ISO/IEC TS 29140:2020

Information technology for learning, education and training - Nomadicity and mobile technologies

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.

Technologies de l'information pour l'apprentissage, l'éducation et la formation — Nomadisme et technologies mobiles

General Information

• Status: Withdrawn
• Publication Date: 11-Oct-2020
• Withdrawal Date: 11-Oct-2020
• ICS: 35.240.90 - IT applications in education
• Technical Committee: ISO/IEC JTC 1/SC 36 - Information technology for learning, education and training
• Drafting Committee: ISO/IEC JTC 1/SC 36/WG 3 - Learner information
• Current Stage: 9599 - Withdrawal of International Standard
• Start Date: 15-Nov-2021
• Completion Date: 30-Oct-2025

Relations

• Revised: ISO/IEC 29140:2021 - Information technology for learning, education and training - Nomadicity and mobile technologies
• Effective Date: 02-Jan-2021
• Revises: ISO/IEC TS 29140-1:2011 - Information technology for learning, education and training - Nomadicity and mobile technologies - Part 1: Nomadicity reference model
• Effective Date: 23-Apr-2020
• Revises: ISO/IEC TS 29140-2:2011 - Information technology for learning, education and training - Nomadicity and mobile technologies - Part 2: Learner information model for mobile learning
• Effective Date: 23-Apr-2020

Standards Content (Sample)

TECHNICAL ISO/IEC TS
SPECIFICATION 29140
First edition
2020-10
Information technology for learning,
education and training — Nomadicity
and mobile technologies
Technologies de l'information pour l'apprentissage, l'éducation et la
formation — Nomadisme et technologies mobiles
Reference number
©
ISO/IEC 2020
© ISO/IEC 2020
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting
on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address
below or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: [phone]
Email: [e-mail]
Website: www.iso.org
Published in Switzerland
ii © ISO/IEC 2020 – All rights reserved

Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Abbreviated terms . 3
5 Examples of mobile learning applications . 3
5.1 Examples in this document . 3
5.2 Other examples of mobile technology for learning . 4
6 Learner information for mobile learning . 6
6.1 General . 6
6.2 Learner information model for mobile learning. 6
6.3 Minimum recommended learner information . 8
6.4 Optional learner information . 8
6.5 Dimensions for optimal learner experience . 9
6.5.1 General. 9
6.5.2 Learner dimension .10
6.5.3 Content dimension for individual learner needs .10
6.5.4 Device capability dimension to maximize the use of the mobile device .11
6.5.5 Connectivity dimension to perform at different connection speeds .12
6.5.6 Coordination .13
7 Learner interaction with mobile learning system .13
8 Additional considerations .17
Annex A (informative) Use case 1: Online student use of mobile devices for learning .18
Annex B (informative) Use case 2: Fluent speaking in English/fluent reading .21
Annex C (informative) Use case 3: Digital textbook for innovative learning .24
Annex D (informative) Use case 4: Mobile learning technology among final year medical
students .28
Annex E (informative) Use case 5: Augmented reality training system .31
Annex F (informative) Use case 6: App for exam practice .34
Annex G (informative) Use case 7: Implementation of app for academic success .36
Annex H (informative) Use case 8: Tutoring, games and applications for language learning .39
Annex I (informative) Use case 9: Evaluation of key factors that affect learner-empowered
emergent technology integration .41
Bibliography .44
© ISO/IEC 2020 – All rights reserved iii

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.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for
the different types of document should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/ directives).
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. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www .iso .org/ patents) or the IEC
list of patent declarations received (see http:// patents .iec .ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the
World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www .iso .org/
iso/ foreword .html.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
This first edition cancels and replaces ISO/IEC TS 29140-1:2011 and ISO/IEC TS 29140-2:2011, which
have been technically revised.
The main changes compared to the previous edition are as follows:
— ISO/IEC TS 29140-1:2011 and ISO/IEC TS 29140-2:2011 have been combined as a single document.
— New terms and definitions and use cases have been added.
— The referencing explanatory report has been removed.
— Minor editorial changes have been made throughout the document.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/ members .html.
iv © ISO/IEC 2020 – All rights reserved

