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公开(公告)号：US20240274023A1
公开(公告)日：2024-08-15
申请号：US18395318
申请日：2023-12-22
发明人： Robert Zieroth , Ajay Mathew , Julianne Robar , Doris Chavez-Linville , Catherine N. Close , Mariel Z. Pina
IPC分类号： G09B5/02 , G06F3/0484 , G06F9/451
CPC分类号： G09B5/02 , G06F3/0484 , G06F9/454
摘要： A multi-lingual toggle (“MLT”) system with transferable skills, course mapping and tranlanguaging capabilities across educational content from different regional and global jurisdictions is disclosed. The MLT system tracks student holistic and longitudinal growth towards developing a multiliterate brain and supports literacy education in multiple languages. The MLT system includes learning progression routines developed authentically to reflect literacy acquisition in the target language. The learning progressions are empirically validated through the application of an item response theory (“IRT”) psychometric model to compute the difficulty of the skills associated with the learning progressions. There is a strong relationship between the ordering of the skills and the associated difficulties that presents an opportunity to create multilingual literacy trajectories that highlight how multilingual students achieve multiliteracy holistically, rather than in a monolingual sense. A key component is the identification and reporting of transferable skills between languages (e.g., English and Spanish) and a variant model allows learning objectives and associated data to be tracked across languages.
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公开(公告)号：US20240233565A1
公开(公告)日：2024-07-11
申请号：US18389715
申请日：2023-12-19
发明人： Ajay Mathew , Julianne Robar , Zecheng Chang , Bruce Bray , Jon Medin , Selvedin Alic , Robert Zieroth , Eric Stickney , Eric Swanson , Jon Stelman
IPC分类号： G09B5/06
CPC分类号： G09B5/065
摘要： Some embodiments of a system and methods that automate and facilitate the alignment of educational content from diverse sources are disclosed. This system and methods facilitate and enhance automated content connections. They are configured to create models that automate and facilitate the alignment of educational content from diverse sources, ranging from specific questions to instructional plans. These may be aligned independently or through a knowledge graph. This alignment includes jurisdiction dependent definitions of educational goals, such as standards and learning objectives. Model inputs include one content set being assimilated and associated metadata persisted in a data store where another content set can be added for comparison. Content is evaluated for perfect text matches and also imperfect matches that are close in semantic meaning. The system's algorithm compares multiple products, their education units of information, and academic standards as designated between various agencies. The results are provided in a user interface.
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公开(公告)号：US20220238033A1
公开(公告)日：2022-07-28
申请号：US17671205
申请日：2022-02-14
发明人： Mark Angel , Robert Zieroth , Pete Jungwirth , Eric Stickney , Diana Blythe , Gena Kukartsev
摘要： Some embodiments of an integrated student-growth platform for discovering, designating, and organizing heterogeneous instructional electronic resources based on observational assessments of students are disclosed. The student-growth platform is configured to establish and generate the best possible set of skills and resources for an educator to teach a group of students on a particular day and for a student to quickly progress to meet preferred educational standards. In one embodiment, the student-growth system includes a communication unit for sending and receiving data among users (e.g., teachers and students), an assessment platform, a planning platform, a learning-progression platform, an assignment platform, a mastery-maker platform, a Multi-Dimensional Response Item (MIRT) platform, and a reporting platform. The assessment platform 220 collects observation data for a target student, identifies one or more indicators to the learning-progression platform, which is coupled to the assignment platform, the mastery-maker platform, the MIRT platform, and the reporting module.
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公开(公告)号：USD541290S1
公开(公告)日：2007-04-24
申请号：US29252631
申请日：2006-01-25
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公开(公告)号：US11862041B2
公开(公告)日：2024-01-02
申请号：US17671205
申请日：2022-02-14
发明人： Mark Angel , Robert Zieroth , Pete Jungwirth , Eric Stickney , Diana Blythe , Gena Kukartsev
摘要： Some embodiments of an integrated student-growth platform for discovering, designating, and organizing heterogeneous instructional electronic resources based on observational assessments of students are disclosed. The student-growth platform is configured to establish and generate the best possible set of skills and resources for an educator to teach a group of students on a particular day and for a student to quickly progress to meet preferred educational standards. In one embodiment, the student-growth system includes a communication unit for sending and receiving data among users (e.g., teachers and students), an assessment platform, a planning platform, a learning-progression platform, an assignment platform, a mastery-maker platform, a Multi-Dimensional Response Item (MIRT) platform, and a reporting platform. The assessment platform 220 collects observation data for a target student, identifies one or more indicators to the learning-progression platform, which is coupled to the assignment platform, the mastery-maker platform, the MIRT platform, and the reporting module.
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公开(公告)号：US10825348B2
公开(公告)日：2020-11-03
申请号：US15483976
申请日：2017-04-10
发明人： Mark Angel , Robert Zieroth , Pete Jungwirth , Eric Stickney , Diana Blythe , Gena Kukartsev
摘要： Some embodiments of an integrated student-growth platform for discovering, designating, and organizing heterogeneous instructional electronic resources based on observational assessments of students are disclosed. The student-growth platform is configured to establish and generate the best possible set of skills and resources for an educator to teach a group of students on a particular day and for a student to quickly progress to meet preferred educational standards. In one embodiment, the student-growth system includes a communication unit for sending and receiving data among users (e.g., teachers and students), an assessment platform, a planning platform, a learning-progression platform, an assignment platform, a mastery-maker platform, a Multi-Dimensional Response Item (MIRT) platform, and a reporting platform. The assessment platform 220 collects observation data for a target student, identifies one or more indicators to the learning-progression platform, which is coupled to the assignment platform, the mastery-maker platform, the MIRT platform, and the reporting module.
