (CLOS), and Eiffel. Additionally, OOP capabilities are being added to more traditional popular computer programming languages such as Pascal.
- Encapsulation enforces data abstraction through the organization of data into small, independent objects that can communicate with each other. Encapsulation protects the data in an object from accidental damage, but allows other objects to interact with that data by calling the object's member functions and structures. • Subclassing and inheritance make it possible to extend and modify objects through deriving new kinds of objects from the standard classes available in the system. Thus, new capabilities are created without having to start from scratch.
- Class hierarchies and containment hierarchies provide a flexible mechanism for modeling real-world objects and the relationships among them.
- class libraries allow programmers to use and reuse many small pieces of code, each programmer puts those pieces together in a different way.
- Two different programmers can use the same set of class libraries to write two programs that do exactly the same thing but whose internal structure (i.e., design) may be quite different, depending on hundreds of small decisions each programmer makes along the way.
- similar pieces of code end up doing similar things in slightly different ways and do not work as well together as they should.
- Class libraries are very flexible. As programs grow more complex, more programmers are forced to adopt basic solutions to basic problems over and over again.
- a relatively new extension of the class library concept is to have a framework of class libraries. This framework is more complex and consists of significant collections of collaborating classes that capture both the small scale patterns and major mechanisms that implement the common requirements and design in a specific application domain. They were first developed to free application programmers from the chores involved in displaying menus, windows, dialog boxes, and other standard user interface elements for personal computers. Frameworks also represent a change in the way programmers think about the interaction between the code they write and code written by others.
- event loop programs require programmers to write a lot of code that should not need to be written separately for every application.
- the concept of an application framework carries the event loop concept further. Instead of dealing with all the nuts and bolts of constructing basic menus, windows, and dialog boxes and then making all these things work together, programmers using application frameworks start with working application code and basic user interface elements in place. Subsequently, they build from there by replacing some of the generic capabilities of the framework with the specific capabilities of the intended application.
- Application frameworks reduce the total amount of code that a programmer has to write from scratch.
- the framework is really a generic application that displays windows, supports copy and paste, and so on, the programmer can also relinquish control to a greater degree than event loop programs permit.
- the framework code takes care of almost all event handling and flow of control, and the programmer's code is called only when the framework needs it (e.g., to create or manipulate a proprietary data structure).
- a programmer writing a framework program not only relinquishes control to the user (as is also true for event loop programs), but also relinquishes the detailed flow of control within the program to the framework. This approach allows the creation of more complex systems that work together in interesting ways, as opposed to isolated programs, having custom code, being created over and over again for similar problems.
- a framework basically is a collection of cooperating classes that make up a reusable design solution for a given problem domain. It typically includes objects that provide default behavior (e.g., for menus and windows), and programmers use it by inheriting some of that default behavior and overriding other behavior so that the framework calls application code at the appropriate times.
- default behavior e.g., for menus and windows
- Class libraries are essentially collections of behaviors that one can call when one want those individual behaviors in a program.
- a framework provides not only behavior but also the protocol or set of rules that govern the ways in which behaviors can be combined, including rules for what a programmer is supposed to provide versus what the framework provides.
- • Call versus override With a class library, the code the programmer instantiates objects and calls their member functions. It's possible to instantiate and call objects in the same way with a framework (i.e., to treat the framework as a class library), but to take full advantage of a framework's reusable design, a programmer typically writes code that overrides and is called by the framework.
- the framework manages the flow of control among its objects. Writing a program involves dividing responsibilities among the various pieces of software that are called by the framework rather than specifying how the different pieces should work together. • Implementation versus design. With class libraries, programmers reuse only implementations, whereas with frameworks, they reuse design.
- a framework embodies the way a family of related programs or pieces of software work. It represents a generic design solution that can be adapted to a variety of specific problems in a given domain. For example, a single framework can embody the way a user interface works, even though two different user interfaces created with the same framework might solve quite different interface problems. Thus, through the development of frameworks for solutions to various problems and programming tasks, significant reductions in the design and development effort for software can be achieved.
- a preferred embodiment of the invention utilizes HyperText Markup Language (HTML) to implement documents on the Internet together with a general-purpose secure communication protocol for a transport medium between the client and a company.
