Field of the Invention

The present invention relates to a method and system for interactive learning. In preferred embodiments, a video-on-video display system is provided for delivery and interaction between a tutor and one or more students during a lesson.

Background of the Invention

The Royal Mencap Society estimates that over 2% of people in the UK are believed to have a learning disability. A far larger proportion of people still are believed to have learning difficulties of some form. There are many different types of learning difficulty: some of the more well-known are dyslexia, attention deficithyperactivity disorder (ADHD), dyspraxia, and dyscalculia. People with learning difficulties typically struggle to engage with teaching materials in a classroom setting. In a remote-learning setting, in which beneficial interaction between a student and a teacher may be significantly compromised or even disconnected entirely, the challenges for people with learning difficulties can be exacerbated.

Further, for comprehensive teaching, it is often desirable that students provide responses to a lesson in a variety of formats, corresponding for example to separate listening, speaking, reading, and writing skills. In a remote-learning setting this may involve interaction between a student and teacher becoming fragmented across different channels of communication, which can increase the challenge of maintaining engagement further, particularly for those students with learning difficulties.

Even for students without learning difficulties, remote learning can make interaction and engagement with a lesson more challenging.

The present invention seeks to provide an improved system and method for interactive learning. of the Invention

The present invention seeks to provide a system and platform that can significantly improve the ability of such students to understand and/or absorb teaching material in a lesson, and which can mitigate at least some of the above-indicated problems and provide better and more reliable teaching. Embodiments may include any of the following aspects in combination and may also include any other features described below in the written description or in the accompanying figures.

According to an aspect of the present invention, there is provided a method of interactive learning through a distributed system comprising a tutor module and a student module, the method comprising the steps of: at the tutor module, obtaining a video stream of a lesson and interposing into the video stream a series of markers, each marker being indicative of an input desired from a user; at the student module, displaying the video stream to a user, pausing the video stream at each marker; receiving at the student module an input from the user responsive to a portion of the video stream preceding a marker, wherein the user input is displayed to the user via the student module simultaneously with the video stream; providing the user input to the tutor module; and resuming the video stream at the student module upon receipt of a user input.

By use of such a method practiced through the disclosed system and platform, a student is able to receive and respond to a video lesson, and, in real time, to see each response, as it is recorded, simultaneously with the video lesson. The method can provide enhanced interactivity in a remote-learning setting and is greatly beneficial for student engagement with teaching materials, particularly for students with learning difficulties. Advantageously, the user input includes any one or more of a video, an audio recording, a text string, or a selection from a list of possible answers. In this way, a student is able to provide responses to materials within a video lesson in a variety of media, with minimal disconnect or friction.

Preferably, the method includes displaying at the position of each marker a prompt to the user via the student module. For this purpose, the method may include displaying at the position of each marker a spoken or written question to the user via the student module. The display of a prompt, such as a question, to the user helps guide a student to engage with the video lesson.

The method advantageously includes receiving at the student module a series of inputs from the user, each input responsive to a respective portion of the video stream, the video stream being paused at each associated marker and then resumed upon receipt of each input from the user. The method can be used to deliver a video lesson including three or more sections, to each of which a student is able to provide a separate response before a subsequent section is displayed.

The method advantageously includes compiling a series of inputs from the user and providing them to the tutor module. A compilation of a student’s responses is preferably produced for review by a teacher.

The series of inputs may be of different input types. A student can input successive responses in different formats.

Preferably, the method includes the further step of generating a score based on the inputs provided by the user. A score can be generated for monitoring and assessing a student’s progress.

The method steps may be performed successively.

According to another aspect of the present invention, there is provided a distributed system for interactive learning comprising: a tutor module comprising a video capture module configured to obtain a video stream of a lesson and a video editor configured to interpose a series of markers into the video stream, each marker being indicative of an input desired from a user; and a student module comprising: a display unit; a video controller configured to provide the video stream to the display unit, to be displayed to the user, and to pause the video stream at each marker; an input module configured to receive an input from the user responsive to a portion of the video stream preceding a marker; and, an output module configured to provide the user input to the tutor module; wherein the video controller is configured to resume the video stream at the display unit upon receipt of a user input by the input module; and wherein the display unit is configured to display the user input to the user simultaneously with the video stream.

