ISO/IEC JTC 1/SC 36/WG 3 - Learner information

This document specifies a metadata structure to store, present and exchange online learning facilitator (OLF) information by specifying the data elements and their attributes to describe facilitator’s information on various kinds of online education platforms. This document provides a generic information model of OLF to describe relevant information that applies to the facilitation and training services provided online, and includes information about the person offering facilitation, the affiliation of the person, facilitation ability, facilitation practices, the facilitation service offered, learners’ reviews and testimonies, and related social network information. The conceptual data model allows the linguistic diversity of OLF information attributes and offers a flexible metadata schema to describe them. NOTE 1   Although this document provides suggestions on how to designate metadata elements that require privacy protection, it does not provide detailed methods or techniques for how to implement privacy protection measures. NOTE 2   For metadata with privacy, the application profile in ISO/IEC 19788-1 can be used to tag data elements concerning privacy and define them with conditions. OLF information privacy protection methods and techniques, such as privacy-by-design, can be selected and applied as needed by implementers.

This document specifies 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 document: — 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 (learners, instructors, etc.). This document 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 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.

This document specifies the description of entities of the real world dealing with competencies, competencies description, competencies evaluation, and of the operations done by these entities on competencies. This document provides a model to express all information required for the exchange and integration of heterogeneous descriptions of "competency" and of heterogeneous "competency objects": — any item of discourse in the real world related to "competency" has a representation preserving its meaning in the proposed model; — this representation allows comparison, hierarchical classification and aggregation of different items of discourse related to "competency". The concrete content of items of discourse in the real world related to "competency" is not specified in this document, which only deals with the formal expression of the discourse.

This document defines a model for the recording and exchange of learner achievement information among student information systems (SIS) (also known as student management information systems), as well as the aggregation of information by third party suppliers. In addition, this document defines refinements to the learner mobility achievement award (LMAI) model for representing the digital diploma supplement (DDS). NOTE The proposed model proposed is not intended to define the representation of the entire spectrum of learner mobility information but to define the formally structured representation of official, institutionally attested achievement information for learners engaged in formal learning processes, in order to facilitate its recording and subsequent exchange within any international area within which learner mobility is possible. Achievement information structured and presented in compliance with this document could, of course, be used for other purposes, for instance, to provide descriptions of achievement to enrich a learner-owned report in an e-portfolio. However, guidance on the document and the organisation of information for purposes other than the representation of formal achievement reports is outside the scope of this document.

ISO/IEC/TS 20013:2015 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 development. The reference framework identifies content and functional components that support e-Portfolio systems and interoperability issues that need to be addressed in data exchange between these components and interoperability issues that need to be addressed in data exchange between the two component types (content and functional) and among the various categories. ISO/IEC/TS 20013:2015: provides an e-Portfolio reference framework; provides descriptions of e-Portfolios in terms of components, categories, and elements; provides descriptions of e-Portfolios in terms of component types (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 ISO/IECTS 20013:2015 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. ISO/IEC/TS 20013:2015 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/TS 20013, or in companion International Standards or Technical Reports.

ISO/IEC 20006-2:2015 provides an information model for competency proficiency and its level. Moreover, it presents several use cases that can be used by software developers, implementers, and architects of human resources systems and learning systems. These use cases will support management and exchange of competency information within information technology systems used for learning, education, and training. NOTE: This International Standard is based on work completed in ISO/IEC TR 24763.

ISO/IEC 20006-1:2014 provides: a general framework for dealing with competency information in information technology for learning, education, and training (ITLET) contexts; a system architecture for managing and exchanging competency information and its related objects; an information model for expressing competency and its related objects that includes an introduction to the composition of competency; use cases used to support the development of the general framework and competency information model. ISO/IEC 20006-1:2014 is for those who design and use learning systems and human resources systems to support management and exchange of competency information using ITLET systems. ISO/IEC 20006-1:2014 is related to the Conceptual Reference Model developed in ISO/IEC TR 24763. Information regarding the relationships between the ISO/IEC 20006 and ISO/IEC TR 24763 is provided.

