Method and System for Knowledge Diagnosis and Tutoring

• US 20100041007A1
• Filed: 08/13/2008
• Published: 02/18/2010
• Est. Priority Date: 08/13/2008
• Status: Active Grant

• Current Assignee: Wang Chi
• Original Assignee: Wang Chi
• Inventors: Wang, Chi
• Granted Patent: US 8,366,449 B2
• Time in Patent Office: Days
• US Class Current: 434/322
• CPC Class Codes: G09B 7/00 Electrically-operated teaching apparatus or devices working with questions and answers mechanically operated G09B3/00; computing arrangements G06F

Abstract

The present invention includes method and system for intelligent knowledge diagnosis and tutoring in any knowledge domain. It differs from prior arts with new knowledge model for knowledge presentation and heuristic algorithms. The knowledge model allows the present invention to be applied to curricula in different knowledge domains quickly and cost effectively.

The knowledge model and related computational algorithms provide effective and intelligent knowledge diagnosis and tutoring with minimum requirement on assessment content and learning content. It also allows easy curriculum customization and learner initiated learning assistance to meet needs of different teaching and learning styles.

The present invention gains better understanding of learner'"'"'s knowledge status and hence provides more accurate assistance as learner progresses in the curriculum. The present invention can be an add-engine to existing learning management systems working with existing assessment and learning content in any format.

Claims

1. A method for knowledge diagnosis and tutoring based on knowledge prerequisite relationship of a curriculum, comprising

a) Setting up curriculum framework and assessment framework to enable the said curriculum for knowledge diagnosis and learning assistance;

b) Assisting instructional and assessment planning with customizable curriculum, performance reports and learners'"'"' knowledge mastery status in the said curriculum;

c) Providing pre-assessment learning assistance to learners based on assessment objectives, and knowledge prerequisites, and learner'"'"'s knowledge mastery status in the said curriculum;

d) Evaluating learner'"'"'s assessment performance and knowledge mastery status based on curriculum objectives, assessment prerequisites, assessment results, and knowledge history in the said curriculum;

e) Providing post-assessment remediation learning assistance to learner based on assessment objectives, knowledge prerequisites, and knowledge mastery status in the said curriculum;

g) Providing learner everyday learning assistance based on curriculum objectives, knowledge prerequisites, and learner'"'"'s knowledge mastery status in the said curriculum;

2. A method recited in claim 1 wherein setting up curriculum framework and assessment framework to enable the said curriculum for knowledge diagnosis and learning assistance, comprising

a) Defining a content taxonomy, pedagogic taxonomy, and other related taxonomies for the said curriculum;

b) Setting up curriculum framework according to said content taxonomy, said pedagogic taxonomy with relevant learning resources, and other said taxonomies;

c) Setting up assessment framework based on said curriculum framework to represent curriculum assessment objectives and requirements

3. A method recited in claim 2, wherein defining a content taxonomy, pedagogic taxonomy, and other related taxonomies for the said curriculum, comprising:

a) The content taxonomy comprising a set of hierarchic categories to represent the content structure and knowledge points of the said curriculum, with one or more terms associated to each category;

b) The pedagogic taxonomy comprising a set of hierarchic categories to describe pedagogic attributes of knowledge points, learning resources, and assessment items of the said curriculum, with one or more terms associated to each category;

c). The other related taxonomies comprising desired and suitable learning preference taxonomy describing learning priorities, semantic taxonomy to facilitate searching functionalities, and learning resource taxonomies for classifying learning resources.

4. A method recited in claim 2, wherein Setting up curriculum framework according to said content taxonomy, said pedagogic taxonomy with relevant learning resources, and other said taxonomies, comprising:

a) Assigning curriculum content of the said curriculum with hierarchy structure according to said content taxonomy of the said curriculum;

b) Associating each knowledge point of the said curriculum with relevant learning resources of the said curriculum;

c) Assigning relevant taxonomy categories and terms to knowledge points and learning resources of the said curriculum.

5. A method recited in claim 4 wherein assigning curriculum content of the said curriculum with hierarchy structure according to said content taxonomy, comprising:

a) Assigning learning objective of the said content taxonomy to curriculum content segments of observable learner behavior or performance used to make judgments about learner'"'"'s learning in the said curriculum;

b) Assigning knowledge point of the said content taxonomy to curriculum content segments that are sub-segments of learning objectives, represent least measurable learner behaviors and performance elements in the said curriculum.

