EN ISO/IEC 19796-1:2009

Information technology - Learning, education and training - Quality management, assurance and metrics - Part 1: General approach (ISO/IEC 19796-1:2005)

ISO/IEC 19796-1:2005 is a framework to describe, compare, analyse, and implement quality management and quality assurance approaches. It will serve to compare different existing approaches and to harmonize these towards a common quality model. The main aspect is the Reference Framework for the Description of Quality Approaches (RFDQ).
ISO/IEC 19796-1:2005 consists of the following items:
description scheme for quality management;process model defining the basic processes to be considered when managing quality in the field of ICT-supported learning, education, and training;conformance statement for the description format.
For a better understanding of ISO/IEC 19796-1:2005, several annexes show samples of its use. The annexes are based on the French 'Code of Practice in e-Learning' (AFNOR Z 76-001) and German DIN PAS 1032-1. Additionally, an annex on Reference Quality Criteria (RQC) is included. These criteria serve as reference criteria for the analysis and evaluation of learning resources and scenarios. These criteria are also not a quality assessment approach itself, but a framework to compare different quality assurance and quality assessment approaches. Additionally, several examples of use are shown, such as specific quality objectives (e.g. metadata quality) and guidelines.
ISO/IEC 19796-1:2005 is only the first step towards a harmonized quality framework; the next step is to define quality instruments and metrics in order to provide a complete quality approach. It is planned to begin the work on the full quality approach as the second part of the QA activity.

Informationstechnik - Lernen, Ausbilden und Weiterbilden - Qualitätsmanagement, -sicherung und -metriken - Teil 1: Allgemeiner Ansatz (ISO/IEC 19796-1:2005)

Dieser Teil von ISO/IEC 19796 bietet ein allgemeingültiges Modell, um entscheidende Bestandteile, Eigenschaften
und Metriken von Qualität zu beschreiben, zu präzisieren und zu verstehen. Das Referenzmodell für
die Beschreibung von Qualitätskonzepten (RFDQ) ist ein ausgearbeitetes und umfassendes Prozessmodell.
Diese Normungsarbeit harmonisiert bestehende Konzepte, Spezifikationen, Begriffe und Definitionen für Lernen,
Ausbilden und Weiterbilden.

Technologies de l'information - Apprentissage, éducation et formation - Management, assurance et métrologie de la qualité - Partie 1: Approche générale (ISO/IEC 19796-1:2005)

L'ISO/CEI 19796-1:2005 consiste en un cadre permettant de décrire, de comparer, d'analyser et de mettre en oeuvre les approches de management de la qualité et d'assurance de la qualité. Elle sert à comparer différentes approches existantes et à les harmoniser en tendant vers un modèle de qualité commun. L'aspect principal est le cadre de référence pour la description des approches qualité (RFDQ).
L'ISO/CEI 19796-1:2005 comprend les points suivants:
la description d'une approche qualité;
le modèle du processus, définissant les processus fondamentaux à considérer lors du management de la qualité dans le domaine de l'apprentissage, de l'éducation et de la formation, basés sur les technologies de l'information et de la communication;
la déclaration de conformité pour le format descriptif.
Pour une meilleure compréhension de l'ISO/CEI 19796-1:2005, plusieurs annexes donnent des échantillons de son utilisation. Les annexes sont fondées sur le Référentiel français de bonne pratique d'apprentissage à distance (AFNOR Z 76-001) et sur le modèle allemand DIN PAS 1032-1. De plus, une annexe sur les critères de qualité de référence (RQC) est incluse. Ces critères servent de critères de référence pour l'analyse et l'évaluation des ressources et des scénarios d'apprentissage. Ces critères sont aussi non pas une approche de l'évaluation de la qualité elle-même, mais un cadre pour comparer différentes approches d'assurance de la qualité et d'évaluation de la qualité. En plus, il est montré plusieurs exemples d'utilisation, tels que des objectifs qualité spécifiques (par exemple la qualité des métadonnées) et des lignes directrices.
L'ISO/CEI 19796-1:2005 n'est qu'un premier pas vers un cadre de qualité harmonisé; la prochaine étape est de définir les instruments et la métrologie de la qualité afin de fournir une approche complète de la qualité. Il est prévu de commencer le travail sur l'approche de la qualité totale en deuxième partie de l'activité d'assurance qualité.

