ISO/IEC TS 29140:2020

TECHNICAL ISO/IEC TS
SPECIFICATION 29140
First edition
Information technology for learning,
education and training — Nomadicity
and mobile technologies
Technologies de l'information pour l'apprentissage, l'éducation et la
formation — Nomadisme et technologies mobiles
PROOF/ÉPREUVE
Reference number
ISO/IEC TS 29140:2020(E)
©
ISO/IEC 2020

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ISO/IEC TS 29140:2020(E)

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© ISO/IEC 2020
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
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Published in Switzerland
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ISO/IEC TS 29140:2020(E)

Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Abbreviated terms . 3
5 Examples of mobile learning applications . 3
5.1 Examples in this document . 3
5.2 Other examples of mobile technology for learning . 4
6 Learner information for mobile learning . 6
6.1 General . 6
6.2 Learner information model for mobile learning. 6
6.3 Minimum recommended learner information . 8
6.4 Optional learner information . 8
6.5 Dimensions for optimal learner experience . 9
6.5.1 General. 9
6.5.2 Learner dimension .10
6.5.3 Content dimension for individual learner needs .10
6.5.4 Device capability dimension to maximize the use of the mobile device .11
6.5.5 Connectivity dimension to perform at different connection speeds .12
6.5.6 Coordination .13
7 Learner interaction with mobile learning system .13
8 Additional considerations .17
Annex A (informative) Use case 1: Online student use of mobile devices for learning .18
Annex B (informative) Use case 2: Fluent speaking in English/fluent reading .21
Annex C (informative) Use case 3: Digital textbook for innovative learning .24
Annex D (informative) Use case 4: Mobile learning technology among final year medical
students .28
Annex E (informative) Use case 5: Augmented reality training system .31
Annex F (informative) Use case 6: App for exam practice .34
Annex G (informative) Use case 7: Implementation of app for academic success .36
Annex H (informative) Use case 8: Tutoring, games and applications for language learning .39
Annex I (informative) Use case 9: Evaluation of key factors that affect learner-empowered
emergent technology integration .41
Bibliography .44
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Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that
are members of ISO or IEC participate in the development of International Standards through
technical committees established by the respective organization to deal with particular fields of
technical activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other
international organizations, governmental and non-governmental, in liaison with ISO and IEC, also
take part in the work.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for
the different types of document should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/ directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www .iso .org/ patents) or the IEC
list of patent declarations received (see http:// patents .iec .ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the
World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www .iso .org/
iso/ foreword .html.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
This first edition cancels and replaces ISO/IEC TS 29140-1:2011 and ISO/IEC TS 29140-2:2011, which
have been technically revised.
The main changes compared to the previous edition are as follows:
— ISO/IEC TS 29140-1:2011 and ISO/IEC TS 29140-2:2011 have been combined as a single document.
— New terms and definitions and use cases have been added.
— The referencing explanatory report has been removed.
— Minor editorial changes have been made throughout the document.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/ members .html.
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ISO/IEC TS 29140:2020(E)

Introduction
This document provides guidance on the use of a learner information model for mobile technology
in learning, education and training (mobile learning). It can be used as a reference by software
developers, implementers, instructional designers, teachers, trainers, automated systems, and learning
management systems.
Since ISO/IEC TS 29140-1:2011 and ISO/IEC TS 29140-2:2011 were published, there have been many
technological innovations and increasing use of mobile technology in learning, education and training
[4],[6],[8],[9],[14],[17]
as indicated in many of the review and meta-analysis studies on mobile learning.
The growth in active mobile-broadband subscriptions has increased significantly, with penetration
[13]
rates increasing worldwide from 4,0 subscriptions per 100 inhabitants in 2007 to 69,3 in 2018.
The number of active mobile-broadband subscriptions have increased from 268 million in 2007 to 5,3
[13]
billion in 2018. In addition, almost the entire world population, or 96 %, now lives within reach of a
mobile cellular network. Furthermore, 90 % of the global population can access the internet through a
[13]
3G or higher speed network. This is placing a sense of urgency to revise the standards for the use of
mobile technology in learning, education and training.