- HTTP or other protocols could be readily substituted for HTML without undue experimentation.
- Information on these products is available in T. Berners-Lee, D. Connoly, "RFC 1866: Hypertext Markup Language - 2.0" (Nov. 1995); and R. Fielding, H, Frystyk, T. Berners-Lee, J. Gettys and J.C. Mogul, "Hypertext Transfer Protocol - HTTP/1.1 : HTTP Working Group Internet Draft"
- HTML is a simple data format used to create hypertext documents that are portable from one platform to another.
- HTML documents are SGML documents with generic semantics that are appropriate for representing information from a wide range of domains. HTML has been in use by the World-Wide Web global information initiative since 1990. HTML is an application of ISO Standard 8879; 1986 Information Processing Text and Office
- HTML has been the dominant technology used in development of Web-based solutions.
- HTML has proven to be inadequate in the following areas:
- UI User Interface
- Custom “widgets” e.g., real-time stock tickers, animated icons, etc.
- client-side performance is improved.
- Java supports the notion of client-side validation, offloading appropriate processing onto the client for improved performance.
- Dynamic, real-time Web pages can be created. Using the above-mentioned custom UI components, dynamic Web pages can also be created.
- Sun's Java language has emerged as an industry-recognized language for "programming the Internet.”
- Sun defines Java as "a simple, object-oriented, distributed, interpreted, robust, secure, architecture-neutral, portable, high-performance, multithreaded, dynamic, buzzword-compliant, general-purpose programming language.
- Java supports programming for the Internet in the form of platform- independent Java applets.”
- Java applets are small, specialized applications that comply with Sun's Java Application Programming Interface (API) allowing developers to add "interactive content" to Web documents (e.g., simple animations, page adornments, basic games, etc.). Applets execute within a Java-compatible browser (e.g., Netscape Navigator) by copying code from the server to client.
- Java's core feature set is based on C++.
- Sun's Java literature states that Java is basically, "C++ with extensions from Objective C for more dynamic method resolution.”
- ActiveX includes tools for developing animation, 3-D virtual reality, video and other multimedia content.
- the tools use Internet standards, work on multiple platforms, and are being supported by over 100 companies.
- the group's building blocks are called ActiveX Controls, which are fast components that enable developers to embed parts of software in hypertext markup language (HTML) pages.
- ActiveX Controls work with a variety of programming languages including Microsoft Visual C++,
- Borland Delphi Microsoft Visual Basic programming system and, in the future, Microsoft's development tool for Java, code named "Jakarta.”
- ActiveX Technologies also includes ActiveX Server Framework, allowing developers to create server applications.
- ActiveX could be substituted for JAVA without undue experimentation to practice the invention.
- a start-up screen is displayed. As shown in Figure 2, three main buttons are visible including an 'Awareness' button 200, a 'Validation' button 202, and an 'Action' button 204. A cursor may be moved over each button for selection purposes. Further included is an Exit button 206 which may be clicked at anytime to shutdown the application.
- a 'virtual' coach playing the role of a tutor constable may introduce the learner to the training, setting their goals and expectations for the training in an audible or visual manner.
- the training afforded by the present invention is divided into three sections: Awareness, Validation, and Action.
- the second phase of the training shows the learner that it is important not only to be aware that they are making assumptions, but that they must validate those assumptions.
- the final stage in the training is comprised of 2 parts, first of all the learner swaps roles and plays the role of a 'tutor constable' coaching a 'virtual' learner about assumption making and validation.
- the reason to do this is that if one refers to Bloom's Taxonomy of Educational Objectives, the ultimate way to learn is to teach someone else what one have already learned.
- the second stage of the action module is involved in learning alternative new behaviors for dealing with people when existing stereotypes or assumptions no longer fit.
- the learner would begin the training with the first phase, "Awareness.”
- a computer implemented training session is initiated for identifying a user's assumptions in light of a reaction to a stimulus.
- Such training session is outlined in Figure 3.
- a first portion of a stimulus i.e. video
- the user's reaction to the first portion of the stimulus is then received and recorded in operations 354 and 356.
- a second portion of the stimulus is presented to the user in operation 358.