Informacijska tehnologija - Učenje, izobraževanje in usposabljanje - Vodenje, zagotavljanje in merjenje kakovosti - 1. del: Splošni pristop (ISO/IEC 19796-1:2005)

General Information

• Status: Published
• Publication Date: 19-May-2009
• Withdrawal Date: 29-Nov-2009
• ICS: 03.100.30 - Management of human resources
• ICS: 03.120.10 - Quality management and quality assurance
• ICS: 35.240.90 - IT applications in education
• ICS: 35.240.99 - IT applications in other fields
• Technical Committee: CEN/TC 353 - Information and Communication Technologies for Learning, Education and Training
• Drafting Committee: CEN/TC 353 - Information and Communication Technologies for Learning, Education and Training
• Current Stage: 6060 - Definitive text made available (DAV) - Publishing
• Start Date: 20-May-2009
• Due Date: 05-May-2010
• Completion Date: 20-May-2009
• Ref Project: SIST EN ISO/IEC 19796-1:2009 - Information technology - Learning, education and training - Quality management, assurance and metrics - Part 1: General approach (ISO/IEC 19796-1:2005)

Overview

EN ISO/IEC 19796-1:2009 (ISO/IEC 19796-1:2005) provides a process-oriented framework for describing, comparing and analysing quality management and quality assurance approaches in ICT‑supported learning, education and training. It is a descriptive Reference Framework for the Description of Quality Approaches (RFDQ) rather than a prescriptive quality model: its purpose is to harmonize existing approaches and serve as a foundation for later parts that will define metrics and instruments.

Key Topics

• Reference Framework (RFDQ): an elaborated process model to describe and map different quality approaches for e‑learning and training.
• Description scheme for quality management: a structured way to document quality arrangements, roles, inputs/outputs and responsibilities.
• Process model: basic processes and sub‑processes relevant to managing quality in learning, education and training delivered or supported by ICT.
• Conformance statement: format and rules to declare how an approach maps to the RFDQ.
• Reference Quality Criteria (RQC) (informative annex): a set of criteria for analysing and evaluating learning resources and scenarios - intended for comparison, not as a stand‑alone assessment method.
• Illustrative annexes: examples based on AFNOR Z76‑001 (French code of practice) and DIN PAS 1032‑1 (German process model), plus mapping examples (e.g., CELTSC) and specific objectives such as metadata quality.
• Terminology alignment: harmonizes existing terms and definitions used across standards and QA practices.

Applications

• Compare and harmonize multiple quality assurance approaches across institutions, projects and vendors.
• Document and communicate an organisation’s QA approach for e‑learning, blended learning and training programs.
• Provide a foundation for developing quality metrics, assessment instruments and conformance declarations (future parts of ISO/IEC 19796).
• Support procurement, accreditation and interoperability discussions by making quality approaches explicit and comparable.
• Guide implementation of quality processes in LMS vendors, content providers and educational consortia.

Who uses this standard

• Standards bodies and technical committees (e.g., ISO/IEC JTC 1/SC 36, CEN/TC 353)
• Quality managers and QA teams in higher education, corporate learning and vocational training
• Instructional designers, content developers and LMS/platform vendors
• Policy makers, accreditation agencies and project managers involved in e‑learning adoption

Related standards

• AFNOR Z76‑001 (French code of practice in e‑learning)
• DIN PAS 1032‑1 (German process model)
• CELTSC mappings (Chinese model examples)
• ISO 9000 family (terminology and quality management concepts)

Keywords: ISO/IEC 19796-1, EN ISO/IEC 19796-1:2009, RFDQ, RQC, e‑learning quality, quality assurance, ICT‑supported learning, quality management, learning standards.

Standards Content (Sample)

SLOVENSKI STANDARD
01-julij-2009
,QIRUPDFLMVNDWHKQRORJLMD8þHQMHL]REUDåHYDQMHLQXVSRVDEOMDQMH9RGHQMH
]DJRWDYOMDQMHLQPHUMHQMHNDNRYRVWLGHO6SORãQLSULVWRS,62,(&
Information technology - Learning, education and training - Quality management,
assurance and metrics - Part 1: General approach (ISO/IEC 19796-1:2005)
Informationstechnik - Lernen, Ausbilden und Weiterbilden - Qualitätsmanagement, -
sicherung und -metriken - Teil 1: Allgemeiner Ansatz (ISO/IEC 19796-1:2005)
Technologies de l'information - Apprentissage, éducation et formation - Management,
assurance et métrologie de la qualité - Partie 1: Approche générale (ISO/IEC 19796-
1:2005)
Ta slovenski standard je istoveten z: EN ISO/IEC 19796-1:2009
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.240.99 8SRUDEQLãNHUHãLWYH,7QD IT applications in other fields
GUXJLKSRGURþMLK
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

EUROPEAN STANDARD
EN ISO/IEC 19796-1
NORME EUROPÉENNE
EUROPÄISCHE NORM
May 2009
ICS 03.100.30; 35.240.99
English Version
Information technology - Learning, education and training -
Quality management, assurance and metrics - Part 1: General
approach (ISO/IEC 19796-1:2005)
Technologies de l'information - Apprentissage, éducation et Informationstechnik - Lernen, Ausbilden und Weiterbilden -
formation - Management, assurance et métrologie de la Qualitätsmanagement, -sicherung und -metriken - Teil 1:
qualité - Partie 1: Approche générale (ISO/IEC 19796- Allgemeiner Ansatz (ISO/IEC 19796-1:2005)
1:2005)
This European Standard was approved by CEN on 7 May 2009.
CEN members are bound to comply with the CEN/CENELEC Internal Regulations which stipulate the conditions for giving this European
Standard the status of a national standard without any alteration. Up-to-date lists and bibliographical references concerning such national
standards may be obtained on application to the CEN Management Centre or to any CEN member.
This European Standard exists in three official versions (English, French, German). A version in any other language made by translation
under the responsibility of a CEN member into its own language and notified to the CEN Management Centre has the same status as the
official versions.
CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland,
France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal,
Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland and United Kingdom.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION
EUROPÄISCHES KOMITEE FÜR NORMUNG
Management Centre: Avenue Marnix 17, B-1000 Brussels
© 2009 CEN All rights of exploitation in any form and by any means reserved Ref. No. EN ISO/IEC 19796-1:2009: E
worldwide for CEN national Members.