At the same time, the technology and the application of the technology is changing at a fast rate. For
example, 3D glasses are being used for virtual reality, augmented reality and mixed reality; and voice
input and output are being used for language training. In 2017, an analysis of 233 refereed articles from
2011 to 2015 from peer-reviewed journals was carried out based on the research themes, methods,
[14]
settings and technologies in the research. The results were compared to three previous literature
review-based research studies that were conducted between 2001 and 2010 to identify similarities
and differences. The findings were that: (1) mobile learning in higher education is a growing field as
evidenced by the increasing variety of research topics, methods, and researchers; (2) the most common
research topic continues to be about enabling m-learning applications and systems; and (3) mobile
phones continue to be the most widely used devices in mobile learning studies, however, more and
more studies work across different devices, rather than focusing on specific devices.
As schools, governments, organizations and businesses around the world design information for access
by mobile devices, there is increased need to set standards for how information should be designed
for delivery on mobile technologies to support learning, education and training. This increased need
is necessitated by demand for learning and training materials that can be shared easily between
organizations and learners and made available to those in any geographical location. Mobile learning
has the potential to provide learners with enhanced access to information and learning materials and
guidance and support from anywhere rather than from a specific geographical location at a certain
time. When mobile learning is implemented thoughtfully and well, it has the potential to increase
efficiency and productivity for learning, education and training within different sectors (e.g. public,
private, voluntary).
A meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and
learning analysed 110 experimental and quasi-experimental peer-reviewed journal articles published
[17]
from 1993 to 2013. Results revealed that the overall effect of using mobile devices in education
is better than when using desktop computers or not using mobile devices as an intervention, with a
moderate effect size of 0,523. An analysis of 144 refereed journal articles from the top six major
educational technology-based learning journals listed in the Social Science Citation Index database
found that most mobile learning studies reported positive outcomes and the smartphone is the most
[6]
widely used device for mobile learning. Mobile learning has the potential to provide learners with
new opportunities to connect with other learners, to interact with teachers and trainers, and to co-
create collaborative learning environments. This is a critical issue for learners who live in remote
[5]
locations lacking wired connections. Learners living in these remote locations can use mobile
technologies with wireless capabilities to connect with others in different locations. As a result,
remote learners might feel less isolated, which could result in more learners completing their learning,
education or training activities using mobile technologies. An analysis of 90 articles that studied the
qualities of mobile learning reported that the educational properties of mobile collaborative learning
include: supporting ubiquitous learning, allowing more interpersonal social interaction, facilitating
context-based learning, cultivating self-regulated learning and self-reflection, and fostering cross-
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[9]
cultural interaction. The conclusion was that, compared to internet-based learning, mobile-based
collaborative learning is better able to serve as cognitive, metacognitive and epistemological tools for
students' understanding and concept transformation.
There are a number of research teams in organizations and communities who are working on mobile
learning. Many research studies and projects have been completed on the use of mobile technology
in education and training. Additionally, work is already in progress in various countries around the
world on related topics such as, learning in different contexts, learning while on the move, and the use
of handheld computers in learning. This is evident by the nine use cases that are included in Annexes A
through I. In addition, work is in progress on some of these issues at the W3C and the ITU-T.
As this work progresses, it is essential to prepare the groundwork to ensure that the design,
development, implementation and evaluation of mobile learning within learning, education and
training environments will take place in a manner that is seamless, flexible and integrated. In short,
mobile technology needs to be seamlessly integrated into teaching and learning activities that are
supported by information and communication technology (ICT) in general. A review of models and
frameworks for designing mobile learning experiences described different learning strategies for using
[11]
mobile technologies in learning. These include: (1) context-aware learning where learners can learn
in their own context using wireless connection, global positioning systems, satellite connection and
mobile apps; (2) seamless and ubiquitous learning on the go and learning from anywhere because of the
portability of mobile technologies – learning strategy is important for the nomadic learners who move
from one location to the next; (3) game-based learning where learners are presented with different
scenarios and challenges during the learning process; (4) mobile computer-supported collaborated
learning where students use mobile technologies to interact to complete learning activities in groups.
