VIDEO ROLE-PLAY LEARNING SYSTEM AND PROCESS
An automated video role-play teaching system and process. In some embodiments, the system and process provides a software interface for teachers or others to establish situation scenarios for students, students to review the scenarios locally and locally record their role-play responses, which one or more teachers or others can then review in order to provide feedback to the students through the system. The interface can provide leaderboard ranking of students or role-play videos, selectable role-play scenarios established by a teacher or another, an automated calendar of role-play system related dates, such as due dates for example, and hot-seat role-play limiting the number of times a student can record the student's role-play into the system.
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This application is a continuation of U.S. Non-Provisional patent application Ser. No. 15/142,260 entitled “Video Role-Play Learning System And Process,” filed on Apr. 29, 2016, which is a continuation of International Application No. PCT/US2014/063558 entitled “Video Role-Play Learning System And Process,” filed on Oct. 31, 2014, which claims priority from U.S. Provisional Patent Application No. 61/962,155 entitled “Video Role-Play Learning System And Methods Of Use,” filed on Oct. 31, 2013. Each of these applications are hereby incorporated by reference in their entirety.
COPYRIGHT NOTICEThis patent document contains material subject to copyright protection. The copyright owner has no objection to the photocopy reproduction of the patent document or the patent disclosure in exactly the form it appears in the Patent and Trademark Office patent file or records, but otherwise reserves all copyright rights.
FIELD OF DISCLOSUREThe present application relates to the technical field of data processing devices, and more particularly, to real time transactional web applications providing automated video role-play learning.
APPLICANTS' VIEW OF SOME ASPECTS OF PRIOR ARTRole-play scenarios have been found to be particularly effective for certain types of training, such as sales training. Often one or more experts on a particular subject would travel to a location for a scheduled training session with a team of individuals, where the training would be conducted as a one-time, face-to-face, unrecorded event, often during regular business hours only. This often resulted in high training costs, limited training time for a student, limited ability to identify top performing students, limited ability of the student to practice and then review and learn from their performances (either through the review or from the teacher), little to no capturing of the level of knowledge transfer to or from students during the process, and limited access to such training by students generally.
In the field of online training generally, systems have been developed to allow a user to participate in video role-play scenarios. These systems allow a user to view scenarios and practice their response. Such systems tend to be ad-hoc, stand-alone applications that offer little to no structure in the organization of the role-play content, and lack integration with learning management systems and functions. Further, these systems typically fail to provide integration with other types of learning content. Coordinating organization, delivery, evaluation, and feedback often involves manual procedures, dual data entry, or both. In addition, existing systems often have little to no support for knowledge management, as they lack the capabilities for complex organization, integration into structured course offerings, capturing and sharing of multiple types of feedback, and identification and organization of expert knowledge.
For at least these reasons, the applicants believe that they have discovered a need for a more structured, efficient, interactive, automated, flexible, and on-demand role-play learning system.
BRIEF SUMMARY OF SOME ASPECTS OF THIS SPECIFICATIONThe applicants believe that they have discovered at least some of the issues and problems, or their scope, identified in the Aspects section above. The applicants have therefore developed, among other things, automated systems, processes, and devices that solve one or more of the above-mentioned problems with video role-play learning systems. In some embodiments, the video role-play learning system allows students, instructors, or other evaluators to participate in a structured but flexible learning program, including generating, sharing, and responding to content in a manner that reduces cost and time commitments while improving training efficiency and effectiveness.
In some embodiments, a leaderboard identifies and makes available response videos by top performers ordered according to selected criteria. In some embodiments, inclusion on the leaderboard can be determined, at least in part, as a function of votes received by viewers, evaluator selection, or both. In certain instances, the set of response videos included on the leaderboard can constitute a collection of best practices by top performers, providing easy and convenient access to important business knowledge without regard to the location of the student or the availability of the responder. Some leaderboard applications can provide recognition for top performers, providing motivation and encouragement to continue or increase their participation and submission volume. Such feedback systems can result in cycle of continued content improvement, and in some embodiments can further increase the transfer and capture of institutional knowledge.
In certain instances, an automated video role-play module or service is integrated with automated functionality related to a learning management system. This integration can provide improved structure to the organization and more efficient or broad delivery of role-based learning. For example, some systems can organize role-play scenarios within courses and programs, so that role-play content delivery and availability can be tailored to a particular goal.
