DE20310154U1 - Pedagogic computer for use by small children comprises a display and work element that is operated with an electronic pen and exchanges digital data with a separate computer element - Google Patents

Abstract

Computer unit has a computer element (1) and a work and display element (9) that is operated using an electronic pen. The computer and display elements exchange digital data with each other and are spatially separated from each other.

Description

Learning & New Media Brief Analysis:

«A small child, one Cow drives impresses me more than a child with a computer. The button press comes to me like a stunting in front".

von Henting, Hartmut, school innovation through media, morality & usefulness - about education and media, Verlag Bertelsmann Stiftung 1999, p.21 / 22

«Nothing against cows. In fact, gardens, sandboxes, neglected bank sections and large animals are said to occur in the life of a child. But why can't we wean ourselves off playing computer learning against playing in mud? It certainly makes no sense to let an 8-year-old child sit in front of a screen for several hours. But it also makes no sense to let an 8-year-old child rummage in the cold mud for several hours » ,

Opinions about how useful it makes new ones Integrating media into everyday school life is very different. In practice, however, the decision has long been made. State and endeavor private initiatives for many years, teaching with new media to establish and promote in schools. Some are mentioned here become:

Intel ^® learning for the future

The "Intel ^® Teaching for the Future" teacher training program in Germany will train more than 120,000 teachers in Germany over the next three years, covering all types of school - from primary school to high school and vocational school - as well as all subjects and grades. The program is part of a global initiative that Intel, together with Microsoft and leading PC manufacturers, started in early 2000 with an investment of more than $ 100 million.

Schools and network

Networking schools is a common one Initiative of the Federal Ministry of Education and Research and Deutsche Telekom AG, which has set itself the goal of all German Equip schools with Internet access.

Microsoft educational initiatives

Microsoft supports many educational projects in Federal and state governments and already has several funding programs and competitions initiated, the innovative use of information and promote communication technologies.

Microsoft partner school program

The Microsoft partner school program was launched Launched in late 1999. Microsoft wants with this Program to promote innovative projects with new media.

Netdays

Netd @ ys Europe is an initiative the European Funding Commission of European School projects on the Internet and partnerships between the public and private sector.

OECD

Organization for Economic Cooperation and development, organizer of the school performance study PISA 2000/2002.

country initiatives

The networked school, e-nitiative.nrw - two country initiatives, which are listed here as examples should be. The goal of «networked School is it, if possible many schools in Bavaria with a local network and an internet connection equip. The «e-nitiative.nrw» promotes this Learning with new media in schools and educational institutions.

Everyone is structural today German schools with internet access. Hardly anyone disputes more the need to integrate new media into everyday school life, because they are (in many ways) part of our society became.

The main task of the school is children prepare for the challenges of the future:

You should learn skills that it enable them participate in social, economic and political life to be able to. The safe and sensible use of the new media is considered one referred to further cultural technology, which is equal to the ancient cultural techniques reading, writing and arithmetic.

Media literacy is the catchphrase in this context and should convey future generations become.

Media literacy - what does that mean?

• - Of course Dealing with different media.
• - Critical question media content.
• - Useful choose from an abundance of information.
• - Produce from own media.
• - coordinate and choose if which medium is used and whether it is suitable.

The goal is to give children a healthy To learn how to use the new media.

But how do German barges succeed to accomplish this task?

In every German primary school classroom one now on the so-called media corner. The media corner consists of a computer with monitor and keyboard, some with Loudspeakers, combined with a cassette recorder (Discman) and / or a keyboard.

Different learning software runs on the computers for different subjects and ages. In hours that are freely available every child should work with a learning program for a certain time. With only one computer in the classroom, it is not possible that every student enough time for the use available stands.

pedagogues confirmed us that a meaningful integration of new media among these Prerequisites difficult to imagine. Even in studies in which every elementary school child could use a laptop in class, some problems were identified. It will be an enormous amount of time complains the by the susceptibility to failure the computer and the technical examination of the devices are created. Because of the complexity the calculator and the programs require a lot of explanation. Often the teachers are particularly concerned with the technology and the time involved is overwhelmed and therefore reject the use of new media in their lessons. The integration from computers to the classrooms changed the teaching situation is crucial.

Students sit with their backs to Teachers' heads disappear behind monitors, visual contact is blocked.

In primary school children pose themselves Laptops are a visual barrier. There are only a few teaching concepts the for suitable for integrative use of new media in the classroom are. The new media are often only used for their own sake and are hardly used in active teaching design.

Politicians and educators are therefore calling for a better one Equipment and better training for teachers. This is certainly an important approach, but we believe it is not done with that.

Our conclusion from the point of view of industrial design is:

Neither PCs nor laptops are for use suitable in primary school!

To the new media as meaningful teaching supplement to be able to use needs a new product, that is new hardware and software. This product should specifically address the needs of learning in elementary school be tailored. Through well-known game consoles like that We came up with Playstation, the Nintendo Game Cube or the X-Box a new approach:

A game console is one with sub-components usual PCs equipped and reduced to the purpose of gaming alone.

It fulfills this purpose better and before old trouble-free than a PC. Just as the game console is optimized for gaming, could one for the Present a “learning console” at school, the for learning is optimized.

How could learning with the new Media look in the ideal case? School Requirements future

In the future, learning will be with take completely new paths to new media and open up diverse possibilities.

It is conceivable that in the future every student will have a digital exercise book that will mediate the lessons accompanied. The digital exercise book is used as a book, as a writing and used as exercise book. At the same time, the so-called “old media” are used.

We include the reading book, the Drawing pad, water colors, wax painter and some more. The digital Exercise book will have some worksheets and replace some books in school bags.

The satchel is losing weight because the child only has to do that in addition to his digital exercise book Take a reading book, a pad and some pens with you.