By use of such a system, a student is able to receive and respond to a video lesson, and, in real time, to see each response, as it is recorded, simultaneously with the video lesson. This functionality of the system provides enhanced interactivity in a remote-learning setting and is greatly beneficial for student engagement with teaching materials, particularly for students with learning difficulties.

Advantageously, the input module is configured to receive input types including any one or more of a video, an audio recording, a text string, or a selection from a list of possible answers. In this way, a student is able to provide responses to the materials within a video lesson in a variety of media, with minimal disconnect or friction. In some embodiments, the input module may be configured to receive inputs only in the form of a video.

Preferably, the display unit is configured to display to the user a prompt at each marker. A prompt may be in the form of a spoken or written question. The display of a prompt, such as a question, to the user helps guide a student to engage with the video lesson. In the preferred embodiments, the student module is configured to receive via the input module a series of inputs from the user, each input responsive to a respective portion of the video stream, and via the video controller to pause the video stream at each marker and then resume the video stream at the display unit upon receipt of an input from the user by the input module. The system can be used to deliver a video lesson including three or more sections, to each of which a student is able to provide a separate response before a subsequent section is displayed.

Advantageously, the output module is configured to compile a series of inputs from the user and provide them to the tutor module. A compilation of a student’s responses is preferably produced for review by a teacher.

The series of inputs may be of different input types. A student can input successive responses in different formats.

In the preferred embodiments, the tutor module comprises an answer analysis log and a score generator, the score generator configured to generate a score corresponding to the inputs received from a user based on data logged in the answer analysis log. The tutor module advantageously comprises an answer analysis log and is operable to receive a score provided by a teacher and log the score in the answer analysis log. A score can be generated manually or automatically for monitoring and assessing a student’s progress.

Brief Description of the Drawings

Embodiments of the present invention are described below, by way of example only, with reference to the accompanying drawings, in which:

Figure 1 is a schematic diagram of apparatus for implementing a system according to an embodiment of the invention; Figures 2-4 show a graphical user interface produced during operation of the system by a teacher, through which a teacher can upload a video lesson to the system;

Figure 5 is a flow chart showing a process of interaction by a teacher with the system;

Figure 6-9 show graphical user interfaces produced during operation of the system by a student, through which a student is able to record responses to a video lesson received through the system;

Figure 10 shows a graphical user interface produced during operation of the system by a student, through which a student or teacher can review a compilation of the recorded responses;

Figure 11 is a flow chart showing a process of interaction by a student with the system;

Figures 12A-C are diagrams showing the structure of a user experience for a student interacting with the system through an online platform;

Figure 13 shows a graphical user interface produced during operation of the system by a student, through which the student is able to share their recorded responses to other student users of the system;

Figure 14 is a flow chart showing a process of interaction by a student with the system, by which a student is able to share their recorded responses to other student users of the system. of Preferred Embodiments

Described below is a system, platform and method that provide a new interactive system of teaching and learning intended to provide improved learning outcomes and which is not feasible even in an in-person classroom environment. The system and platform enable a student to see not only the teacher but also themselves, in a video-on-video setting, which enables a student to see themselves in direct context with the teacher, which has been found significantly to improve teaching outcomes.

Figure 1 shows schematically the components of a preferred embodiment of a system. The system comprises two primary components: a tutor module 100, to be accessed by a teacher, and one or more student modules 200, to be accessed by student users. The system could be described as a distributed system, in that the teacher is not expected to be physically present before the student or students (although could be if implemented, for example, in a classroom environment). The system and platform allow for a single teacher module to interact with a plurality of student modules, either at the same time or at different times, for example in dependence on the students' availability. Therefore, the student module or modules could therefore be a different physical locations from the tutor module. On the other hand, the system and platform can operate similarly when in the same physical location, for instance in a classroom, and still provide the advantage of the student(s) being able to see and engage with the delivered lesson in a personal and interactive manner not possible in a normal environment, in which at best they might see the teacher but not themselves at the same time.

In practice, the system will comprise a plurality of student modules coupled to the tutor module. The student modules may operate independently of one another, although it is also envisaged that the student modules may cooperate with one another, such that, for example, a student's answers or responses can be viewed by and/or used in the assessment or feedback for another student. This may be achieved by appropriate handling of one student's data, for instance through the answer analysis log 170, and/or by one or more further video-on-video displayed images or streams (in other words, a student could see the tutor, themselves and one or more other students on their monitor).

