1、 Reference number ISO/IEC TS 29140-2:2011(E) ISO/IEC 2011TECHNICAL SPECIFICATION ISO/IEC TS 29140-2 First edition 2011-10-01Information technology for learning, education and training Nomadicity and mobile technologies Part 2: Learner information model for mobile learning Technologies de linformatio
2、n pour lapprentissage, lducation et la formation Nomadisme et technologies mobiles Partie 2: Modle dinformation des apprenants pour lapprentissage mobile ISO/IEC TS 29140-2:2011(E) COPYRIGHT PROTECTED DOCUMENT ISO/IEC 2011 All rights reserved. Unless otherwise specified, no part of this publication
3、may be reproduced or utilized in any form or by any 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 Te
4、l. + 41 22 749 01 11 Fax + 41 22 749 09 47 E-mail copyrightiso.org Web www.iso.org Published in Switzerland ii ISO/IEC 2011 All rights reservedISO/IEC TS 29140-2:2011(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
5、addressed . 1 2 Normative references 2 3 Terms and definitions . 2 4 Abbreviated terms . 2 5 Examples of mobile learning applications 3 6 Learner information for mobile learning . 4 6.1 Learner information model for mobile learning . 4 6.2 Minimum recommended learner information . 5 6.3 Optional lea
6、rner information 7 6.4 Dimensions for optimal learner experience 8 6.4.1 Learner dimension 8 6.4.2 Content dimension for individual learner needs 9 6.4.3 Device capability dimension to maximize the use of the mobile device . 10 6.4.4 Connectivity dimension to perform at different connection speeds .
7、 11 6.4.5 Coordination 11 7 Additional considerations 12 Annex A (informative) Referencing Explanatory Report (RER) 13 Annex B (informative) Background information 14 Annex C (informative) Other definitions of mobile learning . 18 Annex D (informative) Use cases submitted by National Bodies 19 Bibli
8、ography 22 ISO/IEC TS 29140-2:2011(E) iv ISO/IEC 2011 All rights reservedForeword 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
9、 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, gover
10、nmental 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. International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Pa
11、rt 2. The main task of the joint technical committee is to prepare International Standards. Draft International Standards adopted 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
12、 bodies casting a vote. In other circumstances, particularly when there is an urgent market requirement for such documents, the joint 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 co
13、mmittee 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 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 IS
14、O/IEC TS is confirmed, it is reviewed again after a further three years, at which time it must either be transformed into an International 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
15、 not be held responsible for identifying any or all such patent rights. ISO/IEC TS 29140-2 was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology, Subcommittee SC 36, Information technology for learning, education and training. ISO/IEC TS 29140 consists of the following part
16、s, under the general title Information technology for learning, education and training Nomadicity and mobile technologies: Part 1: Nomadicity reference model Part 2: Learner information model for mobile learning ISO/IEC TS 29140-2:2011(E) ISO/IEC 2011 All rights reserved vIntroduction This part of I
17、SO/IEC TS 29140 provides guidance regarding the use of a learner information model for 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 t
18、raining environments reflect the specific needs of mobile participants. In addition, this part of ISO/IEC TS 29140 provides a definition of mobile learning, and it delineates the relationship between mobile learning and nomadicity. As schools, governments, organizations, and businesses around the wo
19、rld design information for access by mobile devices, there is an increased need to set standards for how information should be designed for delivery on mobile devices to support learning, education, and training. This increased need is necessitated by demand for learning and training materials that
20、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, guidance and support from anywhere rather than from a specific geographi
21、cal location at a certain time. When mobile learning is implemented thoughtfully and well, it potentially may increase efficiency and productivity for learning, education, and training within different sectors (e.g. public, private, voluntary). Mobile learning has the potential to provide learners w
22、ith new opportunities to connect with other learners, to interact with instructors, and to co-create collaborative learning environments. This is a critical issue for learners who live in remote locations lacking wired connections. Learners living in these remote locations can use mobile technologie
23、s with wireless capabilities to connect with others in different locations. As a result, remote learners might feel less isolated, which could result in more learners completing their learning, education, or training activities using mobile technologies. This part of ISO/IEC TS 29140 focuses on a de
24、vice-centric approach to mobile learning. It acknowledges the affordances and limitations of devices to access resources and to support learners participating in activities within information technology for learning, education and training (ITLET) systems. In contrast, ISO/IEC TS 29140-1 focuses on
25、providing a nomadicity reference model that describes the elements that need to be considered when learners are attempting to access resources and complete ITLET system activities while moving from location to location. It includes a description of the elements of learning environments from multiple