Maybe the satchel will change completely at some point look and shrink before old.

Each student has their own digital exercise book, so that he can also work at home in it. It is for learning for writing, arithmetic and communication over the Internet and in networks. Homework can also be noted, done and later be passed on to the teacher in digital form.

The digital exercise book is intended to meet the student do not replace with reality, rather it is about that Use the magazine when new media improve the subject matter explain more clearly than conventional ones Methods.

Operation is easy and self-explanatory. The student learn how to use the medium intuitively when using it, so that hardly any lesson time is lost to explain the handling. First The line is about better communication of learning content.

The student easily gets used to software structures, menu guides and virtual tools. The technical examination of the Device is standing not in the foreground.

The medium also promotes better self-assessment in Regarding your own academic performance.

By digitally processing tasks, it is possible to provide the student with an immediate feed admit about his performance. This way, the student can recognize mistakes in good time and practice them more specifically for class work.

Through visualization or animation new learning channels of tasks and content are opened and different ones Learning types addressed.

Step by step, students should learn media literacy acquire similar like learning a language.

Through new forms of teaching, such as independent Working, group work and project-based, interdisciplinary work promotes this digital magazine the interaction and communication among the students. she acquire over the medium beyond social skills such as B Ability to work in a team and expressiveness.

Last but not least, the digital exercise book also an easy way for the teacher offer to integrate new media into their teaching. The teacher thereby has the possibility present his teaching content in a variety of ways. In that the student learn more individually and independently with the help of the new media, the teaching role shifts towards becoming a consultant and moderator. Furthermore let yourself allow the lessons to be more current than before. By access can on the Internet current events in a simple way in the classroom be involved.

On this mental basis and with the conviction we allowed the school to change in the future TAK.

What is TAK? In the following should be explained which parts TAK consists of and how they are used become

The TAK folder serves as a holder for various components 2 to 1 - 3 , Like a pencil case, it can be purchased in stores and is a replaceable wear part. The map 2 to 1 - 3 are available in different colors and materials. This allows TAK to 1 - 5 adapt to the changing taste of children in the years from 1st to 4th grade. Inside the folder 2 to 1 - 3 Conductor tracks have been incorporated into the fabric so that an electronic connection can be made between the right and left parts (see also section “On the use of new technologies: electronic fabric”. From the outside, the folder 2 to 1 - 3 on one side of a plastic shell 10 to 2 covered. This is also available in different colors. There is a name tag in it 11 to 2 integrated, which is protected by a plexiglass cover.

Two missions 1 and 9 to 1 are inside the TAK folder 2 to 1 - 3 clicked:

On one side is the work surface 9 to 1 made of electronic paper (see also section “On the use of new technologies: electronic paper”). It serves as both a reading and writing surface, because TAK after 1 - 5 is followed up with an electronic pen 6 served.

The work surface 9 to 1 is very flat (approx. 3mm), so that you can comfortably put your hand on when writing, just like with a normal exercise book. The electronic paper has A4 dimensions. In this way, you can print out what is depicted on it on the same scale.

On the other hand, the computing unit 1 to 1 used. It contains components of a conventional PC, such as mainboard, RAM, graphics card, sound card and the power supply. The computer parts are made of a soft rubber cover 14 to 4 covered: Formally, it is more reminiscent of a pillow than a technical housing. This also has a practical use, because you can test yourself when working with TAK 1 - 5 support comfortably on the cushion insert.

TAK has no ON – OFF switch. Will the portfolio open, so TAK switches on

1 - 5 If the folder is closed, TAK switches on 1 - 5 after a few minutes. A magnetic stripe serves as a closure on the inside of the computer insert 1 to 1 as well as on the inside of the worktop edge 9 to 1 is incorporated. The magnetic contact can be used to register whether the TAK folder 2 to 1 - 3 is open or closed.

TAK details In the formal There are also cuts on the inside of the computer insert the Stik drives also connections and an infrared interface.

In the computer unit 1 to 1 are also two speakers 3 to 1 appropriate. The volume is controlled virtually. But to ensure that the sound can be switched on and off quickly in everyday school life, there is a mute button 4 to 1 that is in the immediate vicinity of the speakers 3 to 1 located. When the mute button 4 to 1 has been pressed, it is backlit in red.

In the formally cut inside of the computer insert 1 to 1 can be found next to the STIK drives 7 to 1 and 4 also connections for headphones 12 to 4 and an infrared interface 13 to 4 , This can be used to post data between two TAKs 1 - 5 exchange. This function is very useful, for example, in group games: in order to establish an infrared connection, the two TAKs have to do the same 1 - 5 are in close proximity and both children need the infrared buttons 8th to 1 on the top of the work surface 9 to 1 to press. The infrared button 8th to 1 is on the e-paper page 9 to 1 the portfolio 2 to 1 - 3 arranged because the child follows this when wearing the TAK 1 - 5 can press comfortably. The infrared function is only ever active during games or group work. Two drives are clearly visible 7 to 1 and 4 arranged on the computer insert. These take the TAK-STIKs 13 - 17 which are described in more detail in the chapter STIKs.

For pen operation The operation from TAK with the pen on the one hand a bridge between old and new media, on the other hand is the teaching situation without monitors as a layer barrier much cheaper.

TAK is primarily followed up with an electronic pen 6 served. This works like a graphic tablet and a tablet PC via the electromagnetic impulses of a coil inside the pen. The electronic paper 9 to 1 in the work area 9 to 1 is not touch sensitive. This has the advantage that the palm rest does not trigger any impulses when writing, but only the tip of the TAK pen 2 to 6 ,

The computer processes the writing via Handwriting recognition. This technology is already marketable and will be especially for Pocket PCs (small electronic notebook) and tablet PCs used (see also section «To Use of new technologies: tablet PCs and handwriting recognition »).

