Berkeley, CA (PRWEB) August 15, 2006 -–
StudyCell(TM) (http://www.StudyCell.com), a company dedicated to making educational software for cell phones, announced that it has submitted a provisional patent application to the U.S. Patent and Trademark Office for its mobile flashcard system. StudyCell(TM) offers pre-made mobile flashcard decks for studying a variety of subjects (languages, math, history, etc.), in addition to its patent pending system for creating individualized flashcards on the StudyCell(TM) Web site for download to students’ cell phones. “We are proud of this innovation in mobile learning and our patent application reflects that,” said Rosemary Castorina, Co-founder in charge of content and strategic partnerships.
In early 2006, StudyCell(TM) released a “make your own” flashcard system where flashcard content can be entered online by students at http://www.studycell.com and later downloaded to the cell phone. Once created, these individualized “make your own” flashcards can be shared with other students and teachers. These are products that enable today’s mobile student to pick up their French, Spanish, History or Chemistry wherever they are, whether waiting in line, riding a bus, or in the back of their parent’s SUV. “The cell phone platform,” explained Christopher Salemme, Co-founder in charge of technology, “is especially suited to educational topics requiring memorization, since it’s portable, and brief learning sessions can be fitted into the small amounts of time between other activities of the day, encouraging frequent use and reinforcement.”
The StudyCell(TM) system teaches content by first exposing learners to the fact or word in context, allowing for learning by recognition, and then testing them on their mastery of the subject through multiple choice quizzes and the mobile equivalent of traditional flashcards. Features, such as running scores, adaptive content, and search functionality make this system both engaging and efficient. StudyCell(TM) builds content using a methodology for creating taxonomies of content domains that allow for like data to be learned together. “This approach is widespread in the languages, where students learn related vocabulary and phrases together, such as words having to do with food. We have extended this approach to other content domains including history, math and chemistry,” said Ms. Castorina.