By use of the tutor module 100, a teacher is able to provide a video lesson to a plurality of student users of the system. Through a student module 200, a student user of the system is able to receive the video lesson and provide responses to the teaching materials therein.

In the preferred embodiment, the tutor module 100 and the student modules 200 are each comprised within a respective device such as a computer, tablet, or smartphone. It will be appreciated that the various components of each of the tutor module 100 and student modules 200 could be distributed between multiple devices.

The tutor module 100 comprises a video capture module 110, a video editor 120, a data storage unit 130, a video playback module 140, a data output unit 150, a data capture unit 160, an answer analysis log 170, and a score generator 180.

The video capture module 110 enables a teacher to create a video and upload it to the system. For this purpose, the video capture module 110 preferably includes a camera and a microphone. In other embodiments, the video capture module 110 may simply be configured to receive a pre-recorded video. A video uploaded by use of the video capture module 110 comprises a video stream. The video stream preferably contains a multi-part video lesson to be delivered to a student.

The data storage unit 130 comprises a data repository or memory, which is accessible by all the components of the tutor module 100. A video stream uploaded by use of the video capture module 110 is stored in the data storage unit 130. The data repository may be located in the tutor module or could be located remotely, for instance on a server or in the cloud.

The video editor 120 comprises a processor or CPU. The video editor 120 is configured to obtain the video stream from the data storage unit 130 and, based on further inputs from the teacher, to edit the video stream for presentation to a student user. The video editor 120 includes a time stamp marker 122, a prompt setting module 124, and a response type selector 126.

By use of the time stamp marker 122, the teacher is able to select positions within the video stream at which a response is desired from a student. The positions received from a teacher by the time stamp marker 122 are used by the video editor 120 to interpose a series of markers into the video stream. When presented to a student, the video stream will be paused at the location of each marker (that is at each position or location set by the teacher) and the student given the opportunity to provide a response to the preceding portion of the video.

By use of the prompt setting module 124, the teacher is able to enter prompts to be displayed to the student at each pause in the video stream. For example, the prompt could include a question to be answered by the student or a phrase to be interpreted or repeated.

By use of the response type selector 126, the teacher is able to prescribe the desired input type to be provided by a student at each pause in the video stream. The response type selector 126 is configured to provide input type options by, for example, a drop-down list, from which the teacher selects a desired response format.

The video playback module 140 displays the uploaded video stream to the teacher. In this embodiment, the video playback module 140 includes a screen or monitor and a speaker. Through the video playback module 140, the teacher is provided video playback controls with which to review the video stream.

The data output unit 150 preferably comprises a hard-wired or internet connection to the student module 200. Once processed by the video editor 120, the video stream is transferred via the data output unit 150 to the student module 200.

The data capture unit 160 preferably also comprises a hard-wired or internet connection to the student module 200. The data capture unit 160 enables inputs transmitted by the student module 200 to be received by the tutor module 100. The data output unit 150 and data capture unit 160 may comprise a unitary item of hardware.

The answer analysis log 170 comprises a register of data for use in the determination of the quality of a student’s responses to the video lesson set by a teacher, which can include predetermined answers and feedback provided by the teacher or other student users. The predetermined answers preferably include information which can be provided by the teacher in advance of a student submitting a response, including, for example, the correct selection from a list of options presented to a student or key words that should be present in a text response. The feedback includes information which the teacher or other student users provide after the student has submitted a response, such as a grade based on reviewing a video input received from a student. The answer analysis log 170 comprises a data repository or memory. The answer analysis log 170 can be comprised within the data storage unit 130 or it can be a separate data repository.

The tutor module 100 preferably also comprises a score generator 180. The score generator 180 comprises a processor which is configured to generate a score corresponding to the inputs received from a user based on data logged in the answer analysis log 170. Multiple scores can be generated by the score generator 180, corresponding to, for example, each of the separate topics or skills featured in the video lesson. In this embodiment, the score generator 180 is configured to generate a separate score associated with each of reading, writing, listening, and speaking skills required in a video lesson. Some embodiments do not include an answer analysis log 170 or a score generator 180. In some embodiments, a teacher can alternatively provide scores to be registered in the answer analysis log 170 without the use of a score generator 180. In some embodiments, the answer analysis log 170 is comprised in a separate module to the tutor module 100, such as a student module 200.