In some applications, the role-play scenario content can be combined with other learning content such as exams, simulations, or the like to expand the overall content included in a learning program. In some systems, performance in a role-based scenario through the automated system can then become part of the overall evaluation a student receives relating to a particular class or subject without having to treat the video role-play performance as an ad hoc data item in an evaluation.
An automated calendar module or service can provide information to a user relating to events such as expected availability of new role-play scenarios, due dates for completion of role-play scenarios, upcoming courses, and the like. This integration between calendaring and the video role-play module can improve communication of, and compliance with due dates, reduce errors, and reduce overhead associated with data entry duplication across systems. In some instances, integration with a notification service can provide a further facility for more reliably communicating important information relating to video role-play scenario activities, thus potentially reducing communication failures that might otherwise occur in the absence of such an integrated facility. In some systems, the class management and registration management functionality of the learning management system can be integrated in order to, provide seamless access to the video role-play module functionality, thus improving the user experience for the student, evaluator, or trainer.
In some embodiments, a calendar module or service can provide information to a user relating to events such as expected availability of new role-play scenarios, due dates for completion of role-play scenarios, upcoming courses, and the like. In some instances, integration between calendaring and the video role-play module or service can reduce errors and overhead associated with data entry duplication across systems. In some systems, integration of calendaring with a notification service can provide a facility for communicating important information relating to video role-play scenario activities, thus potentially reducing communication failures that might otherwise occur in the absence of such an integrated facility. In some embodiments, integration of a video role-play module or service with the class management and registration management functionality of the learning management system can provide seamless access to the video role-play module functionality, thus improving the user experience for the student, evaluator, and/or trainer.
In some implementations, video role-play scenarios can be individually designated as hotseat role-plays. A hotseat role-play limits the number of times a student can view the scenario, the number of times the student can record a response, or both. For example, some embodiments of a hotseat configuration can indicate that a student only be allowed to view a scenario once without pausing, and then record a single response. This type of restricted delivery and response can accurately simulate the pressure a student might experience in an actual situation, thus improving their confidence, their degree of preparation, and their familiarity with their weaknesses.
In addition, hotseat role-play can provide the evaluator with a more accurate understanding of the student's current performance level. Some embodiments can indicate areas in which the student should improve. Some applications can indicate when a student is not performing at a performance level that should be achieved prior to engaging in related real world scenarios.
In some embodiments, evaluators can provide various types of feedback, including video feedback, in response to the student's video response submission. Video feedback, in combination with narrative feedback and grading if desired, can improve the quality of the evaluation, thus increasing the student's understanding of their performance level as well as the student's rate of improvement. Further, enabling video feedback in combination with the video role-play scenario and response can eliminate travel dependencies for the student, the trainer, and/or the evaluator, resulting in an increase in time available for productive work and reducing costs associated with travel. This type of on-demand model for the student, trainer, and evaluator can also reduce or eliminate wait time and scheduling issues with training delivery, thus increasing training efficiency.
There are many other novel features, problem solutions, and advantages of the present specification. They will become apparent as this specification proceeds. In this regard, it is to be understood that the scope of the invention is to be determined by the claims as issued and not by whether the subject matter provides features because they are set forth in the Aspects sections of this specification.
The applicants' preferred and other embodiments are disclosed in association with the accompanying Figures. In the Figures, similar components or features can have the same reference label. Further, various components of the same type can be distinguished by following the reference label by a dash and a second label that distinguishes among the similar components. If only the first reference label is used in the specification, the description is applicable to any one of the similar components having the same first reference label irrespective of the second reference label.
This disclosure is directed to the technical field of automated teaching computing platforms and methods. The prior Brief Summary and the following description provide examples, and are not limiting of the scope, applicability. Changes can be made in the function and arrangement of elements discussed without departing from the spirit and scope of the disclosure. Various embodiments can omit, substitute, add, or mix and match various procedures or components as appropriate. For instance, the methods disclosed can be performed in an order different from that described, and various steps can be added, omitted, or combined. Also, features disclosed with respect to certain embodiments can be combined in or with other embodiments as well as features of other embodiments
Certain embodiments of the video role-play system and methods of use are described with reference to methods, apparatus (systems), and computer program products that can be implemented by computer program instructions. These computer program instructions can be provided to a processor of a computing devices, such as a general purpose computer, special purpose computer, mobile computing device, or other programmable data processing apparatus to produce a particular machine, such that the instructions, which execute via the processor of the computing device, implement the acts specified herein to transform data from a first state to a second state, transmit data from one computing device to another computing device, and generate physical state transitions at one or more geographic locations.