Contents Page
Foreword .3

Foreword
The text of ISO/IEC 19796-1:2005 has been prepared by Technical Committee JTC 1 “Information technology
for learning, education and training” of the International Organization for Standardization (ISO) and the
International Electrotechnical Commission (IEC) and has been taken over as EN ISO/IEC 19796-1:2009 by
Technical Committee CEN/TC 353 “Information and Communication Technologies for Learning, Education
and Training” the secretariat of which is held by UNI.
This European Standard shall be given the status of a national standard, either by publication of an identical
text or by endorsement, at the latest by November 2009, and conflicting national standards shall be withdrawn
at the latest by November 2009.
Attention is drawn to the possibility that some of the elements of this document may be the subject of patent
rights. CEN [and/or CENELEC] shall not be held responsible for identifying any or all such patent rights.
According to the CEN/CENELEC Internal Regulations, the national standards organizations of the following
countries are bound to implement this European Standard: Austria, Belgium, Bulgaria, Cyprus, Czech
Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia,
Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain,
Sweden, Switzerland and the United Kingdom.
Endorsement notice
The text of ISO/IEC 19796-1:2005 has been approved by CEN as a EN ISO/IEC 19796-1:2009 without any
modification.
INTERNATIONAL ISO/IEC
STANDARD 19796-1
First edition
2005-11-01
Information technology — Learning,
education and training — Quality
management, assurance and metrics —
Part 1:
General approach
Technologies de l'information — Apprentissage, éducation et
formation — Management, assurance et métrologie de la qualité —
Partie 1: Approche générale
Reference number
ISO/IEC 19796-1:2005(E)
©
ISO/IEC 2005
ISO/IEC 19796-1:2005(E)
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ii © ISO/IEC 2005 – All rights reserved

ISO/IEC 19796-1:2005(E)
Contents Page
Foreword .iv
Introduction.v
1 Scope.1
2 Terms and definitions .1
3 Process model.5
3.1 Descriptive model.6
3.2 Reference Framework for Quality Descriptions (RFDQ): process model .7
3.2.1 Process model description .8
4 Conformance .15
Annex A (informative) Explanation for the use of the model.16
Annex B (informative) DIN process model (DIN PAS 1032-1 ).19
Annex C (informative) French code of practice in E-Learning (AFNOR Z76-001) .64
Annex D (informative) Reference Quality Criteria (RQC) DIN PAS 1032-1 .87
Annex E (informative) Harmonized model for quality management for learning, education,
and training: mapping CELTSC and RFDQ.111
Annex F (informative) Specific quality objectives .116
Annex G (informative) References .121

© ISO/IEC 2005 – All rights reserved iii

ISO/IEC 19796-1:2005(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 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, governmental
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, Part 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 bodies casting a vote.
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 19796-1 was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
ISO/IEC 19796 consists of the following parts, under the general title Information technology — Learning,
education and training — Quality management, assurance and metrics:
⎯ Part 1: General approach
Three further parts will be developed:
⎯ Part 2: Harmonized quality model
⎯ Part 3: Reference methods and metrics (RMM)
⎯ Part 4: Best practice and implementation guide

iv © ISO/IEC 2005 – All rights reserved

ISO/IEC 19796-1:2005(E)
Introduction
The Reference Framework for the Description of Quality Approaches (RFDQ) is a framework to describe,
compare, and analyze quality management and quality assurance approaches. These approaches can be
mapped to RFDQ. Therefore, the framework is not a quality management or quality assurance model – it
is a framework for the description of quality approaches. It will serve to compare different existing
standards and to harmonize these towards a common quality model. For a better understanding of the
standard, several annexes show samples of the usage of the standard – the annexes are based on the
French “Code of Practice" and German DIN PAS 1032-1. Additionally, an annex on Reference Quality
Criteria (RQC) is included. These criteria shall serve as reference criteria for the analysis and evaluation
of learning resources and scenarios. These criteria are also not a quality assessment approach itself, but
a framework to compare different quality assurance and quality assessment approaches.
The following figure shows the levels of quality approaches and the relation of the RFDQ and RQC to
existing approaches.
Figure 1: Levels of Quality Approaches

The following figure shows the role of the models within the standardization process.
© ISO/IEC 2005 – All rights reserved v