Each student module 200 comprises a data receiver 210, a video controller 220, a display unit 230, an input module 240, and an output module 250.

The data receiver 210 comprises a hard-wired or internet connection to the tutor module 100. The data receiver 210 enables a video stream transmitted by the data output unit 150 to be received by the tutor module 100.

The video controller 220 comprises a processor or CPU which is configured to control the presentation of the video stream to a student. That is, the video controller 220 is configured to instruct the display unit 220 when to initiate, pause, and resume presentation of the video stream based on the markers interposed therein and responsive to receipt of inputs from the student.

The display unit 230 displays the video stream to a student, responsive to instruction from the video controller 220. In this embodiment, the display unit 230 includes a screen or monitor and a speaker. A particularly advantageous function of the display unit 230 is to produce a simultaneous display 235 of both the video stream and a student user’s input in response. For example, the display unit 230 may generate a simultaneous display 235 of the video stream received from the tutor module 100 and a typed answer or a video recording produced by the student in response. The video stream is preferably in a paused state when it is displayed via simultaneous display 235 to the student user while they provide a response.

The input module 240 enables a student to input responses to a video lesson. In this embodiment, the input module 240 is configured to receive inputs including any of a video, an audio recording, a text string, or a selection from a list of possible answers. In this embodiment, the input module 240 includes a camera, a microphone, a keyboard and a mouse. In other embodiments, the input module 240 is configured to receive inputs from the student which are all in the form of a video, in which case the input module 240 may not include a keyboard or a mouse. In some embodiments, the input module 240 comprises a camera, a microphone and a touch screen.

The output module 250 comprises a hard-wired or internet connection to the tutor module 100. The output module 250 enables inputs received by the input module 240 to be transmitted to the data capture unit 160. In some embodiments, the data receiver 210 and the output module 250 comprise a unitary item of hardware.

In operation, first, the video capture module 110 is used by a teacher to create and upload a new video and/or to upload an existing pre-recorded video of a lesson. Figures 2-4 show graphical user interfaces produced during operation of the system by a teacher, through which the teacher is able to upload a video lesson.

With reference to Figure 2, the teacher is provided the option of creating a new video to be uploaded, as shown at field 1 , or uploading a previously recorded video, as shown at field 2. The teacher is able to name the video that they choose to upload, as shown at field 3. At any stage during the creation or upload of a video in the system, the teacher is provided the option of saving the current video submission as a draft, to return to at a later time, or removing the video and starting again, as shown at field 4. Once a desired video has been uploaded by the teacher, via the video capture module 110, the video is transferred to the data storage unit 130, where it is accessible by the video editor 120. The teacher is then presented with the graphical user interface of Figures 3 and 4.

With reference to Figure 3, once a video has been uploaded to the tutor module 100, the video stream therein is displayed to the teacher via the video playback module 140, as shown at field 2. Through the video playback module 140, the teacher is provided playback controls with which to review the video. The playback controls include the ability to play, pause, and scroll through the video stream, adjust the volume, as well as minimise and maximise the display, as shown at field 2. The next stage of operation is for the teacher to provide details of the materials within the video lesson, the most important of which is to indicate positions within the video stream where an input is desired from a student. The teacher is able to add a new position, as shown at field 3. As described above, each position corresponds to the location of a desired response from a student, at which the video lesson will be paused. In this embodiment, the teacher is asked to provide a timestamp denoting each position using the time stamp marker 122, as shown at field 4. In other embodiments, the teacher could otherwise be asked to provide any suitable form of data to indicate a position within the video. For example, in some embodiments, the positions could be represented by percentages. The teacher is able to review the video stream using the video playback module 140, as described above, before selecting to update the video with the positions they have provided, as shown at field 1 . The video editor 120 is configured to interpose markers corresponding to the positions provided by the teacher into the video stream.