In the past, use of mobile technologies, because of their small size and portability, have been beneficial
to nomads; however, the current mobile technologies are more powerful and they are being used in
different locations and different contexts for learning. For example, mobile technologies can be used
in a classroom to teach school-age children about disease transmission patterns; in medical education
to support students learning about bedside clinical practice; in an industry to train employees how
to maintain a piece of equipment; in a museum to give students a virtual presentation of a historical
event; in a college to give students a virtual tour of an archaeological site, and so on. The potential use
of mobile technology is unlimited, its use will depend on the creativity of the instructional designer,
teacher or trainer. An analysis of 113 research studies on mobile learning in pre-kindergarten to Grade
12 levels found that 62 % of the studies reported positive outcomes, meaning that the majority of studies
[8]
found that the use of mobile devices in a learning activity resulted in increased student learning. It
also reported that the majority of the studies (50 %) took place in formal educational contexts while a
setting composed of both formal and informal settings accounted for 27 % of the educational contexts,
and the remaining 23 % of the studies took place in informal settings.
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TECHNICAL SPECIFICATION ISO/IEC TS 29140:2020(E)
Information technology for learning, education and
training — Nomadicity and mobile technologies
1 Scope
This document provides a learner information model specific to mobile learning to enable learning,
education and training environments to reflect the specific needs of mobile participants.
This document provides:
— definitions of mobile technology and mobile learning appropriate for all sectors in learning,
education and training;
— a description of the learner information model for mobile learning;
— specific learner information that supports learners engaged in mobile learning activities in learning,
education and training environments.
— a description of the learner interaction model with mobile systems;
— consideration of learner interactions specific to nomadic learners who move from place to place;
— initial guidance regarding the issue of privacy.
This document does not include:
— in-depth technical review of issues related to adaptability to culture, language and individual needs;
— broad or in-depth technical interoperability issues of mobile computing domains;
— security, authentication or accessibility considerations;
— in-depth details regarding privacy;
— detailed information regarding complementary work within other organizations that might be
relevant.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at http:// www .electropedia .org/
3.1
adaptive design
creation of multiple versions of a web page to better fit the learner’s device rather than a single static
page that looks the same on all devices
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3.2
artificial intelligence
AI
branch of computer science devoted to developing data processing systems that perform functions
normally associated with human intelligence, such as reasoning, learning and self-improvement
[SOURCE: ISO/IEC/IEEE 24765:2017, 3.234]
3.3
augmented reality
virtual objects superimposed upon or composited with the real world
Note 1 to entry: Virtual and real-world objects co-exist in augmented reality systems.
3.4
learning
acquisition of knowledge, skills or attitudes
[SOURCE: ISO/IEC 2382-36:2019, 3.1.1]
3.5
learner information
recorded information associated with learners and used by learning technology systems
Note 1 to entry: Learner information may be created, stored, retrieved, used, etc. by learning technology systems,
individuals (teachers, trainers, learners, etc.), and other entities.
[SOURCE: ISO/IEC 2382-36:2019, 3.7.1]
3.6
learning technology system
LTS
information technology system used in the delivery and management of learning
3.7
mixed reality
display continuum in which both real and virtual images are combined in some way and in some
proportion
Note 1 to entry: Augmented reality (AR) and virtual reality (VR) are considered to be on the mixed reality
continuum.
3.8
mobile learning
m-learning
m-learn
learning using information and communication technologies in mobile contexts
3.9
mobile context
learning can occur in any location because of the portability of the mobile technology
3.10
mobile technology
lightweight devices that learners can conveniently take anywhere to learn and mobile network that
learners can access from anywhere
3.11
massive open online course
MOOC
free open online course that is available for anyone to enrol and complete
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3.12
nomadic learner
learner who moves from one location to another with relative frequency
EXAMPLE The learner has to access the learning materials from different locations, varying time zones and
within another environment during a single learning episode.
3.13
responsive design
method for web page construction to detect the user's screen size and orientation and dynamically
change the layout accordingly
3.14
seamless learning
learning in different contexts using multiple devices
3.15
ubiquitous learning
learning that is stimulated and supported through diverse channels and always readily accessible
3.16
virtual reality
artificial environment presented using computer technologies
Note 1 to entry: Virtual reality has a high level of immersiveness, fidelity of information representation, and
degree of active learner participation compared to other forms of mixed reality.