Introduction
This document provides guidance on the use of a learner information model for mobile technology
in learning, education and training (mobile learning). It can be used as a reference by software
developers, implementers, instructional designers, teachers, trainers, automated systems, and learning
management systems.
Since ISO/IEC TS 29140-1:2011 and ISO/IEC TS 29140-2:2011 were published, there have been many
technological innovations and increasing use of mobile technology in learning, education and training
[4],[6],[8],[9],[14],[17]
as indicated in many of the review and meta-analysis studies on mobile learning.
The growth in active mobile-broadband subscriptions has increased significantly, with penetration
[13]
rates increasing worldwide from 4,0 subscriptions per 100 inhabitants in 2007 to 69,3 in 2018.
The number of active mobile-broadband subscriptions have increased from 268 million in 2007 to 5,3
[13]
billion in 2018. In addition, almost the entire world population, or 96 %, now lives within reach of a
mobile cellular network. Furthermore, 90 % of the global population can access the internet through a
[13]
3G or higher speed network. This is placing a sense of urgency to revise the standards for the use of
mobile technology in learning, education and training.
At the same time, the technology and the application of the technology is changing at a fast rate. For
example, 3D glasses are being used for virtual reality, augmented reality and mixed reality; and voice
input and output are being used for language training. In 2017, an analysis of 233 refereed articles from
2011 to 2015 from peer-reviewed journals was carried out based on the research themes, methods,
[14]
settings and technologies in the research. The results were compared to three previous literature
review-based research studies that were conducted between 2001 and 2010 to identify similarities
and differences. The findings were that: (1) mobile learning in higher education is a growing field as
evidenced by the increasing variety of research topics, methods, and researchers; (2) the most common
research topic continues to be about enabling m-learning applications and systems; and (3) mobile
phones continue to be the most widely used devices in mobile learning studies, however, more and
more studies work across different devices, rather than focusing on specific devices.
As schools, governments, organizations and businesses around the world design information for access
by mobile devices, there is increased need to set standards for how information should be designed
for delivery on mobile technologies to support learning, education and training. This increased need
is necessitated by demand for learning and training materials that can be shared easily between
organizations and learners and made available to those in any geographical location. Mobile learning
has the potential to provide learners with enhanced access to information and learning materials and
guidance and support from anywhere rather than from a specific geographical location at a certain
time. When mobile learning is implemented thoughtfully and well, it has the potential to increase
efficiency and productivity for learning, education and training within different sectors (e.g. public,
private, voluntary).
A meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and
learning analysed 110 experimental and quasi-experimental peer-reviewed journal articles published
[17]
from 1993 to 2013. Results revealed that the overall effect of using mobile devices in education
is better than when using desktop computers or not using mobile devices as an intervention, with a
moderate effect size of 0,523. An analysis of 144 refereed journal articles from the top six major
educational technology-based learning journals listed in the Social Science Citation Index database
found that most mobile learning studies reported positive outcomes and the smartphone is the most
[6]
widely used device for mobile learning. Mobile learning has the potential to provide learners with
new opportunities to connect with other learners, to interact with teachers and trainers, and to co-
create collaborative learning environments. This is a critical issue for learners who live in remote
[5]
locations lacking wired connections. Learners living in these remote locations can use mobile
technologies with wireless capabilities to connect with others in different locations. As a result,
remote learners might feel less isolated, which could result in more learners completing their learning,
education or training activities using mobile technologies. An analysis of 90 articles that studied the
qualities of mobile learning reported that the educational properties of mobile collaborative learning
include: supporting ubiquitous learning, allowing more interpersonal social interaction, facilitating
context-based learning, cultivating self-regulated learning and self-reflection, and fostering cross-
© ISO/IEC 2020 – All rights reserved v

