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

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Publication Date
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Withdrawal Date
29-Nov-2009
Current Stage
6060 - Definitive text made available (DAV) - Publishing
Start Date
20-May-2009
Due Date
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Completion Date
20-May-2009

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SLOVENSKI STANDARD
SIST EN ISO/IEC 19796-1:2009
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
SIST EN ISO/IEC 19796-1:2009 en,fr,de

2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

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SIST EN ISO/IEC 19796-1:2009
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SIST EN ISO/IEC 19796-1:2009
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.

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EUROPÄISCHES KOMITEE FÜR NORMUNG
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© 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.
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SIST EN ISO/IEC 19796-1:2009
EN ISO/IEC 19796-1:2009 (E)
Contents Page

Foreword ..............................................................................................................................................................3

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SIST EN ISO/IEC 19796-1:2009
EN ISO/IEC 19796-1:2009 (E)
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.
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SIST EN ISO/IEC 19796-1:2009
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SIST EN ISO/IEC 19796-1:2009
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
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SIST EN ISO/IEC 19796-1:2009
ISO/IEC 19796-1:2005(E)
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ii © ISO/IEC 2005 – All rights reserved
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SIST EN ISO/IEC 19796-1:2009
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
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SIST EN ISO/IEC 19796-1:2009
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
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SIST EN ISO/IEC 19796-1:2009
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
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SIST EN ISO/IEC 19796-1:2009
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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
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SIST EN ISO/IEC 19796-1:2009
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.
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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
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SIST EN ISO/IEC 19796-1:2009
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)
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SIST EN ISO/IEC 19796-1:2009
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
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SIST EN ISO/IEC 19796-1:2009
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.
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SIST EN ISO/IEC 19796-1:2009
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.
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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.
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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
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SIST EN ISO/IEC 19796-1:2009
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
---------------------- Page: 21 ----------------------
SIST EN ISO/IEC 19796-1:2009
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
---------------------- Page: 22 ----------------------
SIST EN ISO/IEC 19796-1:2009
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, dev
...

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