These computer program instructions can be stored in a computer-readable memory that can direct a computing device or other programmable data processing apparatus to operate in a particular manner, such that the instructions stored in the computer-readable memory produce an article of manufacture including instructions for implementing the acts specified herein. The computer program instructions can also be loaded onto a computing device or other programmable data processing apparatus to cause a series of operational steps to be performed on the computing device or other programmable apparatus to produce a computer-implemented process such that the instructions which execute on the computer or other programmable apparatus provide steps for implementing the acts specified herein.
The programming of the programmable apparatus creates a new machine, creating a special purpose computer once it is programmed that performs particular functions pursuant to instructions from program instructions. The video role-play learning system can be described in terms of a dedicated circuit or a process that emulates that circuit. The software processes of the video role-play learning system are, at least in part, interchangeable with a hardware circuit. This new machine can thus be implemented as a complex array of hardware circuits, programming that facilitates the unique functions of the video role-play learning system, or both.
The various illustrative logical blocks, modules, and algorithm steps described in connection with the embodiments disclosed herein can be implemented as electronic hardware, computer software, or combinations of both. To illustrate this interchangeability of hardware and software, various illustrative components, blocks, modules, and steps have been described generally in terms of their functionality. Whether such functionality is implemented as hardware or software depends upon the particular application and design constraints imposed on the overall system. The described functionality can be implemented in varying ways for each particular application and function, but such implementation decisions should not be interpreted as causing a departure from the scope of the disclosure.
The various illustrative logical blocks and modules described in connection with the embodiments disclosed herein can be implemented or performed with a general purpose processor, a specific purpose processor, a digital signal processor (DSP), an application specific integrated circuit (ASIC), a field programmable gate array (FPGA) or other programmable logic device, discrete gate or transistor logic, discrete hardware components, or any combination thereof designed to perform the functions described herein. A general-purpose processor can be a microprocessor, but in the alternative, the processor can be any conventional processor, controller, microcontroller, or state machine. A processor can also be implemented as a combination of computing devices such as, for example, a combination of a DSP and a microprocessor, a plurality of microprocessors, one or more microprocessors in conjunction with a DSP core, or any other such configuration.
The blocks of the methods and algorithms described in connection with the embodiments disclosed herein can be embodied directly in hardware, in a software module executed by a processor, or in a combination of the two. A software module can reside in RAM memory, flash memory, ROM memory, EPROM memory, EEPROM memory, registers, a hard disk, a removable disk, a CD-ROM, or any other form of computer-readable storage medium known in the art. An exemplary storage medium is coupled to a processor such that the processor can read information from, and write information to, the storage medium. In the alternative, the storage medium can be integral to the processor. The processor and the storage medium can reside in an ASIC. The ASIC can reside in a computer terminal. In the alternative, the processor and the storage medium can reside as discrete components in a computer terminal.
Depending on the embodiment, certain acts, events, or functions of any of the methods described herein can be performed in a different sequence, can be added, merged, or left out altogether (e.g., not all described acts or events are necessary for the practice of the method). Moreover, in certain embodiments, acts or events can be performed concurrently such as, for example, through multi-threaded processing, interrupt processing, or multiple processors or processor cores, rather than sequentially. Moreover, in certain embodiments, acts or events can be performed on alternate tiers or on alternate components within the architecture.
In some embodiments, the system includes several components, such as, for example, a web application including a presentation layer in communication with a server-side business logic layer, and a cloud-based database environment employing structured data, such as, for example, SQL defined data structures. In some instances, cloud-based file stores and media stores are communicatively coupled to one or more from the group of the web application, the server side business logic layer, and the cloud-based database environment. In some implementations, one or more components are deployed on a Linux or UNIX operating system, such as, for example, Ubuntu Linux or Mac OS X. One or more languages can be use to implement the various components across the various architecture layers. Languages and frameworks can include, but are not limited to, ASP, MVC, C #, HTML, JavaScript, CSS, Flash, and SQL.