Figure 4 is another view of the interface of Figure 3, in which it is shown that the teacher is able also to provide further details of the teaching materials in each section of the video stream. With reference to Figure 4, the teacher is also able to enter via the prompt setting module 124 a text prompt, as shown at field 7, including for example a question, to be displayed to the student at each pause. The teacher is also able to select the desired response type from a drop-down list of options via the response type selector 126, as shown at field 8. In this embodiment, the teacher is able to select, for each position, one or more desired input types from any of a video, an audio recording, a text string, or a selection from a list of possible answers. When a student user is provided the video stream, they will be able to provide a response at the position of each pause in the format or formats prescribed by the teacher using the response type selector 126. The teacher can select that a student should provide inputs in more than one format in response to a single portion of the video stream. For example, a student may be given the option to input both text and audio or video at the same time. The teacher can select a different response type for each position (that is, at each pause). The teacher can delete any of the positions they have entered if desired, as shown at field 9. When the teacher is satisfied with the video and the accompanying details they have provided, they confirm their submission and the video stream is processed by the video editor 120 and then transmitted via the data output unit 150 to the student module 200.

Figure 5 shows an example process of interaction by a teacher with the system, including the steps: i. The teacher logs into a system admin interface, thereby accessing the tutor module 100, as represented by step 10. ii. The teacher creates a video using the video capture module 110, as represented by step 11 . iii, iv. The video created is compressed and transferred to the data storage unit 130, as represented by steps 12 and 13. v. The teacher is then able to review the video stream using the video playback module 140. The teacher indicates using the time stamp marker 122 positions within the video stream at which an input is desired from a student, as represented by step 14. The teacher also enters using the prompt setting module 124 text to be displayed at each pause in the video stream. vi. Once satisfied with the video, the teacher selects to upload it, as represented by 15. The video editor 120 then interposes a series of markers into the video stream corresponding to the positions entered into the time stamp marker 122. vii. Once processed by the video editor 120, the edited video stream is saved in the data storage unit 130, as represented by step 16. viii. The teacher then selects using the response type selector 126 the desired input type or types for each portion of the video stream preceding a marker, as represented by step 17. ix. The edited video stream and accompanying details, which have been processed by the video editor 120, are then transmitted by the data output unit 150 to the student module 200, as represented by step 18. x. The teacher’s upload session is then finished, as represented by step 19. The teacher can wait to receive responses from student users through the system.

In operation, next, a student module 200 receives via the data receiver 100 a video stream which has been transmitted by the tutor module 100. The video controller 220 is configured to instruct the display unit 230 to display the video stream to a student user and to pause the video stream at each marker. When the video stream is paused by the video controller 230, the student is able to input into the input module 240 a response to the preceding portion of the video stream. This interactivity of the system is particularly advantageous in helping students with learning difficulties to maintain engagement with learning materials. In this embodiment, as described above, the input module 240 is configured to receive inputs from a student including any of a video, an audio recording, a text string, or a selection from a list of possible answers. As described above, the input module 240 may be configured such that a student can enter inputs of different input types simultaneously.

Figures 6-9 show graphical user interfaces produced during operation of the system by a student, through which the student is able to receive a video lesson and input responses to the learning materials therein.

With reference to Figure 6, in this example, a student is recording a video response to the first portion of a video stream. The display unit 230 displays the video stream, as shown at field 21 , and indicates the section of the video stream being shown, as shown at field 20. The student is able to record a video using the input module 240 in response to the material in the preceding portion of the video lesson, as shown at field 22. The display unit 230 provides a simultaneous display 235 of the video lesson and the video response being recorded by the user, as shown at fields 21 and 22. The ability for a student to see their response simultaneously with the video lesson provides enhanced interactivity and is greatly beneficial for student engagement with teaching materials, including for students with learning difficulties. While recording their video response, the student is able to pause, resume and submit their recording, as shown at field 23, and to see the duration of their response, as shown at field 24. In this example, the student is able to reset and re-record their response if desired before proceeding to the next video portion, as shown at fields 25 and 26. The student is also shown the volume detected by the input module 240 when recording their response, as shown at field 27, providing a helpful indication of whether their input is being registered and is audible. With reference to Figure 7, in this example, a student is inputting a response in the form of text. As in Figure 6, the display unit 230 displays the video stream and indicates the section of the video stream being displayed, as shown at fields 21 and 20. The student is able to enter text using the input module 240 in response to the material in the preceding portion of the video lesson, as shown at field 22. The display unit 230 provides a simultaneous display of the video lesson and the text being entered by the user, as shown at fields 21 and 22. Again, the student is able to reset their response or proceed to the next portion of the video stream, as shown at fields 25 and 26.

