**6. Conclusion and future work**

We have demonstrated in this chapter how it is possible to extend Moodle with CQPs, and a dynamic outplays of courses. In the past, both parts were not combined; we have shown how a combination of both concepts is possible through a conceptual model. The remaining challenge is the prototypical implementation of the combination of the CQPs, the dynamic outplays of courses, and an evaluation of this combination.

The DST is independent of the DAs. Multiple DAs implement the same DST received by the XML export, the endpoint, or the CAT. Afterward, the author can register the DA as a DAC in the KM-EP. In addition, the DAC contains characteristics about the DA as well as a link to redirect learners to the DA.

Before starting into a DA to execute the learning journey, learners have to enter their preferences into a UI. The preferences are the restriction flags (visual impairment, hearing impairment, and plain language requested), the learners' VARK profile values, and the media type of the learners' device. These are compared with the characteristics of the available DACs related to the requested DST. The DA recommendation provides a rating for the DACs. The learners can then select from the sorted list a DA to start the journey.

The introduced DPT tracks the progress of the learners based on activities. The DAs have to send a progress update to the KM-EP after finalizing an activity. From inside the running DA or with a control panel, the learners can switch to another DA. The learners only lose their progress within an activity.

For acts and elements below that hierarchy, possible learning section skips are provided to offer a learner adaptive flow. The learners' CP is compared with the goal CQs of the DST learning elements. If the learners' CP contains the goal CQs, the element is a candidate for a skip. The possible learning section skips are provided to the learners, and they decide whether the learning section skip is executed or not. The skip is reflected as a preset of the learning elements' activities to be "completed" in the DPT.

For the PAGEL project, we have shown a DST concept and the DST definition in the DSTM.

The learners' CQP, used for the adaptive playout, is placed in Moodle and does not interact with the KM-EP. On the other hand, the learner adaptive flow is based on the learners' CQP placed in the KM-EP. To make the learner adaptive flow possible within the KM-EP, the learners' CQP has to be synchronized with the learners' CQP placed in Moodle (and other systems when other systems are involved in the process).