- This second portion of the stimulus is presented along with feedback adapted to identify how the user's reaction was based on an assumption.
- Note operation 360 During the course of the training session, the user may be provided access to a knowledge base to further achieve this goal. As an option, the feedback may be provided by an interactive coach.
- the user prior to presenting the second portion of the stimulus, is further prompted to enter an assumption that forms a basis of the user's reaction to the stimulus. Then, based on the assumption, feedback may be provided which helps the user become aware of the affects of the assumption on the response.
- the user's reaction to the stimulus may include a text entry and/or a choice of presented options.
- the form of the stimulus may range from a prerecorded audio clip, a prerecorded video clip, an animation, a graphic, a text presentation, a real-time audio stream, and/or a real-time video stream.
- the screen first changes to show a screen shown in Figure 3A with a box 300 in the center thereof.
- a video of a virtual coach 302 shows the coach 302 walking from the right hand side of the screen after which the coach 302 starts to talk to the user. This is the learner's 'virtual coach', it is there throughout the entire application, giving feedback, prompting the learner to reflect on what they are learning and setting the users expectations at each stage of the training.
- the purpose of the virtual coach is to welcome the learner and explain how to use the application. The coach also explains that the learner is about to take part in a series of "What happens next" scenarios. To continue the user should press the 'continue' button and watch the first video. Then they ask to decide what happens next.
- the screen of Figure 3 A includes two buttons including a home button 304. It should be noted that clicking on the home button 304 at anytime returns the user to the start screen of Figure 2.
- the buttons further include a continue button 306 when the video of the virtual coach has ceased for continuing purposes. The user may then click on the continue button 306 of Figure 3 A.
- a first portion of a stimulus 400 i.e. video
- a video may play of a youth running towards a suited man.
- the user is prompted to enter a reaction to the first portion of the stimulus. This may be accomplished by displaying a plurality of "what happens next?” scenarios 402 with respective options buttons 404.
- the user can choose, i.e. click, whichever option for 'what happens next?' that they believe is most appropriate.
- the chosen option appears on the screen, and a second portion of the stimulus is presented.
- the second portion of the stimulus 504 may take the form of the end of the video showing the man walking into danger and the youth saving him.
- the training application always provides tailored feedback to the learner, driven by their actions. It is important to at this point to assure the learner that they are doing nothing wrong by making assumptions. The learning point here is that people make assumptions but should also learn to confirm the assumptions that are made.
- the learner is then prompted to try another scenario by clicking on a continue button 506.
- the virtual psychologist 502 would point out at this time what constitutes an assumption, i.e. the way a person is dressed, their surroundings and personal experiences in a similar situation leads one to draw certain conclusions about a person. For example, in the present picture with the elderly man on the beach, it might be assumed that the elderly person does not constitute any threat to us. One might have made that assumption because he is smiling and appears to be suddenly strolling along the beach. He may also have a walking stick so as not to be physically threatening.
- the picture may change to show a younger man on the beach.
- the virtual psychologist 502 may state that assumptions about the situation may now have changed because the person on the beach has changed, but it is still not a threatening situation.
- the picture may change to show the same image of the young man in a different environment, namely a riot scene.
- the virtual psychologist 502 may then state that the assumptions that one is making about the person are completely different. One might now assume that the scene is highly dangerous and that the young man is threatening and poses a significant danger.
- the learner can choose whichever option for 'what happens next?' that they believe is most appropriate. At this point the learner is probably automatically reflecting on what assumptions they are making, and they will be aiming not be 'tricked' into making a false assumption again.
- the language "you expected” and the chosen option then appear on screen. Thereafter, the virtual coach appears and a text box "based on what assumptions” appears, prompting the learner to type in the assumptions that they made in order to choose the option they did.
- the purpose is to start to elevate assumption making to the meta-cognitive level, i.e. learner has started to think about the assumptions they are making.
- the psychologist 502 appears again to explain that most people would have assumed that because the youth looked aggressive - because of his clothing / haircut and actions - they would have expected him to attack the man in the suit.
- a 'point of reflection' may be added.
- 'Points of Reflection' are a critical part of 'learning by practice' since they give the user an opportunity to think about their actions - what they have learned and what they might change going forward.
