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WO2022031796A1 - Procédé et système de mise en relation rapide d'un chercheur de connaissances à un expert du sujet - Google Patents

Procédé et système de mise en relation rapide d'un chercheur de connaissances à un expert du sujet Download PDF

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Publication number
WO2022031796A1
WO2022031796A1 PCT/US2021/044467 US2021044467W WO2022031796A1 WO 2022031796 A1 WO2022031796 A1 WO 2022031796A1 US 2021044467 W US2021044467 W US 2021044467W WO 2022031796 A1 WO2022031796 A1 WO 2022031796A1
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WO
WIPO (PCT)
Prior art keywords
subject matter
knowledge seeker
matter expert
knowledge
seeker
Prior art date
Application number
PCT/US2021/044467
Other languages
English (en)
Inventor
Phillip Anthony SHIPMAN
Deanna Joy GILMORE
Original Assignee
Wisdom Cafe Inc.
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Priority claimed from US16/947,521 external-priority patent/US20200372817A1/en
Priority claimed from US16/949,784 external-priority patent/US20210065574A1/en
Application filed by Wisdom Cafe Inc. filed Critical Wisdom Cafe Inc.
Publication of WO2022031796A1 publication Critical patent/WO2022031796A1/fr

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Classifications

    • G—PHYSICS
    • G06—COMPUTING OR CALCULATING; COUNTING
    • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
    • G06Q10/00—Administration; Management
    • G06Q10/10—Office automation; Time management
    • G06Q10/101—Collaborative creation, e.g. joint development of products or services
    • G—PHYSICS
    • G06—COMPUTING OR CALCULATING; COUNTING
    • G06F—ELECTRIC DIGITAL DATA PROCESSING
    • G06F16/00—Information retrieval; Database structures therefor; File system structures therefor
    • G06F16/30—Information retrieval; Database structures therefor; File system structures therefor of unstructured textual data
    • G06F16/33—Querying
    • G06F16/338—Presentation of query results

Definitions

  • the invention relates generally to connecting knowledge seekers to subject matter experts, and more specifically to curating the compatibility between knowledge seekers and subject matter experts for learning sessions.
  • Immediate tutoring access does not currently cater to knowledge seekers and subject matter experts preferred learning and teaching methods, respectively.
  • the methods usually range from visual, auditory, physical, or a combination thereof for both learning and teaching methods.
  • knowledge seekers and subject matter experts are not typically tested to determine their best learning or teaching method, which is not the most effective use of time for both the knowledge seekers and subject matter experts.
  • Tutoring sites also do not match users based on their learning or teaching styles, which does not maximize time spent learning and teaching. Additionally, these services do not evaluate the learning effectiveness of the knowledge seeker.
  • the current system does not teach in unique styles to each knowledge seeker, but rather in generic teaching forms hoping the information is retained for each knowledge seeker.
  • a system for connecting knowledge seekers and subject matter experts having: a database having a first section adapted to receive and store data associated with the knowledge seeker and a second section adapted to receive and store data associated with the expert; a server having a processor and an application for promptly connecting the knowledge seeker to the expert comprising processor-executable instructions stored on a non-transitory processor- readable medium that when executed by the processor enables the computer system to perform operations, such as receiving and sending the profile data and expert request data associated with the knowledge seeker and profile data associated with the expert to the database; matching the expert request data to the profile data of the expert who is logged in at that time; allowing the knowledge seeker to select a desired expert; and connecting the knowledge seeker to the expert in a session call.
  • an advantage is having a well-matched subject matter expert readily available for the knowledge seeker.
  • Another advantage is the knowledge seeker is able to request a subject matter expert with their desired qualifications.
  • a method for connecting knowledge seekers and subject matter experts comprising the steps of receiving and sending the data associated with the knowledge seeker and data associated with the subject matter expert to the database; wherein the data associated with the knowledge seeker comprises profile data provided by the knowledge seeker when registering with the application and expert request data including subject matter, target budget, and desired qualifications of the subject matter expert; wherein data associated with the subject matter expert comprises profile data provided by the subject matter expert when registering with the application including qualifications and government issued identification; checking in real time the background of the subject matter expert after receiving the government issued identification; confirming the identity of the subject matter expert by a live demonstration using a camera of a computer of the subject matter expert; setting a service fee per unit of time for the subject matter expert based on the subject matter expert’s qualifications; after receiving the expert request data from the knowledge seeker, matching the expert request data to the profile data of the subject matter expert who are logged in at that time; displaying at least one or more
  • FIG. 1 illustrates a diagrammatic view of the user’s experiences while using the application for prompt session connection, according to an aspect.
  • FIG. 2 illustrates the application’s initiation flow chart, according to an aspect.
