ISO/IEC 29140:2021

INTERNATIONAL ISO/IEC
STANDARD 29140
First edition
2021-11
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
Reference number
© ISO/IEC 2021
© ISO/IEC 2021
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© ISO/IEC 2021 – All rights reserved

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 Online student use of mobile devices for learning . 3
5.2 Fluent speaking in English/fluent reading . 3
5.3 Digital textbook for innovative learning . 3
5.4 Mobile learning technology among final year medical students . 3
5.5 Augmented reality training system . 4
5.6 App for exam practice . 4
5.7 Implementation of app for academic success . 4
5.8 Tutoring, games and applications for language learning . 4
5.9 Evaluation of key factors that affect learner-empowered emergent technology
integration . 4
5.10 Other examples of mobile technology for learning . 4
6 Learner information for mobile learning . 5
6.1 General . 5
6.2 Learner information model for mobile learning . 6
6.3 Minimum recommended learner information . 7
6.4 Optional learner information . 7
6.5 Dimensions for optimal learner experience . 8
6.5.1 General . 8
6.5.2 Learner dimension . 9
6.5.3 Content dimension for individual learner needs . 9
6.5.4 Device capability dimension to maximize the use of the mobile device . 10
6.5.5 Connectivity dimension to perform at different connection speeds . 11
6.5.6 Coordination .12
7 Learner interaction with mobile learning system .12
7.1 General .12
7.2 Learners . 13
7.3 Resources . 13
7.4 ITLET system . 14
7.5 Devices . 14
7.6 Interface . 14
7.7 Environment .15
8 Additional considerations.16
Bibliography .17
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© ISO/IEC 2021 – All rights reserved

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 or
www.iec.ch/members_experts/refdocs).
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 https://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. In the IEC, see www.iec.ch/understanding-standards.
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 29140:2020, which has been technically revised. The
main changes are as follows:
— the list of definitions has been extended;
— the number of mobile learning applications has been expanded;
— recent references from the mobile learning literature have been included.
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 and
www.iec.ch/national-committees.
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Introduction
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
[1][2][3][4][5][6]
as indicated in many of the review and meta-analysis studies on mobile learning . These
two documents were updated and replaced by ISO/IEC TS 29140:2020, which has now been replaced by
this document. The growth in active mobile-broadband subscriptions has increased significantly, with
penetration 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
[7]
2007 to 5,3 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
[7]
through a 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 2020, a bibliometric review of 450 articles
was conducted on mobile earning in higher education research using bibliometric methods. The results
[8]
indicate that use of mobile learning is increasing .
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 heightened 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).
Mobile technologies, in addition to being a communication device, provide easy access to unlimited
learning materials at any time and any place, which allows for student-centred learning and provides
[5]
learning according to individual differences and needs .
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.
[9][10]
This is a critical issue for learners who live in remote locations lacking wired connections .
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 hand-
held computers in learning.
It is important that the design, development, implementation and evaluation of mobile learning within
learning, education and training environments takes 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
[11]
strategies for using mobile technologies in learning . These include:
a) context-aware learning where learners can learn in their own context using wireless connection,
global positioning systems, satellite connection and mobile apps;
b) seamless and ubiquitous learning on the go and learning from anywhere because of the portability
of mobile technologies; this learning strategy is important for the nomadic learners who move from
one location to the next;
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c) game-based learning where learners are presented with different scenarios and challenges during
the learning process;
d) 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, etc. 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 global 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
[3]
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.
Mobile devices have been around for many years but are becoming more sophisticated. At the same
time, there remain limitations and challenges when using mobile devices. For example, some learners
find that the screen size is small when reading information and the keyboard too small for entering
information. To help with these limitations, researchers are developing mobile devices with virtual
screens and keyboards and voice input and output options, which will help to overcome some of these
challenges and limitations. In addition, 3D glasses have been developed to address the issue of screen
size and data entry.
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INTERNATIONAL STANDARD ISO/IEC 29140:2021(E)
Information technology for learning, education and
training — Nomadicity and mobile technologies
1 Scope
This document establishes a learner information model specific to mobile learning to enable learning,
education and training environments to reflect the specific needs of mobile participants. It gives
guidance on the use of a learner information model for mobile technology in learning, education and
training (mobile learning).
This document can be used as a reference by software developers, implementers, instructional
designers, teachers, trainers, automated systems and learning management systems.
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 terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// 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
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 (3.4) 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]
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3.5
learner information
recorded information associated with learners and used by learning technology systems (3.6)
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 (3.4)
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 (3.3) and virtual reality (3.16) are considered to be on the mixed reality
continuum.
