BS ISO IEC 20006-1-2014 Information technology for learning education and training Information model for competency Competency general framework and information model《信息技术.pdf

1、BSI Standards Publication BS ISO/IEC 20006-1:2014 Incorporating corrigendum May 2015 BS ISO/IEC 20006-1:2014 Information technology for learning, education and training Information model for competency Part 1: Competency general framework and information modelBS ISO/IEC 20006-1:2014 BRITISH STANDARD

2、 National foreword This British Standard is the UK implementation of ISO/IEC 20006-1:2014. The UK committee regards the interoperable representation, attribution and aggregation of information about learner competency as an important goal, on which the development of much data-driven educational tec

3、hnology depends. They believe that the difficulty in creating such standards lies not in the complexity of the specifications themselves, but in the need to achieve agreement in principle over how competency information should be interpreted, and therefore represented. In the committees opinion, it

4、is not clear that ISO/IEC 20006 helps significantly towards such agreement. ISO/IEC 20006 has been developed by a limited number of experts from committees outside the UK, without the benefit of any associated implementation activity: the specification contained within the standard remains untested.

5、 The committee considers that the use of terminology in the standard is unclear and inconsistent. A practical exercise requested by them showed there were widely differing understandings of how the specification might be implemented, even within the working group responsible for its development. Muc

6、h experience with using competency information has been acquired in the HR profession, where the expression of competencies is often binary (competent v. not yet competent) and relative to a particular job role. The committee believes that education also requires metrics that allow ranking, which ma

7、y be demonstrated in a wide variety of different contexts. They believe that there are important and still unresolved questions about how competency attributions should be evidenced, how their reliability can be demonstrated, how consistent meaning can be supported, and how the relationships between

8、 different competency representations can be mapped. They believe that confident answers to these questions can only come from extensive piloting, and until this happens, they believe that the production of an international standard in this area is premature. The committee believes that there are ot

9、her public specifications available that offer more potential for supporting successful pilots than ISO/IEC 20006. The UK participation in its preparation was entrusted to Technical Committee IST/43, Information technology for learning, education and training. A list of organizations represented on

10、this committee can be obtained on request to its secretary. This publication does not purport to include all the necessary provisions of a contract. Users are responsible for its correct application. The British Standards Institution 2015. Published by BSI Standards Limited 2015 ISBN 978 0 580 90259

11、 8 ICS 03.100.30; 35.240.99 Compliance with a British Standard cannot confer immunity from legal obligations. This British Standard was published under the authority of the Standards Policy and Strategy Committee on 31 July 2014. Amendments/corrigenda issued since publication Date Text affected 31 M

12、ay 2015 Additional national foreword text insertedInformation technology for learning, education and training Information model for competency Part 1: Competency general framework and information model Technologies de linformation pour lapprentissage, lducation et la formation Modle dinformation pou

13、r les comptences Partie 1: Cadre gnral des comptences et modle dinformation ISO/IEC 2014 INTERNATIONAL STANDARD ISO/IEC 20006-1 First edition 2014-07-01 Reference number ISO/IEC 20006-1:2014(E)BS ISO/IEC 20006-1:2014ISO/IEC 20006-1:2014(E)ii ISO/IEC 2014 All rights reserved COPYRIGHT PROTECTED DOCUM

14、ENT ISO/IEC 2014 All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on the internet or an intranet, without prior written permission. Permission

15、 can be requested from either ISO at the address below or ISOs member body in the country of the requester. ISO copyright office Case postale 56 CH-1211 Geneva 20 Tel. + 41 22 749 01 11 Fax + 41 22 749 09 47 E-mail copyrightiso.org Web www.iso.org Published in SwitzerlandBS ISO/IEC 20006-1:2014ISO/I

16、EC 20006-1:2014(E) ISO/IEC 2014 All rights reserved iii Contents Page Foreword iv Introduction v 1 Scope . 1 1.1 General . 1 1.2 Exclusions 2 1.3 Areas not addressed . 2 2 Conformance . 2 3 Normative references 3 4 T erms and definitions . 3 5 Symbols and abbreviated terms . 5 6 Competency general f

17、ramework 6 6.1 Introduction 6 6.2 Information architecture view to support the management and exchange of competency information 7 6.3 Competency organization 9 6.4 Elements of competency . 9 6.5 Semantic elements in competency expressions 10 7 Competency Semantic Information .11 7.1 Architecture of

18、 competency information 11 7.2 Competency semantic information model .12 7.3 Types of Competency Semantic information - Competency Meaning Information 15 7.4 Types of Competency Semantic Information - Competency Situation Information 20 Annex A (informative) Cases and relationships between ISO/IEC 2

19、0006 and ISO/IEC TR 24763 23 Annex B (informative) Examples for competency information architectures .26 Annex C (informative) Patterns of competency organization by HRMLs .29 Annex D (informative) Previous use case on Japanese National Skills Standard (ETSS) 31 Annex E (informative) Application to

20、Japanese National Skills Standard (ITSS) 32 Annex F (informative) Application to Canadian Learning Management System Desire2Learn .34 Annex G (informative) A pplication t o Canadian National Oc cupational Classification (NOC) and Canadian Nurses Association Canadian Nurse Practitioner Core Competenc

21、y Framework40 Bibliography .43BS ISO/IEC 20006-1:2014ISO/IEC 20006-1:2014(E) 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