  • FIG. 3 conceptually illustrates a user welcome interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 4 conceptually illustrates a student registration interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 5 conceptually illustrates a subject matter expert registration interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 6 conceptually illustrates a login interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 7 conceptually illustrates a student profile interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 8 conceptually illustrates a subject matter expert profile interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 9 conceptually illustrates a subject matter expert preference interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 10 conceptually illustrates an available subject matter expert interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 11 conceptually illustrates a selected subject matter expert interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 12 conceptually illustrates a session interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 13 conceptually illustrates a completed session interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 14 conceptually illustrates a list of completed session interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 15 conceptually illustrates a completed session content interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 16 conceptually illustrates a completed session details interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • FIG. 17 illustrates a diagrammatic view of a method of evaluating the learning effectiveness, for a knowledge seeker, according to an aspect.
  • the term "mobile device” refers to any electronic device capable of communicating across a mobile network.
  • a mobile device may have a processor, a memory, a transceiver, an input, and an output. Examples of such devices include cellular telephones, personal digital assistants (PDAs), portable computers, etc.
  • the memory stores applications, software, or logic. Examples of processors are computer processors (processing units), microprocessors, digital signal processors, controllers and microcontrollers, etc. Examples of device memories that may comprise logic include RAM (random access memory), flash memories, ROMS (read-only memories), EPROMS (erasable programmable read-only memories), and EEPROMS (electrically erasable programmable read-only memories).
  • a transceiver includes but is not limited to cellular, GPRS, Bluetooth, and Wi-Fi transceivers.
  • Logic refers to any information having the form of instruction signals and/or data that may be applied to direct the operation of a processor.
  • Logic may be formed from signals stored in a device memory.
  • Software is one example of such logic.
  • Logic may also be comprised by digital and/or analog hardware circuits, for example, hardware circuits comprising logical AND, OR, XOR, NAND, NOR, and other logical operations.
  • Logic may be formed from combinations of software and hardware.
  • On a network logic may be programmed on a server, or a complex of servers. A particular logic unit is not limited to a single logical location on the network.
  • a “network” can include broadband wide-area networks, localarea networks, and personal area networks. Communication across a network can be packet-based or use radio and frequency/amplitude modulations using appropriate analog-digital-analog converters and other elements. Examples of radio networks include GSM, CDMA, Wi-Fi and BLUETOOTH.RTM. networks, with communication being enabled by transceivers.
  • a network typically includes a plurality of elements such as servers that host logic for performing tasks on the network. Servers may be placed at several logical points on the network. Servers may further be in communication with databases and can enable communication devices to access the contents of a database.
  • an authentication server hosts or is in communication with a database having authentication information for users of a mobile network.
  • a "user account” may include several attributes for a particular user, including a unique identifier of the mobile device(s) owned by the user, relationships with other users, call data records, bank account information, etc.
  • a billing server may host a user account for the user to which value is added or removed based on the user's usage of services. One of these services includes mobile payment.
  • a user account hosted at a billing server is debited or credited based upon transactions performed by a user using their mobile device as a payment method.
  • FIG. 1 illustrates a diagrammatic view of the user’s experience while using the application 110 for prompt session connections, according to an aspect.
  • the user may be a knowledge seeker 102 or a subject matter expert (“subject expert,” “expert,” or “subject matter expert”) 101.
  • the knowledge seeker may be a scholar, student, or any person seeking knowledge in a specific subject matter.
  • the subject expert may be an educator, mechanic, cook, gardening expert, hobby expert, astronomy, author, model airplane expert, etc., or any person knowledgeable in a given subject.
  • trade specialist may be a subject expert for any person seeking knowledge in the specialist’s area of expertise.
  • the knowledge seeker 102 may login 107 to have access to an available subject matter expert for their desired subject, while the subject matter expert may login to teach the desired subject.
  • the subject matter expert may be verified by uploading documents, which will be discussed in reference to FIG. 5.
  • the subject matter expert 101 may login 103 and once they login, the subject matter expert may indicate they are available for a learning session (“education session, tutoring session,” “session”) 104. This information from the server 105 is saved on the database 109.
  • a knowledge seeker 102 may login 107, and then the knowledge seeker 102 may indicate they are interested in immediate tutoring in a desired subject 108.
  • the database 109 and server 105 may be a combined system.
  • the server 105 may supply the data to the algorithm 106, which would match a knowledge seeker 102 and a subject matter expert 101 instantaneously and notify both the knowledge seeker 102 and subject matter expert 101 a session is ready to begin.
  • the session may be a secure video call between the subject matter expert 101 and the knowledge seeker 102.