[9]
cultural interaction. The conclusion was that, compared to internet-based learning, mobile-based
collaborative learning is better able to serve as cognitive, metacognitive and epistemological tools for
students' understanding and concept transformation.
There are a number of research teams in organizations and communities who are working on mobile
learning. Many research studies and projects have been completed on the use of mobile technology
in education and training. Additionally, work is already in progress in various countries around the
world on related topics such as, learning in different contexts, learning while on the move, and the use
of handheld computers in learning. This is evident by the nine use cases that are included in Annexes A
through I. In addition, work is in progress on some of these issues at the W3C and the ITU-T.
As this work progresses, it is essential to prepare the groundwork to ensure that the design,
development, implementation and evaluation of mobile learning within learning, education and
training environments will take place in a manner that is seamless, flexible and integrated. In short,
mobile technology needs to be seamlessly integrated into teaching and learning activities that are
supported by information and communication technology (ICT) in general. A review of models and
frameworks for designing mobile learning experiences described different learning strategies for using
[11]
mobile technologies in learning. These include: (1) context-aware learning where learners can learn
in their own context using wireless connection, global positioning systems, satellite connection and
mobile apps; (2) seamless and ubiquitous learning on the go and learning from anywhere because of the
portability of mobile technologies – learning strategy is important for the nomadic learners who move
from one location to the next; (3) game-based learning where learners are presented with different
scenarios and challenges during the learning process; (4) mobile computer-supported collaborated
learning where students use mobile technologies to interact to complete learning activities in groups.
In the past, use of mobile technologies, because of their small size and portability, have been beneficial
to nomads; however, the current mobile technologies are more powerful and they are being used in
different locations and different contexts for learning. For example, mobile technologies can be used
in a classroom to teach school-age children about disease transmission patterns; in medical education
to support students learning about bedside clinical practice; in an industry to train employees how
to maintain a piece of equipment; in a museum to give students a virtual presentation of a historical
event; in a college to give students a virtual tour of an archaeological site, and so on. The potential use
of mobile technology is unlimited, its use will depend on the creativity of the instructional designer,
teacher or trainer. An analysis of 113 research studies on mobile learning in pre-kindergarten to Grade
12 levels found that 62 % of the studies reported positive outcomes, meaning that the majority of studies
[8]
found that the use of mobile devices in a learning activity resulted in increased student learning. It
also reported that the majority of the studies (50 %) took place in formal educational contexts while a
setting composed of both formal and informal settings accounted for 27 % of the educational contexts,
and the remaining 23 % of the studies took place in informal settings.
vi © ISO/IEC 2020 – All rights reserved

TECHNICAL SPECIFICATION ISO/IEC TS 29140:2020(E)
Information technology for learning, education and
training — Nomadicity and mobile technologies
1 Scope
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.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at http:// www .electropedia .org/
3.1
adaptive design
creation of multiple versions of a web page to better fit the learner’s device rather than a single static
page that looks the same on all devices
© ISO/IEC 2020 – All rights reserved 1

3.2
artificial intelligence
AI
branch of computer science devoted to developing data processing systems that perform functions
normally associated with human intelligence, such as reasoning, learning and self-improvement
[SOURCE: ISO/IEC/IEEE 24765:2017, 3.234]
3.3
augmented reality
virtual objects superimposed upon or composited with the real world
Note 1 to entry: Virtual and real-world objects co-exist in augmented reality systems.
3.4
learning
acquisition of knowledge, skills or attitudes
[SOURCE: ISO/IEC 2382-36:2019, 3.1.1]
3.5
learner information
recorded information associated with learners and used by learning technology systems
Note 1 to entry: Learner information may be created, stored, retrieved, used, etc. by learning technology systems,
individuals (teachers, trainers, learners, etc.), and other entities.
[SOURCE: ISO/IEC 2382-36:2019, 3.7.1]
3.6
learning technology system
LTS
information technology system used in the delivery and management of learning
3.7
mixed reality
display continuum in which both real and virtual images are combined in some way and in some
proportion
Note 1 to entry: Augmented reality (AR) and virtual reality (VR) are considered to be on the mixed reality
continuum.
3.8
mobile learning
m-learning
m-learn
learning using information and communication technologies in mobile contexts
3.9
mobile context
learning can occur in any location because of the portability of the mobile technology
3.10
mobile technology
lightweight devices that learners can conveniently take anywhere to learn and mobile network that
learners can access from anywhere
3.11
massive open online course
MOOC
free open online course that is available for anyone to enrol and complete
2 © ISO/IEC 2020 – All rights reserved

