ISO/IEC 20013:2020

DRAFT INTERNATIONAL STANDARD
ISO/IEC DIS 20013
ISO/IEC JTC 1/SC 36 Secretariat: KATS
Voting begins on: Voting terminates on:
2020-03-12 2020-06-04
Information technology for learning, education and
training — A reference framework of e-Portfolio
information
Techonologies de l'information pour l'apprentissage, l'éducation et la formation — Un cadre de référence
pour l'information des e-Portfolios
ICS: 03.100.30; 35.240.90
THIS DOCUMENT IS A DRAFT CIRCULATED
FOR COMMENT AND APPROVAL. IT IS
THEREFORE SUBJECT TO CHANGE AND MAY
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STANDARD UNTIL PUBLISHED AS SUCH.
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This document is circulated as received from the committee secretariat.
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Reference number
NATIONAL REGULATIONS.
ISO/IEC DIS 20013:2020(E)
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PROVIDE SUPPORTING DOCUMENTATION. ISO/IEC 2020

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ISO/IEC DIS 20013:2020(E)

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© ISO/IEC 2020
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ISO/IEC DIS 20013:2020(E)

Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 2
3 Terms and definitions . 2
4 Symbols and abbreviated terms . 4
5 e-Portfolios and e-learning . 5
5.1 Role of e-Portfolios . 5
5.2 Classifying e-Portfolios . 6
5.3 Benefits of e-Portfolios . 7
6 Reference framework of e-Portfolio information . 7
6.1 Overview . 7
6.2 Content and functional components of an e-Portfolio . 8
6.3 Common categories found in e-Portfolios . 9
6.4 Content component structure .11
6.4.1 Identification category . .12
6.4.2 Overview category . . .13
6.4.3 Education category .13
6.4.4 Career category .13
6.4.5 Outcome category .13
6.4.6 Capability category .14
6.4.7 Experience category .14
6.4.8 Relationships between categories, elements and items .14
6.5 Functional component of e-Portfolio systems .15
Annex A (informative) Use cases of e-Portfolio .17
Annex B (informative) Use cases of e-Portfolio .35
Bibliography .38
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ISO/IEC DIS 20013:2020(E)

Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
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 ISO documents 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 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).
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 Subcommittee JTC1 ISO/IEC SC 36, Information technology for
learning, education and training.
This second edition cancels and replaces the first edition (ISO/IEC TS 20013:2015), which has been
technically revised.
The main changes compared to the previous edition are as follows:
— note added to the definition of "element" and "item" providing examples of the use of artefacts;
— acknowledgement that the term artefact may be used more broadly in some areas of the world when
referring to e-Portfolio components.
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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Introduction
e-Portfolios have been deployed in many contexts that span educational, employment, artistic, and
social contexts. Individuals have new opportunities to accumulate, manage and share their credentials
digitally (e.g., using badges, micro-credentials, etc.). These digital items can be included in and shared
by individuals using e-Portfolios. A key characteristic of these digital artefacts can be verification of the
credential by a 3rd party. In learning, education and training (LET), e-Portfolios have demonstrated their
potential to enhance the development of learners and to support the work of educators, administrators,
and others, through streamlining information management processes, developing learner autonomy
and metacognition, and fostering the personal and professional development of individuals. However,
this broad implementation has also brought with it issues related to interoperability, accessibility, and
usability of both systems and content.
This standard has been developed to support the creation and use of e-Portfolios in LET. It can be used
to develop more responsive, flexible and modular systems and services and is intended to support
learners, instructors, trainers, e-learning service providers and other stakeholders. As well, it is
intended to support a wide range of activities related to e-Portfolio creation and use across various
Information Technology for Learning, Education and Training (ITLET) contexts (such as K-12 education,
higher education, training, career planning and professional development). With ongoing developments
in Information and Communications Technology (ICT), learners have access to an increasing diversity
of LET opportunities. Production of educational content and services as a consequence of developments
in ICT extends the scope of opportunities for learning, providing potential for learners to experience
personalized and adaptive opportunities that also may enhance their learning and improve their
abilities. Content and services are delivered to or accessed by learners – as well as produced and
managed by them. ITLET systems therefore need to be designed to accommodate this. For example, a
common feature of most e-Portfolio systems is that their owners not only author the content but also
control the selection and presentation of it. In some jurisdictions this key function is seen as integral to
personal development planning (PDP).