  • the session may be for tutoring, homework help, information sharing, or a combination thereof.
  • the homework help session may be a thirty-minute session, while the education session may be an hour-long session.
  • the session type may be chosen by the knowledge seeker as part of the expert request data.
  • the data provided by the knowledge seeker and the subject matter expert may be saved in separate databases or separate sections of the database.
  • the subject matter expert data is saved in one section of the database 109 or in a separate database, while the knowledge seeker data may be saved in the same database 109 in a different section, a second section, or a separate database.
  • the application 110 for prompt session connections may be formatted for a mobile device.
  • the application 110 for prompt session connections may be formatted for a webpage, which may be used on a computer.
  • the computer may be a desktop computer or a laptop computer.
  • the mobile device may be a smart phone, which may allow the user to download the application 110 and have the video learning environment at any point and time.
  • the application for prompt session connections 110 allows the knowledge seeker and learner and subject matter expert to input their desired outcome results in the algorithm 106, which allows the application to connect based on their individual education desires and preferences. With their desired outcome results saved in the server 105, the application may provide an immediate learning environment tailored to specific knowledge seeker and provided by a subject matter expert skilled in a specific desired subject.
  • the knowledge seeker 102 may connect with a subject matter expert that night to go over the assignment.
  • the knowledge seeker may input desired subject matter, target budget, and education level into the subject matter expert preference interface, which saves the data to the server 105.
  • the knowledge seeker 102 inputs their desired subject matter expert qualifications they may be provided with a list of currently available experts 101.
  • the knowledge seeker 102 selects their preferred subj ect matter expert the knowledge seeker 102 and subj ect matter expert 101 are brought to confined video conference experience based on each input.
  • the algorithm 106 may allow for knowledge seeker 102 to input their educational desires based on learning preferences. Once the knowledge seeker 102 has inputted their desired qualifications the algorithm may be initiated to check for available experts 101 that meet the standards set by the knowledge seeker coinciding with the experts’ capabilities. After the knowledge seeker 102 inputs their desired subject matter, the knowledge seeker 102 would have the available experts shown with their qualifications and the knowledge seeker 102 may then select their preferred available subj ect matter expert and a session, such as a video conference, may begin. For example, one of the requirements may be the application having the option for the user to have specific learning methods combined with teaching methods to provide perfect learning experience between both entities. Moreover, the learner may have their entire experience recorded for review later.
  • the user may download the application and once the download is complete the user may be asked to sign in, for example, using a Google or Facebook account. The user may also make an account within the application itself using their personal email. Once the user is signed in, they may be asked a series of questions, such as their education level, learning preference, teaching preference, and institution’s name.
  • the computer system promptly connects a knowledge seeker to a subject matter expert.
  • the computer system having: a database 109 having a first section adapted to receive and store data associated with the knowledge seeker 102 and a second section adapted to receive and store data associated with the subject matter expert 101; a server 105 having a processor, operating system, memory, and an application 106 for promptly connecting the knowledge seeker to the subject matter expert comprising processor-executable instructions stored on a non-transitory processor-readable medium that when executed by the processor enables the computer system to perform operations.
  • the application 106 having the steps of receiving and sending the data associated with the knowledge seeker and data associated with the subject matter expert to the database; wherein the data associated with the knowledge seeker comprises profile data provided by the knowledge seeker when registering with the application and expert request data including subject matter, target budget, and desired qualifications of the subject matter expert; wherein data associated with the subject matter expert comprises profile data provided by the subject matter expert when registering with the application including qualifications and government issued identification; checking in real time the background of the subject matter expert after receiving the government issued identification; confirming the identity of the subject matter expert by a live demonstration using a camera of a mobile device of the subject matter expert; setting a service fee per unit of time for the subject matter expert based on the subject matter expert’s qualifications.
  • the application 106 further having the steps of after receiving the expert request data from the knowledge seeker, matching the expert request data to the profile data of the subject matter expert who are logged in at that time; displaying at least one or more profiles of matching subject matter experts to the knowledge seeker; allowing the knowledge seeker to select a desired subject matter expert from the displayed subject matter experts; connecting the knowledge seeker to the subject matter expert in a secure session call; and recording the session between the knowledge seeker and the subject matter expert for future reference.
  • FIG. 2 illustrates the application’s initiation flow chart, according to an aspect.
  • the user may begin by opening the application 211. Once the user opens the application, they may be asked if they have an account 212. If the user has an account, they may be asked to sign in 217, and if the user does not have an account, they may be asked to indicate what kind of user they are 213. If the user is a student 218, they would register as a student and indicated their need for a subject matter expert 219. The knowledge seeker may then pick an available subject matter expert 220 and initiate tutoring session 216. If the user indicated they are a tutor, they would register as a subject matter expert 214. For example, when registering as a subject matter expert the user may need to provide a copy of their degree and credentials to verify their qualifications. The subject matter expert’s qualifications may include their degree, teaching credentials, and overall experience.