6. A method recited in claim 4 wherein associating each knowledge point with relevant learning resources, comprising associating each knowledge point with one or a plurality of relevant learning resources of the curriculum regardless their media format and presentation environment;

7. A method recited in claim 4 wherein assigning relevant taxonomy categories terms to knowledge points and learning resources, comprising associating each knowledge point and learning resource with one or a plurality of pedagogic categories and terms and one or a plurality of categories and terms from learning preference taxonomy, semantic taxonomy, and learning resource taxonomy of the said curriculum;

8. A method recited in claim 2, wherein setting up assessment framework, comprising:

a) Identifying prerequisite knowledge points and knowledge prerequisite distribution for every knowledge point of the said curriculum;

b) Identifying objective knowledge points and objective scalars of each assessment item of the said curriculum;

c) Identifying prerequisite knowledge points and prerequisite distributions of each assessment item of the said curriculum;

d) Identifying pedagogic, semantic, and learning preference taxonomy categories and terms to assessment items of the said curriculum.

9. A method recited in claim 8 wherein identifying prerequisite knowledge points and knowledge prerequisite distribution for every knowledge point of the said curriculum, comprising

a) Identifying relationships between pairs of knowledge points that mastery of one explicitly requires the knowledge of the other in the said curriculum;

b) Identifying statistical distribution that describing the relevance of a learner'"'"'s knowledge deficiency to prerequisite knowledge point of the said knowledge point in the said curriculum.

10. A method recited in claim 8 wherein identifying objective knowledge points and objective scalars of each assessment item of the said curriculum, comprising

a) Identifying knowledge points of the said curriculum that the said assessment item is designed for testing learner'"'"'s mastery of the said knowledge point;

b) Identifying a scalar between 0 and 1 for an objective knowledge point of an assessment item to describe the relevance of the said assessment item in testing learner'"'"'s mastery of the said knowledge point;

11. A method recited in claim 8 wherein identifying prerequisite knowledge points and prerequisite distributions of each assessment item of the said curriculum, comprising

a) Identifying knowledge points of the said curriculum that resolving the said assessment item correctly depending on learner'"'"'s mastery of specific content of these knowledge points;

b) Identifying statistical distribution for each assessment item that describes the probability of a prerequisite knowledge point as an error cause of learner'"'"'s failure on the said assessment item.

12. A method recited in claim 1, wherein assisting instructional and assessment planning with customizable curriculum, performance reports and knowledge mastery status in the said curriculum, comprising:

a) Providing customizable curriculum framework and assessment framework that supports customizing teaching content, learning resources, and assessment items;

b) Providing study guide as teaching and review plan with step-by-step study plans, relevant learning resources, learning priorities, learner knowledge mastery status and pedagogic categories;

c) Providing learners'"'"' performance and knowledge reports informing learner'"'"'s knowledge status and knowledge deficiency.

13. A method recited in claim 1, wherein providing pre-assessment learning assistance to learners based on assessment objectives, and knowledge prerequisites, and learner'"'"'s knowledge mastery status in the said curriculum, comprising:

a) Providing study guides based on assessment objective and prerequisite with step-by-step study plans, learning priorities, learner knowledge status, relevant learning resources, and pedagogic categories;

b) Providing performance and knowledge reports informing learner'"'"'s knowledge status and knowledge deficiency.

14. A method recited in claim 1, wherein evaluating learner'"'"'s assessment performance and knowledge mastery status based on curriculum objectives, assessment prerequisites, assessment results, and knowledge history in the said curriculum, comprising

a) Calculating learner'"'"'s assessment objective values with respect to assessment objectives;

b) Calculating learner'"'"'s assessment prerequisite values with respect to prerequisite knowledge;

c) Calculate learner error cause and knowledge deficiency value for assessment related knowledge point;

d) Calculating learner'"'"'s adjusted objective values and adjusted prerequisite values based on said assessment history;

e) Calculating learner'"'"'s exponential knowledge scores based on said adjusted objective and prerequisite values;

f) Calculating learner'"'"'s learning score and application scores based on said curriculum knowledge prerequisite relation and knowledge history;

g) Calculating learner'"'"'s knowledge status based on said learning scores and application scores.