3.8
mobile learning
m-learning
m-learn
learning (3.4) using information and communication technologies in mobile contexts (3.9)
3.9
mobile context
learning (3.4) that can occur in any location because of the portability of the mobile technology (3.10)
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
3.12
nomadic learner
learner who moves from one location to another with relative frequency
Note 1 to entry: 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 (3.4) in different contexts using multiple devices
3.15
ubiquitous learning
learning (3.4) that is stimulated and supported through diverse channels and always readily accessible
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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 with other forms of mixed reality (3.7).
4 Abbreviated terms
AI artificial intelligence
ICT information and communication technology
ITLET information technology for learning, education and training
LMS learning management system
LCMS learning content management systems
MALL mobile applications for language learning
MOOC massive open online course
OS operating system
5 Examples of mobile learning applications
5.1 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. See Reference [12].
5.2 Fluent speaking in English/fluent reading
Mobile learning applications can be used to train learners to improve their English-speaking skills. A
recent meta-analysis study examined the overall effectiveness of using mobile devices on language
learning. The meta-analysis was based on a synthesis of 84 separate studies from different sources.
The medium-to-high overall effect size for mobile devices on language learning achievement confirms
the positive benefits of using mobile devices in language learning. See Reference [13].
5.3 Digital textbook for innovative learning
The Ministry of Education in South Korea and the Korea Education and Research Information Service
(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. See Reference [14].
5.4 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 as well as exploring the challenges that impede adoption of mobile learning technology in
the target population. See Reference [15].
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5.5 Augmented reality training system
An augmented reality training program was developed by an augmented reality organization to train
industrial sales and service workers on how to dismantle and re-assemble an accentuator valve.
The trainee used tablets 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. See
Reference [16].
5.6 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. See
Reference [17].
5.7 Implementation of app for academic success
The University of Waterloo, Ontario, developed a tri-lingual (English, French, Chinese) mobile learning
application designed to facilitate anywhere and at any time academic integrity training. The 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. See Reference [18].
5.8 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 Nations 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 also serves as central language data platform for other applications. See Reference [19].
5.9 Evaluation of key factors that affect learner-empowered emergent technology
integration
Wark’s 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. See Reference [20].
5.10 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 at any time to learning applications, services
and content. In several countries, corporate, academic and government organizations are using
existing 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. Additional examples of
mobile learning applications include the following:
— Educational organizations are making their digital learning materials available as open access so
that the materials can be re-used at no cost providing the materials are used for education. In most
cases, the materials can be accessed using mobile technologies.
— Use of artificial intelligence (AI) to adapt learning to meet individual learner needs.
© ISO/IEC 2021 – All rights reserved

— Organizations are developing and delivering massive open online courses (MOOCs), which are free
for anyone to participate. In some cases, learners can complete the MOOCs using mobile technologies.
— Countries and organizations are using mobile technologies to educate refugees who live in camps
and cannot go to school, so that they can get the knowledge and skills to be integrated into society.
— In large geographically dispersed countries, mobile technologies are used to facilitate the delivery
of information and learning materials to learners in any geographic location. Universities are
developing digital repositories that have courses that link to learning resources, allowing learners
to access course materials from anywhere and at any time using a variety of technologies, including
mobile technology.
— Mobile learning is being used to train immigrants who require language instruction in a second
language while they work at the same time.
— Organizations are converting courses for mobile delivery for the convenience of learning at a time
and place that meets individual learners’ needs.
Mobile learning applications are being used to in the following ways:
— Send daily information from schools and universities to students.
— Gather immediate feedback and response data from students using mobile phones as part of a
classroom response system.
— Assess learner levels of understanding or skills, associated with rich media content.
— Browse videos of recorded lectures.
— Support problem-based or collaborative learning in real situations, such as exploring museums or
cities to find out relevant information to solve a given problem.
— Support interactions with an intelligent software agent capable of adapting to the heterogeneous
mobile computing environment. The agent can search for a conversion tool according to the desired
format and convert the course materials automatically. The agent is able to understand mobile
clients’ device capabilities. In order for the server to know what type of course material the client
wishes to receive, the client needs to provide information on the software and hardware capabilities
of the device to the server. However, devices do not normally carry any information about their
capabilities with respect to affordances available for learning, education and training activities.
