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By Mary Beth Rosson

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G. web clients or even a mobile device client, allowing the participant not to be attached to a computer terminal. Also, services can be located in different places or even replicated for grid computing. In most of cases, activities are not performed in an anarchic way. For that, it is necessary to employ EMLs able to orchestrate and drive the learning process of each participant. As an example, with these specific services and LPCEL, it is possible to design a learning scenario starting with a collaborative lecture and followed by a brainstorming of project ideas.

The situation for the rest of the patterns, is the same as in IMS LD. LPCEL, to define learning flow makes reference to a collection of elements such as , , , , , , , and ; and also to a collection of elements such as , , , , , , , and ; including their relationships and a number of criteria to indicate the start and termination conditions of the , providing support for a vast number of WCP including all the basic ones, as seen in table 2 but not limited only to them.

Technical report, Advanced Distributed Learning (ADL), 2004. ; Cheng, Y. C. & Hsieh, C. (2005). On the development and implementation of a sequencing engine for IMS Learning Design specification. In Advanced Learning Technologies, 2005. ICALT 2005. Fifth IEEE International Conference on, pages 636-640, ISBN: 0-7695-2338-2, July 2005, Kaohsiung, Taiwan. org/ Educational Modelling Languages and Service-Oriented Learning Process Engines 37 Dalziel, J. R. (2003). Implementing Learning Design: The Learning Activity Management System (LAMS).

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