Also using TAK with a radio keyboard is provided, e.g. when learning to write with the help of a keyboard. However, this is not the norm. Operating TAK with the pen beats on the one hand a bridge between old and new media, on the other hand, the teaching situation without monitors as a visible barrier much cheaper.

Why TAK as a portfolio? I agree that was one on the work surface sees, is printed, because the writable workspace is located in the printable area of today's standard printer.

If you know the new tablet PCs that have been on the market since 2002, you might be surprised that TAK 1 - 5 has been designed in portfolio form. Because the folder is open 2 to 1 - 3 larger than A3 and therefore much larger than a tablet PC. When closed, it has dimensions similar to those of a laptop.

For us it was very important that the work surface 9 to 1 A4 format. Larger fonts and illustrations are more suitable for children who are just learning to read: This means that larger formats also result.

In addition, tasks, painted pictures and photos can be printed out on a 1: 1 scale. This is not only easy to understand for children: exactly what you need on the work surface 9 to 1 sees, is printed, because the writable workspace is in the printable area of today's standard printer.

Often criticized on tablet PCs, that they don't have enough face for the Offer wrist rest. Tablet PCs have a height of approx. 2 cm. Writing in the side areas is insufficient Margins difficult.

This support surface is particularly important for children who are just learning to write. If you want to design a tablet PC for children that has a work surface in A4 format, you would have to include a circumferential margin of at least eight centimeters for a sufficiently large palm rest. The calculator is used in every orientation - in portrait, landscape, right- and left-handed use. This would result in a total size of 457 × 370 mm - this tablet PC no longer fits in the standard school bags (40 × 37 × 20 cm).

In order to ensure a sufficient hand rest, we thought of the work surface 9 to 1 completely separate from the computer unit. This gave rise to the two-part portfolio 2 to 1 - 3 : In one half is the very flat work surface 9 to 1 (3 mm high!), In the other the computing unit 1 to 1 which, for example, the drives 7 to 1 and 4 and takes up the power supply. To on the work surface 9 to 1 to write, you can rest on the table with the back of your hand as you would with a normal notebook. Lefties turn the portfolio 2 to 1 - 3 just switch over, the programs are based on a corresponding preset.

The map 2 to 1 - 3 has two other advantages: On the one hand, the closed folder 2 to 1 - 3 at the same time protection for the work surface 9 to 1 , on the other hand, it is very easy to set up as a monitor - if TAK 1 - 5 is used together with a radio keyboard.

Finally, it is also possible to use the calculator part 1 to 1 under the work surface 9 to 1 to fold, so that a tablet PC format is created. This is especially true in the mobile use of TAK 1 - 5 very practical: for example in group games or reading.

STIKs according to Fig. 13-17 Der STIK not only replaces the math book, but also the math book. The tasks solved on TAK are saved on the STIK.

STIKs after 13 - 17 are small external Hard drives that work with USB technology.

After the STIKs 13 - 17 lesson content is saved. This means, for example, that a math book in multimedia form can be found on the Math STIK 13 - 17 located. But according to the STIK 13 - 17 replaces not only the book but also the math book. The tasks that follow on TAK 1 - 5 will be solved on the STIKnach 13 - 17 saved.

For textbook publishers, this means that they produce a large part of the learning content in a multimedia manner and sell the data to the schools (see also section «Modified publishing structures,). The teacher receives this data and has the option of adding his own tasks. The entire software is then transferred to the empty STIKs via the network 13 - 17 the student installed. Based on the prevailing teaching methodology, which differentiates between subjects, there would be a STIK for each subject 13 - 17 , An elementary school child in 3rd grade would therefore have seven STIKs 13 - 17 (Math, German, English, expertise, art, music, religion). Of course, it is also conceivable to follow the STIKs 13 - 17 by subject areas or similar to be structured if, for example, interdisciplinary teaching takes place in a school.

The STIKs after 13 - 17 are small and handy. Still, the back is behind 14 of the STIK 13 - 17 big enough to label it with the owner’s name and class 4 to 14 , There is space for a sticker on the front 1 to 13 , which shows which teaching subject is on the STIK 13 - 17 located. For every STIK purchased 13 - 17 you get a sticker set 1 to 13 and 4 to 14 with imprints for different subjects (similar to buying cassettes).

To the sensitive USB contact 7 to 16 To protect it is a plastic protection 6 to 15 surround. Its shape ensures that it conforms to the STIK 13 - 17 not wrong in the drive 7 to 1 and 4 can be inserted. If you pull this plastic protection 6 to 15 off, the STIK can 13 - 17 can also be plugged into the USB port of a PC or laptop. In this way, limited data exchange can take place between the two systems.

There is also a cap 3 to 13 that the USB contact 7 to 16 protects against dirt from below. The cap 3 to 13 continues to serve multiple STIKs 13 - 17 like clicking Lego bricks on top of each other in order to be able to transport them so compactly. There is another storage option for the STIKs after 13 - 17 : With the help of the STIK-Leash you can trace your STIKs 13 - 17 clasp and fasten on a lanyard. The STIK leash tracks up to ten STIKs 13 - 17 , The blank fan STIKs after 13 - 17 can be bought in specialist shops (see also section "Sales").

Of course, the STIKs give way 13 - 17 in different colors. So you can differentiate the different subjects in terms of color.

The STIKs after 13 - 17 are easy to use. You can choose which of the two TAK drives 7 to 1 and 4 to follow a STIK fan 13 - 17 plugged. Through the window in the drive 15 to 1 you can always see which STIK after 13 - 17 is currently in it. To follow the STIK 13 - 17 To remove it again, simply press the drive button 16 to 1 , This is slightly sunk so that you do not accidentally use it when working with TAK 1 - 5 triggers. As soon as the button 16 to 1 is pressed, TAK saves 1 - 5 automatically the latest status at the STIK 13 - 17 from. The saving process is indicated by a glow in the window 15 to 1 displayed. Only then does the STIK dissolve 13 - 17 from the drive 7 to 1 and 4 ,

However, you can only follow one subject STIK at a time 13 - 17 into the drives 7 to 1 and 4 stuck.