Communication within the system can include standard web protocols such as, for example, HTTP/S via standard network protocols such as TCP/IP. Alternative web protocols for intra-system and Internetwork communication currently under development including HTTP version 2.0, HTTPS version 2.0, and SPDY are contemplated and within the scope of this disclosure. Successors to these protocols are also envisioned and are supported within the scope of this disclosure.
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Data traffic can travel through a firewall 38 to and from web server computers and/or virtual instances 28. In some deployments, these web servers 28 are distributed instances of Windows Internet Information Server®. In some deployments, redundant virtual servers 32 are providing cloud storage services through a platform as a service offering such as, for example Amazon Simple Storage Service. The redundant virtual servers 32 are communicatively coupled to computers hosting one or more persistent data stores 36. These data stores can be distributed databases such as, for example, Microsoft SQLServer®, MySQL®, and/or high-performance key/value index store used to store derivative data.
Client computers of various types 12 can connect to a remote server infrastructure 24 via a network 22 over one or more communication protocols. All computers can pass information as unstructured data, structured files, structured data streams such as, for example, XML, structured data objects and/or structured messages. Client computers 18, 20, 14, 16 can communicate over various protocols such as, for example, UDP, TCP/IP and/or HTTP/S.
Client computers and devices 18, 20, 14, 16 and server computers 24 provide processing, storage, and input/output devices executing application programs. Client computers 12 can also be linked through communications network 22 to other computing devices, including other client devices/processes 12 and server computers 24. In some embodiments, server computers 36 run software to implement centralized persistent data storage and retrieval. The network 22 can be a local area network and/or a wide area network that is part of a remote access network, a global network (e.g., the Internet), a worldwide collection of computers, and/or gateways that currently use respective protocols (TCP/IP, UDP, etc.) to communicate with one another. Multiple client computer devices 12 can each execute and operate instances of the applications accessing the video role-play learning system servers 24.
On reading this disclosure, those of skill in the art will recognize that many of the components discussed as separate units can be combined into one unit and an individual unit can be split into several different units. Further, the various functions could be contained in one computer or spread over several networked computers and/or devices. The identified components can be upgraded and replaced as associated technology improves and advances are made in computing technology.
Within AWS Elastic Beanstalk Environment 28, there are several subsystems that provide communication among and between various engines of the video role-play learning system. These engines, in tandem or in parallel, can capture, return and transform data in a manner unique to the communications and interactions of the client devices 12. These unique data transformations and systematic interactions with the user comprise an article of manufacture produced by the interaction of the various engines with the data inputs from the user, transformation from other engines operating within the Elastic Beanstalk Environment 28 and generally within system 100.
In some implementations, the web server is an MVC architecture implemented in Microsoft's .NET framework, and deployed via application server pages (ASP)s provisioned on one or more Internet Information Server (IIS) instances operated within the Amazon AWS Elastic Beanstalk Service 28. The Elastic Beanstalk Service is configured to instantiate new instances when load tolerances are met. One or more of the application services operating within web application server can be written in the C # language. Communications between these services and data stored in the persisted data store of the data layer of system 100 can be connected and structured via an “object relational model” or ORM service provided by, for example, nHibernate.
In some embodiments, within System 100, the persisted data store is provisioned on Amazon's AWS Relational Database Service (RDS) operating instances of database server 36 operating Microsoft SQL Server® (MSSQL Server), and communicating with the ORM layer via a TCP/IP connection. Connection with ORM can, in some instances communicate via sql queries to structure, store and retrieve data persistently stored within the database server 36. The communications of the connection can be performed across a virtual private network (VPN).
In other embodiments, the services provided by the web applications server can be written in other programming languages, such as, for example, Ruby, PHP, or Coldfusion. The ORM layer can also employ frameworks other than nHibernate, including, for example, Entity Framework. The database server 36 can also be implemented in storage engines and servers other than those provided by MSSQL server, including but not limited to MySQL, PostgreSQL, or Oracle® DB. Non-relational data stores can also be used in some embodiments. Communication with database server 36 across the connection to ORM can also be performed in alternative embodiments via a direct TCP/IP connection without employing a VPN or via proprietary data layer protocols such as those used with myrinet or infiniband. Web servers other than IIS in web applications server can be used, including but not limited to nginx, Apache, and lighthttpd. These web servers can be integrated with an application server, such as, for example, PHP or Coldfusion, providing dynamic presentation of views based upon programmatic inputs from the data models and controllers that support system services.