4 Abbreviated terms
ICT information and communication technology
ITLET information technology for learning, education and training
LET learning, education and training
LMS learning management system
OS operating system
5 Examples of mobile learning applications
5.1 Examples in this document
Annexes A through I provide nine use cases that describes the use of mobile technology in learning,
education and training.
Annex A: Online student use of mobile devices for learning
A longitudinal and cross-sectional mixed methods study employing the community of inquiry (CoI) and
framework for the rational analysis of mobile education (FRAME) models to examine the use of mobile
devices among graduate students at one online North American university.
Annex B: Fluent speaking in English/fluent reading
An English-speaking mobile learning application to train learners to improve their English speaking
TM1)
skills. It uses WeChat , which is a free application that provides instant messaging services for
smart devices. It supports fast access of free video consumption, video and image over the network
TM
1) WeChat is an example of a suitable product available commercially. This information is given for the
convenience of users of this document and does not constitute an endorsement by ISO or IEC of this product.
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(communicating a small amount of network traffic) across the communication carrier and cross-
operating system platform. At the same time, it can also use the material and location-based social
plug-in to share streaming media content.
Annex C: Digital textbook for innovative learning
The Ministry of Education in South Korea and KERIS developed and implemented digital textbooks in an
advanced form that overcome the limitations of paper textbooks, improve classroom lessons, and enable
personalized teaching and learning. The digital textbooks can be accessed by mobile technologies.
Annex D: Mobile learning technology among final year medical students
A cross-sectional descriptive study conducted among final year undergraduate students at the
University of Nairobi, College of Health Sciences. This study aimed to assess the use of mobile learning
technology by final year undergraduate students at the College of Health Sciences, University of Nairobi
as well as exploring the challenges that impede adoption of mobile learning technology in the target
population.
Annex E: Augmented reality training system
TM2)
Scope AR developed an augmented reality training program to train industrial sales and service
2)
workers on how to dismantle and re-assemble an accentuator valve. The trainee used iPads® or
augmented reality glasses or both with positioning markers to overlay holographic, step-by step
instructional images on a real-world accentuator valve to dismantle and re-assemble the valve. The
project was evaluated using a pragmatic mixed-methods approach.
Annex F: App for exam practice
Malezi exam practice is a mobile friendly web application that generates examination revision content
for learning and testing readiness for final level exams in both primary and secondary school.
Annex G: Implementation of app for academic success
TM2)
Integrity Matters is a tri-lingual (English, French, Chinese) mobile learning application designed to
TM
facilitate anytime, anywhere academic integrity training. The Integrity Matters project is designed to
improve student engagement with academic material by exploring mobile learning to better resonate
with the university/college student population. The app has the capacity to provide an e-certificate and
digital badge upon successful completion of the module lessons.
Annex H: Tutoring, games and applications for language learning
The purpose of the FirstVoices mobile applications for language learning (MALL) is to preserve and
to promote first nation languages. Over 60 Aboriginal languages are archived, some only available to
members of that community. The resources are used by first nations communities in Canada to teach,
learn and document their words, phrases, songs, stories and other digital community resources.
FirstVoices serves as central language data platform for other applications as well.
Annex I: Evaluation of key factors that affect learner-empowered emergent technology integration
This dissertation sought to determine what key institutional, curricular, instructional and contextual
factors and, ultimately, what educational paradigm most enabled online graduate level learners to
integrate emergent technologies for learning on demand.
5.2 Other examples of mobile technology for learning
As the use of mobile technologies grows around the world, the infrastructure to support mobile
learning is being improved to allow access anywhere and anytime to learning applications, services
and content. In several countries, corporate, academic and government organizations are using existing
TM TM
2) Scope AR , iPad® and Integrity Matters are examples of suitable products available commercially. This
information is given for the convenience of users of this document and does not constitute an endorsement by ISO
or IEC of these products.
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learning management systems to implement and provide support for mobile learning. In some countries
connectivity is sufficient to allow learners to access learning resources and participate in teaching and
learning activities through connecting to networks using mobile devices. There is a shift from wired
to wireless connection that will facilitate the use of mobile technology in learning. Mobile learning is
being used to improve access to learning materials and services that will facilitate individual learning,
education and training from anywhere and at any time. Additio
...