The second subject STIK after 13 - 17 is not accepted because the child should not work on two topics at once. The second drive 17 to 1 and 4 is used for all external devices. For example, if a task followed by TAK 1 - 5 was solved, should be printed out, then the child follows up with TAK 1 - 5 to the class printer. A cable is connected to the printer via USB, at the end of which the printer STIK follows 13 - 17 is attached. On the printer STIK after 13 - 17 In addition to many standard printer drivers, the driver for the class printer is also available. To be able to print, you simply have to follow the printer STIK 13 - 17 in the second drive 17 to 1 and 4 stuck. Then the printer context menu opens automatically and the on TAK 1 - 5 The page shown is printed. If the class has a scanner, scanning works on the same principle. If a child has a particularly nice picture on TAK 1 - 5 has painted and wants to show it to the whole class, then he does it with his TAK 1 - 5 to the digital tablet. There is also a STIK there 13 - 17 , the Tafel-STIK 13 - 17 , By placing this in one of the drives 7 or 17 to 1 and 4 stuck, you can see the picture on the TAK work surface 9 to 1 transferred to the board.

This principle has several advantages: On the one hand, you have to rely on TAK 1 - 5 no drivers are located because these are always on the STIKs 13 - 17 of external devices. So when a new printer is purchased, not all drivers have to be updated on all TAKs 1 - 5 be updated. This relieves the TAK operating system and is less prone to failure.

Basically, the design of TAK followed 1 - 5 to reduce the complexity of a standard PC in order to find a solution that is suitable for primary school. The lesson dates on STIKs 13 - 17 outsourcing has several advantages:

The complexity of the menu navigation decreases. Instead of starting the computer and selecting the math program from different programs, you simply add the math STIK 13 - 17 into a TAK drive ( 7 or 17 to 1 and 4 , and math lessons can begin.

With a normal PC it is possible to have several programs baptized at the same time. Many school studies criticized the fact that the children would not work in a concentrated manner because they surfed the Internet in addition to working with educational software. This is after at TAK 1 - 5 not possible, because only one subject STIK can be followed 13 - 17 be active.

Due to the fact that a lot of teaching content, drivers and programs are based on STIKs 13 - 17 outsourced, the TAK hard disk and the TAK operating system can remain very small. This saves time when starting up and reduces the system complexity.

Instead of having an abstract math folder somewhere on the hard drive, the child has a tangible object that belongs to him. This personalization is very important to us, because with TAK 1 - 5 a bridge should be built between the old and new media.

Children should not only develop technical skills such as reading and writing in primary school. “Transferable skills” such as learning working techniques and adopting a targeted work posture are just as important. This includes, for example, thinking reliably about teaching material, writing down homework independently, doing it, not forgetting it, etc. For this reason, we decided to use STIKs to review the teaching data 13 - 17 outsource and not central to TAK 1 - 5 or save on the school network.

Of course, it will happen that a child follows his STIK 13 - 17 forgets or maybe even loses.

But it is precisely this experience that has an educational value: the child learns to organize better and to handle his things better. Would all data be on TAK 1 - 5 or stored in a network system, there would be regular backups and the child would not learn to take responsibility for their data.

TAK-Toolbox according to Fig. 7-9 on the Toolbox are all folders, programs and the most important tools too find what you need to work with TAK.

Another important part of the TAK system is the toolbox after 7 - 9 , a round second monitor that is integrated into the TAK 1 to 1 is clicked. Inside the bracket you can rotate the toolbox to align it with the work surface 9 to 1 adapt. On the toolbox after 7 - 4 are all folders, programs and the most important tools to find with TAK 1 - 5 to work. There is also a directional pad 2 to 7 and an enter key 3 to 7 the display 1 to 7 the toolbox is just like the work surface 9 to 1 made of electronic paper, but at the same time it is touch-sensitive.

For operation, this means: You work on TAK after 1 - 5 according to the pen 6 in one hand and at the same time with the other hand on the toolbox 7 - 9 select the tools. Of course, the TAK pen can also be used 6 can be used to select.

The toolbox after 7 - 9 can be made from TAK 1 - 5 be taken out. To do this, press the button 6 to 1 in the hollow next to the toolbox 7 - 9 , Then you can add them next to TAK at will 1 - 5 place so that you can work comfortably with it in any situation. There is a button under the toolbox 5 to 8th with which you can snap the top and bottom halves of the toolbox apart. According to the principle of a clothespin, it can now be attached to the side of the TAK 1 - 5 pinch or hang on a ribbon around your neck. You close the toolbox again by squeezing both halves together. Is the toolbox after 7 - 9 from TAK after 1 - 5 removed, it is powered by a battery. Communication between the two devices takes place by radio.

The display shows fifteen minutes before the battery is empty 1 to 7 a small battery symbol. As soon as the power is used up, a graphic (which remains on the e-paper even without a power supply) indicates the toolbox 7 - 9 back into the TAK 1 - 5 to lay.

Once they are in place at TAK 1 - 5 is located, the battery of the toolbox is after 7 - 9 charged by induction current. Even if the toolbox after 7 - 9 in the portfolio 2 to 1 - 3 you can use it horizontally and vertically, because it can be rotated inside the folder.

Through the window 5 to 1 - 2 on the outside of the TAK folder you can see whether the toolbox is looking for 7 - 9 in the TAK folder 2 to 1 - 3 located.