3.12
nomadic learner
learner who moves from one location to another with relative frequency
EXAMPLE The learner has to access the learning materials from different locations, varying time zones and
within another environment during a single learning episode.
3.13
responsive design
method for web page construction to detect the user's screen size and orientation and dynamically
change the layout accordingly
3.14
seamless learning
learning in different contexts using multiple devices
3.15
ubiquitous learning
learning that is stimulated and supported through diverse channels and always readily accessible
3.16
virtual reality
artificial environment presented using computer technologies
Note 1 to entry: Virtual reality has a high level of immersiveness, fidelity of information representation, and
degree of active learner participation compared to other forms of mixed reality.
4 Abbreviated terms
ICT information and communication technology
ITLET information technology for learning, education and training
LET learning, education and training
LMS learning management system
OS operating system
5 Examples of mobile learning applications
5.1 Examples in this document
Annexes A through I provide nine use cases that describes the use of mobile technology in learning,
education and training.
Annex A: Online student use of mobile devices for learning
A longitudinal and cross-sectional mixed methods study employing the community of inquiry (CoI) and
framework for the rational analysis of mobile education (FRAME) models to examine the use of mobile
devices among graduate students at one online North American university.
Annex B: Fluent speaking in English/fluent reading
An English-speaking mobile learning application to train learners to improve their English speaking
TM1)
skills. It uses WeChat , which is a free application that provides instant messaging services for
smart devices. It supports fast access of free video consumption, video and image over the network
TM
1) WeChat is an example of a suitable product available commercially. This information is given for the
convenience of users of this document and does not constitute an endorsement by ISO or IEC of this product.
© ISO/IEC 2020 – All rights reserved 3

(communicating a small amount of network traffic) across the communication carrier and cross-
operating system platform. At the same time, it can also use the material and location-based social
plug-in to share streaming media content.
Annex C: Digital textbook for innovative learning
The Ministry of Education in South Korea and KERIS developed and implemented digital textbooks in an
advanced form that overcome the limitations of paper textbooks, improve classroom lessons, and enable
personalized teaching and learning. The digital textbooks can be accessed by mobile technologies.
Annex D: Mobile learning technology among final year medical students
A cross-sectional descriptive study conducted among final year undergraduate students at the
University of Nairobi, College of Health Sciences. This study aimed to assess the use of mobile learning
technology by final year undergraduate students at the College of Health Sciences, University of Nairobi
as well as exploring the challenges that impede adoption of mobile learning technology in the target
population.
Annex E: Augmented reality training system
TM2)
Scope AR developed an augmented reality training program to train industrial sales and service
2)
workers on how to dismantle and re-assemble an accentuator valve. The trainee used iPads® or
augmented reality glasses or both with positioning markers to overlay holographic, step-by step
instructional images on a real-world accentuator valve to dismantle and re-assemble the valve. The
project was evaluated using a pragmatic mixed-methods approach.
Annex F: App for exam practice
Malezi exam practice is a mobile friendly web application that generates examination revision content
for learning and testing readiness for final level exams in both primary and secondary school.
Annex G: Implementation of app for academic success
TM2)
Integrity Matters is a tri-lingual (English, French, Chinese) mobile learning application designed to
TM
facilitate anytime, anywhere academic integrity training. The Integrity Matters project is designed to
improve student engagement with academic material by exploring mobile learning to better resonate
with the university/college student population. The app has the capacity to provide an e-certificate and
digital badge upon successful completion of the module lessons.
Annex H: Tutoring, games and applications for language learning
The purpose of the FirstVoices mobile applications for language learning (MALL) is to preserve and
to promote first nation languages. Over 60 Aboriginal languages are archived, some only available to
members of that community. The resources are used by first nations communities in Canada to teach,
learn and document their words, phrases, songs, stories and other digital community resources.
FirstVoices serves as central language data platform for other applications as well.
Annex I: Evaluation of key factors that affect learner-empowered emergent technology integration
This dissertation sought to determine what key institutional, curricular, instructional and contextual
factors and, ultimately, what educational paradigm most enabled online graduate level learners to
integrate emergent technologies for learning on demand.
5.2 Other examples of mobile technology for learning
As the use of mobile technologies grows around the world, the infrastructure to support mobile
learning is being improved to allow access anywhere and anytime to learning applications, services
and content. In several countries, corporate, academic and government organizations are using existing
TM TM
2) Scope AR , iPad® and Integrity Matters are examples of suitable products available commercially. This
information is given for the convenience of users of this document and does not constitute an endorsement by ISO
or IEC of these products.
4 © ISO/IEC 2020 – All rights reserved