In some examples, the input module 240 is configured to enable the student to enter both text and video or audio inputs. In this case, the display unit 230 is optionally configured to provide a simultaneous display 235 of the video stream, the student’s text input, and the student’s video or audio recording. In this way, a student may type a draft response in text and then record themselves presenting or reading by video or audio the content of their text draft. The student may submit one or both of their inputs in response to the video stream portion.

With reference to Figure 8, in this example, as in Figure 7, a student is inputting a response in the form of text. In this example, however, the preceding portion of the video stream contains a set of questions, to each of which the student can provide a separate text response. Each question is displayed separately, as shown at field 27, and the student can navigate between the different questions, as shown at field 28. Again, the video stream is displayed by the display unit 230, as shown at field 21 , simultaneously with the text entered by the student using the input module 240, as shown at field 22. The student is provided the option to replay the video stream if desired before submitting their response, as shown at field 29.

With reference to Figure 9, in this example, a student is provided with a list of options from which to select a response. As in Figure 8, the preceding portion of the video stream contains a set of questions, to each of which the student can provide a response. Again, each question is displayed separately, as shown at field 27, and the student can navigate between the different questions, as shown at field 28. The video stream is displayed by the display unit 230, as shown at field 21 , simultaneously with the list of options from which the student can input a selection from that list of options using the input module 240. The student is provided the facility to replay the video stream if desired before submitting their response, as shown at field 29.

Inputs received from a student via the input module 240 are transmitted by the output module 250 to the tutor module 100, where they are received by the data capture unit 160. In this embodiment, the output module 250 is also configured to compile a series of inputs received from a student before providing them to the tutor module 100. The compilation of responses can be used, for example, first by a student to review and confirm their submissions and then by a teacher or another student user to assess the student’s responses. Before transfer to the tutor module 100, the compilation is displayed to the student by the display unit 230. Once the student confirms their submission, the compilation of their responses is transferred to the data capture unit 160 of the tutor module 100 and logged in the data storage unit 130, where it is accessible by the teacher and can be viewed using the video playback module 240. The compilation may also be shared to other student modules 200.

Figure 10 shows an example interface through which a student or a teacher can review a compilation of a student’s responses. In this example, a compilation of responses is being reviewed by a student. The compilation is formatted so that the teacher or student can see the constituent responses that correspond to each section of the video lesson. The display unit 230 shows a section of the video stream and the associated prompt, as shown at fields 30 and 31 , simultaneously with the corresponding recorded response, as shown at field 32. The student is given the facility to navigate through the various sections by selecting the prompt associated with each, and the display shows the corresponding response. The compilation of responses can be arranged, for example, according to the section topic or response input type. While reviewing the compilation, the student is able to pause, resume and re-record any of their responses, as shown at field 33. In the case of a video response, the duration of the response is also displayed, as shown at field 34. The compilation function of the output module 250 is not necessarily provided in all embodiments.

Figure 11 shows an example process of interaction by a student with the system, which includes the steps: i. The student logs into a system user interface, thereby accessing the student module 200, as represented by step 40. ii. In this example, the process begins with a consultation session to establish the student’s requirements and objectives and, therefore, the appropriate materials to provide the student, as represented by step 41 . iii. Once the appropriate course of materials (viz. video lesson) has been determined, the student presses play and awaits instructions, as represented by step 42. iv. The video controller 220 provides a first portion of the video stream, which is played to the student via the display unit 230, as represented by step 43. v. The video stream is then paused by the video controller 220 at the position of a first marker, as represented by step 44. vi. In this example, the student is asked to give their consent to be recorded, as represented by step 45, at which point they can either provide consent and proceed, or reject the request and end their session. vii. In this example, the first portion of the video lesson includes an introduction to the simultaneous display functionality, in response to which the student’s first input is simply to confirm that they wish to engage in two-way interaction with the system. To do so, the student selects a record button displayed by the display unit 230 and records themself by video to demonstrate how inputs can be made via the input module 240, as represented by step 46. viii. Once the student’s response is submitted using the input module 240, the video controller 220 instructs the display unit 230 to resume the video stream, as represented by step 47. ix. The video controller 220 then pauses the video stream at the position of the next marker, as represented by step 48. x. A question is displayed to the student by the display unit 230, as represented by step 49. xi. In this example, the student is given the option to record their response to the question in audio or video, as represented by step 50. xii. The student selects their preferred response type and records a response to the question in the selected format using the input module 240, as represented by step 51 . xiii. The student is able to review their recorded response and to record a new response if desired. Once satisfied with their response, the student selects to submit it, as represented by step