Should a child use his toolbox 7 - 9 forgotten, it lights up after switching off the TAK 1 - 5 (= Collapse the folder 2 to 1 - 3 ) the viewing window 5 to 1 - 2 for a few minutes. This reminds the child to pack the toolbox.

Toolbox icons basic icons

In general, the TAK tool principle works differently than with conventional Computers: With standard software, every manufacturer designs his own own tool icons. Some icons are similar others look very different, although they have the same function symbolize. So you have to be a user whenever you find a new one Program learns, get used to new icons and learn their meaning.

We want to do that at TAKlearnstation 1 - 17 Avoid, because it takes a lot of teaching time to explain the meaning of the icons again and again to the children. The publishers who produce the software for the school are supposed to follow the on TAKlearnstation 1 - 17 Use the specified standard tools. The tools are parallel to the application on the toolbox 7 - 9 loaded so the work surface 9 to 1 remains free for the lesson content. The tools are therefore not part of the publishing software, but the publishing software uses them already on TAK learnstation 1 - 17 existing tool structure. For example, the icons for "Save" or "Move" always look the same and are in the same place, regardless of whether you are looking for a Westermann STIK 13 - 17 or a Schroedel-STIK 13 - 17 used ,

As soon as a publisher needs additional tools for its software that are not available in the TAK standard, these are added in the middle of the toolbox 7 - 9 loaded.

description of icons

Located in the upper section of the circle all icons representing programs or folders. These include teacher swap folders, student swap folders, Homework book, collection box, the notepad program, status, and an internet browser. The most important are in the lower section of the circle Tools arranged.

These include move, write, undo, Redo, Copy + Paste, Save and Delete. There is space in the middle for additional Tools that appear depending on the application.

TAK-Media Fig. 10-12

With TAK after 1 - 5 it should also be possible to create your own media. For this purpose, TAK-media gives in 10 - 12 , a device with which it is very easy to record pictures, sounds and films. The processes for photography, recording and filming are taken up by the shape of the device: TAK-media is followed up 10 - 12 in one hand and can use it as a camera and also as a microphone. the display 8th to 12 shows what TAK-media is looking for 10 - 12 is directed.

The STIK system from TAK 1 - 5 is also used in this device: TAKmedia after 10 - 12 has a drive 2 to 10 , which works just like the TAK drives. According to the «media STIK» 13 - 17 serves as a storage unit for all media data. Formally the media STIK is the same 13 - 17 according to the subject STIKs 13 - 17 , however, software is also stored on it that can manage the media data. Using media STIKs has several advantages:

The media data can easily be transferred to TAK 1 - 5 transfer. If you follow up on the media STIK 13 - 17 into one of the drives 7 to 1 , so opens on TAK 1 - 5 a program that the contents of the STIKS according to 13 - 17 displays and save to TAK after 1 - 5 allows. After TAK 1 - 5 there is also software available that enables the data to be played and edited easily.

At TAK-media after 10 - 12 To use it in class, not every child has to have their own device. Only a few devices have to be available in the classroom, because each child has his own media STIK 13 - 17 and can save the photos, films or sounds on it that it took itself.

TAK-media after 13 - 17 can only be done with a media STIK 13 - 17 to be used. Fan STIKs 13 - 17 fit into the drive, but are not recognized by the device.

With a side slide control 1 to 11 you switch the device on and off. The lens cover opens automatically when switched on 10 to 10 , which is formally based on the aperture of a camera. With the three buttons 3 . 4 . 5 to 12 above the display 8th to 12 you choose between image 3 to 12 , Volume- 4 to 12 and film mode 5 to 12 out. TAK-media after 10 - 12 differs in one essential point from the operation of conventional digital cameras: There is no distinction between playback and recording mode, but both functions are available at the same time. A dot scale arranged in a circle around the display shows occupied and unused memory locations. If a point is filled in in color, then it is filled. With TAK-media 10 - 12 A total of twenty pictures, twenty sound sequences and ten films can be recorded.

The three buttons below 9 to 12 on TAK-Media 10 - 12 an on-screen navigation is assigned, the associated display symbols can change flexibly.

If you look at existing ones Pictures, so you have the choice to delete this picture.

As soon as you delete an image, a point on the scale becomes free again. All occupied points are rearranged. If you use the «->» button 7 to 12 skip to a free point, you get into the recording mode (see next page). There you have the option of zooming in and out in the on-screen navigation. The big, middle button 9 to 12 is the trigger. If you have taken a picture, you will be asked whether you want to keep the picture or not. If so, the point scale automatically jumps to the next picture. The buttons have a similar function when recording movies and sound sequences. The functions of play, stop, fast forward and rewind are also offered in film and sound mode. The same function assignments can always be found on the same keys.

Using the example of class 2A, to which also the students Paula and Arnold belong would like we show how the TAK system works in the classroom. It will also describe details of the technical implementation.

01

Paula's TAK after 1 - 5 has an internal WLAN card. As soon as she is in school, her activated TAK takes over 1 - 5 towards the school’s WiFi network. All children in a class are assigned to a class network. This allows the teacher to connect with every child in their class.

02

The teacher can access Paula's the class network, the school network and the internet at any time see and control. He can see over the network though a child has special difficulties with a task and in provide appropriate situations. Via the WiFi network you can within the class distributed work materials, checked homework and Data are exchanged.

03

Data with other students can also be viewed through STIKS 13 - 17 be replaced.

04

Each class has several TAKmedias according to 10 - 12 that students can use to take photos, videos, and sound sequences. Like every student, Paula has her own media STIK 13 - 17 which they use after using the class TAK-media 10 - 12 can see and on which your personal recordings are. The data from the media STIK after 13 - 17 can Paula follow the TAK 1 - 5 transferred in order to process them there. According to the media STIK 13 - 17 contains the software for managing the media data. (Name the data, save to TAK after 1 - 5 ). Each child could also have their own TAK-media 10 - 12 have.

