1、 Reference number ISO/IEC TS 29140-1:2011(E) ISO/IEC 2011TECHNICAL SPECIFICATION ISO/IEC TS 29140-1 First edition 2011-10-01Information technology for learning, education and training Nomadicity and mobile technologies Part 1: Nomadicity reference model Technologies de linformation pour lapprentissa
2、ge, lducation et la formation Nomadisme et technologies mobiles Partie 1: Modle de rfrence du nomadisme ISO/IEC TS 29140-1:2011(E) COPYRIGHT PROTECTED DOCUMENT ISO/IEC 2011 All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized in any form or by an
3、y means, electronic or mechanical, including photocopying and microfilm, without permission in writing 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
4、copyrightiso.org Web www.iso.org Published in Switzerland ii ISO/IEC 2011 All rights reservedISO/IEC TS 29140-1:2011(E) ISO/IEC 2011 All rights reserved iiiContents Page Foreword iv Introduction . v 1 Scope 1 1.1 Exclusions 1 1.2 Areas not currently addressed 2 2 Normative references 2 3 Terms and d
5、efinitions . 2 4 Abbreviated terms . 2 5 Nomadicity reference model 3 6 Description of nomadicity reference model elements . 4 6.1 Learners . 4 6.2 Implications regarding resources for nomadicity 5 6.3 ITLET systems for nomadicity . 6 6.4 Devices for nomadicity . 7 6.5 Interfaces for nomadicity 7 6.
6、6 Environment supporting nomadicity . 8 6.7 Some additional considerations to support nomadic learners 8 7 Relationships among the model elements . 9 Annex A (informative) Use cases of nomadicity in e-learning in Germany 11 Annex B (informative) Use cases of nomadicity environment in Korea . 13 Anne
7、x C (informative) eSchoolbag . 16 Annex D (informative) Use cases of nomadicity environment in United States . 17 Annex E (informative) Additional descriptions . 19 Bibliography 20 ISO/IEC TS 29140-1:2011(E) iv ISO/IEC 2011 All rights reservedForeword ISO (the International Organization for Standard
8、ization) 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
9、 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. In the field of information technology, ISO
10、 and IEC have established a joint technical committee, ISO/IEC JTC 1. International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2. The main task of the joint technical committee is to prepare International Standards. Draft International Standards adopted
11、by the joint technical committee are circulated to national bodies for voting. Publication as an International Standard requires approval by at least 75 % of the national bodies casting a vote. In other circumstances, particularly when there is an urgent market requirement for such documents, the jo
12、int technical committee may decide to publish an ISO/IEC Technical Specification (ISO/IEC TS), which represents an agreement between the members of the joint technical committee and is accepted for publication if it is approved by 2/3 of the members of the committee casting a vote. An ISO/IEC TS is
13、reviewed after three years in order to decide whether it will be confirmed for a further three years, revised to become an International Standard, or withdrawn. If the ISO/IEC TS is confirmed, it is reviewed again after a further three years, at which time it must either be transformed into an Inter
14、national Standard or be withdrawn. 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. ISO/IEC TS 29140-1 was prepared by Joint Technical Committ
15、ee ISO/IEC JTC 1, Information technology, SC 36, Information technology for learning, education and training. ISO/IEC TS 29140 consists of the following parts, under the general title Information technology for learning, education and training Nomadicity and mobile technologies: Part 1: Nomadicity r
16、eference model Part 2: Learner information model for mobile learning ISO/IEC TS 29140-1:2011(E) ISO/IEC 2011 All rights reserved vIntroduction The number of people working as “global nomads” has been rising in the last few decades. The traditional nomad (tribal, ethnical, cultural) is a vanishing sp
17、ecies, but globalization and the ease of travel has given a real boost to the number of professional nomads. These professional nomads are people who work in a variety of occupations (educators, trainers, learning specialists, sales people, service people, sports professionals, junior and senior man
18、agers in international companies, tourism industry workers, disaster relief and aid workers, military personnel, etc.). Information and communication technology (ICT) has the potential to provide learners with increased access to information and learning materials, and to support learning and workin
19、g “on the go” and from anywhere rather than from a specific location at a certain time. There are many possible ways to approach the situation, two of which are provided below. First, this part of ISO/IEC TS 29140 focuses on an approach to nomadic learning. In situations where nomadicity is involved
20、, the learner, educator, or other participants may be in transit between different locations or require access to services as they travel to different locations. It is essential that learning, education and training (LET) activities are seamless. The environment must accommodate the needs and requir
21、ements of learners who are travelling from place to place. The ever-changing environment of the learner is considered with respect to the context in which LET takes place. The question regarding which devices are employed to support learning will change over time as new innovations and emerging tech
22、nologies become available. The learner may use mobile devices, stationary equipment supplied at different locations where learning is taking place, or use whatever combination of devices is available locally or through distributed networks. This means that information regarding the learning context
23、will be crucial to enable learning processes. It is recommended that this part of ISO/IEC TS 29140 be consulted in conjunction with ISO/IEC TS 29140-2 when designing ITLET systems that will support nomadicity. Second, when using the mobile learning approach, emphasis is placed on the technical devic
24、e that the learner is using. When mobile learning is implemented properly, it has the potential to increase efficiency and productivity within the various sectors (public, private, and voluntary). Mobile technologies have the potential to provide learners with new opportunities to connect, create an
25、d explore during LET activities. Where learning, education, and training activities involve mobile devices to support nomadic learning, this part of ISO/IEC TS 29140 and ISO/IEC TS 29140-2 would be consulted. It should be noted that not all LET activities where mobile devices are used involve nomadi
26、c learning. For example, mobile devices may 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 a desktop Personal Digital Assistant (PDA) system to support people with aphasia.