  • the subject matter expert waits for an initiated session 215 with a knowledge seeker.
  • the algorithm 210 adjusts the tutor’s status to available.
  • the user After the user has registered their first time the user has the option to sign in 217. The user may indicate if they have a need for a subject matter expert 219 or are a subj ect matter expert waiting for an initiated tutoring session 215. After the user has indicated their desired outcome the session may begin 216.
  • the described algorithm 210 may allow for the almost immediate connection between a student and a subject matter expert. Additionally, this may allow for the knowledge seeker to always have access to a verified subject matter expert (which will be described in more detail when referring to FIG. 5) even at incontinent times, for example, late at night the night before an exam.
  • FIG. 3 conceptually illustrates a user welcome interface of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the user may be taken to the welcome screen 330.
  • the welcome screen 330 may ask the user if they are a student 331 or subject matter expert 332.
  • the welcome screen 330 may also ask if the user has an existing account 333, and if the user has an existing account the application may ask the user to sign in 334.
  • FIG. 4 conceptually illustrates a student registration interface 435 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the student registration interface 435 may request the knowledge seeker to input their email 436, name 438, education level 439, and educational institution 440.
  • the school level selection 439 may be a drop-down menu with a list of education levels for the user to choose from.
  • the student registration interface 435 may also request the user to provide a password 437 for future login purposes, which will be discussed in reference to FIG. 6.
  • the user may sign in with their personal google account to provide the necessary information.
  • FIG. 5 conceptually illustrates a subject matter expert registration interface 541 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the subject matter expert registration interface 541 may request the subject matter expert to input their email 542 and full name 544.
  • the subject matter expert registration interface 541 may also request the user to provide a password 543 for future login purposes, which will be discussed in reference to FIG. 6.
  • the user may sign in with their personal google account to provide the necessary information.
  • the subject matter expert registration interface may have upload links for the subject matter expert to provide their personal documents, such as their diploma, government photo identification, and W-9 form.
  • the subject matter expert may provide their personal documents by scanning the documents, taking a picture of them, or by inputting the information within an editable PDF displayed in a mobile format.
  • the uploading of such documents allows the system to store the data and then to perform a background check on the subject matter experts.
  • the subject matter expert may receive their background check in real time.
  • a background checking service such as checkr or Shufti-Pro may be used to verify the subject matter expert’s information and background.
  • the background check may be done in real time, and, for example, the results may be emailed to the subject matter expert.
  • Once the subject matter expert has passed their background check their profile may be live, which displays the subject matter expert as an available tutor. Verifying the subject matter expert’s information allows each expert to be a reliable user and confirms they are the person they claim to be.
  • the subject matter experts may be verified by a biometric verification using the government identification.
  • the subject matter expert may have their identity confirmed by a live demonstration of their person by using the camera on the mobile device, such as a live proof and not a still image that has been uploaded.
  • the subject matter expert may be prompted by the application to have their camera on their mobile device held facing towards their face.
  • the live demonstration captured by the subject matter expert’s camera may then be verified against the provided government photo identification.
  • subject matter experts may be teachers from a specific school district, which may match with students of that school district. This may allow the connection between the knowledge seeker and subject matter expert to be better catered to the knowledge seekers’ needs, such as knowing the standards of the school district and teaching methods of that school district.
  • the knowledge seeker may receive the necessary knowledge from an Al machine learning system, which may have gathered data from the recorded session, which will eb described in more detail when referring to FIG. 17.
  • FIG. 6 conceptually illustrates a login interface 650 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the login interface 650 would prompt the user to input their email 636, or username, and password 637 to gain access to the application. Having a login interface also allows the knowledge seeker to have all their sessions to be saved.
  • FIG. 7 conceptually illustrates a student profile interface 751 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the student profile interface as shown, may have the knowledge seeker ’s profile data.
  • FIG. 8 conceptually illustrates a subject matter expert profile interface 852 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the subject matter expert profile interface 852 may have the subject matter expert user’s credentials and education displayed. Additionally, the subject matter expert profile interface 852 may display the number of sessions they have had, the subjects they are experts in, and a rating they have received from other knowledge seekers based on their session quality. As described herein, the subject matter experts may be rated and reviewed, and may have their teaching styles integrated into their profile and review method.
  • FIG. 9 conceptually illustrates a subject matter expert preference interface 953 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • an interface as shown by FIG. 9 may be displayed with the expert request data including subject matter, target budget, and desired credentials of the subject matter expert.
