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.

  • Standard
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  • Draft
    11 pages
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This document specifies a framework to describe and organize learning resources in ubiquitous learning. It provides features to enable dynamic aggregation of resources in different learning contexts, in which the social interactions are recorded to facilitate social learning. The features that reflect the evolutionary history of resources based on learners’ contributions are also defined. The framework includes an aggregation model, content organization, context-aware learning services, and learning cell service provider.

  • Standard
    33 pages
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    33 pages
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This document describes how to search for virtual reality (VR), augmented reality (AR) and mixed reality (MR) content through a curriculum catalogue based on curriculum and achievement standards information. The curriculum catalogue metadata is defined in order to search for educational VR and MR content information.

  • Technical report
    21 pages
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  • Draft
    21 pages
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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.

  • Standard
    39 pages
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  • Draft
    39 pages
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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.

  • Technical specification
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This document presents considerations for using VR content in the learning, education and training (LET) domain for reducing reality and virtual reality crossover confusion among users and assisting users to effectively use these emerging technologies. 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.

  • Technical report
    6 pages
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  • Technical report
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  • Draft
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This document specifies guidelines for mapping between different learning analytics data representations. Using xAPI and IMS Caliper as reference specifications, this document introduces data API regarding learning analytics as well as guidelines to use the APIs, which can be generalized to other contexts. Both syntactic and semantic mappings are in scope.

  • Technical specification
    41 pages
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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.

  • Standard
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This document specifies privacy and data protection requirements and attributes to inform design of learning analytics systems and learning analytics practices in schools, universities, workplace learning and blended learning settings.

  • Technical specification
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This document specifies an API in support of ISO/IEC DIS 24751-1. In particular, this document specifies: — 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.

  • Technical specification
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This document provides RDF mappings of the different MLR entities introduced in the MLR framework (ISO/IEC 19788‑1 and its amendment): data element specifications (DESs), resource classes (RCs), data elements (DEs), application profiles (APs), MLR records and data element group specifications (DEGSs). 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.

  • Standard
    113 pages
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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.

  • Standard
    27 pages
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This document specifies two methods for adaptive content automation. Firstly, a learning environment profile for the expression of device and learning environment information required for mobile learning providers of both content and services, and for effective use of such services. Secondly, a grouping method is specified so that similar learning environment profiles can be bound into one and expressed collectively.

  • Technical report
    11 pages
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ISO/IEC 40180 provides the fundamentals and the reference framework for quality assurance, quality management and quality improvement in IT-enhanced learning, education and training (called E-Learning). It consists mainly of the Quality Reference Framework (QRF) for E-Learning, which is a common and generic framework to describe, specify and understand critical properties, characteristics and metrics of quality. The QRF combines an elaborated and extensive process model with a descriptive model for the processes. ISO/IEC 40180 harmonizes existing approaches, concepts, specifications, terms and definitions related to quality for E-Learning, education and training.

  • Standard
    67 pages
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ISO/IEC TR 20748-2:2017 specifies system requirements for learning analytics systems and services. Learning analytics systems and services are assumed to be composed of independent processes and applications having diverse purposes. To improve efficiency for communication and operation between systems and/or services, the system requirements identify each system's role, capability and recommended performance, etc. The system requirements are based on ISO/IEC TR 20748‑1 and additional use cases came from the National Bodies and Liaison Organizations (NBLOs).

  • Technical report
    13 pages
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ISO/IEC TR 19788-11:2017 provides guidance in the form of rules and heuristics for the development of a conversion script from an IEEE 1484.12.1-2002 (LOM) record to an MLR data element set. 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.

  • Technical report
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  • Standard
    10 pages
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  • Standard
    10 pages
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ISO/IEC TR 20748-1:2016 specifies a reference model that identifies the diverse IT system requirements of learning analytics interoperability. The reference model identifies relevant terminology, user requirements, workflow and a reference architecture for learning analytics.

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ISO/IEC TR 18120:2016 makes recommendations that are intended to build consensus on which International Standards for e-textbooks can be developed. It is a follow up to the collection of inputs from interested parties and aims to - review the current state of the e-textbook market, - summarize LET requirements for e-textbooks based on use cases and survey of interested parties, - review existing data standards that are referenced by potential e-textbook standards, - describe key terms and concepts that underpin any further discussion on e-textbook standards, - propose a set of functionalities that will be required for e-textbook reader software, - make recommendations for any modification to existing data standards, and - make recommendations for any new data standards that might be needed.