52. xiv. The student’s response format preference is logged in the system and retained for subsequent inputs, as represented by step

53. The student’s preference can be applied automatically by the system in subsequent sessions. xv. Once the student’s response has been submitted via the input module 240, the video controller 220 instructs the display unit 230 to resume the video stream, as represented by step 54. xvi. The video controller 220 then pauses the video stream at the position of the next marker, as represented by step 55. xvii. In this example, the student is instructed to provide their next response in the form of a text input, as represented by step 56. xviii. The student is able to enter text via the input module 240. The student’s text input is displayed by the display unit 230 simultaneously with the video stream, as represented by step 57. xix. In this example, the student is simultaneously able also to record themself in audio or video via the input module 240. For example, if the student has been prompted to write an essay in the text box displayed, the input module 240 enables them to enter a first draft of their response in text and then record themself in audio or video reading the text draft as displayed by the display unit 230. The recorded audio or video can be played back to the student via the display unit 230, allowing them to hear and proofread their draft response out loud. In this example, the student is able to practice their response in both text and audio, as represented by step 58. Once satisfied with their response, the student selects to submit it. xx. Once the student’s text response has been submitted via the input module 240, the video controller 220 instructs the display unit 230 to resume the video stream, as represented by step 59. xxi. The video controller 220 then pauses the video stream at the position of the next marker. In this example, the student is asked to provide a final response in the form of a rating of the video lesson, which involves selecting a response from a list of options, as represented by step 60. . xxii. In this example, once the student’s final response is submitted, the output module 250 produces a compilation of the student’s responses. The student is given the option to review the compilation of their responses and to re-record and submit new responses if desired before finishing the video learning session, as represented by step 61 . xxiii. Once the student confirms submission of their responses, the student’s session ends, as represented by step 62. The student’s inputs are transmitted by the output module 250 to the data capture unit 160 of the tutor module 100, which stores them in the data storage unit 130, where they can be accessed by a teacher.

In this embodiment, the system can be accessed and interacted with by a user through an online platform. The online platform is not necessary in all embodiments. Figures 12A-C show an example structure of an online platform for a student user.

With reference to Figure 12A, a new student user accesses the online platform as a guest, as shown at item 70, and arrives at a home page, as shown at item 71 . The student is first provided a consultation session, as described above, to determine the appropriate materials (viz. video lessons) for them to undertake, as shown at item 72. The consultation involves a consultation form, as shown at item 73, and an initial placement test, as shown at item 74, on the basis of which a score is generated, as shown at item 75, and accordingly an appropriate level of materials suggested, as shown at item 76. The student can then sign up to the online platform, as shown at item 77, providing them access to courses of teaching materials (typically video lessons) therein. In this example, there are foundation, intermediate, and advanced courses of materials (typically video lessons) available, as shown at item 78.

With reference to Figure 12B, the student, now signed up, accesses the online platform through a login page, as shown at item 79, after which they are provided details of the courses available and those they have completed or begun, as shown at items 80-83. In this example, the courses are divided into reading, listening, speaking and writing sections, as shown at item 84, each of which comprises a plurality of teaching units. The student completes the various sections and a score is generated for each section, as shown at item 85, on the basis of which the student can then attempt a final test, as shown at item 86. Based on the result of the final test, as shown at item 87, the platform produces a recommendation as to which course of materials the student should undertake next, as shown at item 88.

With reference to Figure 12C, in this example, students are also able to share their recorded responses via the online platform to other student users of the system. The student accesses this functionality through a social community area of the online platform, as shown at item 89. Within the social community area, the student can access a news feed, a record of their posts, a friend list of other student users and group or private chats, as shown at item 90; from which they can receive notifications and make posts, as shown at items 91 and 92. In response to a student’s posts, other student users can comment, like, or hashtag, as shown at item 93. Student users are also able to score or grade each other’s submissions. In this way, a student is able to post their performances at the end of each unit in order to receive feedback directly from their peers (that is, other student users of the system). The ratings a student receives from other student users can be averaged by the system to determine a corresponding score or grade for that particular task. In the event that a student’s score is below what is expected of the student (based on, for example, a placement test scoring at the start of the course), the student can be prompted to repeat the unit. In some examples, the system is configured so that it will not allow a student to move on to the next unit until a sufficient score is achieved. In a preferred embodiment, the student-to-student grading functionality of the system provides that teachers are not required to grade any submissions on the platform. In such embodiments, the system could be configured such that a teacher may only provide feedback via the social community area.

