Computer architecture for managing courseware in a shared...

Details Computer architecture for managing courseware in a shared... Computer architecture for managing courseware in a shared...

2000-04-19

2001-08-28

Maung, Zarni (Department: 2152)

Electrical computers and digital processing systems: multicomput

Computer-to-computer session/connection establishing

Network resources access controlling

C709S217000, C713S152000

Reexamination Certificate

active

06282573

ABSTRACT:

FIELD OF THE INVENTION
The present invention relates to content delivery over a large computer network, and more particularly to a computer network architecture which integrates management components such as a reservation system, a funds flow system, a metering system, and a security system for preventing unauthorized use of courseware and other content.
TECHNICAL BACKGROUND OF THE INVENTION
More and more paintings, pictures, books, songs, other performances, texts, diagrams, recordings, video clips, and courses utilizing them for instructional purposes and/or entertainment are becoming available in machine readable forms. In particular, many computer-assisted lessons, training materials, and other instructional courses include works which can be protected under intellectual property laws, such as visual works, audio works, texts, examinations, simulations, and other works. Some sensory works experienced while using computers, such as the physical motions performed with a flight simulator, may also be protected. Still other computer-aided sensory experiences are foreseeable but not yet commercially implemented, such as smells that could enhance a fire fighting course or a course on the detection of illegal drugs. These will also benefit from protection.
“Computerized training”, “computer-assisted instruction”, “computer-aided learning”, “web-based training”, “intranet-based learning”, “web courses”, “virtual university”, “computerized curriculum delivery system”, “courseware delivery system”, “instructional management system”, “interactive educational method”, and similar phrases are used by various people in various ways, but each of these terms refers to efforts to use computers to help educate students. As used here, “students” are not necessarily traditional students enrolled in high schools, colleges, universities, and the like, but are rather people who receive instruction through courseware. Courseware may be used by traditional students, but it may also be used by employees of Government agencies and corporations, for instance.
To better understand the present invention in the context of existing computer-assisted educational efforts, it will helpful to understand certain distinctions, including without limitation the following:
Course authoring vs. course content delivery;
Stand-alone computer-based training vs. networked instruction;
Synchronous sharing vs. asynchronous sharing;
Commercial systems vs. academic systems; and
Technical vs. legal means for securing intellectual property.
Courseware vs. other content
Authoring vs. Delivery
Many uses of computers to facilitate education focus on providing authoring tools and authoring environments. For instance, tools for authoring include tools for reformatting text into HTML format and adding, hyperlinks; tools for integrating audio and/or video content with text content; and tools for creating interactive forms to obtain information from students and provide appropriate responses. In short, authoring tools help instructors create courseware content.
By contrast, delivery tools help deliver courseware to students. In the case of “web-based training”, “intranet-based learning”, and “web courses”, delivery tools typically include TCP/IP networks and web browsers. Computer workstations themselves may also be viewed as delivery tools, particularly when the courseware is written to be used on a stand-alone computer rather than being delivered over a network connection.
Many existing approaches to computer-aided teaching include both authoring and delivery components. However, the problems and solutions associated with authoring are not necessarily the same as those associated with delivery. The present invention is concerned primarily with delivery as opposed to authoring.
Stand-alone vs. Networked Instruction
Many computer-based training systems do not require a network connection in order to function. All necessary courseware content is stored on a computer disk, CD-ROM, or other medium which is directly accessible to the computer being used by the student, making it unnecessary to send any content over a network connection. The tools and techniques for managing courseware content in such stand-alone systems are basically the same as the tools and techniques for managing application programs, operating systems, and other types of software installed on user workstations, namely written licenses, disk copy-protection schemes, license serial numbers, and the like.
By contrast, network-based training approaches either take advantage of a network connection if one is available, or else they require such a connection. Different network-based systems use the network in different ways. Sometimes courseware content is stored on a server and delivered over the network to users as needed. In some cases, part or all of the content is stored on the local network node but licensing is enforced through a server. For instance, the content stored locally might be encrypted, and the decryption key might be available only from the server and then only after the user is authenticated. Some network-based educational systems allow students to interact with one another and/or with the instructor through email or chat rooms. Some systems administer tests by having the student send test answers to a server, which grades the test and notifies the student of the results. Some systems provide instructors with access over the network to a database of administrative information such as student grades and a list of the students who have viewed a given lesson. Of course, many systems combine one or more of these features and some also use networks in other ways.
The present invention is concerned with network-based courseware delivery systems, as opposed to stand-alone courseware delivery systems.
Synchronous vs. Asynchronous Sharing
Networked courseware delivery systems may share content between multiple users synchronously or asynchronously. With synchronous sharing, users and/or instructors exchange information in a real-time or interactive way. Examples of synchronous sharing include telephone conversations, video conferencing, and chat rooms. By contrast, asynchronous sharing involves an exchange of information in which the participants expect substantial delays, or they involve a one-way flow of information rather than an exchange. Examples of asynchronous sharing include downloading a previously created multimedia presentation, listserv exchanges, and Usenet postings. Email does not fit neatly in either category, because it can be either synchronous or asynchronous in practice.
Some aspects of the present invention are concerned with asynchronous sharing, and in particular with asynchronous delivery of previously created courseware content. However, other aspects of the invention are concerned with synchronous information exchanges, such as funds transfers.
Commercial Systems vs. Academic Systems
As noted, some courseware students attend traditional institutions of higher education. In many cases, those students pay for their use of courseware by paying tuition to the institution. If the institution is not the owner of the courseware, the institution then makes separate arrangements for payment to the owner. Likewise, students who are employees of a government agency or corporation generally receive access to courseware through their employer without personally making arrangements to pay the courseware owner directly. In either case, at the time a student sits down to actually use the courseware it may be necessary to authenticate the student to the system but it is not necessary for the student to provide a credit card number or similar payment mechanism. For convenience, courseware management systems which do not require direct payment from students are referred to herein as “academic systems”.
By contrast, in “commercial systems” some provision must be made for funds transfer before a student is given full access to courseware content (although a demo might be available at no charge). For instance, each student may be required to provide a cred

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