  • the subject matter expert preference interface 953 may prompt the knowledge seeker to disclose their target budget 954, the subject matter 955, and the desired degree or credentials 956 the subject matter expert must have.
  • the subject matter expert preference interface 953 allows the student to be connected with a subject matter expert that meets all of their necessary qualifications. Additionally, the subject matter expert preference interface 953 narrows the pool of available subject matter expert to only the qualified experts based on the knowledge seeker’s input.
  • the knowledge seeker may also request a specific location for the tutoring session to better understand a topic.
  • the knowledge seeker may request a subject matter expert in Gettysburg where the knowledge seeker may see the area and battlefield during the tutoring session. Additionally, having subject matter experts from around the world may allow the knowledge seeker to always have access to a subject matter expert because they are not limited by time zones.
  • the application may determine the price for the subject matter expert.
  • the service fee per unit of time of the session may be determined based on factors such as degree, credentials, and time of day. For example, if the subj ect matter expert has their teaching credentials, they may receive $35 an hour for the education session. In another example, if the subject matter expert does not have their teaching credentials, they may receive $12.50 for the thirty-minute homework help session. Additionally, the subject matter expert who does have their teaching credentials may also be available for homework help sessions and be paid a set rate. In another example, the tutor or subject matter expert may be $45 an hour for a session, as shown by the subject matter expert preference interface 953 in FIG. 9. [0057] FIG.
  • FIG. 10 conceptually illustrates an available subject matter expert interface 1057 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the available subject matter expert interface 1057 may allow the knowledge seeker to browse the available experts and pick, which would be best for their needs.
  • the available subject matter expert interface 1057 may show the available subject matter expert along with a description about the expert.
  • the knowledge seeker may be seeking help with complex math, but the application of the math may be in engineering.
  • the available subject matter expert interface 1057 may allow the knowledge seeker to view available experts with complex math credentials, but the descriptions would allow the knowledge seeker to see there is an available subject matter expert with a background in engineering also. This may allow the knowledge seeker to have a more productive tutoring session because it helps with learning the concepts and their application.
  • FIG. 11 conceptually illustrates a selected subject matter expert interface 1158 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect. After the knowledge seeker selected a desired subject matter expert they may be asked to confirm or pay the fee upfront as shown by FIG. 11. The knowledge seeker may not need to schedule an appointment, which allows the application to be accessible at any time of day when the knowledge seeker needs a tutor.
  • FIG. 12 conceptually illustrates a session interface 1259 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the session interface 1259 may allow both the student and subject matter expert users a video connection.
  • the student and subject matter expert users may just have an audio connection, which would be dependent on the knowledge seeker’s learning preference.
  • FIG. 13 conceptually illustrates a completed session interface 1360 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the completed session interface 1360 may allow the knowledge seeker to review the session’s information.
  • the completed session interface 1360 may have an option for the knowledge seeker to review and rate the session. Having the ability to review and rate each subject matter expert after a completed session may better help other knowledge seeker’s make a more informed decision when choosing the best expert for them.
  • FIG. 14 conceptually illustrates a list of completed session interface 1461 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the list of completed session interface 1461 may allow each knowledge seeker to have a record of all their completed sessions.
  • FIG. 15 conceptually illustrates a completed session content interface 1562of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the completed session content interface 1562 allows the knowledge seeker to rewatch or listen to their previous sessions.
  • FIG. 16 conceptually illustrates a completed session details interface 1663 of the method and system for connecting knowledge seekers and subject matter experts, according to an aspect.
  • the completed session details interface 1663 may display what day the session occurred, the beginning and end of the session 1664, the subject matter expert the knowledge seeker had 1665, and the cost 1666 of that session. Having the completed session details interface 1663 may allow the knowledge seeker to more easily navigate their past sessions. The completed session details interface 1663 also may allow the user to find the exact session they need to review.
  • FIG. 17 illustrates a diagrammatic view of a method of evaluating the learning effectiveness 1770, for a knowledge seeker, according to an aspect.
  • the method of evaluating the learning effectiveness 1170, for a knowledge seeker or student may start by initiating a learning session 1771, wherein a teacher teaches using different methods during the learning session. Then, the application may record the session in real time 1772. Next, the application may detect a knowledge seeker user’s pupil dilation 1773, blood pressure 1774, oxygenation level 1775, verbal response 1776, response time 1777, and tactile response 1778.
  • the computer system for promptly connecting a knowledge seeker to a subject matter expert and determining learning effectiveness having a database and a server, as described herein, may perform operations such as during the secure session call the subject matter expert teaching the knowledge seeker, detecting the knowledge seeker user’s verbal response, the verbal response being recorded by a microphone on the smart device, and detecting the knowledge seeker user’s response time, the response time being recorded by the microphone on the smart device.