  • Technical report
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  • Technical report
    69 pages
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ISO/IEC TR 18121:2015 defines the framework for IT standards and specifications on virtual experiments supporting IT-enhanced learning, education and training. It is based on implementations of standards and specifications that are used to support virtual experiment, development, evaluation and management that rely on ITLET. This ISO/IEC TR 18121:2015 - provides a framework that can be used for virtual experiment systems that rely on ITLET, - determines the categories of different virtual experiment standards and specifications and their relationships to facilitate their integration, - promotes the appropriate design and application of virtual experiment components so that IT systems that are being used are reusable, low cost, and more broadly applicable, - indicates considerations to be taken into account when developing ITLET systems that are being developed or used to support virtual experiment systems, - provides sample architecture of a virtual experiment system framework that can be used to support further development of virtual experiments, - illustrates various roles that different actors can have at various points within the virtual experiment system, - demonstrates how standards and specifications that support virtual experiments can be combined to form the basis for future work and implementations. The following aspects are not addressed in this ISO/IEC TR 18121:2015: - specifications of the implementation details of virtual experiment systems; - accessibility; - privacy; - security.

  • Technical report
    18 pages
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ISO/IEC 19788-9:2015 provides data elements for the description of persons (individual or organization) that are related to the description of a learning resource. These elements can later be combined with other descriptive elements from other type 1 parts of ISO/IEC 19788 or other standards to provide the description of a learning resource and of related entities needed for that description.

  • Standard
    23 pages
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ISO/IEC 19788-8:2015 provides data elements for the description of MLR records: sets of data elements describing a learning resource [and resources directly related to that learning resource, e.g. persons (authors, contributors), annotations, learning activities, metadata records, etc.]. It can also be used to keep track of the record editing process including global metadata author identification, last record update, and application profile used for the description of a learning resource. These elements can later be combined with other descriptive elements from other parts of ISO/IEC 19788 or other standards to provide the description of a learning resource and of related entities needed for that description. ISO/IEC 19788-8:2015 enables the storage of learning resource description in the traditional database approach and the exchange of descriptions through harvesting mechanisms.

  • Standard
    29 pages
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ISO/IEC 19780-1:2015 specifies the Data Model for text-based expressions. It provides a standardized way of isolating and describing textual expressions composed and communicated by collaborative group members.

  • Standard
    16 pages
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ISO/IEC 19778-3:2015 specifies the Data Model for a collaborative group. The collaborative group Data Model composes roles which can be played by the participants of a collaborative group, declares the intended role holders (positions for playing a particular role) for each role, and (at least during the life-span of the collaborative workplace) assigns participants to these role holders. The role names may be used as references to roles specified in detail by further specifications or standards. Where no such specifications or standards are available or identified, the provision of descriptions for human interpretation may support harmonized use of these names. Provided participant identifiers may be used as references to detailed participant information which may be specified in a provided user management system. In future editions of this part of ISO/IEC 19778, the identification of participant types referring to a harmonized or standardized participant typology may be provided. Such a provision would upgrade the value of anonymized collaborative group Data Model instantiations for being reused as templates. Currently, the collaborative groups specified by this Data Model are static. Participants may not be online all the time; in a collaborative group, private discussions may occur; participants may leave the collaborative group during the life-state of the collaborative workplace. It is not yet clear to which degree such aspects can and should be addressed in future editions of this part of ISO/IEC 19778.

  • Standard
    13 pages
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ISO/IEC 19778:2015 specifies a table-based approach for defining Data Models. This Data Model specification is used for specifying the collaborative workplace Data Model. The same Data Model specification is also used in ISO/IEC 19778‑2 and ISO/IEC 19778‑3 to define the related components of the collaborative environment (ISO/IEC 19778‑2) and the collaborative group (ISO/IEC 19778‑3) in separate Data Models. The collaborative workplace Data Model specifies the Data Model Elements and their interrelationships that enable the creation of collaborative workplace Data Model instantiations. Any conforming collaborative workplace Data Model instantiation describes or specifies a particular collaborative workplace with which it is associated.

  • Standard
    35 pages
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ISO 19778-2:2015 specifies the Data Model for a collaborative environment. The collaborative environment Data Model composes collaborative tools and declares their collaborative functions by specifying their names. These names can be used as references to collaborative tools and collaborative functions specified in detail by further specifications or standards. Where no such specifications or standards are available or identified, the provision of descriptions for human interpretation may support harmonized use of these names.