learning management systems to implement and provide support for mobile learning. In some countries
connectivity is sufficient to allow learners to access learning resources and participate in teaching and
learning activities through connecting to networks using mobile devices. There is a shift from wired
to wireless connection that will facilitate the use of mobile technology in learning. Mobile learning is
being used to improve access to learning materials and services that will facilitate individual learning,
education and training from anywhere and at any time. Additional examples of mobile learning
applications:
— Educational organizations are making their digital learning materials available as open access so
that the materials can be re-used at no cost providing the materials are used for education. In most
cases, the materials can be accessed using mobile technologies.
— Use of artificial intelligence to adapt learning to meet individual learner needs.
— Organizations are developing and delivering MOOCs, which are free for anyone to participate. In
some cases, learners can complete the MOOCs using mobile technologies.
— Countries and organizations are using mobile technologies to educate refugees who live in camps
and cannot go to school, so that they can get the knowledge and skills to be integrated into society.
— In large geographically dispersed countries, mobile technologies are used to facilitate the delivery
of information and learning materials to learners in any geographic location. Universities are
developing digital repositories that have courses that link to learning resources, allowing learners
to access course materials from anywhere and at any time using a variety of technologies, including
mobile technology.
— Mobile learning is being used to train immigrants who require language instruction in a second
language while they work at the same time.
— Organizations are converting courses for mobile delivery for the convenience of learning at a time
and place that meets individual learners' needs.
— Mobile learning applications are being used to:
— Send daily information from schools and universities to students.
— Gather immediate feedback and response data from students using mobile phones as part of a
classroom response system.
— Assess learner levels of understanding or skills, associated with rich media content.
— Browse videos of recorded lectures.
— Support problem-based or collaborative learning in real situations, such as exploring museums
or cities to find out relevant information to solve a given problem.
— Support interactions with an intelligent software agent capable of adapting to the heterogeneous
mobile computing environment. The agent can search for a conversion tool according to the
desired format and convert the course materials automatically. The agent is able to understand
mobile clients’ device capabilities. In order for the server to know what type of course material
the client wishes to receive, the client needs to provide information on the software and
hardware capabilities of the device to the server. However, devices do not normally carry
any information about their capabilities with respect to affordances available for learning,
education and training activities.
© ISO/IEC 2020 – All rights reserved 5