  • the application may also receive and send the data associated with the knowledge seeker and data associated with the subject matter expert to the database.
  • the data associated with the knowledge seeker being profile data provided by the knowledge seeker when registering with the application, knowledge seeker report data, and expert request data including subject matter, target budget, and desired qualifications of the subject matter expert.
  • the application may also be configured to collect and store knowledge seeker report data, which may be pupil dilation, blood pressure, oxygenation level, verbal response, response time, and tactile response. Additionally, the application may be configured to collect and store subject matter expert report data, the subject matter expert report data being subject matter questions and corresponding correct answers. Moreover, the application being adapted to correlate the knowledge seeker report data with subject matter expert report, wherein the application is adapted to create a report containing correlation data, which is the learning effectiveness. Thus, the application may also match the knowledge seeker with the subject matter expert based on their learning effectiveness compatibility.
  • the detecting of the knowledge seeker user’s pupil dilation 1773 may be recorded by a front facing camera on a smart device. Additionally, the pupil dilation may be measured using the front facing camera and the lidar radar on, for example, the latest iPhone. The pupil dilation may allow the application to determine the response of the learner to the information delivered. Pupil dilation has the ability to answer questions to the understood acquisition of new content without the inherent agreement of the knowledge seeker being aware they are in fact consuming the content presented at a rate of awareness they may measure against their shortterm working memory.
  • the detecting of the knowledge seeker user’s blood pressure 1774 may be recorded by a smart watch.
  • the detecting of the knowledge seeker user’s oxygenation level 1775 may be recorded by the smart watch.
  • the detecting of the knowledge seeker user’s verbal response 1776 may be the verbal response being recorded by a microphone on the smart device.
  • the detecting of the knowledge seeker user’s response time 1777 may be recorded by the microphone on the smart device.
  • the detecting the knowledge seeker user’s tactile response 1778 the tactile response being recorded by a screen on the smart device.
  • a smart watch or fitness tracker may be used to pair with the application and provide blood pressure data.
  • the blood pressure data may be collected while the user is learning to establish if the knowledge seeker is nervous or upset during a session, which may indicate the knowledge seeker user is struggling with the concept being taught or the method in which it is being taught.
  • the application is also configured to collect and store knowledge seeker’s data, the knowledge seeker’s data being pupil dilation, blood pressure, oxygenation level, verbal response, response time, and tactile response.
  • the stored knowledge seeker’s data may create a user’s report, which may be stored and displayed to the subject matter expert when the subject matter expert is matched with the specific knowledge seeker. While the knowledge seeker is within a study session, they be evaluated for their best learning practices. These evaluations may be used to assess a student’s learning effectiveness.
  • the data from the evaluations may be collected by the application to create a user profile for learning effectiveness.
  • knowledge seeker report data may include pupil dilation, verbal response, oxygenation level, blood pressure, and response time. For example, this data may be recorded by a smart device. As the knowledge seeker is learning from a subject matter expert, the knowledge seeker report data may be recorded. This may allow the application to record a log of the knowledge seeker user’s reactions to each question and while saying an answer.
  • the subject matter expert may be teaching a lesson regarding comprehension and may read a passage for the user to reflect and answer questions on.
  • the application may prompt the user to pair their smart watch to allow the data to be received.
  • the subject matter expert may set up interfaces for the knowledge seeker user to interact with.
  • the subject matter expert may have tests or interactive problems on the application.
  • the software is configured to collect the various data to create a more precise user profile.
  • the learning effectiveness tests may be used to test a student’s auditory learning receptiveness or other preferred learning methods.
  • the aptitude test may assess the knowledge seeker user on their retention of knowledge based on the four types of learning methods.
  • the application may utilize the user’s smart phone to capture and play audio recordings.
  • a story can be read out loud by the subject matter expert, wherein a sentence reads: “The frog is green.”
  • the auditory information may then be tested with a visual feedback response, such as the application prompting the visual representation of a frog and may be displayed in four different colors, such as yellow, orange, blue, and green with the prompt “please select the green frog.”
  • a visual feedback response such as the application prompting the visual representation of a frog and may be displayed in four different colors, such as yellow, orange, blue, and green with the prompt “please select the green frog.”
  • the application may then save the students’ answers along with the corresponding question data to display the best methods for learning information for the specific knowledge seeker partaking in the assessment.
  • students are given tests to measure capability, such as the Woodcock Johnson standardize test, which the aptitude tests will mirror those needs but include the ability to use the smart phone as the major device capable of auditory, visual display, touch feedback, knowledge seeker auditory, knowledge seeker drawing, knowledge seeker visual feedback, for example, while using the camera to take a photo of a “red” object.