27、 In these cases, it is likely that only ISO/IEC TS 29140-2 would be consulted. More information regarding the use of a mobile learning approach is provided in ISO/IEC TS 29140-2. There are a number of research teams around the world who are working on nomadicity (nomadic learning) and mobile learnin
28、g. Additionally, work is already in progress in various countries around the world on related topics such as ubiquitous learning, nomadicity, and learning using smartphones. Work is in progress on some of these issues at the W3C and the ITU-T as well. TECHNICAL SPECIFICATION ISO/IEC TS 29140-1:2011(
29、E) ISO/IEC 2011 All rights reserved 1Information technology for learning, education and training Nomadicity and mobile technologies Part 1: Nomadicity reference model 1 Scope This part of ISO/IEC TS 29140 provides guidance regarding learning, education and training (LET) situations in which learners
30、 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 ne
31、eds of these learners. Specifically, this part of ISO/IEC TS 29140 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 an
32、d relationships between the elements, and an introduction to the characteristics of nomadicity that impact on LET activities. This part of ISO/IEC TS 29140 also identifies ITLET standards and fields of standardization within ITLET impacted by nomadicity and may be used as a basis for further standar
33、dization work and harmonization efforts. This part of ISO/IEC TS 29140 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
34、 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
35、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 this part of ISO/IEC TS 29140 is to ensure that not only is the concept
36、of “nomadicity” understood, but that the user needs and requirements have been addressed. 1.1 Exclusions The scope of this part of ISO/IEC TS 29140 does not include the following: in-depth technical review of issues related to adaptability to culture, language, and individual needs; broad or in-dept
37、h technical interoperability issues of nomadic computing domains; security; authentication. ISO/IEC TS 29140-1:2011(E) 2 ISO/IEC 2011 All rights reserved1.2 Areas not currently addressed This part of ISO/IEC TS 29140 currently does not include privacy, accessibility, and detailed information regardi
38、ng complementary work within other organizations that might be relevant (ITU-T, W3C, etc.). It is anticipated that some or all of these requirements will be addressed in future editions of this part of ISO/IEC TS 29140, or in companion International Standards or Technical Specifications. 2 Normative
39、 references No normative references are cited. 3 Terms and definitions For the purposes of this document, the following terms and definitions apply. 3.1 learning acquisition of knowledge, skills or attitudes ISO/IEC 2382-36:2008 (2.23.01.01) 3.2 nomadicity tendency of a person, or a group of people,
40、 to move from one location to another with relative frequency EXAMPLE A learner has to access the learning materials from different locations, varying time zones and within another environment during a single learning episode. 4 Abbreviated terms LMS Learning Management System LCMS Learning Content
41、Management System PDA Personal Digital Assistant PMP Portable Multimedia Player RFID *Radio-Frequency Identification Tablet PC* Tablet Personal Computer UMPC* Ultra-Mobile Personal Computer WiBro* Wireless Broadband *For further descriptions of these items, see Annex E (Informative). ISO/IEC TS 2914
42、0-1:2011(E) ISO/IEC 2011 All rights reserved 35 Nomadicity reference model Where ITLET systems are designed to support nomadicity it is important to consider the range of typical or likely requirements to enable learning. Learners need to be supported by technologies so that they can improve their l
43、earning in an efficient and effective manner. The underlying role of technologies is to support learners by enhancing communication, convenience, and connection. There are several components that are essential to supporting learners requirements within nomadicity contexts as noted in Figure 1. Figur
44、e 1 Nomadicity reference model Learners - specific contextual information that impacts on the seamless and straightforward delivery of learning, education and training information. This may include information such as current location, estimated geographic coordinates based on mode of transport, lea
45、rning levels, and specific preferences for display. Resources - Resources include items or information about items that are required to support learners who are participating in learning, education, or training activities and can be divided into the following: - content refers to the actual digital
46、items themselves such as text, image, audio, video, and others. - content also may involve information produced to improve findability of digital items for educational purposes or to support education in nomadicity environments (e.g., metadata for learning resources, pedagogical information, social
47、tagging, etc.). Resources need to be provided in a manner that is consistent with learner requirements given the learners contexts and surrounding environments including elements such as current network condition, interface characteristics, device functionality and state, etc. ISO/IEC TS 29140-1:201
48、1(E) 4 ISO/IEC 2011 All rights reserved ITLET systems - These include information technologies that are specifically designed to support learning, education, and training and where learning takes place (e.g., Learning Management Systems (LMS), Learning Content Management Systems (LCMS) as well as nu
49、merous Web applications and services that can be harnessed for LET purposes). Devices - Devices are tools that are used by learners to access resources and ITLET systems. Learners can use devices to access learning services and to manage their learning information and personal information. Devices have to support various functions for learning, education, and training in environments that involve nomadicity. This means that they may be used as input or output devices, as well as appropriate stora