ISO/IEC 19796-1:2005(E)
Figure 2: Standardization Process

Chapter 3 describes the process-oriented framework for the description of quality approaches (RFDQ).
Annex A (informative) describes the use of RFDQ and the use of classifications to extend the process
model introducing sub-processes.
Annex B (informative) shows the full German process model (DIN PAS 1032-1) as an example how the
basic model can be extended.
Annex C (informative) describes the use of the model describing the “French Code of Practice in
e-Learning” (AFNOR Z 76-001) as a second sample of the use of the standard.
Annex D (informative) provides a reference list of quality criteria which can be included in RFDQ for
assessment and evaluation.
Annex E (informative) describes how other quality approaches can be mapped to RFDQ. Specifically, the
Chinese Model CELTSC is used as an example of the mapping procedure.
Annex F (informative) describes the use of the model for specific quality objectives such as metadata
quality.
Annex G (informative) lists references to papers used for explanatory purposes.

vi © ISO/IEC 2005 – All rights reserved

INTERNATIONAL STANDARD      ISO/IEC 19796-1:2005(E)

Information technology — Learning, education and training —
Quality management, assurance and metrics —
Part 1:
General approach
1 Scope
This part of ISO/IEC 19796 provides a common framework to describe, specify, and understand critical
properties, characteristics, and metrics of quality. The Reference Framework for the Description of Quality
Approaches (RFDQ) is an elaborated and extensive process model. This standardization work harmonizes
existing concepts, specifications, terms, and definitions for learning, education, and training.

2 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
2.1
ASTD
American Society for Training and Development

2.2
CELTSC
Chinese E-Learning Technology Standardization Committee

2.3
CWA
CEN Workshop Agreement
2.4
customer
individual or organization, such as learner, learner’s parents, education institutions and potential employer,
who consumes the product (studying and training) directly or indirectly
2.5
data quality
set of features such as relevance, accuracy, timeliness, punctuality, accessibility, clarity, comparability,
coherence, that concern the collection, analysis, persistence, dissemination, and usage of data
2.6
DIN e.V.
Deutsches Institut für Normung e.V.

© ISO/IEC 2005 – All rights reserved 1

ISO/IEC 19796-1:2005(E)
2.7
ECTS
European Credit Transfer System

2.8
EFQM
European Foundation for Quality Management

2.9
interested party
person or group (such as employee, provider, partner, investor, owner, society) whose interest is affected
by performance or achievements of e-learning
2.10
process
set of interrelated or interacting activities which transforms inputs into outputs
NOTE 1 Inputs to a process are generally outputs of other processes.
NOTE 2 Processes in an organization are generally planned and carried out under controlled conditions to add
value.
NOTE 3 A process where the conformity of the resulting product cannot be readily or economically verified is
frequently referred to as "special process". (ISO 9000:2000)
2.11
product
result of a process
NOTE 1 There are four generic product categories, as follows:
- services (e. g. transport);
- software (e. g. computer program, dictionary);
- hardware (e. g. engine mechanical part);
- processed materials (e. g. lubricant).
Many products comprise elements belonging to different generic product categories. When the product is then called
service, software, hardware or processed material depends on the dominant element. […]
NOTE 2 Service is the result of at least one activity necessarily performed at the interface between the supplier and
customer and is generally intangible. Provision of a service can involve, for example, the following:
- an activity performed on a customer-supplied tangible product (e. g. automobile to be repaired);
- an activity performed on a customer-supplied intangible product (e. g. the income statement needed to prepare a tax
return);
- the delivery of an intangible product (e. g. the delivery of information in the context of knowledge transmission);
- the creation of ambience for the customer (e. g. in hotels and restaurants).
Software consists of information and is generally intangible and can be in the form of approaches, transactions or
procedures.
Hardware is generally tangible and its amount is a countable characteristic. Processed materials are generally tangible
and their amount is a continuous characteristic. Hardware and processed materials often are referred to as goods.
NOTE 3 Quality assurance is mainly focused on intended products.
(ISO 9000:2000)
2 © ISO/IEC 2005 – All rights reserved

ISO/IEC 19796-1:2005(E)
2.12
quality
ability of a set of inherent characteristics of a product, system or process to fulfil requirements of customers
and other interested parties. (ISO 9000:2000)
2.13
quality assessment
totality of measures carried out consistently and systematically in order to insure that a product conforms
with the requirements of a stated specification (EN 180000:1995)
2.14
quality assurance (QA)
part of quality management focused on providing confidence that quality requirements will be fulfilled
(ISO 9000:2000)
2.15
quality control
part of quality management focused on fulfilling quality requirements (ISO 9000:2000)
2.16
quality improvement
part of quality management focused on increasing effectiveness and efficiency (ISO 9000:2000)
2.17
quality management (QM)
coordinated activities to direct and control an organization with regard to quality (ISO 9000:2000)
NOTE Direction and control with regard to quality generally includes establishment of the quality policy and quality
objectives, quality planning, quality control, quality assurance and quality improvement.
(ISO 9000:2000)
2.18
quality objective
something sought, or aimed for, related to quality
NOTE  Quality objectives should be based on the organization’s quality policy. Quality objectives are specified at different
levels in the organization.
(ISO 9000:2000)
2.19
QoL
Quality on the line
2.20
quality planning
part of quality management, focused on setting quality objectives and specifying necessary operational
process and related resources to fulfil the quality objectives
NOTE Establishing quality plans may be part of quality planning.
(ISO 9000:2000)
2.21
quality policy
overall intentions and direction of an organization related to quality as formally expressed by top
management
NOTE   The quality policy should be consistent with the overall policy of the organization and should provide a framework
for the setting of quality objectives.
(ISO 9000:2000)
© ISO/IEC 2005 – All rights reserved 3