  • the subject matter expert may be inversely evaluated for teaching effectiveness.
  • the subject matter expert stating, for example, “the frog is green” may be evaluated as to how the subject matter expert may react to the students’ understanding, such as, did the subject matter expert read in a way that is phonetically correct, thus ensuring data is correct. And allowing the knowledge seeker to be graded appropriately within the algorithm, thereby providing correct results toward their learning capability in a given setting. Moreover, this is all happening in real time as the information is transferred and measured on both ends of the spectrum.
  • the application may also test and use combinations of learning and teaching methods, such as having a knowledge seeker specific lesson that combined auditory and visual learning because that is how the knowledge seeker learned best. This may be determined by the knowledge seeker report data from previous sessions. There may be an algorithm for every possibility of learning effectiveness data to allow for a large sample size for the profile reports. For example, the learning effectiveness may also use how long it takes to recall the information and how large the answers are presented to further evaluate the best scenarios for the knowledge seeker.
  • Another example may be using the time it may take the knowledge seeker to respond, which is their recorded response time and is part of the knowledge seeker’s current working memory and is based on age and prior knowledge. Meaning the subject matter expert would know to use which type of teaching method, such as knowing colors should be taught in auditory methods for a particular student.
  • the evaluation of both the student’s learning receptiveness and the teacher’s teaching effectiveness is performed within the learning environment in real time. Additionally, the evaluation factors may be measure simultaneously during the learning session. For example, when the phrase “the box is green” stated out loud, the knowledge seeker may then be prompted to click which is the green box, or the knowledge seeker has to read it themselves then clicks.
  • the teacher may have an interface for the knowledge seeker to read and answer questions. For example, some questions may have no written question and the teacher may provide the question. In another example, the question may be on the student’s interface. This allows the application to gather data on whether the knowledge seeker performs better when the question is read out loud to them or if they perform better when they read and see the question for themselves.
  • the application relates the knowledge seeker report data to the subject matter expert report data, meaning comparing, for example, blood pressure and response time to if the knowledge seeker answered the question correctly.
  • the application may record the knowledge seeker’s actively while they are answering these questions.
  • the software is detecting if the knowledge seeker is reading the sentence out loud, if they are speaking properly and if they get the answer correct.
  • measure how fast pupils dilate which is based on the student’s focus.
  • the application may create a report for how knowledge seeker learns and how the teacher teaches with infinite testing possibilities, such as the knowledge seeker reads out loud and their phonetics is tested.
  • the application may focus on the knowledge seeker’s pupil to detect dilatation, response rate, short term working memory, visual response, and emotional response. For example, the subject matter expert may display a short movie and then asked what happened in movie. The application may also consider screen size for video, was the answer obvious or not to further add to the knowledge seeker report data.
  • Another test may be if the answers vibrate when selected, the test detecting if the knowledge seeker user picks the correct response based on the vibration or if they know the correct answer.
  • the application may also store knowledge seeker user data, such as the knowledge seeker’s facial expressions when given an assessment. The application may then correlate the knowledge seeker user’s facial expression with how well they are performing or not because, for example, if the knowledge seeker has a positive facial response does not guarantee they know the answer but indicate their overall mood.
  • the subject matter expert may be evaluated by how well they teach the student.
  • the teacher evaluation may be the inverse of the learning effectiveness method for students to determine if the subject matter expert can teach the material well depending on the student’s preferred learning method.
  • the subject matter expert may be negatively rated when they find the best teaching method, but then no longer use the method that does allow better retention for knowledge seeker users.
  • evaluating the subject matter experts may be an indirect, which is done by measuring and watching students.
  • the application may also record and measure how the teacher may read a sentence out loud and if the knowledge seeker does not understand the concept the teacher may be evaluated on how quickly they find an alternative, effective method for teaching the material.
  • the application may measure every possible combination of teaching and learning methods by creating categories of learning.
  • the subject matter expert may be presented with the knowledge seeker user’s report which may indicate, for example, if using verbal communication with individual props for each noun and the knowledge seeker user may retain this information on the second pass of reading with 86% accuracy; however, if the knowledge seeker user is taught without props, they have a 32% chance of comprehension with a short-term memory recall of 14%.
  • the purpose of the report is to show what learning effectiveness methods work best for a knowledge seeker, specifically for their learning intake capabilities on any given subject matter.
  • the subject matter expert may have access to the report, which would allow the subject matter expert to teach with the preferred learning method or combination thereof in mind.
  • the learning methods may allow new concepts to be presented by using sound, video introduction of concepts flashing at a rate or pace, tactile response to touching an image on the phone, audio response by the knowledge seeker to a given introductory concept.