ISO/IEC TR 24763:2011 provides a Conceptual Reference Model that comprises categories of items, attributes, and relationships. It can be used to identify the relationships between concepts represented within an information technology for learning, education and training (ITLET) system, such as competency, knowledge, skills, capabilities, qualifications, performance, and learning objectives. It can be used to identify related objects that are used to convey competency information. ISO/IEC TR 24763:2011 pertains to the exchange and integration of heterogeneous information relating to information technology (IT) systems that are used by learning, education and training (LET) organizations and their communities in order to manage, develop, describe, transfer or assess competency information or other related objects. The scope is further elaborated as follows. ISO/IEC TR 24763:2011 provides guidance regarding the level of detail and precision expected and required to describe, in relation to the ITLET Conceptual Reference Model, IT systems that are used to manage, develop, describe, transfer or assess competency information or other related objects within the LET fields. ISO/IEC TR 24763:2011 provides a definition of competency (ITLET) specific to competency as it is represented within an IT system. This definition is not domain dependent and acknowledges the unique challenges of representing competency information within IT systems. ISO/IEC TR 24763:2011 is intended specifically to introduce requisite contextual information, i.e. the environment, which can, for example, include information such as location description, duration, date and time. The exchange of relevant information from IT systems among LET organizations and their communities, and harmonization with their models, fall within the scope of ISO/IEC TR 24763:2011. ISO/IEC TR 24763:2011 introduces the topic of privacy needs as they relate to IT systems that are used by LET organizations in order to manage, develop, describe, transfer or assess competency information or other related objects. ISO/IEC TR 24763:2011 focuses on information about participants, related elements, and the respective relationships included within IT systems in LET that are used to manage, develop, describe, transfer or assess competency information or other related objects.

The purpose of ISO/IEC 24703:2004 is to define the datatype of identifiers that can be associated with participants in learning, education and training. Participants may be users, teachers, agents, groups, organizations or institutions.

ISO/IEC TS 29140-2:2011 provides a learner information model specific to mobile learning that can be used as a reference by software developers, implementers, instructional designers, trainers, automated systems, and learning management systems to ensure that learning, education, and training (LET) environments reflect the specific needs of mobile participants. Since these needs impact on other standardization efforts and other work items in LET, a concise view is necessary. ISO/IEC TS 29140-2:2011 provides a definition of mobile learning that is appropriate for all sectors in LET, the description of the learner information model for mobile learning, specific learner information that supports learners engaged in mobile learning activities in LET environments. In addition, ISO/IEC TS 29140-2:2011 provides some initial guidance regarding the issue of privacy. This includes ensuring that ISO/IEC TS 29140-2:2011 does not contravene any privacy requirements.

ISO/IEC TS 29140-1:2011 provides guidance regarding learning, education and training (LET) situations in which learners are nomadic (travel from place to place, from one location to another or require access to services as they travel to different locations). It can be used as a reference by software developers, implementers, instructional designers, and others to ensure that LET environments reflect the specific needs of these learners. Specifically, ISO/IEC TS 29140-1:2011 provides a definition of nomadicity within LET, a nomadicity reference model indicating the elements required to support learners engaged in activities within LET environments that involve nomadicity, a description of the elements and relationships between the elements, and an introduction to the characteristics of nomadicity that impact on LET activities. ISO/IEC TS 29140-1:2011 also identifies ITLET standards and fields of standardization within ITLET impacted by nomadicity and may be used as a basis for further standardization work and harmonization efforts. ISO/IEC TS 29140-1:2011 is intended to support interoperability by providing a nomadicity reference model that can be used by developers, implementers, instructional designers, and others. ISO/IEC TS 29140-2 provides a learner information model specific to mobile learning that can be used as a reference by software developers, implementers, instructional designers, teachers, instructors, and others to ensure that LET environments reflect the specific needs of mobile learners. It is essential to differentiate between nomadicity and mobile learning approaches because the former is considered to be independent of the ICT involved. A concise view and understanding is needed of how nomadic learners' needs and requirements can be met using standardization efforts. The focus of ISO/IEC TS 29140-1:2011 is to ensure that not only is the concept of "nomadicity" understood, but that the user needs and requirements have been addressed.