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In one embodiment, the processor routines 235 and 250 are a computer program product, including a computer readable medium (e.g., a removable storage medium such as one or more flash drives, DVDROM's, CD-ROM's, diskettes, tapes, etc.) that provides at least a portion of the software instructions for the system. A computer program product that combines routines 235 and data 240 can be installed by any suitable software installation procedure, as is well known in the art. In another embodiment, at least a portion of the software instructions can also be downloaded over a cable, communication, and/or wireless connection.
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- a) AWS—Amazon Web Services;
- b) R53—Route 53, Amazon's DNS hosting service 310;
- c) DNS—Domain Name Service, the method for looking up the Internet address of a server from its domain name;
- d) ELB—Elastic Load Balancer, Amazon's hosted balancer service for distributing web traffic across multiple machines 315;
- e) RDS—Relational Data Store, Amazon's hosted SQL database service, including, for example, the MSSQL database 325;
- f) EC2—Elastic Compute Cloud, Amazon's hosted Infrastructure as a Service (IaaS) for requesting and reserving virtual hardware resources 330;
- g) EBS—Elastic Block Store, one of Amazon's persistent storage services, specifically emulating a network connected persistent volume on the virtual machine for saving configuration and other system and user files 335; and
- h) S3—Simple Storage Service, one of Amazon's persistent storage services, specifically this stores data in “buckets” which are saved and retrieved by a unique ID 301.
In addition, or alternatively, some or all of the system can be implemented on a proprietary stack rather than on a platform-as-a-service architecture. For example, the system can be implemented on multi-core Intel-compatible (x86) architecture servers with, for example, 2 GB of memory and 20 GB of on-board persistent storage. In some instances, two servers running the same software components can be load balanced using an off-the-shelf load balancer.
In some instances, the software infrastructure consists of several layers such as, for example, a presentation layer, logic layer, and data layer, which can be implemented by a Model-View-Controller architecture. Referring still to
In some embodiments, a web browser 303 is connected to the web application server hosing one or more web applications 330 providing one or more web services 345 via a TCP/IP connection communicating via one or more HTTP/S channels. The web applications server is operated upon one or more virtualized environments provided by the web application provisioning service 28, such as, for example, Amazon AWS Elastic Beanstalk.
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In some instances, the web pages presented include two groupings; student pages 402 and admin pages 403, with access to these subsets of admin and student pages authenticated by the security pages presented within the security page sets of grouping 404. Within student pages 402, admin pages 403, and security pages 404, a series of pages can provide the user interface, incorporating various views provided by web application serves 28. In some embodiments, the pages of group 402 include a dashboard 410, a catalog 411, a role-play dialog 412, a performance 413, a leaderboard 414, a profile 415, and support 416. The pages of group 403 can include of a dashboard 417, a catalog 418, a role-play designer 419, a grading page 420, a user manager 421, an account page 422, and a support page 423. The security pages of 404, in some implementations, include a login page 424, and a logout page 425.
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Within student controllers 601, the Dashboard controller 6001 presents two views, Index and Welcome, which are rendered on the dashboard page presented to the user interface such as via a browser 303 (see, e.g.,
Within student controllers 601, the Catalog controller 6002 presents two views, Index and ToggleTopicExpansion, which are rendered on the catalog page presented to the user interface such as via a browser 303. The controller draws its data from the Catalog service 6008 offering two methods to populate dynamic data within the views, namely GetPrograms and ToggleTopicExpansion.
Within student controllers 601, the Dialog controller 6003 presents one view, Index, which is rendered on the dialog page presented to the user interface such as via a browser 303. Additional page elements to add responses sends data back from web browser 303 to the Web Application Server via the dialog service using method AddResponse. The controller draws its data from the Dialog service 6010 offering two methods to populate dynamic data within the views, namely GetDialog and AddResponse.
Within student controllers 601, the Performance controller 6004 presents one view, Index, which is rendered on the performance page presented to the user interface such as via a browser 303. The controller draws data from the Performance service 6011 using methods GetLastTenScores and GetStatistics.
Within student controllers 601, the Leaderboard controller 6005 presents one view, Index, and one action Vote, which is rendered on the leaderboard page presented to the user interface such as via a browser 303. The controller draws data from the Leaderboard service 6012 using method GetResponses posts Votes based on actions in web browser 303 via method Vote.
