ISO/IEC JTC 1/SC 36

Yuntao YU(CN, vice)

Translations into other languages are provided in annexes.

(2009)

It illustrates the conceptual structure of the Content Packaging Information Model and defines the structural relationships, data-type, value-space, and number of occurrences permitted for each kind of information object.

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In addition, this document defines refinements to the learner mobility achievement award (LMAI) model for representing the digital diploma supplement (DDS).

It provides a standardized way of isolating and describing textual expressions composed and communicated by collaborative group members.

ISO/IEC 19788-1:2011 provides data elements for the description of learning resources and resources directly related to learning resources.

ISO/IEC 19788-1:2011 provides principles, rules and structures for the specification of the description of a learning resource; it identifies and specifies the attributes of a data element as well as the rules governing their use. The key principles stated in ISO/IEC 19788-1:2011 are informed by a user requirements-driven context with the aim of supporting multilingual and cultural adaptability requirements from a global perspective.

ISO/IEC 19788-1:2011 is information-technology-neutral and defines a set of common approaches, i.e. methodologies and constructs, which apply to the development of the subsequent parts of ISO/IEC 19788.

(2014)

These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record.

This part of ISO/IEC 19788 specifies, using ISO/IEC 19788-1, technical aspects of learning resources, i.e., requirements for use, location, size, etc.

This document associates HTTP IRIs (linguistically neutral and linguistic) to conceptual MLR entities denoted by MLR identifiers. This is needed for the management of MLR entities and their versions.

Moreover, this document provides excerpts of an OWL 2 DL ontology for the resource classes and data element specifications (properties) introduced in the ISO/IEC 19788 series.

(2015)

(2015)

(2017)

Not all of LOM can be mapped to the MLR. As more parts are added to the ISO/IEC 19788 series, future version of this document is expected to provide a better coverage of the LOM metadata.

(2014)

• 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.

(2015)

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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.

The framework includes an aggregation model, content organization, context-aware learning services, and learning cell service provider.

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 addresses VR content that uses a head-mounted display (HMD) in the LET domain. It does not address VR content using immersive technology and does not address augmented reality, mixed or merged reality content.

(2007)

(2004)

accessibility in elearning, education and training Part 2:

"Access for all" personal needs and preferences for digital delivery

(2008)

accessibility in elearning, education and training Part 3:

"Access for all" digital resource description

(2008)

— a data format (in JSON) for the exchange of registry entries (AfA concept records) between registry servers;

— a set of RESTful operations for AfA registry servers to allow for the manipulation of AfA concept registry entries by external clients other than server-internal web interfaces.

• 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.

This document can be used as a reference by software developers, implementers, instructional designers, teachers, trainers, automated systems and learning management systems.

ISO/IEC TR 29163-2:2009 describes responsibilities and requirements for building content and content organizations (e.g., course, lessons, modules, etc.). It contains information on creating content packages, applying metadata to the components in the content package and applying sequencing and navigation details in the context of a content package. SCORM® Content Packaging, as described in ISO/IEC TR 29163-2:2009, provides a consistent form for describing content structures, learning content, the metadata that describes the various components of the content structures and sequencing and navigation rules. This consistency facilitates search and discovery of content packages and their resources (helping facilitate reuse of SCORM® conformant content), building of content organizations that will behave in a similar manner from system to system and standard understanding of the contents of the content package. General subjects discussed include the following:

• Content Model: Definition of common terminology used throughout the CAM book;
• Content Packaging: Descriptions and requirements for aggregating and bundling learning content;
• Metadata: Descriptions and requirements for describing SCORM® components;
• Sequencing and Navigation: Descriptions and requirements for defining sequencing and navigation information.

ISO/IEC TR 29163-3:2009 covers the essential LMS responsibilities for sequencing content objects (SCOs or Assets) during run-time and allowing SCOs to indicate navigation requests. In addition, guidance is offered for providing navigation controls to learners. General subjects discussed include the following:

• RTE Management: Launching of content objects – SCOs and Assets, Management of communications with a SCO, Run-time environment data model management;
• Application Programming Interface (API): LMS API requirements, SCORM® communication requirements, communication error conditions;
• SCORM® Run-Time Environment Data Model: Data model management and behavior requirements, Data type requirements.

ISO/IEC TR 29163-4:2009 covers the essential Learning Management System (LMS) responsibilities for sequencing content objects (Sharable Content Objects [SCOs] or Assets) during run-time and allowing SCOs to indicate navigation requests. In addition, guidance is offered for providing navigation controls to learners. General subjects discussed include the following:

• Sequencing Concepts and Terminology (e.g., Learning Activities, Activity Trees, Clusters);
• Sequencing Definition Model (i.e., detailed descriptions and requirements of the sequencing information that can be applied to learning activities);
• Sequencing Behavior Model (i.e., detailed descriptions of LMS behaviors to prescribed sequencing information and learner's experience with learning content);
• Navigation Controls and Requirements;
• Navigation Data Model.

Communication between content and LMSs facilitates use of SCORM® Sequencing and Navigation to present content to learners based on learner choices and performance at run-time. This communication also enables LMSs to track learner completion and progress while content is presented to the learner. ISO/IEC TR 29163-4:2009 describes in detail how sequencing behaviors are applied to track learner progress.