05

There is a printer in each class. Paula can print with the teacher's permission. To do this, she connects her TAK with the printer STIK attached to the printer 13 - 17 , On the printer STIK after 13 - 17 the printer driver and printer software are available, which allow Paula to print easily. It is always printed exactly what is on the work surface 9 to 1 is shown - on a scale of 1: 1.

06

There is a scanner in every class. The scanner works on the same principle as the printer with a scanner STIK 13 - 17 ,

07

There is also a media board in the class. This consists of electronic paper and is available via the WiFi network with the teacher TAK 1 - 5 connected. Each student can also show on the media board what he is doing on his TAK 1 - 5 has made. The student TAK has to do this 1 - 5 simply with the Tafel-STIK 13 - 17 be connected - the blackboard shows exactly what is on the work surface on an enlarged scale 9 to 1 of the student TAK 1 - 5 is shown.

08

Paula can follow her TAK 1 - 5 by infrared with other TAKs 1 - 5 connect (e.g. in class games). If the class is not connected via WLAN in the classroom (e.g. on a class trip), you can use the infrared interface 13 to 4 the student TAKs 1 - 5 data can be exchanged quickly and easily.

09

Does a child have his toolbox 7 - 9 from the TAK 1 - 5 removed, this has radio contact with TAK after 1 - 5 ,

Every child has its own TAK and also uses it at home. Here is shown how the TAK structure outside the classroom works and to what extent compatibility with the standard PC consists.

01

Paula can follow pictures and texts with her parents about the STIKs 13 - 11 change. The STIKs after 13 - 17 fit any conventional PC with USB interface. Standard formats such as «jpg», «avi» and «wav» are used on every TAK. Will the TAK-STIK after 13 - 17 Plugged into a USB port, a program opens automatically, which simplifies data exchange and the loading of data that is not with TAK 1 - 5 are compatible.

02

Paula could also use her parents' printer at home if her parents followed a TAK printer STIK 13 - 17 buy and have a standard USB printer. The printer STIK after 13 - 17 is followed up with the TAK 1 - 5 connected by putting it in one of the drives 7 or 17 to 1 and 4 plugged. The printer STIK after 13 - 17 contains the printer drivers and printer software for the TAK 1 - 5 , The most common printer drivers are already on the printer STIK 13 - 17 are present and are automatically added when the printer STIK is inserted 13 - 17 recognized and used in the printer. After purchasing a printer STIK 13 - 17 it can be configured to the appropriate home printer via the USB interface of the computer if the appropriate driver is not found. Parents can follow up on the printer STIK using presets 13 - 17 limit the number of Paulas print jobs. So Paula can print at home without help and without the parents' computer.

03 + 04

When Arnold comes home to Paula to play, learn, or do homework with her, she can use infrared data 13 to 4 or STIKs after 13 - 17 change. The infrared interface 13 to 4 connects Arnold and Paula to make educational games together.

05

Via an Internet STIK 13 - 17 Paula can follow up with her TAK at any time 1 - 5 go on the internet. Also on the Internet STIK 13 - 17 there is the necessary driver software. According to the STIK 13 - 17 is just like old other STIKs 13 - 17 Compatible with the USB interface of a standard PC. For example, Paula's parents can limit Paula's Internet access using the default settings in the STIK software.

The TAK system sets some innovations in the publishing world and a functioning distributor ahead. Some thoughts on this will be explained in the following section.

01

Publishers would have to be special for the TAK system Produce software. This software would be part of the textbooks and Replace workbooks, including the math exercise book and expertise material, but not the reading book.

The software would have to take into account the TAK software structure, ie the one on the TAK toolbox 7 - 9 Existing basic tools should be used in the learning software if possible.

Instead of textbooks, the Vertage would license software packages sell to schools. Printing costs would be saved, but more could be done Money will be invested in the production of animated learning content. Parents would have to bear a share of the cost of the learning software per child (instead of buying school books).

02

The school chooses different software packages, that she wants to buy from publishers. As with school books the teachers choose between the offers of the different levels. A new opportunity would also be that Combine offer from publishers.

03

The contractors deliver the ordered software to the school. The learning software receives this via the Internet and can store it on the school server. The school will receive a CD-Rom by post as a backup and, depending on the number of class licenses, some TAK-STIKs that have already been recorded 13 - 17 for the teachers.

04

The software can easily be updated by publishers. If there is a change such as the currency changeover to euro, then the entire math book does not have to be reprinted as before, just because DM values are expected in some tasks. It is now very easy to exchange the exercises in question via the school server.

05

The teacher receives the STIKs afterwards 13 - 17 that he needs for his lessons. He can also add his own tasks. There are various options for this: On the one hand, he can follow up on his teacher TAK 1 - 5 create your own tasks and then do them in addition to the publishing tasks on the STIK 13 - 17 to save. On the other hand, he can download exercises that were created by other teachers from the Internet. Since the STIKs after 13 - 17 function via USB technology, he can save data to it via the USB port of his PC or laptop.

06

The students are instructed to read an empty STIK for each subject before starting school 13 - 17 to buy. In the first hour, the teacher can then transfer the learning software for the school year to the children. All children add their empty STIKs 13 - 17 in the TAK 1 - 5 on. The teacher places Installations.exe for the software in the teacher swap folder. An «Installations.exe» is an executing file; by selecting it, the installation is carried out automatically. The children just have to open the teacher swap folder and double-click the installation icon. Of course, this also gives the teacher the opportunity to add new teaching material during the school year.

Sales TAK you should can purchase in any department store.

A TAK after 1 - 5 you should be able to buy in every department store that offers products in the IT area. TAK should also be available from computer retailers.