Within student controllers 601, the Profile controller 6006 presents one view, Index, and three actions UpdatePhoto, SetPassword, and UpdateProfile which are rendered on the profile page presented to the user interface such as via a browser 303. The controller draws data from the Profile service 6013 using methods GetProfile and posts data from actions in web browser 303 back to web application server via methods UpdatePhoto, SetPassword, and UpdateProfile.
Within student controllers 601, the Support controller 6007 presents one view, Index, which is rendered on the support page presented to the user interface such as via a browser 303. No dynamic methods are presented, so the content is rendered statically.
Within admin controllers 603, the Dashboard controller 6014 presents one view, Index, which is rendered on the Dashboard page presented to the user interface such as via a browser 303 and is also populated with data provided by the Dashboard service 6021, providing actions for data input via web browser 303 supporting the AddAnnouncement, UpdateAnnouncement, DeleteAnnouncement, AddEvent, UpdateEvent, and DeleteEvent methods. These methods are in turn provide data to the Dashboard Service 6021 by the AddAnnouncement, UpdateAnnouncement, DeleteAnnouncement, AddEvent, UpdateEvent, and DeleteEvent listeners respectively.
Within admin controllers 603, the Catalog controller 6015 presents one view, Index which is which is rendered on the Catalog page via web browser 303 and is also populated with data provided by the Catalog service 6022, providing actions for data input via web browser 303 supporting the AddProgram, DeleteProgram, RenameProgram, EnableProgram, DisableProgram, SetProgramOrder, AddTopic, DeleteTopic, RenameTopic, SetTopicOrder, AddScenario, DeleteScenario, RenameScenario, Enable Scenario, Disable Scenario, and SetScenarioOrder methods. These methods in turn provide data to the Catalog Service 6022 by listeners of the same name.
Within admin controllers 603, the Designer controller 6016 presents one view, Index which is which is rendered on the Dialog Designer page via web browser 303 and is also populated with data provided by the Designer service 6023 calling method GetScenario, providing actions for data input via web browser 303 supporting the EnableScenario, DisableScenario, SetIsScenarioHotSeat, UnsetlsScenarioHotSeat, RenameScenario, SetScenarioDescription, SetScenarioDifficulty, SetVideoKey, NotifyStudents, AddResource, UpdateResource, DeleteResource, SetResourceOrder, AddCriterion, UpdateCriterion, and DeleteCriterion methods. These methods in turn provide data to the Designer Service 6023 by listeners of the same name.
Within admin controllers 603, the Grading controller 6017 presents one view, Index, which is rendered on the Grading web page via web browser 303 and is also populated with data provided by the Grading service 6024 calling methods GetGroupResponses, and GetResponseDetails, providing actions for data input via web browser BB supporting the AddResponseToLeaderboard, RemoveResponseFromLeaderboard, SetFeedback, SetFeedbackVideoKey, SetRatingValue, and SubmitGrade methods. These methods in turn provide data to the Grading Service 6024 by listeners of the same name.
Within admin controllers 603, the User Manager controller 6018 presents one view, Index, which is rendered on the User Manager web page via web browser 303 and is also populated with data provided by the User service 6025, the Group service 6026, and the Admissions service 6027 calling methods GetUsers, GetGroups, and GetAdmissionsRequests, providing actions for user input via web browser 303 supporting the AddUser, AssignUserToGroup, UnassignUserToGroup, SetIsUserAdmin, UnsetIsUserAdmin, AssignUserAsMentorToGroup, UnAssignUserAsMentorToGroup, EnableUser, DisableUser, SetIsUserRegistrar, UnsetIsUserRegistar, ResetUserPassword, AddGroup, RenameGroup, DeleteGroup, AssignProgramToGroup, UnassignProgramToGroup, NotifyStudentsOfProgramAvailability, GrantRequest, and Deny Request methods. These methods in turn provide data to the User service 6025, the Group service 6026, and the Admissions service 6027 by listeners of the same name.
Within admin controllers 603, the Account controller 6019 presents one view, Index, which is rendered on the Account web page via web browser 303 calling method GetAccount and is also populated with data provided by the Account service 6028, providing actions for data input via web browser 303 supporting the SetLogo method. This method provides data to the Account service 6028 by a listener of the same name.