- the virtual coach may give the user feedback on the options that they chose throughout the scenarios and prompt the user of the necessity to validate the assumptions that were made.
- the virtual coach then prompts the learner to practice validating their assumptions in part two of the training, namely 'Validation'.
- the validation portion of the present invention may be accessed by clicking on the home button on a current screen and returning to the main screen of Figure 2. At the main screen, the validation button may then be depressed.
- Figure 6 shows a first screen associated with the validation portion of the present invention. The following buttons are present on the screen of Figure 6.
- the toolbar along the left-hand side of the screen is populated with the foregoing buttons, and may or may not be available to the user.
- the functions associated with the foregoing buttons will now be set forth.
- References (620) this links into existing police knowledge capital for example: procedures, stories from experienced officer, culture awareness issues, etc. Although the information here is just a 'placeholder', by linking the training directly to existing knowledge, this form of training can be particularly successful. Rich support structures provide the learner with all the information at their fingertips, allowing them to make an informed decision.
- Figure 6A is an illustration of the References screen 620. As shown, the References screen 620 includes a plurality of overlaid pages 622 which are each accessible by clicking on a tab 624 associated therewith.
- a briefing screen 602 appears which is accompanied by an audio sample including a voice over mimicking a police radio call that briefs the learner about the incident to which they are to attend.
- a panel 603 along the right hand side of the screen gives details of the learners briefing "Domestic incident reported at 8, Falkirk St. please attend and interview neighbors"
- buttons 608 the details for which have been set forth hereinabove.
- the audio sample may relate to any type of stimulus, a domestic incident may be chosen as the example scenario. Once listening to the audio sample, the appropriate area on the briefing screen 602 may be selected.
- a street scene screen 700 appears which includes a pair of doors 702 and 704, as shown in Figure 7.
- each highlights and may be selected by simply clicking on the same.
- the user may interview the neighbors.
- no one may be at home in the house where the disturbance was reported. This may be indicated by way of a popup window.
- Figure 8 shows such screen which includes a central interface 801 for the validation portion of the present invention.
- Such interface 801 is adapted for providing a computer implemented training session.
- a navigation bar 803 which as the Home, Briefing, Coach, References, What Next, and Exit buttons similar to those of Figures 6 and 7.
- the interface 801 further includes a first frame 805 for displaying an image or video presentation. Also on the interface is a first text box 806, for displaying multiple choice questions relating to the presentation. A second frame 807 is included for displaying a transcript of the training session. Such transcript includes the questions selected from the first text box and answers generated based on the questions.
- a second text box 808 For illustrating comments entered by the user during the training session, a second text box 808 is provided. As will be set forth hereinafter, comments entered by the user during the training session may be entered via a pop-up window. As an option, the second text box 808 includes at least two overlaid pages in the form of a folder.
- the first text box 806 includes an 'Ask' list box.
- the 'Ask' list box contains a number of questions that the learner can use to interview the neighbor with more questions appearing as the interview progresses. During this phase of the training, the learner asks questions and is asked to recognize when they are making assumptions, and then to validate those assumptions.
- a continue button 802 is also included on the screen of Figure 8.
- the continue button 802 is used after selecting a question, to effectively ask the neighbor the selected question.
- the second text box 807, or the 'Transcript' scrolling text box' displays the questions that the learner has asked along with the responses from the interviewee.
- Figure 8A illustrates an outline of such method which begins by a plurality stimuli being presented to a user in the context of a simulation in operation 880.
- the stimuli may include a prerecorded audio clip, a prerecorded video clip, an animation, a graphic, a text presentation, a real-time audio stream, and/or a real-time video stream in the first frame 805 of Figure 8.
- the user is then prompted to enter responses to the stimuli in operation 882. Such responses are subsequently received and recorded in operation 884.
- the responses may include questions for the person in order to collect evidence pertinent to the situation.
- the user may be prompted to enter the responses to the stimuli by listing a plurality of responses in the first text box 806 of Figure 8, and allowing the user to select between the listed responses.
- the stimuli and the responses are displayed after the receipt thereof in the form of a transcript in the second text box 807 of Figure 8 during the course of the simulation.
- the user is then allowed to enter assumptions that form a basis of the responses, as indicated in operation 886.