A key characteristic of e-Portfolio systems for ITLET stakeholders is the data or information that is
used for e-Portfolios can provide instructors, trainers, administrators, and employers with an efficient
means of appraisal, management, and decision-making. e-Portfolios thus provide an opportunity to
monitor the development of an individual’s achievements, skills and competencies within and beyond
formal education and training contexts. This key characteristic also benefits learners through providing
opportunities to reflect on their own learning and career development.
One means of delivering such functionality is via a management system, such as an integrated Learning
Management system (LMS) or Human Resource management System (HRMS) that can be used to
monitor and organize learners’ learning; however, such functionality can also be provided by unbundled
applications and services and e-Portfolio system components in a highly distributed manner.
For these reasons, implementing e-Portfolios has the potential to be an efficient method for tracking
learning history, documenting activities within LET, supporting peer and self-assessment as well as
professional development in the workplace. Consideration of how e-Portfolios may be used within
teaching and learning environments has therefore been central to shaping this document.
In order to encourage streamlined management and exchange of participant information and associated
data, such as the evidentiary information contained in an e-Portfolio, a standardized approach is
necessary. Through the standardization of e-Portfolio system components (that is, IT systems and
services that enable e-Portfolios), common underlying structures will provide the potential to share
data across and among different applications, thus improving interoperability.
This standard provides a reference framework for the use of e-Portfolios within ITLET contexts where
there are requirements for importing, exporting, and aggregating data. The reference framework has
been developed with the aim of supporting interoperability and transfer of information among ICT
systems and services where data interchange is required for e-Portfolio systems. It is intended to be
used by learners, instructors, software developers, implementers, instructional designers, and others
within learning, education, and training environments that are supported by information technology.
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This standard includes six clauses and two annexes. The first clause provides the scope, exclusions, and
aspects not currently addressed. The second clause includes the normative reference. The third clause
provides terms and definitions, while the fourth clause provides background information regarding
e-Portfolios. The fifth clause describes various types of e-Portfolios used in LET contexts and provides
an approach to classifying them. The sixth clause provides details regarding the e-Portfolio reference
framework.
The annexes include use case information that has been submitted by national bodies (Annex A) and
study cases of e-Portfolio interoperability (Annex B).
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DRAFT INTERNATIONAL STANDARD ISO/IEC DIS 20013:2020(E)
Information technology for learning, education and
training — A reference framework of e-Portfolio
information
1 Scope
This standard details a reference framework of e-Portfolio implementation that can be used to inform
and support development of ITLET systems that meet the requirements of learners, instructors,
e-learning service providers and others in contexts such as K-12 education, higher education, training
and personal development.
The reference framework identifies content and functional components that support e-Portfolio
systems. It addresses interoperability issues required for data exchange between these components
and among the various categories.
This standard:
— provides an e-Portfolio reference framework;
— provides descriptions of e-Portfolios in terms of components (content or functional), categories,
elements and items;
— identifies commonalities of current implementations of e-Portfolios; and,
— represents the needs of stakeholders (e.g., learners, instructors, etc.).
The scope of this standard does not include:
— in-depth technical review of issues related to adaptability to culture, language, and human functions;
— security techniques related to the protection of privacy information;
— authentication of the identity of an IT or ITLET system user;
— how e-Portfolios might integrate with ITLET systems; and,
— specific requirements of e-Portfolios or e-Portfolio systems to meet jurisdictional domain
requirements.
This standard currently does not address:
— aspects of accessibility;
— the elements required of learner and instructor;
— best practices of e-Portfolio use cases in the fields on K-12 education, higher education and training;
— guides to support the use of e-Portfolios in learning, education, and training environments; and,
— detailed technical information regarding specific types of e-portfolios (e.g., learning, teaching,
assessment, presentation, personal development, career, course, program, institutional, or other).
It is anticipated that some or all of these requirements may be addressed in future editions of
ISO/IEC 20013, or in companion International Standards or Technical Reports.
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2 Normative references
The following document is referred to in the text in such a way that some or all of its content constitutes
requirements for this document.
ISO/IEC 2382-36:2019, (E/F), Information technology — Vocabulary — Part 36: Learning, education and
training
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
category
type of component (3.2)
3.2
component
set of constituent parts that comprises an e-Portfolio (3.5)
Note 1 to entry: An e-portfolio component may be either a content component or a functional component.