Figure 13 shows a graphical user interface produced during operation of the system by a student, through which the student user is able to share their recorded responses to other student users of the system. The video stream and recorded responses are displayed to the student via the display unit 230, as shown at fields 101 and 102. The student is asked to indicate, in this case by selection of a tick-box, that they give permission for their responses to be viewed by other student users of the system, as shown at field 103. Provided they assent, the student can then submit their recorded responses to be shared with other student users, as shown at field 104. This student-to-student sharing function is not necessary in all embodiments.

Figure 14 shows an example process of interaction by a student user of the system with an online platform, through which the student user can share their recordings to other student users of the system, which includes the following steps: i. The student accesses the online platform, which includes a community sharing interface, as represented by step 111. ii. The student records one or more inputs via the input module 240, as represented by step 112. iii. The recording is shared to a community area of the online platform, accessible by other student users of the system, as represented by step 113. iv. Other student users of the system can provide ratings or feedback in response to the shared recording, which are viewable by the sharer, as represented by step 114. v. The student’s sharing session ends, as represented by step 115.

An example video lesson delivered via the system may be structured in the following phases:

Phase 1 Commencement of Interactive Video Lesson The interactive video commences with an introduction to the topic of the unit and a prompt is presented to the student, in response to which the student provides an input indicating their level of comprehension of the first part of the unit.

Phase 2 Analysis Phase

Once the student has provided a response to the prompt, demonstrating that they understand the topic at hand, they are presented with a series of simple quiz-like questions related to a larger main task. For example, these simple questions may include identifying what the main task requires the student to do or identifying the language or key words featured in the main task. Once the student has provided responses to this series of quiz-like questions, they are able to move on to the next phase of the unit.

Phase 3 Format and Structure Phase

The student is then prompted to consider how to formulate and construct their response to the main task. A prescribed structure or format may be outlined for the student with examples. These format and structure examples are specific to the task to help ensure the student understands what is expected of them to satisfy the requirements of the task.

Phase 4 First Draft Response

The student is then expected to provide a first draft response to the main task following the structure outlined. This first response is typically in the form of a text input, for which the student is given a set period of time. Phase 5 Review of Sample Answer

On receipt of the student’s first response, the student is then presented with a sample answer, written or presented by another student user. Here the student needs to assess how well they think the other person has done by making cross assessments between the format and structure provided, and comparisons between his own work and the other user’s.

Phase 6 Feedback Analysis

The student is then asked a series of questions to assess how well the other user has done on each part or segment of the overall task. Here any mistakes made or key strengths and weaknesses are highlighted in order for the student conducting the review to be able to critique and grade the other user.

Phase 7 Task Achievement Analysis

On the basis of this review, the student provides answers to the series of questions, helping to establish if the other user has met the criteria of the task.

Phase 8 Band Score Recommendations

The student is then asked to make score recommendations based on how well he feels the sample answer provided and satisfied the requirements of the task. For this the student is presented with a band score range from which to select a grade.

Phase 9 Final Draft Response

Now that the student has gone through the analysis of the task and sample answers, they are better equipped to rewrite an improved version of their first draft response. Here, the student is again presented with the main task and provides a further draft response in text.

Phase 10 Audio or Video Recording of Response

After the student has completed their further draft response, they are then prompted to make a video or audio recording of themself presenting or reading their typed response.

Phase 11 Push to Community for Peer to Peer Feedback

Once the student has submitted their video or audio recording in response to the main task, they are prompted to share it to the social community area, which is accessible by other student users of the system, who are in turn able to provide feedback and scoring.

All optional and preferred features and modifications of the described embodiments and dependent claims are usable in all aspects of the invention taught herein. Further, the individual features of the dependent claims, as well as all optional and preferred features and modifications of the described embodiments, are combinable and interchangeable with one another.

The disclosures in Vietnamese patent application no. 1-2021-00229, from which this application claims priority, and in the abstract accompanying this application are incorporated herein by reference.