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公开(公告)号：US20240281915A1
公开(公告)日：2024-08-22
申请号：US18444591
申请日：2024-02-16
发明人： Ajay Mathew , Julianne Robar , Zecheng Chang , Bruce Bray , Jon Medin , Selvedin Alic , Robert Zieroth , Eric Stickney , Eric Swanson , Jon Stelman
IPC分类号： G06Q50/20 , G06Q10/0631
CPC分类号： G06Q50/20 , G06Q10/06311
摘要： A system and method trained to identify areas of learning challenge and essential concepts and generate recommendations with customized practice and instructional materials to address and capture all students' needs. The recommendations are generated based on a data-based progression of educational content. The system creates models for each student, which are adjustable or modifiable to teacher planning preferences and teacher knowledge of the student, and can adapt to interruptions and lost instructional time due to uncontrollable circumstances (e.g., global pandemic.). A graphical interface displays recommendations to instructors or students for selection. A separate clustering algorithm uses an underlying student model to group students who would benefit from working on the same educational activities for optimal learning. The recommendations may be aligned to selected educational goals or a general list of effective choices for any given student or a group of students. The grouping arrangement may be influenced by the teacher who may choose from any number of evidence-based grouping and peer-tutoring configurations depending on the teacher's preference, the goal of a particular lesson, and students' achievement goals. Both the grouping and recommendations are influenced by how students with similar characteristics and performance history have shown the most growth.
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公开(公告)号：US11250721B2
公开(公告)日：2022-02-15
申请号：US17086733
申请日：2020-11-02
发明人： Mark Angel , Robert Zieroth , Pete Jungwirth , Eric Stickney , Diana Blythe , Gena Kukartsev
摘要： Some embodiments of an integrated student-growth platform for discovering, designating, and organizing heterogeneous instructional electronic resources based on observational assessments of students are disclosed. The student-growth platform is configured to establish and generate the best possible set of skills and resources for an educator to teach a group of students on a particular day and for a student to quickly progress to meet preferred educational standards. In one embodiment, the student-growth system includes a communication unit for sending and receiving data among users (e.g., teachers and students), an assessment platform, a planning platform, a learning-progression platform, an assignment platform, a mastery-maker platform, a Multi-Dimensional Response Item (MIRT) platform, and a reporting platform. The assessment platform 220 collects observation data for a target student, identifies one or more indicators to the learning-progression platform, which is coupled to the assignment platform, the mastery-maker platform, the MIRT platform, and the reporting module.
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公开(公告)号：US20210118317A1
公开(公告)日：2021-04-22
申请号：US17086733
申请日：2020-11-02
发明人： Mark Angel , Robert Zieroth , Pete Jungwirth , Eric Stickney , Diana Blythe , Gena Kukartsev
摘要： Some embodiments of an integrated student-growth platform for discovering, designating, and organizing heterogeneous instructional electronic resources based on observational assessments of students are disclosed. The student-growth platform is configured to establish and generate the best possible set of skills and resources for an educator to teach a group of students on a particular day and for a student to quickly progress to meet preferred educational standards. In one embodiment, the student-growth system includes a communication unit for sending and receiving data among users (e.g., teachers and students), an assessment platform, a planning platform, a learning-progression platform, an assignment platform, a mastery-maker platform, a Multi-Dimensional Response Item (MIRT) platform, and a reporting platform. The assessment platform 220 collects observation data for a target student, identifies one or more indicators to the learning-progression platform, which is coupled to the assignment platform, the mastery-maker platform, the MIRT platform, and the reporting module.
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公开(公告)号：US20060294552A1
公开(公告)日：2006-12-28
申请号：US11474838
申请日：2006-06-26
申请人： Mark Swanson , William Moss , Peter Jungwirth
发明人： Mark Swanson , William Moss , Peter Jungwirth
CPC分类号： G06Q30/02 , G06Q50/20 , G08B25/007 , G08B25/016 , G08B25/08 , G09B7/02 , H04W4/90 , H04W48/16 , H04W48/18 , H04W72/0486 , H04W76/50 , H04W84/12
摘要： An audience response system is provided. In various implementations, the response system includes a base station, handheld units, and a wireless network. The response system may have a prompted mode and an unprompted mode of operation. In the prompted mode of operation, the base station transmits questions to the handheld units over the wireless network. The questions are displayed to users on their handheld units. The users respond to the question, and their responses are transmitted to the base station via the wireless network. In the unprompted mode, answer templates are transmitted and displayed to the users, with the actual questions being conveyed in some other manner, such as verbally or by written handout.
摘要翻译： 提供观众响应系统。 在各种实现中，响应系统包括基站，手持单元和无线网络。 响应系统可以具有提示模式和无提示操作模式。 在提示的操作模式下，基站通过无线网络向手持设备发送问题。 这些问题将显示给手持设备上的用户。 用户响应该问题，并通过无线网络将响应发送到基站。 在无提示模式下，应答模板被传送并显示给用户，实际问题以其他方式传达，如口头或书面讲义。
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