6 Learner information for mobile learning
6.1 General
Information about the learner is used to determine how required learning materials infrastructure
and support are all tailored for mobile learning. Learner information for mobile learning is similar
to learner information for e-learning. Additional learner information is required to support mobile
learning in different situations that may reflect contextual elements such as the mobility of the
learner and the nature of the surrounding environment (e.g. infrastructure to support ubiquitous
learning). As noted by several leading researchers in the field, the use of mobile devices to support
mobile learning can be considered along different dimensions including the mobility of the learner
and the embeddedness of the learner in the real environment or in context. In e-learning with desktop
or notebook computers, the learner mobility and embeddedness are low. In mobile learning, learner
[15]
mobility and embeddedness are high. To adequately support mobile learners engaged in learning,
education and training activities, information technology systems need to consider the specific context
of the mobile learner with respect to dimensions such as mobility, embeddedness, learner preferences,
content, device capabilities, connectivity and coordination.
Mobile learning provides flexibility for learning since it enables learning facilitated by a diversity of
mobile devices. Mobile learning content is delivered in chunks and the mobile device can allow for
synchronous, spontaneous interactions. In mobile learning the learner is always connected and learning
[7]
is networked because of the connectivity of the mobile device ; however, the learner may connect for
a short time to download an app and then learn using the downloaded app. Mobile learning provides
learners with opportunities to learn outside of the classroom or workplace since the learner can learn
from anywhere and at any time. Organizations use both e-learning and mobile learning; however,
mobile learning provides more flexibility to learn and can allow for improved communications between
learners and between learners and teachers.
6.2 Learner information model for mobile learning
During the review of the nine use cases, certain elements were identified as being minimum
recommended elements to support learners and others were identified as optional. A more detailed
listing of the use cases reviewed is provided in Annexes A through I. Following the review, common
aspects were identified and form the basis for the learner information model for mobile learning.
Figure 1 shows the support systems for mobile learning. More information regarding learner
interactions with mobile learning systems is provided in Clause 7.
6 © ISO/IEC 2020 – All rights reserved

Figure 1 — Learner information model for mobile learning
The learner is at the centre of the mobile learning support systems model. Other aspects that are part
of the model and impact on learner experience include content, device, coordination and connectivity.
The minimum recommended elements are identified in Table 1 (see subclause 6.3). Each minimum
recommended element has been included under the relevant aspect of the learner information model
for mobile learning. There are also optional elements included in subclause 6.4 that have been grouped
under the related aspect. It should be noted that the list of optional elements is not exhaustive, and is
further expanded in subclause 6.5. Ideally, the elements within each aspect of the learner information
model for mobile learning are viewed as dimensions that, when considered holistically, can assist in
providing an optimal experience for learners engaged in mobile learning activities. It should be noted
that mobile learning activities are inherently dynamic, connectivity can change during sessions,
learner preferences for presentation can change depending on external factors such as noise in the
surrounding environment, or internal factors such as fatigue. Although in-depth details regarding
privacy are beyond the scope of this document, several elements have been noted as possibly having
potential privacy issues. Further discussion regarding possible technical solutions to these potential
privacy issues currently is not included in this document.
© ISO/IEC 2020 – All rights reserved 7

6.3 Minimum recommended learner information
Table 1 — Minimum recommended learner information model for mobile learning
Minimum recommended learner Description
information
Learner
Geographical location of the learner Since the mobile technology allows the learner to learn from any-
where, it is important to know where the learner is located so that
NOTE  There can be privacy considerations
the learner can apply the information in the appropriate context,
regarding the recommended use of this element.
and in a manner that is consistent with the specific situation of
Location settings can be used to determine
the learner.
surrounding infrastructure support for the
purposes of coordination of information. Many mobile apps can access data regarding the geographical
location of the learner and the learner’s contacts. For example,
turning on the flashlight of a mobile phone can provide the geo-
graphic location of the learner. Although access is supposed to be
permission-based, learners might not understand that they have
the option of refusing to provide this information to third-party
applications.
Learner history Previous learning activities of the learner and the learning levels
that were attained.
NOTE  There can be privacy considerations
regarding the recommended use of this element.
Learner history information is specific informa-
tion relevant to support adaptive interactions
between the learner and the IT system.
Learning needs The learning outcomes the mobile learning is intended to support
and the learner would like to achieve.
Learner progress How is the learner progressing in the learning process?
NOTE  There can be privacy considerations
regarding the recommended use of this element.
The information can be restricted to those who
have specific roles within the IT system.
Language of the learner The learner should be able to access learning materials in her
or his first language or the language that is being learned. If the
NOTE  There can be privacy considerations
learning materials are not available in different languages, ideally
regarding the optional use of this element. The
the system should enable translation of the learning materials to
information can be restricted to those who have
the learner's preferred language.
specific roles within the IT system.
Device
Type of device and operating system (OS) The system must know the type of mobile device and the oper-
being used ating system the learner is using so that the information can be
formatted for the specific device.
Connectivity
Connection speed The connectivity speed is needed so that information can be
downloaded to the learner in an efficient manner. For example, if
the learner has a slow connection speed, the learner should not
be required to access large amounts of data. Or the learner should
be able to download an app to learn offline if the connectivity is
not adequate. This is important for augmented reality and virtual
reality experiences.
6.4 Optional learner information
There are optional learner information elements that can be considered in mobile learning systems to
support learners (see in Table 2).
This list is not exhaustive. Additional optional learner information that contributes to optimal mobile
learner performance is discussed in subclause 6.5.
8 © ISO/IEC 2020 – All rights reserved