ISO/IEC 19796-1:2005(E)
2.22
RFDQ
Reference Framework for the Description of Quality Approaches

2.23
RQC
Reference Quality Criteria
2.24
SCORM
Sharable Content Object Reference Model

2.25
service
intangible product that is the result of at least one activity performed at the interface between the supplier
and customer
EXAMPLE Knowledge is an intangible product to be delivered.
(ISO 9000:2000)
2.26
service quality (SQ)
overall collection of implicit and explicit characteristics that the service can satisfy the customer
2.27
Total Quality Management (TQM)
management approach of an organization, centered on quality, based on the participation of all its
members and aiming at long-term success through customer satisfaction, and benefits to all members of
the organization and to society
2.28
W3C
World Wide Web Consortium
4 © ISO/IEC 2005 – All rights reserved

ISO/IEC 19796-1:2005(E)
3 Process model
In this section, the reference framework is described and elaborated by referring to its process model.
The process model is a framework for the description, comparison, and analysis of process-oriented quality
approaches. The framework can be used as a meta-model for quality management and quality assurance
approaches. This means that no assumptions and prescriptive requirements of the quality approaches are
made.
The use of the framework can be described as followed:
Scenario 1: Description of a quality approach
Select a quality management or quality assurance approach Q1.
Identify the processes which are covered within Q1.
Describe Q1 according to the framework using the description categories.

Scenario 2: Comparison of quality approaches
Select quality management or quality assurance approaches [Q1.Qn].
Identify the processes which are covered within [Q1.Qn].
Describe [Q1.Qn] according to the framework using the description categories.
Define a metric to compare [Q1.Qn].
Perform analysis and comparison.

Scenario 3: Harmonization of quality approaches
Use Scenario 2.
Combine [Q1.Qn] towards a consensus model.

It is important to mention that the process scheme described in this working paper shall be used as a
general, descriptive framework. In a second step, good practice approaches and profiles can be generated
– these profiles could contain specific recommendations, guidelines, procedures, or criteria. Secondly, the
process scheme can be extended and modified.
© ISO/IEC 2005 – All rights reserved 5

ISO/IEC 19796-1:2005(E)
3.1 Descriptive model
The descriptive model shows the classification and documentation scheme for quality processes. It bases
on the CEN/ISSS CWA 14644 . Each process will be described by this scheme:

Attribute Description Example
ID Unique Identifier ID1234
Category Main Process Course Development
Process Name Process name Method selection
Description Description of the process Within this process the didactic concept and
methods are evaluated and selected
Relations Relation to other processes Before the method selection a target group
analysis must be performed; FA.6
Sub-processes / Sub-processes / sub-aspects / Method identification, method alternatives,
sub-aspects tasks method priorization
Objective Objective of a Process Adequate selection of one or more didactic
concepts
Method Methodology for this process Method selection shall be based on the target
group.
Reference to guideline / documents
Methods are selected based on the teachers’
experience.
See Method Guidelines Handbook
Result Expected result of a process Method specification
Documents
Actors Responsible / participating actors Team Didactical Design
Metrics / Criteria Evaluation and Metrics for this Criteria catalogue 3.2.2-3.2.6
process
Standards Standards used DIN EN ISO 9241, IEEE 1484.12.1:2003
Learning Object Metadata
Annotation / Further Information, Examples of
Example usage
Table 1: Descriptive model for quality approaches

CEN/ISSS CWA 14644 Quality Assurance and Guidelines. Brussels, 2003.
6 © ISO/IEC 2005 – All rights reserved

ISO/IEC 19796-1:2005(E)
3.2 Reference Framework for Quality Descriptions (RFDQ): process model

In this section the process framework is described in the format explained in 3.1. The process model
includes the relevant processes within the life-cycle of information and communication systems for learning,
education, and training. The process model is divided in seven parts. Sub-processes are included
referencing to a classification of processes – examples of the use of classifications are shown in Annexes B
and C.
ID Category Sub-Processes
Needs Analysis
NA Classification
FA Framework Analysis Classification
CD Conception / Design Classification
DP Development / Production Classification
IM Implementation Classification
LP Learning Process Classification
EO Evaluation / Optimization Classification
Table 2: RFDQ process model
In each part, the essential processes are described. For selected processes, examples how the reference
model can be used are included; these examples are written in italics.
The use of the process model is shown using the classification of processes from DIN PAS 1032-1, listed
fully in Annex B.
© ISO/IEC 2005 – All rights reserved 7

ISO/IEC 19796-1:2005(E)
8 © ISO/IEC 2005 – All rights reserved

3.2.1 Process model description
In this section, the process model is described including examples for the use of each category of the description scheme.