- the user is prompted to enter information on how to validate the assumptions which is subsequently received in operation 888.
- the user may be automatically prompted to enter the assumptions that form the basis of the responses and the information on how to validate the assumptions. Similar to the responses and stimuli, the assumptions and the information on how to validate the assumptions may be displayed after the receipt thereof during the course of the simulation in the second text box 808 of Figure 8.
- Feedback is then outputted based on the stimuli and responses in operation 890.
- Such feedback relates to appropriate assumptions and information on how to validate the appropriate assumptions.
- the feedback may be further based on a number of assumptions entered.
- the user upon the stimuli, i.e. the person answering the door, being presented to the user, the user is prompted to enter a response by selecting a question from first text box 806 to ask the person.
- the continue button 802 is selected which prompts the person in the first frame 805 to answer in an audio format.
- Such question and answer are then ordered and enumerated in the transcript that is shown in the second frame 807 through the course of the simulation. This is continued until a question is chosen that requires an assumption to be made.
- Figure 8B shows a pop-up window which is automatically displayed when a question is chosen from the first text box 806 that requires an assumption.
- the virtual coach appears explaining to the learner that to have asked the question they did, they probably had to have made an assumption.
- the pop-up window prompts the learner to explain the assumption they made and how they would expect to validate that assumption.
- the user is prompted to enter an assumption and information on how to validate the assumption in the text boxes 850 and 852, respectively.
- an additional information button 854 may be included for providing more information on validation.
- the OK button 856 is selected which prompts another pop-up window shown in Figure 8C.
- a reminder is given to the user to enter assumptions and validations when selecting questions by manually selecting the "identify an assumption" button 855 of Figure 8 in order to prompt the pop-up window of Figure 8B.
- the OK button 869 may be depressed which returns the process to screen of Figure 8.
- the text that is entered on the pop-up window of Figure 8B is then entered on a pair of overlaid pages in fo ⁇ n of a folder in the second text box 808.
- only one of the pages may be viewed at once, and each page may be viewed by selecting the corresponding tab. From now on, if the learner finds that they are making an assumption, they click on the 'identify an assumption' button 855 and type in the assumption that they are making and how they would expect to validate it. If the learner chooses another 'loaded' question but does not select 'identify an assumption' button 855, they may be promoted automatically
- the virtual coach returns and dependent upon the number of assumptions the learner identified (and optionally on the text they typed in), the user is provided feedback on their performance.
- the coach point outs that the learner identified some key points where assumptions and validations would need to be made.
- the virtual coach also explains that the transcript of the interview along with the assumptions and validations that the learner made have now been submitted to a 'live' coach, who may discuss them further.
- the officer had been in a similar position to the user; the witness was a young West Indian male, and throughout the interview he would not meet the Officer's eye.
- the witness was a young West Indian male, and throughout the interview he would not meet the Officer's eye.
- the action portion of the present invention may be accessed by clicking on the home button on a current screen and returning to the main screen of Figure 2. At the main screen, the action button may then be depressed.
- the Action portion of the present invention provides a computer implemented training session for training a user on assumptions by reversing a role of the user from a trainee to a trainer.
- An outline of such session is shown in Figure 9.
- a simulation is presented to a user in operation 900.
- Such simulation includes a virtual trainee.
- the virtual trainee is subjected to a plurality of stimuli.
- the stimuli includes a prerecorded audio clip, a prerecorded video clip, an animation, a graphic, a text presentation, a real-time audio stream, and/or real-time video stream.
- the virtual trainee is showed giving responses to the stimuli during the simulation.
- the user is allowed to enter assumptions that form a basis of the responses of the virtual trainee, as indicated in operation 906.
- the user is then prompted to enter information on how to validate the assumptions in operation
- the assumptions and the information on how to validate the assumptions may be displayed after the receipt thereof during the course of the simulation.
- the user may be automatically prompted to enter the assumptions that form the basis of the responses and the information on how to validate the assumptions.
- a sample screen 950 for the action portion of the present invention is shown in Figure 9A.
- the learner now has the opportunity to remediate a virtual learner on their performance in a scenario similar to that of the validation portion of the invention and practice any new behavior they have learned.