Within security controllers 605, the Login controller 6029 presents one view, Index, which is rendered on the Login web page via web browser 303 and is also populated with data provided by the Security service 6031 and the Admissions service 6032 calling method ShowLogin, providing actions for data input via web browser BB supporting the ValidateUser, LogLogin, LogInvalidAttempt, SetPassword, ResetPassword, and CreateAdmissionsRequest methods. These methods provide data to the Security service 6031 and Admission service 6032 by listeners of the same name.
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In some instances, the set of tables includes attributes such as:
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In some embodiments, one or more services engines provides the display with information on items of interest such as, for example, new role-plays, new product information, and general company information. This information is displayed in an announcements container window 1710, view object, or other user interface display control. In addition, a calendaring module can provide information on date associated information such as, for example, due dates, when new role plays will be added, company meetings, role play events, and the like. This information is displayed in an events calendar widget 1715 or other user interface calendaring control.
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In some embodiments, a performance service obtains raw performance data relating to the performance of one or more role play participants, stores the performance data in the performance database, analyzes the raw performance data, and/or provides derived performance data for display. Referring now to
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Detection of the selection event associated with the Add Role-play button (not shown) triggers display of a role-play edit interface 2600. Referring now to
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While the foregoing disclosure sets forth various embodiments using specific block diagrams, flowcharts, and examples, each block diagram component, flowchart step, operation, and/or component described and/or illustrated herein can be implemented, individually and/or collectively, using a wide range of hardware, software, or firmware (or any combination thereof) configurations. In addition, any disclosure of components contained within other components should be considered exemplary in nature since many other architectures can be implemented to achieve the same functionality.
The process parameters and sequence of steps described and/or illustrated herein are given by way of example only and can be varied as desired. For example, while the steps illustrated and/or described herein can be shown or discussed in a particular order, these steps do not necessarily need to be performed in the order illustrated or discussed. The various exemplary methods described and/or illustrated herein can also omit one or more of the steps described or illustrated herein or include additional steps in addition to those disclosed.
The various illustrative blocks, components, and engines described in connection with the disclosure herein can be implemented or performed with a general-purpose processor, a digital signal processor (DSP), an application specific integrated circuit (ASIC), a field programmable gate array (FPGA) or other programmable logic device, discrete gate or transistor logic, discrete hardware components, or any combination thereof designed to perform the functions described herein. A general-purpose processor can be a microprocessor, but in the alternative, the processor can be any conventional processor, controller, microcontroller, or state machine. A processor can also be implemented as a combination of computing devices, e.g., a combination of a DSP and a microprocessor, multiple microprocessors, one or more microprocessors in conjunction with a DSP core, or any other such configuration.
Furthermore, while various embodiments have been described and/or illustrated herein in the context of fully functional computing systems, the functions described herein can be implemented in hardware, software executed by a processor, firmware, or any combination thereof. If implemented in software executed by a processor, the functions can be stored on or transmitted over as one or more instructions or code on a computer-readable medium. Other examples and implementations are within the scope and spirit of the disclosure and appended claims. For example, due to the nature of software, functions described above can be implemented using software executed by a processor, hardware, firmware, hardwiring, or combinations of any of these. Features implementing functions can also be physically located at various positions, including being distributed such that portions of functions are implemented at different physical locations. Also, as used herein, including in the claims, “or” as used in a list of items prefaced by “at least one of” indicates a disjunctive list such that, for example, a list of “at least one of A, B, or C” means A or B or C or AB or AC or BC or ABC (i.e., A and B and C).
The foregoing description, for purpose of explanation, has been described with reference to specific embodiments. However, the illustrative discussions above are not intended to be exhaustive or to limit the invention to the precise forms disclosed. Many modifications and variations are possible in view of the above teachings. The embodiments were chosen and described in order to best explain the principles of the present systems and methods and their practical applications, to thereby enable others skilled in the art to best utilize the present systems and methods and various embodiments with various modifications as can be suited to the particular use contemplated.
Unless otherwise noted, the terms “a” or “an,” as used in the specification and claims, are to be construed as meaning “at least one of.” In addition, for ease of use, the words “including” and “having,” as used in the specification and claims, are interchangeable with and have the same meaning as the word “comprising.” In addition, the term “based on” as used in the specification and the claims is to be construed as meaning “based at least upon.” Also, the term “immediately” with respect to a delay of machine action means without delay typically perceivable by human users.