6 Learner information for mobile learning
6.1 General
Information about the learner is used to determine how required learning materials infrastructure and
support are all tailored for mobile learning. Learner information for mobile learning is similar to learner
information for e-learning. Additional learner information is required to support mobile learning in
different situations that may reflect contextual elements such as the mobility of the learner and the
nature of the surrounding environment (e.g. infrastructure to support ubiquitous learning). The use of
mobile devices to support mobile learning can be considered along different dimensions including the
location and mobility of the learner and the embeddedness of the learner in the real environment or in
context. In e-learning with desktop or notebook computers, the learner mobility and embeddedness
[15]
are low. In mobile learning, learner mobility and embeddedness are high . To adequately support
mobile learners engaged in learning, education and training activities, information technology systems
need to consider the specific context of the mobile learner with respect to dimensions such as mobility,
embeddedness, learner preferences, content, device capabilities, connectivity and coordination.
Mobile learning provides flexibility for learning since it enables learning facilitated by a diversity of
mobile devices. Mobile learning content is delivered in chunks and the mobile device can allow for
synchronous, spontaneous interactions. In mobile learning, the learner is always connected and
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[7]
learning is networked because of the connectivity of the mobile device ; however, the learner may
connect for a short time to download an app and then learn using the downloaded app. Mobile learning
provides learners with opportunities to learn outside of the classroom or workplace since the learner
can learn from anywhere and at any time. Organizations use both e-learning and mobile learning;
however, mobile learning provides more flexibility to learn and can allow for improved communications
between learners and between learners and teachers.
6.2 Learner information model for mobile learning
Figure 1 shows a learner information model for mobile learning and the support systems for mobile
learning. More information regarding learner interactions with mobile learning systems is provided in
Clause 7.
Figure 1 — Learner information model for mobile learning
The learner is at the centre of the mobile learning support systems model. Other aspects that are part
of the model and impact on learner experience include content, device, coordination and connectivity.
The minimum recommended elements are identified in Table 1 (see 6.3). Each minimum recommended
element has been included under the relevant aspect of the learner information model for mobile
learning. There are also optional elements included in 6.4 that have been grouped under the related
aspect. It should be noted that the list of optional elements is not exhaustive and is further expanded in
6.5. Ideally, the elements within each aspect of the learner information model for mobile learning are
viewed as dimensions that, when considered holistically, can assist in providing an optimal experience
for learners engaged in mobile learning activities. It should be noted that mobile learning activities are
inherently dynamic, connectivity can change during sessions, learner preferences for presentation can
change depending on external factors such as noise in the surrounding environment or internal factors
such as fatigue. Although in-depth details regarding privacy are beyond the scope of this document,
several elements have been noted as possibly having potential privacy issues. Further discussion
regarding possible technical solutions to these potential privacy issues is not included in this document.
© ISO/IEC 2021 – All rights reserved

6.3 Minimum recommended learner information
Table 1 — Minimum recommended learner information model for mobile learning
Minimum recommended learner
Description
information
Learner
a
Geographical location of the learner Since the mobile technology allows the learner to learn from any-
where, it is important to know where the learner is located so that
the learner can apply the information in the appropriate context,
and in a manner that is consistent with the specific situation of
the learner.
Many mobile apps can access data regarding the geographical
location of the learner and the learner’s contacts. For exam-
ple, turning on the flashlight of a mobile phone can provide the
geographic location of the learner. Although access is supposed
to be permission-based, learners do not always understand that
they have the option of refusing to provide this information to
third-party applications.
b
Learner history Previous learning activities of the learner and the learning levels
that were attained.
Learning needs The learning outcomes the mobile learning is intended to support
and the learner would like to achieve.
c
Learner progress How the learner progressing in the learning process.
c
Language of the learner The learner should be able to access learning materials in her
or his first language or the language that is being learned. If the
learning materials are not available in different languages, ideally
the system should enable translation of the learning materials to
the learner’s preferred language.
Device
Type of device and operating system (OS) The system shall know the type of mobile device and the OS the
being used learner is using so that the information can be formatted for the
specific device.
Connectivity
Connection speed The connectivity speed is needed so that information can be
downloaded to the learner in an efficient manner. For example, if
the learner has a slow connection speed, the learner should not
be required to access large amounts of data. Or the learner should
be able to download an app to learn offline if the connectivity is
not adequate. This is important for augmented reality and virtual
reality experiences.
a
There can be privacy considerations regarding the recommended use of this element. Location settings can be used to
determine surrounding infrastructure support for the purposes of coordination of information.
b
There can be privacy considerations regarding the recommended use of this element. Learner history information is
specific information relevant to support adaptive interactions between the learner and the IT system.
c
There can be privacy considerations regarding the recommended use of this element. The information can be restricted
to those who have specific roles within the IT system.
6.4 Optional learner information
There are optional learner information elements that can be considered in mobile learning systems to
support learners (see in Table 2).