- the coach explains the learner's role and goal to them.
- the user now change roles and plays the part of a coach to the new 'virtual' user.
- the new virtual user walks through a similar scenario to the one that the learner has just completed. However, this time it is up to the learner to point out to the virtual officer the points in the interview when they are probably making assumptions and the likely avenues for validation that they might try. Learning by teaching is the only more effective way of learning other than 'learning by practice'.
- the coach returns and encourages the learner to reflect on what they have learned. Now that the learner has become aware of assumption making and the necessity for validating their assumptions, they must also learn the appropriate new behaviors for when they find they have made erroneous assumptions. For example, having taught the learner that the way they were behaving with an elderly Muslim woman was inappropriate they must relearn what is acceptable behavior.
- the end of the session would be an ideal time for the user to analyze real scenarios from their early training, offline with their 'Tutor Constable'.
- Training is not delivered across the whole trainee population simultaneously, so it does not remove the poor role models that are encountered everyday by returning trainees. These poor role models undermine the effect of training for each trainee - culture has a robust immune system. The result is that early trainees are re-absorbed by the old culture, and then they themselves are there to re-absorb later trainees.
- Role plays are an attempt to follow this design principle to enrich conventional training - but too many role play courses involve many of their trainees only as observers for much of the time, or are too heavily scripted, for those trainees actually to 'learn by doing'. Such role plays become little more than structured opportunities to 'observe and discuss'.
- Positive feedback should be given to the learner when desired behaviours are used.
- Constructive feedback should be given when the wrong behaviours are used. Both should be given in a manner that is acceptable to the learner. This level of support requires sophisticated and responsive feedback mechanisms, as well as expert coaches to deliver the feedback well.
- chess masters recognize patterns in the pieces on the board such that, without the full analysis that a powerful computer still cannot achieve, they can sense where threats and opportunities lie.
- the context relevant to practice includes internal factors, not just similarity of the physical environment. Internal factors can be more important than the physical environment. Sportsmen visualize competition to create the mental context in which they can reproduce winning performances. Hypnotherapy helps people to recreate past contexts that can allow them to remember information that is otherwise inaccessible.
- a 'goal-based exercise' is a problem presented in way that motivates a learner, by giving him or her a goal to achieve within a learning exercise.
- the goal encourages persistence in the exercise, whilst exploring and solving the problem within the exercise provides experience, practice if repeated, and therefore learning.
- the program needs to be very widely accessible. People in the police service should be able to go on the program, regardless of his or her location around the country. To make this possible the program needs to be easy to transport and distribute to many locations. The program also needs to be quick to set up at each location so that officers can start using it.
- the program needs to be completed by all officers as quickly as possible, without compromising its effectiveness. The sooner everyone starts applying the behaviors in the workplace, the greater the impact on the culture. This means the program should require a minimum amount of time for each individual officer to complete it, and a minimum passage of time for all officers to have completed it.
- the program needs to be flexible enough to allow every officer to fit it into his or her work schedule.
- everyone in the police service should go through the program, from the newest recruits to the most senior officers.
- the program should remain accessible to those who cannot allocate their time to it in a single block, so it should support different patterns of delivery.
- the contents of the program must not degrade during a cascade. It should be delivered as designed, with a minimum of inadvertent or deliberate interference in the contents during delivery. To ensure the material teaches the right behaviors, the delivery needs to be objective, rather than subject to variability from trainer to trainer, place to place, or date to date.
- Staged simulation involves role playing in a setting that mimics real-life incidents, using actors to create scenarios in which the trainee plays his or her own role. It differs from simple role playing in that the balance of scripting and the ability of the actors to improvise must allow the trainee a lot of freedom to alter the course of events by his or her behavior.
- Expert support can be provided if an expert coach is available during the training sessions.
- Scenarios can be repeated for practice but only as long as the actors are available on the stage for each trainee.
- Staged simulation can create very realistic context, depending on the capabilities of the actors delivering the materials.
- the trainee can be set challenging goals to reach and should be able to work towards them at his or her own pace (though this takes up the time of the many resources that are involved).
- X Staged simulation involves actors and improvisation, so there is considerable risk of the training becoming subject to the behaviors and interpretations of the actors.