Claims
1. An online video role-play learning system comprising in combination:
- A. a computing system including: (i) at least one processor, at least one computer memory, and at least one automated display, (ii) local or remotely accessible digital video storage, and (iii) local or remotely accessible non-video data storage; and
- B. an online-training interface displayable on the automated display and providing automated display of: (i) a plurality of recording prompts for submission of responses comprising a first responsive student-recorded role-play video in response to a first scenario video, and a second responsive student-recorded role-play video in response to a second scenario video; (ii) a student role-play video recording and uploading facility; (iii) a student video response facility comprising an undefined number of times the first scenario video can be viewed before submission of the first responsive student-recorded role-play video via the student role-play video recording and uploading facility, and wherein said submission of the first responsive student-recorded role-play video comprises submission of one or more selected student-recorded role-play videos being selected from a plurality of responsive student-recorded role-play videos; and (iv) a hot seat facility comprising a pre-determined maximum number of times a second scenario video associated with a student role-play can be viewed uninterrupted before a second responsive student-recorded role-play video is recorded, and wherein said second responsive student-recorded role-play video comprises a single student recorded role-play video, the recording of the second responsive student-recorded role-play video being automatically initiated following playback of the maximum number of views of the second scenario video.
2. The online video role-play learning system of claim 1 wherein, the response comprises one or more non-video responses.
3. The online video role-play learning system of claim 1 further comprising an admission service operable to receive class admissions requests.
4. The online video role-play learning system of claim 1 further comprising a learning management system integration interface.
5. The online video role-play learning system of claim 4 wherein the learning management system integration interface supports combining online video role-play learning system content with one or more from a group of learning management system exams and learning management system simulations.
6. The online video role-play learning system of claim 4 wherein the learning management system integration interface supports organizing scenario videos within courses and programs.
7. The online video role-play learning system of claim 4 wherein the learning management system integration interface supports combining online video role-play learning system content with an overall student evaluation, the overall student evaluation relating to one or more of a class or a subject.
8. The online video role-play learning system of claim 1 wherein the pre-determined number of times the second scenario video can be viewed is one.
9. The online video role-play learning system of claim 1 wherein the pre-determined number of times the second scenario video can be viewed is greater than one.
10. A video role-play learning process runs on a computing machine having, (i) at least one processor, at least one computer memory, and at least one automated display, (ii) local or remotely accessible digital video storage, and (iii) local or remotely accessible non-video data storage comprising:
- A. providing a recording prompt for submission of a response comprising a responsive student-recorded role-play video in response to a scenario video;
- B. providing a student role-play video recording and uploading facility;
- C. providing a hot seat facility comprising a pre-determined maximum number of times the scenario video associated with the student role-play can be viewed uninterrupted before the responsive student-recorded role-play video is recorded, and wherein said responsive student-recorded role-play video comprises a single student recorded role-play video, the recording of the responsive student-recorded role-play video being automatically initiated following playback of the maximum number of views of the scenario video; and
- D. providing a learning management system integration interface.
11. The video role-play learning process of claim 10 wherein, the response comprises one or more non-video responses.
12. The video role-play learning process of claim 10 further comprising an admission service operable to receive class admissions requests.
13. The video role-play learning process of claim 10 wherein the learning management system integration interface supports combining online video role-play learning system content with one or more from a group of learning management system exams and learning management system simulations.
14. The video role-play learning process of claim 10 wherein the learning management system integration interface supports organizing scenario videos within courses and programs.
15. The video role-play learning process of claim 10 wherein the learning management system integration interface supports combining online video role-play learning system content with an overall student evaluation, the overall student evaluation relating to one or more of a class or a subject.
16. The video role-play learning process of claim 10 wherein the pre-determined number of times the second scenario video can be viewed is one.
17. The video role-play learning process of claim 10 wherein the pre-determined number of times the second scenario video can be viewed is greater than one.
Type: Application
Filed: Dec 17, 2019
Publication Date: May 7, 2020
Applicant: Rebellion Training, LLC (Reno, NV)
Inventors: Darik Volpa (Reno, NV), Joseph Szakara (Reno, NV), Ian Berry-Jewett (Easton, PA)
Application Number: 16/718,065