Table 2 — Optional elements of learner information model for mobile learning
Optional learner information Description
Learner
Learning preferences of the learner Activities based on the learner’s learning preferences can be
suggested if they are known to the mobile learning system.
NOTE  There can be privacy considerations re-
garding the optional use of this element. The
information can be restricted to those who have
specific roles within the IT system.
Learner academic background Knowing the learner's academic background could help to en-
sure that the appropriate content is presented to the learner
NOTE  There can be privacy considerations re-
at the right time and level.
garding the optional use of this element. The
information can be restricted to those who have
specific roles within the IT system.
Learner display preferences Before the correct mobile device is given to the learner, the
learner display preferences must be known. For example, if
the learner requires that text is presented on a high contrast
background, then the mobile device must meet the display and
delivery requirements of the learner.
Motivation level of the learner The motivation level of the learner to learn in a situation that
requires mobility or the use of a mobile device.
Connectivity
Electrical capabilities The electrical capabilities of the geographical location of the
learner must be known so that the appropriate device can be
given or suggested to the learner to access the information.
Coordination
Coordination of other access (e.g. tutor, peer, Provides the learner with access to tutors, peers or educators
instructor) for help while learning if needed.
Learning group Identification of the group to which the learner belongs so that
communities of learners can be formed.
6.5 Dimensions for optimal learner experience
6.5.1 General
The information about the learner is used to determine how learning materials are developed, delivered
and rendered for mobile learning. As noted in subclause 6.3, it is the learner and the learner experience
that is key to the success of mobile learning activities. Subclauses 6.5.2 through 6.5.6 provide additional
details and describe how mobile learning materials should be designed and developed based on the
learner information and to meet the needs of the learner. All of the aspects of the learner information
model for mobile learning are discussed and suggestions are provided to ensure an optimal learner
experience. The information is organized using the dimensions proposed in Reference [10].
The following design elements should be considered when designing learning materials for mobile
learning.
— Learning is self-directed where the learner controls the speed of the learning.
— Learning is ubiquitous where learning can take place anywhere and at any time.
— Learning, education and training activities need to be supported reliably and with seamless
connectivity.
— Build a learning community to support the collaborative work of learners who feel comfortable
working in groups.
© ISO/IEC 2020 – All rights reserved 9

6.5.2 Learner dimension
As noted above there are certain minimum recommended learner elements that should be considered
by designers, implementers and others.
— Learner identification – This is used to uniquely identify the learner so that appropriate access is
provided to learning resources. It includes a username and password.
— Geographical location of the learner – It is important to know the geographical location of the
learner so that the appropriate learning activities can be presented in the current context of the
learner who is mobile and could be in different geographic locations at different times.
— Learner history – This involves the previous learning activities of the learner and the learning
levels that were attained.
— Learning needs – The learning outcomes the mobile learning is intended to support and the learner
would like to achieve.
— Learner progress – Information regarding how the learner is progressing in the learning process.
— Language of the learner – The learner should be able to access learning
...