15. A method recited in claim 1, wherein providing post-assessment remediation learning assistance to learner based on assessment objectives, knowledge prerequisites, and knowledge mastery status in the said curriculum, comprising:

a) Providing assessment performance and knowledge status reports for learner to identify knowledge deficiency and root cause of such deficiency;

b) Providing step-by-step personalized remediation guides based on learner'"'"'s latest knowledge mastery status, assessment objectives and prerequisites, and pedagogic categories;

16. A method recited in claim 1, wherein Providing learner everyday learning assistance based on curriculum objectives, knowledge prerequisites, and learner'"'"'s knowledge mastery status in the said curriculum, comprising:

a) Providing tools for selecting curriculum content, assessment, and assessment items to identify knowledge points for self-study;

b) Generating personalized self-study guides based on learning priority, knowledge status, and relevant learning resources;

c) Analyzing learner self-practices results using self-practice result and historical assessment scores and historical knowledge master status;

18. A system recited in claim 21 wherein means to set up curriculum framework and assessment framework to enable the said curriculum for knowledge diagnosis and learning assistance, comprising

a) Subject matter experts define content taxonomy, pedagogic taxonomy, and other related taxonomies for the said curriculum;

b) Subject matter experts set up curriculum framework according to said content taxonomy, said pedagogic taxonomy with relevant learning resources, and other said taxonomies and input curriculum data into a curriculum repository;

c) Subject matter experts set up assessment framework based on said curriculum framework to represent curriculum assessment objectives and requirements and input assessment and prerequisite data into said curriculum repository;

19. A system recited in claim 22, wherein content taxonomy, pedagogic taxonomy, and other related taxonomies for the said curriculum, comprising:

a) The content taxonomy comprising a set of hierarchic categories to represent the content structure and knowledge points of the said curriculum, with one or more terms associated to each category;

b) The pedagogic taxonomy comprising a set of hierarchic categories to describe pedagogic attributes of knowledge points, learning resources, and assessment items of the said curriculum, with one or more terms associated to each category;

c). The other related taxonomies comprising desired and suitable learning preference taxonomy describing learning priorities, semantic taxonomy to facilitate searching functionalities, and learning resource taxonomies for classifying learning resources.

20. A system recited in claim 22, wherein setting up curriculum framework for the said curriculum, comprising:

a) Assigning curriculum content of the said curriculum with hierarchy structure according to said content taxonomy of the said curriculum;

b) Associating each knowledge point of the said curriculum with relevant learning resources of the said curriculum;

c) Assigning relevant taxonomy categories and terms to knowledge points and learning resources of the said curriculum.

21. A system recited in claim 4 wherein assigning curriculum content of the said curriculum with hierarchy structure according to said content taxonomy, comprising:

a) Assigning learning objective of the said content taxonomy to curriculum content segments of observable learner behavior or performance used to make judgments about learner'"'"'s learning in the said curriculum;

b) Assigning knowledge point of the said content taxonomy to curriculum content segments that are sub-segments of learning objectives, represent least measurable learner behaviors and performance elements in the said curriculum.

22. A system recited in claim 4 wherein associating each knowledge point with relevant learning resources, comprising associating each knowledge point with one or a plurality of relevant learning resources of the curriculum regardless their media format and presentation environment;

23. A system recited in claim 4 wherein assigning relevant taxonomy categories terms to knowledge points and learning resources, comprising associating each knowledge point and learning resource with one or a plurality of pedagogic categories and terms and one or a plurality of categories and terms from learning preference taxonomy, semantic taxonomy, and learning resource taxonomy of the said curriculum;

24. A system recited in claim 2, wherein setting up assessment framework, comprising:

a) Identifying prerequisite knowledge points and knowledge prerequisite distribution for every knowledge point of the said curriculum;

b) Identifying objective knowledge points and objective scalars of each assessment item of the said curriculum;

c) Identifying prerequisite knowledge points and prerequisite distributions of each assessment item of the said curriculum;

d) Identifying pedagogic, semantic, and learning preference taxonomy categories and terms to assessment items of the said curriculum.

25. A system recited in claim 8 wherein identifying prerequisite knowledge points and knowledge prerequisite distribution for every knowledge point of the said curriculum, comprising

a) Identifying relationships between pairs of knowledge points that mastery of one explicitly requires the knowledge of the other in the said curriculum;

b) Identifying statistical distribution that describing the relevance of a learner'"'"'s knowledge deficiency to prerequisite knowledge point of the said knowledge point in the said curriculum.