- y Staged simulation allows for specific policy and procedural lessons to be incorporated.
- Staged simulation is an effective way of delivering personal development training to compact audiences. However, for the police service it has very substantial logistical difficulties, particularly in providing enough capacity for every trainee to obtain adequate practice. Staged simulation also depends heavily upon the availability of sufficient numbers of capable actors.
- Staged simulation is likely to be scalable for the police service.
- Multi-media packages create a 'learning by doing' experience, but one that is without real-life risk yet can demonstrate the consequences of different behaviors.
- a virtual coach cannot fully replace a human coach, but does make expert feedback available to all trainees, all of the time, for most of the issues they have.
- the exercises are readily repeatable and participants can practice exactly as suits their pattern of daily work.
- Multimedia technology combined with expert cognitive analysis, allows extremely authentic mental environments to be created. Physical context cannot be properly recreated. ⁇ Goals are designed into each exercise and a trainee can work towards them at his or her own pace.
- Computers and software are portable and can be made widely accessible. This may require capital expenditure to provide universal access (although the computers themselves are then reusable for other purposes).
- ⁇ f Packages are run by each individual trainee, who controls his or her own progress through the training scenarios without dependence on anyone else - coach, actor or colleague.
- Recorded materials are not subject to interpretation by trainers during delivery. They do not degrade down a cascade but continuously deliver the original content as designed.
- J Procedural and policy content can be embedded in the material.
- Practice-based development packages on multi-media are an effective way of delivering personal development training, and are scalable to the extent needed by the police service. They can provide every trainee with first-hand experience, freedom to practice, and coaching 'on demand'.
- Practice-based development packages should be the core material in any training and personal development program that aims to change behaviors and culture within the police service.
- the full content of a program with this at its core might include: • face-to-face induction to the program by senior officers - perhaps in small-group presentations and Q&A sessions
Abstract
Description
Claims
Priority Applications (1)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
AU74748/00A AU7474800A (en) | 1999-08-31 | 2000-08-31 | System, method and article of manufacture for computer enabled training to identify a user's assumptions |
Applications Claiming Priority (2)
Application Number | Priority Date | Filing Date | Title |
---|---|---|---|
US38774899A | 1999-08-31 | 1999-08-31 | |
US09/387,748 | 1999-08-31 |
Publications (2)
Publication Number | Publication Date |
---|---|
WO2001016920A2 true WO2001016920A2 (en) | 2001-03-08 |
WO2001016920A3 WO2001016920A3 (en) | 2001-10-18 |
Family
ID=23531234
Family Applications (1)
Application Number | Title | Priority Date | Filing Date |
---|---|---|---|
PCT/US2000/024288 WO2001016920A2 (en) | 1999-08-31 | 2000-08-31 | System, method and article of manufacture for computer enabled training to identify a user's assumptions |
Country Status (2)
Country | Link |
---|---|
AU (1) | AU7474800A (en) |
WO (1) | WO2001016920A2 (en) |
Citations (2)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US5616033A (en) * | 1994-08-03 | 1997-04-01 | Kerwin; Patrick A. | Speed learning system computer based training |
US5911581A (en) * | 1995-02-21 | 1999-06-15 | Braintainment Resources, Inc. | Interactive computer program for measuring and analyzing mental ability |
-
2000
- 2000-08-31 AU AU74748/00A patent/AU7474800A/en not_active Abandoned
- 2000-08-31 WO PCT/US2000/024288 patent/WO2001016920A2/en active Application Filing
Patent Citations (2)
Publication number | Priority date | Publication date | Assignee | Title |
---|---|---|---|---|
US5616033A (en) * | 1994-08-03 | 1997-04-01 | Kerwin; Patrick A. | Speed learning system computer based training |