If you look at a TAK 1 - 5 you have to buy a TAK folder first 2 to 1 - 3 choose. This could be produced by companies like Scout, Bree and Herlitz, which have already established themselves with pencil cases, satchels and other school products. Different materials are conceivable - from the nylon folder to the leather folder. Also the plastic shell on the outside of TAK 10 to 2 you can choose to go with it. After looking for a portfolio 2 to 1 - 3 the dealer has clicked the computer unit 1 to 1 in one part of the portfolio and the work surface 9 to 1 in the other part. Then he sets up a fuel tent. Finally, he tests whether the TAK after 1 - 5 works and performs the registration. Will the TAK after 1 - 5 switched on for the first time, an input field opens in which the child's name should be entered.

The network assignment in the classroom works later with this registration, because the computer sends coded first names and last names to the WLAN network and then to the teacher TAK 1 - 5 , If the teacher has correctly entered all children in his class beforehand, the recognition works automatically.

TAK after 1 - 5 needs an important piece of information in advance: is the owner right-handed or left-handed? The entire software programming and all icons are aligned accordingly.

These first steps for using TAK after 1 - 5 (Computer unit 1 to 1 and work surface 9 to 1 in the portfolio 2 to 1 - 3 Click, insert fuel tents, enter names, choose between right-handed and left-handed mode l can also be easily mastered by parents.

Therefore one can follow TAK 1 - 5 order and have it delivered online, of course. All additional parts must also be offered in stores (such as notebooks, fountain pens, ink cartridges, etc.). These include the TAK-STIKs 13 - 17 (Empty STIKs after 13 - 17 , Printer STIKs 13 - 17 , Scanner STIKs 13 - 17 , Panel STIKs after 13 - 17 , Media STIKs 13 - 17 ), TAK-media according to 10 - 12 , the TAK keyboard and various conceivable additional products. Accessories such as a stand for TAK-media for use as a web cam, a bag for the media device, STIK bags, various TAK pens would be conceivable 6 , external boxes for TAK etc.

The use of new technologies Electronic paper

The TAK learning console after 1 - 17 could be realized in a period of 5 to 10 years. With our design, we want to meet future technological demands by integrating the advantages that future technologies promise.

In the following we explain technical innovations, that are not yet ready for the market today, but for use from TAK could bring decisive advantages.

ELECTRONIC PAPER

TAK's work surface should consist of electronic paper (e-paper). For the future, e-paper will greatly improve digital display options and the quality of printed products have some to counter. By using e-paper, extremely flat monitor surfaces can be created, which are very cheap to manufacture. The company Gyricon is currently developing an e-paper called "smart-paper" that works according to the following principle: "Millions of tiny beads [each smaller than a grain of sand] are housed in a thin, flexible plastic film. Half of the beads are white, the other black.

The balls sit in small cavities that are filled with oil so that they can rotate. If you apply an electrical voltage to the beads, they rotate. So you can control which balls rotate and which color points upwards, and so you can put together text and pictures from individual pixels. Once an image is set, it remains until another voltage is applied ,

E-ink is researching one Kind of electronic ink that works on the principle of Gyricon, theoretically, however, it can be applied to almost any surface, even on normal paper. The production of electronic paper could almost do so so cheap be like making a sheet of paper.

The manufacturers also work on the colored representation on e-paper based on the resolution of a very good pressure.

E-PAPER IN TAK

With the help of this technique, the writing surface of TAK 9 to 1 keep very flat. The feeling of writing is therefore similar to that of writing on a normal sheet of paper. Working with TAK after 1 - 5 would also not have the negative aftertaste that the children stare "into the tube of a screen" all day, but would be more like working with a normal exercise book or book. The e-paper is absolutely flicker-free and uses less than a tenth of the energy that conventional displays consume, because it also has such a high contrast that it does not need any energy-consuming backlighting. It can also be viewed from extreme angles and does not produce light reflections like conventional displays, so that the classroom does not have to be darkened in the sun.

All of these advantages of e-paper suggest that the TAK Toolbox also applies to the digital tablet and displays 7 - 9 and the TAK-Media 10 - 12 e-paper is used because e-paper can be produced in various dimensions and shapes.

Electronic fabric, tablet PCs and handwriting recognition

ELECTRONIC FABRIC

The company "Electro Textiles" markets now for five Years with electrically conductive "ElekTex" textile fabric interwoven with fibers.

Through the use of «ElekTex» in the area of computer keyboards and cell phones, we became aware of the material. We see the use of «ElekTex» as a great advantage for TAK. «ElekTex consists of conductive fibers that are combined with conventional textile fibers. It is flexible, washable, stretchy and already reacts to light pressure. Buckling damage does not occur because no metal is used » ,

In this way it is possible for us to use the two TAK elements (the work surface 9 to 1 and the TAK computing unit 1 to 1 ) to connect to each other electronically.

We imagine that «ElekTex» in the portfolio is incorporated and over two contact points receiving the electronic signals. These contact points are on the work surface and on the TAK computer element. These connection points are in the folder worked out creatively.

TABLET PCs AND HANDWRITING RECOGNITION

The tablet PC is a new mobile one Calculator that has been available on the market since 2002. He looks like a large Pocket PC (an electronic notebook, see picture) and will also operated with an electronic pen (see illustration).

A Microsoft handwriting recognition system is running unnoticed by the user in the background and analyzes the handwritten Letters.

Since Microsoft uses more than a million manuscripts as the basis for the system, it works without any problems: "The font recognition lets you go through a lot, which would have resulted in an illegible-6 in school" ,

 Thanks to the Font recognition can also be converted to block letters.

fuel cells

The energy supply from TAK after 1 - 5 could be guaranteed by a fuel cell.