Note 2 to entry: A content component makes learner information explicit so that it can be matched to resources.
The following are content categories for e-Portfolio information: identification, overview, education, career,
outcome, capability, and experience.
Note 3 to entry: A functional component is used to identify and support interoperability and may include "layers"
of entities.
EXAMPLE Business requirements and processes, technical services, data sources.
[SOURCE: ISO 16175-2:2011, 3.7 Modified: in the definition, “a digital record” has been replaced with
“an e-Portfolio”; the 3 Notes to the entry have been added.]
3.3
e-learning
learning (3.9) facilitated by information and communications technology
[SOURCE: ISO/IEC 24751-1:2008, 2.18]
3.4
element
unit of data for which the definition, identification, representation and permissible values are specified
by means of a set of attributes
Note 1 to entry: There can be one or more elements in each category within a component.
Note 2 to entry: An element is the label assigned to indicate this layer of the e-Portfolio reference framework.
Note 3 to entry: The term artefact (or digital artefact) is sometimes used as the general term to refer broadly
to the digital representation of elements, (e.g., awards and certificates, photographs, etc.) found in several
categories, (overview, education and experience). Artefacts may also be assigned unique identifiers to support
various e-Portfolio processes (e.g., management and verification).
EXAMPLE 1 A photograph that is selected and uploaded by an individual to their e-Portfolio for identification
purposes could be referred to as an artefact that is a user information element within the Identification category.
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EXAMPLE 2 An artefact may be associated with an element from the Capability category (such as a skills
element linked to a skills framework).
[SOURCE: ISO/IEC 6523-1:1998, 3.3 Modified: in the term, "data element" has been replaced with
"element"; in the definition, the three Notes to entry have been added.]
3.5
e-Portfolio
collection of digital items aggregated within an IT System (3.7) used for a diversity of purposes to
support LET and professional development activities such as assessment, educational or career
guidance.
EXAMPLE An e-Portfolio should be in digital form, and may be used a) to store personal or professional
digital artefacts, b) as a personal or professional journal to support reflective learning; c) as a collation of
evidence of learning, experience, and achievement; d) to support lifelong learning and ongoing transitions
between education and workplace environments; e) to support collation and integration of informal learning
into formal settings; and, (f) to present selected views of content to prospective and existing employers and
educators.
3.6
e-Portfolio reference framework
structure for understanding significant relationships among the entities of some environment, and for
the development of consistent standards or specifications supporting that environment
Note 1 to entry: A reference framework is based on a small number of unifying concepts and may be used as a
basis for education and explaining standards to a non-specialist.
[SOURCE: ISO 14721:2012, 1.7.2 Modified: in the term, "reference model" has been replaced with
"e-Portfolio reference framework"; in the definition, the last line has been deleted, and Note 1 to entry
has been added]
3.7
e-Portfolio system
instance of an IT System (3.7) designed and implemented specifically to support the creation, use, and
management of e-Portfolios (3.5)
Note 1 to entry: An e-Portfolio system may be coupled (sets of) IT applications and services.
3.8
IT System
set of one or more computers, associated software, peripherals, terminals, human operations, physical
processes, information transfer means, that form an autonomous whole, capable of performing
information processing and/or information transfer
[SOURCE: ISO/IEC 14662:2010, 3.13]
3.9
item
unit of discrete data that comprises an element (3.4)
Note 1 to entry: There can be one or more items in an element.
EXAMPLE 1 A file or a link to a website.
Note 2 to entry: An item is the label assigned to indicate this layer of the e-Portfolio reference framework.
Note 3 to entry: The term artefact (or digital artefact) is sometimes used as the general term to refer broadly to
the digital representation of items within elements, (e.g., past projects, awards, certificates). Artefacts may also
be assigned unique identifiers to support various e-Portfolio processes (e.g., management and verification).
EXAMPLE 2 An item that is selected by an individual can be associated with a digital representation of a
certification, (e.g., digital badge).