  • the application may use every response shared and recorded in order to coalesce and measure the response by the 1 knowledge seeker to create a dossier of which the knowledge seeker can intake new concepts.
  • the system may also allow for a more immersive experience because test questions and teacher curated content may have an interface for knowledge seeker users to interact with. As another example, ASMR audio with headphones.
  • the application matches knowledge seekers and subject matter experts based on a variety of preferences, for example, subject, availability, experience level, and location. Additionally, the application matches students and subject matter experts based on their learning and teaching methods’ preference.
  • the preferred teaching methods may be tested to show their best teaching methods are effective and may be the inverse study or the learning effectiveness assessment. The preferred learning method may also be tested.
  • the knowledge seeker may have an aptitude test to determine their preferred method of learning. This would allow the knowledge seeker to know which methods for learning work best for them and they could pick a subject matter expert accordingly.
  • the application may recognize the knowledge seeker’s preferred learning effectiveness methods and show the available subject matter experts with the corresponding teaching language.
  • the knowledge seeker’s parent or guardian may input what they believe is their child’s preferred learning method to also better understand how their child learns. This may beneficial for younger knowledge seekers because it allows their guardians to also be involved with their learning environment and being aware of how they learn.
  • Couple and its derivatives refer to any direct or indirect communication between two or more elements, whether or not those elements are in physical contact with one another.
  • the term "or” is inclusive, meaning and/or.
  • the phrases "associated with” and “associated therewith,” as well as derivatives thereof, may mean to include, be included within, interconnect with, contain, be contained within, connect to or with, couple to or with, be communicable with, cooperate with, interleave, juxtapose, be proximate to, be bound to or with, have, have a property of, or the like.
  • plural means two or more.
  • a “set” of items may include one or more of such items.
  • the terms “comprising,” “including,” “carrying,” “having,” “containing,” “involving,” and the like are to be understood to be open-ended, i.e., to mean including but not limited to. Only the transitional phrases “consisting of and “consisting essentially of,” respectively, are closed or semi-closed transitional phrases with respect to claims.

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Abstract

Système informatique permettant de mettre rapidement en relation un chercheur de connaissances à un expert du sujet et de déterminer une efficacité d'apprentissage à l'aide d'une base de données et d'un serveur. La base de données comporte des sections conçues pour recevoir et pour mémoriser des données associées au chercheur de connaissances et à l'expert du sujet. Le serveur comporte un processeur et une application permettant de mettre en relation le chercheur de connaissances à l'expert du sujet et de déterminer une efficacité d'apprentissage, comprenant des instructions exécutables par le processeur et mémorisées sur un support non transitoire lisible par le processeur qui, lorsqu'elles sont exécutées par le processeur, permettent au système informatique d'effectuer des opérations, telles que la réception et l'envoi des données associées au chercheur de connaissances et à l'expert du sujet à la base de données ; la mise en correspondance du chercheur de connaissances avec l'expert du sujet connectés au même moment ; et la mise en relation du chercheur de connaissances avec l'expert sélectionné du sujet lors d'un appel de session, qui est enregistré, ainsi que la détection de la réponse verbale du chercheur de connaissances et du temps de réponse.
PCT/US2021/044467 2020-08-05 2021-08-04 Procédé et système de mise en relation rapide d'un chercheur de connaissances à un expert du sujet WO2022031796A1 (fr)

Applications Claiming Priority (4)

Application Number Priority Date Filing Date Title
US16/947,521 US20200372817A1 (en) 2019-08-06 2020-08-05 Method and system for promptly connecting a knowledge seeker to a subject matter expert
US16/947,521 2020-08-05
US16/949,784 2020-11-13
US16/949,784 US20210065574A1 (en) 2019-08-06 2020-11-13 Method and system for promptly connecting a knowledge seeker to a subject matter expert

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US20100063957A9 (en) * 2004-04-02 2010-03-11 Xpertuniverse, Inc. Management of expert resources using seeker profiles
US20100262610A1 (en) * 2009-04-09 2010-10-14 International Business Machines Corporation Identifying Subject Matter Experts
US20120143862A1 (en) * 2006-08-07 2012-06-07 Chacha Search, Inc. Method, system, and computer readable storage for affiliate group searching
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US20100063957A9 (en) * 2004-04-02 2010-03-11 Xpertuniverse, Inc. Management of expert resources using seeker profiles
US20160182242A1 (en) * 2005-07-22 2016-06-23 OnePatont Software Ltd. Distributing Messages in a Network Environment
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US20100262610A1 (en) * 2009-04-09 2010-10-14 International Business Machines Corporation Identifying Subject Matter Experts
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