3.2.1.1 Needs analysis
ID Category Process Description Relation
Identification and description of requirements, demands, and
NA Needs Analysis
constraints of an educational project

NA.1 Initiation
NA.2 Stakeholder identification
Sub-processes /
Sub-aspects
NA.3 Definition of objectives
NA.4 Demand analysis
Objective To describe the needs and demands leading to an educational project
Method Quality Function Deployment
Result Documentation of goals, objectives, needs, and requirements of an educational project
Actors Project manager; specialists, learners, sponsors
Metrics / Criteria Indicators
Standards ISO 9000:2000
Annotation / Example
ISO/IEC 19796-1:2005(E)
© ISO/IEC 2005 – All rights reserved 9

3.2.1.2 Framework analysis
ID Category Process Description Relation
Identification of the framework and the context of an educational
Framework Analysis
FA NA, CD
process
FA.1 Analysis of the external context
FA.2 Analysis of staff resources
FA.3 Analysis of target groups
Sub-processes /
Sub-aspects
FA.4 Analysis of the institutional and organizational context
FA.5 Time and budget planning
FA.6 Environment analysis
Objective To describe relevant factors for an educational project
Method Methods of empirical social research; methods in legal and economic research and analysis
Result Documentation and validation of relevant parameters
Actors Project manager; specialists
Metrics / Criteria Check for plausibility; consultation of additional experts
Standards
Annotation / Example
ISO/IEC 19796-1:2005(E)
10 © ISO/IEC 2005 – All rights reserved

3.2.1.3 Conception / Design
ID Category Process Name Description Relations
CD Conception / Design Conception and Design of an educational process

CD.1 Learning objectives
CD.2 Concept for contents
CD.3 Didactical concept / methods
CD.4 Roles and activities
CD.5 Organizational concept
Sub-processes /
CD.6 Technical concept
Sub-aspects
CD.7 Concept for media and interaction design
CD.8 Media concept
CD.9 Communication concept
CD.10 Concept for tests and evaluation
CD.11 Concept for maintenance
Objective To plan and design the concepts for an educational process
Method Use of Design Guidelines
Result To provide a conception and design for educational processes
Actors Consultant, Media Designers
Metrics / Criteria
Standards
Annotation / Example
ISO/IEC 19796-1:2005(E)
© ISO/IEC 2005 – All rights reserved 11

3.2.1.4 Development / Production
ID Category Process Description Relation
Development /
DP Realization of concepts CD
Production
DP.1 Content realization
DP.2 Design realization
Sub-processes /
DP.3 Media realization
Sub-aspects
DP.4 Technical realization
DP.5 Maintenance
Objective To realize the conceptions
Method Implementation manual
Result Educational products and services
Actor IT-specialists, authors, developers
Metrics / Criteria
Standards
Annotation / Example
ISO/IEC 19796-1:2005(E)
12 © ISO/IEC 2005 – All rights reserved

3.2.1.5 Implementation
ID Category Process Description Relation
IM Implementation Description of the implementation of technological components

IM.1 Testing of learning resources
IM.2 Adaptation of learning resources
Sub-processes /
IM.3 Activation of learning resources
Sub-aspects
IM.4 Organization of use
IM.5 Technical infrastructure
Objective To implement appropriate technological components being used in the educational process
Method Change / configuration / content management
Result Learning environment including all learning resources
Actor Project manager, IT-manager
Metrics / Criteria Testing beta versions and system
Standards Software validation, e. g. following IEEE; ISO 9000:2000
Annotation / Example
ISO/IEC 19796-1:2005(E)
© ISO/IEC 2005 – All rights reserved 13

3.2.1.6 Learning process
Process Description
ID Category Relation
LP Learning Process Realization and use of the learning process

LP.1 Administration
Sub-processes /
LP.2 Activities
Sub-aspects
LP.3 Review of competency levels
Objective To perform the learning process
Method According to the chosen didactical concepts and methods
Result Completed process of learning, education and training.
Actor Learners, trainers, tutors
Metrics / Criteria User performance, user satisfaction
Standards
Annotation / Example
ISO/IEC 19796-1:2005(E)
14 © ISO/IEC 2005 – All rights reserved

3.2.1.7 Evaluation / Optimization

Process Description
ID Category Relation
EO Evaluation / Optimization Description of the evaluation methods, principles, and procedures