US5911581A (en) * | 1995-02-21 | 1999-06-15 | Braintainment Resources, Inc. | Interactive computer program for measuring and analyzing mental ability |
Also Published As
Publication number | Publication date |
---|---|
AU7474800A (en) | 2001-03-26 |
WO2001016920A3 (en) | 2001-10-18 |
Similar Documents
Publication | Publication Date | Title |
---|---|---|
US6736642B2 (en) | Computer enabled training of a user to validate assumptions | |
Weston et al. | Selecting instructional strategies | |
Gibbons et al. | Computer-based instruction: Design and development | |
Somekh et al. | Towards a pedagogy for information technology | |
Higgins et al. | Creating individualized computer-assisted instruction for students with autism using multimedia authoring software | |
US7395027B2 (en) | Computer-aided education systems and methods | |
Passerini | Performance and behavioral outcomes in technology-supported learning: The role of interactive multimedia | |
Whalley | Imagining with multimedia | |
Lesgold et al. | Computers in education: Realizing the potential | |
Megarry | Selected innovations in methods of teacher education | |
Westera et al. | Computer-supported training of psycho-diagnostic skills | |
EP1240637B1 (en) | System, method and article of manufacture for providing a computer based training user interface | |
Sinha et al. | AI in e-learning | |
WO2001016920A2 (en) | System, method and article of manufacture for computer enabled training to identify a user's assumptions | |
Hays et al. | Quality evaluation tool for computer-and web-delivered instruction | |
Sirait et al. | Development of Mobile Learning Application Android-Based for English Subject to Support Blended Learning Model in The Department of Guidance and Counseling State University of Medan | |
Petitt | Simulating user experiences in computer-based multimedia instruction | |
Krulatz et al. | Instructional Design with MADE | |
Gallegos | The role of virtual avatars in supporting middle school students from culturally and linguistically diverse backgrounds on science in after school programs | |
Nurutdinova et al. | Gamification Method to Improve Speech Skills and Proficiency Among Students: Methodology for Implementation | |
Yapparova et al. | GUIDELINES AND FEEDBACK AS COMPONENTS OF A DIGITAL RESOURCE | |
Garcia-Felix | Assessing Bilingual Latino Students Understanding in Acquiring Knowledge and Their Motivation in Learning Science with a Computer-based Simulation | |
Hatzilygeroudis et al. | A survey on recent patents regarding intelligent educational systems | |
Rudasill | Learning to teach in the virtual world | |
Franke | Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles |
Legal Events
Date | Code | Title | Description |
---|---|---|---|
AK | Designated states |
Kind code of ref document: A2 Designated state(s): AE AG AL AM AT AU AZ BA BB BG BR BY BZ CA CH CN CR CU CZ DE DK DM EE ES FI GB GE GH GM HR HU ID IL IN IS JP KE KG KP KR KZ LC LK LR LS LT LU LV MA MD MG MK MN MW MX MZ NO NZ PL PT RO RU SD SE SG SI SK SL TJ TM TR TT TZ UA UG UZ VN YU ZA ZW |
|
AL | Designated countries for regional patents |
Kind code of ref document: A2 Designated state(s): GH GM KE LS MW MZ SD SL SZ TZ UG ZW AM AZ BY KG KZ MD RU TJ TM AT BE CH CY DE DK ES FI FR GB GR IE IT LU MC NL PT SE BF BJ CF CG CI CM GA GN GW ML MR NE SN TD TG |
|
121 | Ep: the epo has been informed by wipo that ep was designated in this application | ||
AK | Designated states |
Kind code of ref document: A3 Designated state(s): AE AG AL AM AT AU AZ BA BB BG BR BY BZ CA CH CN CR CU CZ DE DK DM EE ES FI GB GE GH GM HR HU ID IL IN IS JP KE KG KP KR KZ LC LK LR LS LT LU LV MA MD MG MK MN MW MX MZ NO NZ PL PT RO RU SD SE SG SI SK SL TJ TM TR TT TZ UA UG UZ VN YU ZA ZW |
|
AL | Designated countries for regional patents |
Kind code of ref document: A3 Designated state(s): GH GM KE LS MW MZ SD SL SZ TZ UG ZW AM AZ BY KG KZ MD RU TJ TM AT BE CH CY DE DK ES FI FR GB GR IE IT LU MC NL PT SE BF BJ CF CG CI CM GA GN GW ML MR NE SN TD TG |
|
REG | Reference to national code |
Ref country code: DE Ref legal event code: 8642 |
|
122 | Ep: pct application non-entry in european phase | ||
NENP | Non-entry into the national phase in: |
Ref country code: JP |