  • Standard
    21 pages
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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.

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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.

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    29 pages
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ISO/IEC 19788-4:2014 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes. 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.

  • Standard
    14 pages
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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.

  • Standard
    43 pages
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  • Standard
    43 pages
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ISO/IEC 19788 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes. 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 provides a base-level data element set for the description of learning resources, from the ISO 15836:2009 Dublin Core metadata element set, using the framework provided in ISO/IEC 19788-1. This provides interoperability at the time of expressing existing Dublin Core records within MLR. These elements can later be combined with other descriptive elements, including those from other type 1 parts of ISO/IEC 19788 or other standards, including Dublin Core refinements and IEEE 1484.12.1-2002, in order to address more specific topics such as technical or educational information.

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The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes. This part of ISO/IEC 19788 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 this part of ISO/IEC 19788 are informed by a user requirements-driven context with the aim of supporting multilingual and cultural adaptability requirements from a global perspective. This part of ISO/IEC 19788 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.

  • Standard
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EN-ISO/IEC 19788 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes. 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 the framework specified in ISO/IEC 19788-1, educational aspects of learning resources across various educational, cultural and linguistic settings.

  • Standard
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The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes. ISO/IEC 19788 provides data elements for the description of learning resources and resources directly related to learning resources. This part of ISO/IEC 19788 is designed to help implementers with a starting point for adopting ISO/IEC 19788, defining an application profile that specifies, through adding constraints to the use of some data elements, how the ISO/IEC 19788-2 element set can be used.

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ISO/IEC 20016-1:2014 states the principles, rules and metadata elements for specifying language accessibility and Human Interface Equivalents (HIEs) in e-learning environments. It is structured to be able to support the requirements of applicable jurisdictional domains and in particular that of the UN Convention on the Rights of Persons with Disabilities.

  • Standard
    212 pages
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ISO/IEC 19788 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes.
These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record.
ISO/IEC 19788-5:2012 specifies, using the framework specified in ISO/IEC 19788-1, educational aspects of learning resources across various educational, cultural and linguistic settings.

  • Standard
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This European Standard specifies a model for the recording and exchange of learner achievement information among student management information systems, as well as the aggregation of information by third party suppliers. The model proposed within this European Standard is not intended to define the representation of the entire spectrum of Learner Mobility information - the scope of the standard is restricted to the definition of the electronic representation of official, institutionally attested achievement information for learners engaged in formal learning processes, in order to facilitate its recording and subsequent exchange within the European education area. Achievement Information structured and presented in compliance with this standard may, of course, be used for other purposes - for instance, to provide descriptions of achievement to enrich a learner-owned report, in terms of an e-portfolio. However, guidance on the specification and the organisation of information for purposes other than the representation of formal achievement reports is outside the scope of this European Standard. In addition, this European Standard defines refinements to the EuroLMAI model for representing the Europass DS. The Europass Diploma Supplement Application Profile of EuroLMAI, in full compliance with the Europass requirements, focuses on the expression of information regarding the qualification awarded to a learner upon completion of a formal educational programme. The proposed profile is needed for the general purposes of: - the exploitation of academic achievements abroad: in continuing education or in seeking job opportunities; - the admission of students or graduates in home and European universities: acknowledgment of credits or transfer of credits accumulated in home institutions moving from one university to another; - the expression of the level, content and nature of qualifications to potential employers both nationally and at a European level; - the enhancement of internal and European student mobility, from a university to another, or from one branch of studies to another; - the proper integration of foreign workers into a country's employment setting; - the normalisation of higher education qualifications, either in academic or non-academic paths; - the establishment of good practices in the recognition procedures of qualifications among Higher Education Institutions.

  • Corrigendum
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The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes.
ISO/IEC 19788 provides data elements for the description of learning resources and resources directly related to learning resources.
ISO/IEC 19788-3:2011 is designed to help implementers with a starting point for adopting ISO/IEC 19788, defining an application profile that specifies, through adding constraints to the use of some data elements, how the ISO/IEC 19788-2 element set can be used.

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CEN/TC 353 - Modifications to A.3.6, A.3.7 and A.3.8.