EO.1 Planning
EO.2 Realization
Sub-processes /
Sub-aspects
EO.3 Analysis
EO.4 Optimization / Improvement
Objective To describe the evaluation of the educational process
Method Evaluation methods (Questionnaires, User tracking, user feedback report)
Result To perform an evaluation of the educational process; to optimize and improve the educational process
Actor Evaluators, learners, teachers
Metrics / Criteria
Standards ISO 9000:2000
Annotation / Example
ISO/IEC 19796-1:2005(E)
4 Conformance
A quality description conforms to this standard if each process included in a RFDQ instance corresponds to the appropriate
specification in this standard and includes all sub-processes. A conforming description may contain descriptions
of processes not included in this standard. The description may contain additional data elements.
A quality description con
all sub-processes. A c
elements.
© ISO/IEC 2005 – All rights reserved 15

ISO/IEC 19796-1:2005(E)
16 © ISO/IEC 2005 – All rights reserved

Annex A
(informative)
Explanation for the use of the model
In this section, the use of the model is clarified. Several sample questions are answered in order to provide a clearer understanding of the concept and its use.

Is RFDQ customer oriented / does it take individualization into account?
In general, RFDQ is a framework to describe and compare quality approaches. Therefore, it does not take any position of how “good” quality is achieved. However, it
is designed that guidelines, procedures, requirements are included and clearly specified.
Example of quality guidelines and methods for content selection / design:
ID Category Process Name Description Relations
CD.2 Conception / Design Concept of the contents Concept of learning and teaching contents NA.4 Demand analysis
FA.2 Qualifications
Content selection
Sub-processes /
Sub-aspects
Content Design
1. Learner Demand: The goal is to provide content adapted to the needs and demand of the learner.
Objective
2. Adaptation: Each course shall provide different content presentation formats and entry points based on the user experience.
A prototype of the content shall be provided to a group of learners’ representatives. In a consensus process, the contents shall be
prioritized and agreed on.
Method
For each course, classify groups of learners according to their learning type. Adapt presentation format and methods according to
these learning types.
ISO/IEC 19796-1:2005(E)
© ISO/IEC 2005 – All rights reserved 17

1. Documentation of planned and agreed contents
Result
2. Periodically, evaluate learning performance of different learners (test groups).
Actors Curriculum designer, didactic experts, institution accreditation authority, teacher, learners’ representatives
Metrics / Criteria The content are measured based on their relevance, importance, exemplarity, …
Standards Higher Education Standards
Annotation / Example
Therefore, negotiations and adaptation should be included when using RFDQ.

How should specific requirements and needs be included.
Specific requirements should be included in the process. Specific issues can be added to the model in specific profiles of the model.
Example: Inclusion of French National Body’s document concerning negotiation about “Validation of Experiential Learning” [Blan2003]
ID Category Process Description Relation
Analysis of staff
FA.2 Framework Analysis Description of actors, their qualifications and competencies
resources
Roles / Functions
Sub-processes /
Competencies / formal qualifications of actors
Sub-aspects
Availability of actors
1. Description of the roles / functions, competencies / formal qualifications and availability of actors and users
Objective
2. Evaluate and certify actors’ qualifications of prior experiental learning.
Analyze learner records and certificates.
Method
Analyze learners’ qualifications through experimental learning: Presenting a portfolio, or explaining to a jury how professional

ISO/IEC 19796-1:2005(E)
18 © ISO/IEC 2005 – All rights reserved

experience lead to acquire knowledge and skills required by the qualification
- Description of roles / functions of staff
Result - Description of competencies / formal qualifications / qualifications through experimental learning
- Description of availability of staff
Actors Project manager; experts (-> jury), learners
Metrics / Criteria
Project management and documentation guidelines; standards for social research;
Standards
Law : "Loi sur la Validation des Acquis de l'Expérience"
Annotation / Example
Note: In order to include the processes of negotiations and individualization, a separate process has been included in the model.

The model can be adapted (e.g., including a more detailed process model) using classifications of sub-processes. An example for the use of sub-processes is given
in Annexes B and D.
ISO/IEC 19796-1:2005(E)
© ISO/IEC 2005 – All rights reserved 19

Annex B
(informative)
DIN process model (DIN PAS 1032-1)
In this section, we show a sample use of RFDQ. The German DIN process model (DIN PAS 1032-1) including sub-processes is described using RFDQ.

Needs Analysis (NA)
ID Category Process Description Relation
Identification and description of requirements, demands, and
Needs Analysis
NA
constraints of an educational project

NA.1 Initiation
NA.2 Stakeholder Identification
Sub-processes /
Sub-aspects
NA.3 Definition of objectives
NA.4 Demand Analysis
Objective To describe the needs and demand leading to an educational project
Method Quality Function Deployment
Result Documentation of goals, objectives, needs, and requirements of an educational project
Actors Project manager; specialists, learners, sponsors
Metrics / Criteria Indicators
Standards ISO 9000:2000
Annotation / Example
ISO/IEC 19796-1:2005(E)
20 © ISO/IEC 2005 – All rights reserved

ID Category Process Description Relation
Initiation of an educational project; description of necessity or demand
Needs Analysis Initiation
NA.1 FA.4
for learning/education/training