22、 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, g

23、overnmental and non-governmental, in liaison with ISO and IEC, also take part in the work. In the field of information technology, ISO and IEC have established a joint technical committee, ISO/IEC JTC 1. The procedures used to develop this document and those intended for its further maintenance are

24、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 t

25、o 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

26、 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 on the meaning of ISO specific terms and expressions related to conformity ass

27、essment, as well as information about ISOs adherence to the WTO principles in the Technical Barriers to Trade (TBT) see the following URL: Foreword - Supplementary information The committee responsible for this document is ISO/IEC JTC 1, Information technology, Subcommittee SC 36, Information techno

28、logy for learning, education and training. ISO/IEC 20006 consists of the following parts, under the general title Information technology for learning, education and training Information model for competency: Part 1: Competency general framework and information model Part 2: Proficiency level informa

29、tion model Part 3: Guidelines for aggregation of competency information and dataiv ISO/IEC 2014 All rights reservedBS ISO/IEC 20006-1:2014ISO/IEC 20006-1:2014(E) Introduction From the late 1990s, some industrial and academic organizations have developed information technology standards in the skills

30、 and competency domain, such as human resources, on a global level to address the interoperability requirements and environmental complexities of management and sharing of competency information amongst different organizations. Some examples include work spearheaded by the following organizations: t

31、he IMS Global Learning Consortium Inc., HR-XML Consortium, IEEE-LTSC, OMG, CEN TC353 and also ISO/IEC JTC 1/SC 36 itself. Some typical problems encountered by stakeholders as well as ITLET systems dedicated to the management and exchange of competency information and where these issues may be encoun

32、tered are provided in examples below: 2 Example 1: Technical - Competency and associated information cannot always be selected and shared between different ITLET systems (e.g. learning management, HR, and other related platforms); Example 2: Organizational - Competency and associated information is

33、not easily used in human development activities, because skills and competency information may be detailed or expressed differently in various ITLET systems (e.g. learning management, HR, national occupational classification, and other related systems); Example 3: Information exchange - Skills and c

34、ompetency proficiency information, such as individual status or degrees acquired, cannot be shared easily amongst different ITLET systems (e.g. HR, learning management, national occupational classification, and other related systems); Example 4: Individual learner - Individual developmental learning

35、, education, and training paths cannot easily migrate or be exchanged amongst ITLET systems; Example 5: Systems perspective (where systems include individuals, organizations, and the technologies that support them) - Individuals and organizations cannot easily design and integrate informal and forma

36、l learning, education, and training opportunities to support life goals, career strategies, and career paths using existing common dimensions within ITLET systems; Example 6: Practical analytics - The ability to access, extract, and analyse competency and associated information can provide evidence

37、as to whether learning, education and training information needs are being met in order to analyse lifelong learning, thus where competency information must be drawn from different systems and where non-interoperable format and definitions are used; Example 7: Assessment and evaluation - ITLET syste

38、ms (e.g. acknowledgement and consideration are needed regarding evaluation biases in human assessment, the use of varying methods and metrics to evaluate human performance, and the need to conduct accurate skill gap analysis), where ITLET systems that use different competency digital schema are invo

39、lved; and, Example 8: Overarching goals and outcomes - Human assessment and support for the development of human potential requires ITLET systems that provide a more flexible, holistic integration and exchange of competency and associated information beyond individual learning opportunities, everyda

40、y operation, and work performance. Competency data must be generated. Some of these identified problems have been addressed on a limited basis by the standards and specifications produced by the organizations mentioned above. Not only is it difficult to use these standards and specifications, howeve

41、r, but also the unsolved problems are still critical. It is still confusing for stakeholders to implement and use these standards and specifications. Also, various problems associated with ITLET related systems, which should be solved by or supported with information technology, still remain. Curren

42、tly, organizations, such as schools, universities, institutes, and companies, use different ITLET systems to support the use of learning content, to enable and enhance various learning activities, and to provide other services. To meet their mission and goals, such organizations may rely on in-house

43、 developers, others such as ITLET vendors or suppliers, or a combination of both to provide and operate IT systems to support LET. This means ITLET operations and other organizational systems that deal with skills and competency information, such as interrelated human resources (HR) information ISO/

44、IEC 2014 All rights reserved vBS ISO/IEC 20006-1:2014ISO/IEC 20006-1:2014(E) systems, need to be interoperable to allow for communication between organizations, their employees, and outsourcing ITLET providers or suppliers. The purpose of this multi-part International Standard is to provide a framew

45、ork, models, system architecture used for competency and proficiency information, and a way to aggregate competency information. This standard will provide a general framework and information model to manage and exchange information about knowledge, skills, ability, attitude, and educational objecti

46、ves. Especially this International Standard will focus on extending the concepts contained within ISO/IEC TR 24763 by providing more detailed information regarding competency information and its information aggregation. This multi-part standard may be used by software developers and implementers, in

47、structional designers and test designers, and others to ensure that learning, education and training environments satisfy learners and organizations competency needs. In addition, this International Standard will provide definitions of several types of competency information aggregation, which will

48、provide guidance for all stakeholders to better understand and support the development of interoperable systems that will enable competency information exchange.vi ISO/IEC 2014 All rights reservedBS ISO/IEC 20006-1:2014INTERNATIONAL ST ANDARD ISO/IEC 20006-1:2014(E) Information technology for learni

49、ng, education and training Information model for competency Part 1: Competency general framework and information model 1 Scope 1.1 General This part of ISO/IEC 20006 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 c