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ISO/IEC 29187-1:2013 has been developed to support modelling generic international requirements for identifying and providing privacy protection of personal information throughout any kind of ICT-based learning transaction where the individual has the role of an individual learner. It provides users and designers with a methodology and tools addressing privacy protection and related requirements imposed by applicable jurisdictional domains. ISO/IEC 29187-1:2013 takes the "learning operational view" (LOV) aspects based on the ISO/IEC 14662 Open-edi Reference Model (a freely available ISO standard) together with applicable ISO standards including ISO/IEC 15944-1 and ISO/IEC 15944‑5 (also available without charge) as well as many other international referenced specifications. ISO/IEC 29187-1:2013 models the requirements of jurisdictional domains as external constraints upon the creation, use, interchange, and information life cycle management of personal information. ISO/IEC 29187-1:2013 addresses the specified context of public policy requirements of jurisdictional domains controlling the use of personal information (PI). These include regulations for consumer protection, privacy protection, individual accessibility, etc. ISO/IEC 29187-1:2013 in a LET context identifies and expands upon eleven generic, primitive, international principles that have been associated with privacy protection requirements by international, regional, and UN member states. It models them with respect to the "collaboration space" of a learning transaction and commitment exchange involving an individual acting in the role of an individual learner. In a LET context, it provides principles and rules governing the establishment, management and use of identifiers of that individual, including the use of legally recognized names (LRNs), recognized individual identity (rii), and methods of non-identification, such as the use of anonymization and pseudonymization of personal information. ISO/IEC 29187-1:2013 also sets out principles governing information lifecycle management (ILCM) as well as the rules and associated coded domains for obtaining informed consent for collection, specifying state changes, records retention, record deletion and related matters in support of privacy protection requirements.

  • Standard
    181 pages
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The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes.
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.

  • Standard
    64 pages
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ISO/IEC 19788 specifies metadata elements and their attributes for the description of learning resources. ISO/IEC 19788-2:2011 provides a base-level data element set for the description of learning resources, from the ISO 15836:2009 Dublin Core metadata element set, using the framework provided in ISO/IEC 19788-1:2011. Those data elements being cast into the metadata learning resources framework can be used with data elements defined in other parts, in order to address specific user communities' needs for extensions, modularization or refinement.

  • Standard
    27 pages
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ISO/IEC 19788 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes. These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record. ISO/IEC 19788-5:2012 specifies, using the framework specified in ISO/IEC 19788-1, educational aspects of learning resources across various educational, cultural and linguistic settings.

  • Standard
    34 pages
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  • Standard
    34 pages
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ISO/IEC TR 12785-3:2012 presents use cases and shows how they are satisfied by ISO/IEC 12785-1 which is derived from the IMS Global Learning Consortium (GLC) Content Packaging version 1.2 (v1.2).

  • Technical report
    22 pages
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The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes. ISO/IEC 19788 provides data elements for the description of learning resources and resources directly related to learning resources. ISO/IEC 19788-3:2011 is designed to help implementers with a starting point for adopting ISO/IEC 19788, defining an application profile that specifies, through adding constraints to the use of some data elements, how the ISO/IEC 19788-2 element set can be used.

  • Standard
    28 pages
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  • Standard
    28 pages
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ISO/IEC 12785-2:2011 specifies how to express the ISO/IEC 12785-1 information model in XML.

  • Standard
    30 pages
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This International Standard specifies the characteristics of electronic representation of Learning Opportunities
in order to facilitate their advertising and subsequent discovery by prospective learners.
Key users of the standard will be:
 those who provide opportunities for learning and wish to advertise them;
 those who offer electronic search services that aggregate results from multiple Learning Opportunity
providers;
 those who wish to compare Learning Opportunities that have been represented electronically.
This International Standard specifies an abstract model for representing Learning Opportunities. The model
specifies three resources about which metadata can be stored to facilitate advertising of Learning
Opportunities:
a) the Learning Opportunity Provider;
b) the Learning Opportunity Specification; and
c) the Learning Opportunity Instance.
This International Standard specifies the characteristics of relations between the three resources and
recommends a core set of metadata for each.
The model proposed within the standard is not intended to define the electronic representation of Learning
Objects in general - the scope of the standard is restricted to define the electronic representations of Learning
Opportunities to facilitate their advertising and subsequent discovery by learners. Metadata collected and
presented for the purpose of advertising Learning Opportunities may, of course, be used for other purposes -
for instance, providing detailed description of a formal learning opportunity to enrich a transcript that showed a
learner's educational history.

  • Standard
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