By Mary Beth Rosson
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Verbal students learn best using texts or oral explanations, and have no difficulty in remembering what they hear. Therefore, learning resources with images are the best suited for visual students, whereas text, video or audio resources are the best ones for verbal students. Active students memorise the information by applying it in practical situations, whereas reflective students are theorists, modellers, and mathematicians. They prefer to define problems and find possible formal solutions. Therefore, an reflective student needs theory or interpretations that associate the facts, whereas a active student needs simulation or teaching resources built using cooperative learning or learning by doing approaches.
LAMS provides sequenced, parallel, and optional activities that comprise the complex activity type, which makes easier to describe such concurrent composite activities. (2) Conditional Branching and Looping: The usual learning flow of activities must be branched sometimes, according to a special condition that often depends on the learner Educational Modelling Languages and Service-Oriented Learning Process Engines 29 profile or the results of previously executed activities. Other times, remedial learning activities may require executing an activity or activity group an indefinite number of times, until the remediation condition is achieved by the learners.
Fourth generation LPEs, must be able to support all the new EML characteristics mentioned in the previous section. The rest of the chapter will focus on the way LPEs should provide the support for these characteristics, focusing on: learning flow description, dynamic and unanticipated composition and transaction support. 6. Learning Flow Description EMLs such as IMS LD, LAMS and LPCEL can be used to describe a learning process, but they depict different degrees of expressiveness to represent learning flows.
Advances in Learning Processes by Mary Beth Rosson