26. A system recited in claim 8 wherein identifying objective knowledge points and objective scalars of each assessment item of the said curriculum, comprising

a) Identifying knowledge points of the said curriculum that the said assessment item is designed for testing learner'"'"'s mastery of the said knowledge point;

b) Identifying a scalar between 0 and 1 for an objective knowledge point of an assessment item to describe the relevance of the said assessment item in testing learner'"'"'s mastery of the said knowledge point;

27. A system recited in claim 8 wherein identifying prerequisite knowledge points and prerequisite distributions of each assessment item of the said curriculum, comprising

a) Identifying knowledge points of the said curriculum that resolving the said assessment item correctly depending on learner'"'"'s mastery of specific content of these knowledge points;

b) Identifying statistical distribution for each assessment item that describes the probability of a prerequisite knowledge point as an error cause of learner'"'"'s failure on the said assessment item.

28. A system recited in claim 1, wherein assisting instructional and assessment planning with customizable curriculum, performance reports and knowledge mastery status in the said curriculum, comprising:

a) Providing customizable curriculum framework and assessment framework that supports customizing teaching content, learning resources, and assessment items;

b) Providing study guide as teaching and review plan with step-by-step study plans, relevant learning resources, learning priorities, learner knowledge mastery status and pedagogic categories;

c) Providing learners'"'"' performance and knowledge reports informing learner'"'"'s knowledge status and knowledge deficiency.

29. A system recited in claim 1, wherein providing pre-assessment learning assistance to learners based on assessment objectives, and knowledge prerequisites, and learner'"'"'s knowledge mastery status in the said curriculum, comprising:

a) Providing study guides based on assessment objective and prerequisite with step-by-step study plans, learning priorities, learner knowledge status, relevant learning resources, and pedagogic categories;

b) Providing performance and knowledge reports informing learner'"'"'s knowledge status and knowledge deficiency.

30. A system recited in claim 1, wherein evaluating learner'"'"'s assessment performance and knowledge mastery status based on curriculum objectives, assessment prerequisites, assessment results, and knowledge history in the said curriculum, comprising

a) Calculating learner'"'"'s assessment objective values with respect to assessment objectives;

b) Calculating learner'"'"'s assessment prerequisite values with respect to prerequisite knowledge;

c) Calculate learner error cause and knowledge deficiency value for assessment related knowledge point;

d) Calculating learner'"'"'s adjusted objective values and adjusted prerequisite values based on said assessment history;

e) Calculating learner'"'"'s exponential knowledge scores based on said adjusted objective and prerequisite values;

f) Calculating learner'"'"'s learning score and application scores based on said curriculum knowledge prerequisite relation and knowledge history;

g) Calculating learner'"'"'s knowledge status based on said learning scores and application scores.

31. A system recited in claim 1, wherein providing post-assessment remediation learning assistance to learner based on assessment objectives, knowledge prerequisites, and knowledge mastery status in the said curriculum, comprising:

a) Providing assessment performance and knowledge status reports for learner to identify knowledge deficiency and root cause of such deficiency;

b) Providing step-by-step personalized remediation guides based on learner'"'"'s latest knowledge mastery status, assessment objectives and prerequisites, and pedagogic categories.

32. A system recited in claim 1, wherein Providing learner everyday learning assistance based on curriculum objectives, knowledge prerequisites, and learner'"'"'s knowledge mastery status in the said curriculum, comprising:

a) Providing tools for selecting curriculum content, assessment, and assessment items to identify knowledge points for self-study;

b) Generating personalized self-study guides based on learning priority, knowledge status, and relevant learning resources;

c) Analyzing learner self-practices results using self-practice result and historical assessment scores and historical knowledge master status.

17. A system for knowledge diagnosis and tutoring engine based on knowledge prerequisite relationship of a curriculum for a single or plural number of learning management systems, comprising

a) A computer having an input for entry of information, a readable memory for storing information and programs, a CPU for executing programs, a device for connecting to wired or wireless network to interact with requests from users and other learning management system;

b) Means to set up curriculum framework and assessment framework to enable the said curriculum for knowledge diagnosis and learning assistance;

c) Means to assist instructional and assessment planning with customizable curriculum, performance reports and knowledge mastery status in the said curriculum;

d) Means to provide pre-assessment learning assistance to learners based on assessment objectives, and knowledge prerequisites, and learner'"'"'s knowledge mastery status in the said curriculum;

e) Means to evaluate learner'"'"'s assessment performance and knowledge mastery status based on curriculum objectives, assessment prerequisites, assessment results, and knowledge history in the said curriculum;

f) Means to provide post-assessment remediation learning assistance to learner based on assessment objectives, knowledge prerequisites, and knowledge mastery status in the said curriculum;

g) Means to provide learner everyday learning assistance based on curriculum objectives, knowledge prerequisites, and learner'"'"'s knowledge mastery status in the said curriculum;