26、 perspectives. If mobile devices are being used and learners are nomadic, then both ISO/IEC TS 29140-1 and this part of ISO/IEC TS 29140 would be consulted. If, on the other hand, learning activities solely involve the use of mobile devices, then only this part of ISO/IEC TS 29140 would be consulted
27、. There are a number of research teams in organizations and communities who are working on mobile learning. 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 handheld co
28、mputers in learning. Work is in progress on some of these issues at the W3C and the ITU-T. As this work progresses it is essential to prepare the groundwork to ensure that the design, development, implementation, and evaluation of mobile learning within learning, education, and training environments
29、 will take 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. TECHNICAL SPECIFICATION ISO/IEC TS 29140-2:201
30、1(E) ISO/IEC 2011 All rights reserved 1Information technology for learning, education and training Nomadicity and mobile technologies Part 2: Learner information model for mobile learning 1 Scope This part of ISO/IEC TS 29140 provides a learner information model specific to mobile learning that can
31、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
32、standardization efforts and other work items in LET, a concise view is necessary. This part of ISO/IEC TS 29140 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
33、 supports learners engaged in mobile learning activities in LET environments. In addition, this part of ISO/IEC TS 29140 provides some initial guidance regarding the issue of privacy. This includes ensuring that this part of ISO/IEC TS 29140 does not contravene any privacy requirements. 1.1 Exclusio
34、ns 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-depth technical interoperability issues of mobile computing domains; security; authentication. 1.2 Areas n
35、ot currently addressed This part of ISO/IEC TS 29140 currently does not include in-depth details regarding privacy, accessibility, and detailed information regarding complementary work within other organizations that might be relevant (ITU-T, W3C, etc.). ISO/IEC TS 29140-2:2011(E) 2 ISO/IEC 2011 All
36、 rights reserved2 Normative references No normative references are cited. 3 Terms and definitions For the purposes of this document, the following terms and definitions apply. 3.1 learner information recorded information associated with learners and used by learning technology systems NOTE Learner i
37、nformation may be created, stored, retrieved, used, etc., by learning technology systems, individuals (teachers, learners, etc.), and other entities. ISO/IEC 2382-36:2008 (36.07.01) 3.2 learning acquisition of knowledge, skills or attitudes ISO/IEC 2382-36:2008 (36.01.01) 3.3 learning technology sys
38、tem LTS information technology system used in the delivery and management of learning 3.4 mobile learning learning using information and communication technologies in mobile contexts NOTE Other definitions reviewed during the development of this definition of mobile learning are included in Annex C.
39、 3.5 nomadicity tendency of a person, or a group of people, to move from one location to another with relative frequency EXAMPLE The learner has to access the learning materials from different locations, varying time zones and within another environment during a single learning episode. ISO/IEC TS 2
40、9140-1 (3.2) 3.6 ubiquitous learning learning that is stimulated and supported through diverse channels and always readily accessible 4 Abbreviated terms DRC digital reference centre DRR digital reading room DTPR digital thesis and project room ESL English as a Second Language ISO/IEC TS 29140-2:201
41、1(E) ISO/IEC 2011 All rights reserved 3ICT information and communication technology IEEE Institute of Electrical and Electronics Engineers, Inc. IMS IMS Global Learning Consortium, Inc. IEC International Electrotechnical Commission ISO International Organization for Standardization ITLET Information
42、 Technology for Learning, Education and Training ITU-T International Telecommunication Union Telecommunication sector LET Learning, Education and Training LMS Learning Management System LTS learning technology system W3C World Wide Web Consortium 5 Examples of mobile learning applications As the use
43、 of mobile devices grows around the world, the infrastructure to support mobile learning is being improved to allow access anywhere and anytime to learning applications, services, and content. In several countries, corporate, academic and government organizations are using existing Learning Manageme
44、nt Systems (LMS) 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 w
45、ireless 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. Below are some specific examples of mo
46、bile learning applications. In large geographically dispersed countries, mobile learning is 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
47、, 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 conve
48、rting courses for mobile delivery. These allow independent learning and the convenience of learning. 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 o Sen
49、d daily information from university to student; o Gather immediate feedback and response data from students using mobile phones as part of a classroom response system; o Assess learners level of understanding or skills, associated with rich media content; o Browse videos of recorded lectures; o 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; o Provide grammar lessons with interactive e