This list is not exhaustive. Additional optional learner information that contributes to optimal mobile
learner performance is discussed in 6.5.
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Table 2 — Optional elements of learner information model for mobile learning
Optional learner information Description
Learner
a
Learning preferences of the learner Activities based on the learner’s learning preferences can be sug-
gested if they are known to the mobile learning system.
b
Learner academic background Knowing the learner’s academic background can help to ensure
that the appropriate content is presented to the learner at the
right time and level.
Learner display preferences Before the correct mobile device is given to the learner, the learn-
er display preferences shall be known. For example, if the learner
requires that text is presented on a high contrast background,
then the mobile device shall meet the display and delivery re-
quirements of the learner.
Motivation level of the learner The motivation level of the learner to learn in a situation that
requires mobility or the use of a mobile device.
Connectivity
Electrical capabilities The electrical capabilities of the geographical location of the
learner shall be known so that the appropriate device can be given
or suggested to the learner to access the information.
Coordination
Coordination of other access (e.g. tutor, Provides the learner with access to tutors, peers or educators for
peer, instructor) help while learning if needed.
Learning group Identification of the group to which the learner belongs so that
communities of learners can be formed.
a
The information can be restricted to those who have specific roles within the IT system.
b
There can be privacy considerations regarding the optional use of this element. The information can be restricted to
those who have specific roles within the IT system.
6.5 Dimensions for optimal learner experience
6.5.1 General
The information about the learner is used to determine how learning materials are developed, delivered
and rendered for mobile learning. As noted in 6.3, it is the learner and the learner experience that is
key to the success of mobile learning activities. Subclauses 6.5.2 to 6.5.6 provide additional details
and describe how mobile learning materials should be designed and developed based on the learner
information and to meet the needs of the learner. All of the aspects of the learner information model for
mobile learning are discussed and suggestions are provided to ensure an optimal learner experience.
The information is organized using the dimensions proposed in Reference [10].
The following design elements should be considered when designing learning materials for mobile
learning:
— learning is self-directed where the learner controls the speed of the learning;
— learning is ubiquitous where learning can take place anywhere and at any time;
— learning, education and training activities need to be supported reliably and with seamless
connectivity;
— build a learning community to support the collaborative work of learners who feel comfortable
working in groups.
© ISO/IEC 2021 – All rights reserved

6.5.2 Learner dimension
As noted above, there are certain minimum recommended learner elements that should be considered
by designers, implementers and others.
— Learner identification: This is used to uniquely identify the learner so that appropriate access is
provided to learning resources. It includes a username and password.
— Geographical location of the learner: It is important to know the geographical location of the learner
so that the appropriate learning activities can be presented in the current context of the learner
who is mobile and who can be in different geographic locations at different times.
— Learner history: This involves the previous learning activities of the learner and the learning levels
that were attained.
— Learning needs: The learning outcomes the mobile learning is intended to support and the learner
would like to achieve.
— Learner progress: Information regarding how the learner is progressing in the learning process.
— Language of the learner: The learner should be able to access learning materials in her or his first
language or in the language that is being learned. If the learning materials are not available in
different languages, ideally the system should enable translation of the learning materials to the
learner’s preferred language.
Additional optional learner elements are provided below.
— Learning preference of the learner: It is important to know the learning preference of the learner
since different learners have different learning preferences and some learners are more visual
[16]
while others are more verbal . The right learning content and services that are provided to the
learner in mobile learning depend on the learning preferences of the learner. For example, if the
learner has a reflective style, then the mobile learning delivery system should use asynchronous
communication to allow learners to reflect before they respond to comments and questions.
— Learner academic background: Before the appropriate content is provided to the learner, it can be
helpful if the content is provided at the right level. Having information related to learner academic
background can help to determine the right level of information to provide to the learner.
— Learner display preferences: Individual learners have specific preferences that should be considered
during the learning process. For example, if the learner requires that text is presented on a high
contrast background, then the mobile device shall meet the display and delivery requirements of
the learner.
— Motivation of the learner: Learner motivation can impact positively or negatively on learning
outcomes. Technologies need to support learner motivation to impact positively on learning
outcomes. Hence, mobile learning materials shall use strategies to continually motivate and engage
learners.
6.5.3 Content dimension for individual learner needs
The content dimension suggests that the system shall have capabilities for organizing and selecting the
appropriate content and for delivering content according to the learning situation so that learner needs
are met.
Optional information elements for content that support learners in mobile learning situations are as
follows.
— Course module: Courses can be delivered in the form of modules. The modules are then broken
down into smaller chunks based on the learning objectives in the modules. Modularizing courses
can allow learners to complete a small segment of a course before moving o
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