«The enormous market growth for portable electronic devices and the associated Growing performance requirements for their energy supply make the development of new concepts and solutions more and more urgent. Micro fuel cells offer many advantages as an alternative to batteries. They have a high energy density and a long lifespan. Their flexible geometry allows a wide variety of applications.

In addition, they show neither memory effects nor self-discharge. And last but not least, they have a very good ecological balance and the potential for cost-effective production » ,

The fuel cell wins hers Energy through the electrochemical reaction of hydrogen and Oxygen. The availability of energy for devices can now be replaced of cartridges with liquid Hydrogen carriers [like methanol). There are also approaches that fuel cells use gaseous Hydrogen directly on the device to fill (Similarly Process like filling a lighter). Today must Batteries can be charged for several hours through mains operation. The service life of fuel cells is less weight and smaller volume much higher than conventional ones Lithiumlon batteries. With fuel cells, portable devices are said to be in the Have 20 times today's mileage in the future.

It is predicted that many equipment soon through a single fuel tent with no refill over the entire life could be supplied with energy (e.g. Microelectronics, clocks).

Manufacturers worldwide are working on various systems for how fuel cells can be used in devices to increase energy efficiency. Manufacturers like Toshiba will launch the first laptop with fuel cell technology in late 2004. So far, Casio has developed a commercially usable fuel cell that is half the weight and four times as long as a conventional battery. Casio wants to launch these fuel cells in different sizes that manufacturers of technical devices can install as standard. Exchangeable methanol-filled cartridges are intended to supply the fuel cell with hydrogen and to collect the water generated during the catalysis. Users of devices with fuel cells then have to replace the used cartridges in the store with new ones ,

FUEL CELL IN TAK

The use of fuel cells in TAK after 1 - 5 combined with the energy-saving electronic paper can mean that the children could use the learning console for several weeks without having to charge energy, ie without changing the cartridge with the hydrogen carrier for the fuel cell.

The use of fuel tent technology in TAK after 1 - 5 can be imagined as follows:

Inside the opening for the removable toolbox there is a drawer for the fuel cell. We have chosen this position, as far as it is easily accessible is still formally hidden and so does not invite children to "play around". Tilts the content of the fuel cell cartridge towards the end, the LED next to the eject button will light up.

Of course, the child becomes a “little one Helper »with Turning on TAK indicated that a new cartridge was ready has to be and gives the approximate expected energy output time.

The cartridge is then changed by pressing the eject button on the fuel drawer. The drawer pops out and you can take it out, pull out the empty cartridge and replace it with a new one. Then the drawer is reinserted and the operation of TAK after 1 - 5 can continue to run undisturbed for several weeks.

This process is no more difficult than changing an ink cartridge for the fountain pen. TAK-Media after 10 - 12 is also to be supplied with energy via a fuel cell. If one assumes that cartridges with hydrogen carriers will appear in the future on the principle of batteries in the future, one would go for TAK-Media 10 - 12 use a smaller type of cartridge.

TAK with the technology of today

If the fuel cell and / or e-paper cannot be produced ready for the market in the foreseeable future, TAK would be implemented 1 - 5 nothing stands in the way anyway.

POWER SUPPLY

The energy supply could be carried by a conventional lithium-ion battery. The network-independent operating time would not correspond to that of a fuel cell, but since TAK 1 - 5 a "slimmed down computer" will have longer operating times than conventional laptops.

You would have to give the children the opportunity to do their TAKs at school 1 - 5 recharge and possibly also enable network operation in the classroom. TAK after 1 - 5 is connected to the socket with a power supply. The network connection to TAK after 1 - 5 can be found on the technology page at the level of the opening for the STIK drives 7 or 17 to 1 and 4 ,

DISPLAYS AND WRITING SURFACE

The technology of the OLED displays (OLED = Organic Light Emitting Diode) could be used for the writing surface of TAK as well as for the Toolbox and TAKmedia display are used. These monitors are already for the next generation of cell phones used. They are very flat because they consist of many small self-illuminating diodes, which none Backlight need more this means they are more energy efficient than conventional monitors. The OLED technology also enables a very good insight from extreme angles and you can of the rectangular shape of conventional displays differ. OLED displays are high-resolution, low-radiation and flicker-free.

IMPRINT CONCEPT AND DESIGN

Kaja Bartel Alexandra Lubk Christine pleines

DESIGN, TEXT & DRAFTING

Kaja Bartel Alexandra Lubk Christine pleines

CONTACT

Kaja Bartel kaja.bartel@gmx.net tel .: 0511-773862
Alexandra Lubk alexandra@ponsh.com tel .: 0179-4972912
Christine Pleines c.pleines@gmx.net tel .: 0179-5306747

THANKS TO

• Prof. Erich Kruse and Prof. Volker Weinert for the good Care, support. Prof. Jürgen Yes for formal advice. Rainer Hertting-Thomasius for support with ergonomics questions. Dr. phil. Marina Wladkowski for support from media education View. Jürgen Stahlbock and the elementary school Betzendorf (headmaster of the elementary school Betzendorf and lecturer at the University of Lüneburg on the topic: Use of new Media in primary school). Mrs. Schliekmann and the first Class of the Diesterwegstrasse primary school (Braunschweig). Torsten Jaeger from Futurekids-Braunschweig. Vernonica Ruschewski (workshop manager for packaging technology and paper processing) Markus Flindt, the savior in need. Martina Bischoff, Ralf Rathjen and Antje Laskowski for the attentive Correction of the texts. Hauke Pleines Timo Logemann Arne Busch our little brother Arnold for his permanent presence and healthy food.

Claims (1)

Computer unit ( 1 - 5 ) with a computing element ( 1 to 1 ) and one via an electronic pen ( 6 ) writable work and display element ( 9 to 1 ) which exchange digital data with one another, characterized in that the computer element ( 1 to 1 ) and the working and display element ( 9 to 1 ) are spatially separated from each other.