• Identification of demands and requirements
Sub-process(es) /
Sub-aspects
• Identification of necessities
Description and indication of the processes goals and aims
Objective
Needs for teaching
Methods of marketing research and market analysis, trend analysis, need analysis, interviews, balanced scorecard, skill gap analysis;
Method
Assessments, work place analysis, Auditing
Result Definition and documentation of the needs, necessities, and demands (for learning / education / training)
End user
Actors Education and training manager
Experts in education and training
Metrics / Criteria Review of description validity
Standards ISO 900x:2000, ANSI/PMI 99-001-2000 5.1 Initiation
Annotation / Example
ISO/IEC 19796-1:2005(E)
© ISO/IEC 2005 – All rights reserved 21

ID Category Process Description Relation
NA.2 Needs Analysis Stakeholder Identification Identification, description and evaluation of the stakeholders groups

• Identification of actors
Sub-processes /
• Identification of interested parties
Sub-aspects
• Identification of users
Description of all potential stakeholders. Influence and cooperation within the education and training processes. Importance for and on
Objective
the development, acceptance and market capabilities of the finished products
Literature analysis, Staff sheets, Curricula, Workshops
Method Examination regulations, business-plans
Interviews, Guidelines
Result Description of all interested parties, their focused objectives, documentation of objectives.
Managers
Actors
Initiator
Metrics / Criteria Measurements of acceptance, contracts and applications
Standards ANSI 10.1 und 10.2
Annotation / Example Who are the respective actors and interested parties? (students, teachers, Trainer, Tutors, managers, enterprises, organizations,
examination boards, regulative bodies in education,. Universities, sponsors, cooperating institutions, clients, relevant social groups)).

ISO/IEC 19796-1:2005(E)
22 © ISO/IEC 2005 – All rights reserved

ID Category Process Description Relation
CD. x, IM.5, IM.6., LP.1., LP.2.,
Needs Analysis Definition of Objectives Description and evaluation of the objectives of relevant stakeholders
NA.3
LP.3, LP.4.
• Strategic goals
Sub-processes /
• Tactical goals
Sub-aspects
• Operative goals
Identification, description, and evaluation of goals of the stakeholders
Objective
Transition to a quality system in accordance with ISO 9000.
Method Questionnaire, Interview, Polls, Workshop.
Documentation of goals and objectives
Result
operational, consistent goal-systems for quality-measurements in accordance with DIN/ISO 9000
Actors project or consortia leadership, user, client
Metrics / Criteria Achievement of objectives
Standards ISO 9000:2000, ISO 14800
Annotation / Example
ISO/IEC 19796-1:2005(E)
© ISO/IEC 2005 – All rights reserved 23

ID Category Process Description Relation
Specification, description, and evaluation of the demand for
Needs Analysis Demand Analysis
NA.4
qualification
• Description of the qualification demand
Sub-processes /
• Justification of demand
Sub-aspects
• Kind of the qualification demand (formal, informal, prescriptive, taxonomy)
Objective Specification, description and validation of demand and objectives in an educational project and their operational description
Method Document analysis, Interview, Workshop, systematic and methodical formulations
Result Requirement specification for project
Actors Project manager, user, supplier, sponsor
Metrics / Criteria Evaluation by experts, Certification through DIN/ISO 9000
Standards ISO 9000:2000, ANSI PMI 99-001-2000a
Annotation / Example
ISO/IEC 19796-1:2005(E)
24 © ISO/IEC 2005 – All rights reserved

Framework analysis
ID Category Process Description Relation
Identification of the framework and the context of an educational
FA Framework Analysis NA, CD
process
FA.1 Analysis of the external context
FA.2 Analysis of staff resources
FA.3 Analysis of target groups
Sub-processes /
Sub-aspects
FA.4 Analysis of the institutional and organizational context
FA.5 Time and budget planning
FA.6 Environment analysis
Objective To describe relevant factors for an educational project
Method Methods of empirical social research; methods in legal and economic research and analysis
Result Documentation and validation of relevant parameters
Actors Project manager; specialists
Metrics / Criteria Check for plausibility; consultation of additional experts;
Standards
Annotation / Example
ISO/IEC 19796-1:2005(E)
© ISO/IEC 2005 – All rights reserved 25

ID Category Process Description Relation
Analysis of the external Identification, description and evaluation of the external context /
Framework Analysis
FA.1
context framework of the educational process

• Legal context / conditions
• Economic context / conditions
Sub-processes /
• Educational context / conditions
Sub-aspects
• Social context / conditions
• Political context / conditions
Identification, description and validation of the external context / framework of the educational process
Objective
Method Methods of empirical social-/educational research; consultation of specialists; market analysis;
Identification and documentation of relevant aspects of the external context
Legal provisions concerning training intervals in security relevant areas
Development of the e-learning market
Result
Structures and processes of the organization within which an educational process is located; organizational culture of learning;
Structures and constraints due to established curricula etc.
Planning for updates of context analysis
Actors Project manager; experts (e.g. market researchers, lawyers)
Metrics / Criteria Check on plausibility of results; additional expertise
Standards
...