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3.10
learning
acquisition of knowledge, skills or attitudes
[SOURCE: ISO/IEC 2382-36:2019, 3.1.1]
3.11
learning management system
LMS
software system designed for the purpose of performing administrative and technical support
processes associated with e-learning (3.3)
[SOURCE: ISO/IEC 2382-36:2019, 3.3.1]
3.12
personal development planning
PDP
process that makes explicit the learning or professional development goals of an individual and
proposed strategies for achieving them
Note 1 to entry: e-Portfolios may be used in a variety of ways to support personal development planning,
summative assessment, presentation, reflection, and other uses.
4 Symbols and abbreviated terms
The following symbols and abbreviated terms are defined for use within this standard.
ABEEK Accreditation Board for Engineering Education of Korea
CBE Calgary Board of Education
ePEARL electronic Portfolio Encouraging Active Reflective Learning
HRMS Human Resource management System
ICT Information and Communications Technology
IEC International Electrotechnical Commission
IMS IMS Global Learning Consortium, Incorporated
IPTV Internet Protocol Television
ISO International Organization for Standardization
IT Information Technology
IT System Information Technology System
ITLET Information Technology for Learning, Education and Training
LET Learning, Education and Training
LMS Learning Management system
LORFOLIO e-Portfolio offered by Lorraine Region
PC Personal Computer
PDP Personal Development Planning
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RPL Recognition of Prior Learning
QCL Qualifications, Certifications and Licenses
SDEG Shanghai Distance Education Group
SMEC Shanghai Municipal Education Commission
SMS Short Message Service
VET Vocational educational training
WIL Work Integrated Learning
5 e-Portfolios and e-learning
5.1 Role of e-Portfolios
The purpose of this Clause is to outline the roles of e-Portfolios, their key characteristics, and their
advantages over traditional portfolios.
In the early development of the e-learning industry, the LMS occupied a prominent role as the central
ITLET system. Developments since this time provide new opportunities to monitor human-computer
interactions during learning, such as tools that build on outcomes-based assessment and evaluation
that enable process-centred assessment and evaluation. However, wide adoption of e-learning in
education has also brought new challenges for instructors, such as how to measure the effectiveness of
e-learning and determine what might constitute authentic assessment. Innovations in practice, as well
as technology, have meant that there is an increasing diversity of methods for addressing such issues.
Importantly, learners who are engaged in e-learning activities typically have the option to study at their
own pace and to access learning materials suitable to their particular situation. To fully support this
flexibility, IT and ICT systems need to be adaptable to individual needs and requirements in providing
appropriate e-learning services.
In education and training contexts, e-Portfolios have typically been used as contained environments that
stimulate thinking about learning goals, monitor progress toward achieving those goals, and provide an
interactive platform to give and receive advice about learning. These processes are sometimes referred
to as Personal Development Planning (PDP), particularly when the learning or professional development
goals and proposed strategies for achieving them are made explicit. Thus, e-Portfolios typically contain
data sets such as a learner’s learning history, learning goals, educational activities, outcomes, and
related achievements. PDP and learning-based e-Portfolios also typically include evidence of reflection
by the e-Portfolio owner. Millis, in Zubizarreta (2009, p. xx), also suggests that “portfolios are highly
motivating, because portfolios get learners into a rich and deep knowledge base focused on their own
learning experiences. Collaboration with others deepens these individual experiences by allowing
probing questions, socially constructed knowledge, and alternative viewpoints”.
Despite these opportunities to assist and enhance learning experiences, traditional (non-digital)
portfolios can be seen to have a number of weaknesses:
— data are not durable, may be lost or not easily re-discoverable;
— managing overlapping data is difficult (e.g., teaching material);
— maintenance can cost a lot of time and effort;
— effective use in learning and teaching contexts is typically limited to evidence of achievement; and,
— integrating multiple file types, such as video/audio files, images, and others, is not easily managed.
These weaknesses of traditional portfolios can mostly be overcome by using ICT, although the durability
of data is also dependent upon information management practices. e-Portfolios provide a platform
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for supporting learners and instructors to increase educational effectiveness. By using e-Portfolios,
instructors/learners can manage teaching and learning resources and processes, monitor activities
and learning status while also enabling feedback for improving learning outcomes.
Three key characteristics of e-Portfolios that overcome limitations of traditional portfolios are:
— flexibility in modification, management, and portability. Users can modify their e-Portfolio
conveniently and easily. Users also can manage their personal information and easily export this
information to other systems and file formats as required.
— multiple data types can be managed. Users can show their outcomes dynamically related to their
competency using mu
...