By Mary Beth Rosson
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Extra info for Advances in Learning Processes
An UoL is then organized as an activity tree, in which the top level method element puts together multiple concurrent and independent scenarios or plays. Inside a play, an act controls the synchronization of a scenario. A scenario, in turn, can include a number of acts that are executed sequentially. Acts may contain diverse role-parts, which are concurrent and independent, but synchronous. The learning activities of any activity structure under a role-part must be executed sequentially. IMS LD implements collaboration between roles as the synchronized depiction of a number of activity lanes, which are portrayed independently as individual work for each role that participates in the collaboration.
Global students need to know how the information can be contextualised in the whole domain world. Therefore, a sequential student needs to study concepts step by step, noting their inter-relations, whereas a global student needs to study first of all the general scenario, and then to examine the specific content within it. Another model used in the e-learning literature is the VARK defined by Fleming and Mills in 1992 (Fleming, 2001). The approach used is very similar to the one in the Felder model.
M. & Aedo, I. (2008). A grid-based architectural framework for composition and execution of complex learning processes. In Advanced Learning Technologies, 2008. ICALT 2008. Eighth IEEE International Conference on, pages 61-63, ISBN: 978-0-7695-3167-0, July 2008, Santander, Cantabria, Spain. Worah, D. & Sheth, A. (1997). Transactions in Transactional Workflows. In Advanced Transaction Models and Architectures, Jajodia, S. ), pages 3-45. Kluwer Academic Publishers, ISBN: 0-7923-9880-7, Norwell, MA, USA.