ISO/IEC TS 29140-2:2011
(Main)Information technology for learning, education and training — Nomadicity and mobile technologies — Part 2: Learner information model for mobile learning
Information technology for learning, education and training — Nomadicity and mobile technologies — Part 2: Learner information model for mobile learning
ISO/IEC TS 29140-2:2011 provides a learner information model specific to mobile learning that can be used as a reference by software developers, implementers, instructional designers, trainers, automated systems, and learning management systems to ensure that learning, education, and training (LET) environments reflect the specific needs of mobile participants. Since these needs impact on other standardization efforts and other work items in LET, a concise view is necessary. ISO/IEC TS 29140-2:2011 provides a definition of mobile learning that is appropriate for all sectors in LET, the description of the learner information model for mobile learning, specific learner information that supports learners engaged in mobile learning activities in LET environments. In addition, ISO/IEC TS 29140-2:2011 provides some initial guidance regarding the issue of privacy. This includes ensuring that ISO/IEC TS 29140-2:2011 does not contravene any privacy requirements.
Technologies de l'information pour l'apprentissage, l'éducation et la formation — Nomadisme et technologies mobiles — Partie 2: Modèle d'information des apprenants pour l'apprentissage mobile
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TECHNICAL ISO/IEC
SPECIFICATION TS
29140-2
First edition
2011-10-01
Information technology for learning,
education and training — Nomadicity and
mobile technologies —
Part 2:
Learner information model for mobile
learning
Technologies de l'information pour l'apprentissage, l'éducation et la
formation — Nomadisme et technologies mobiles —
Partie 2: Modèle d'information des apprenants pour l'apprentissage
mobile
Reference number
ISO/IEC TS 29140-2:2011(E)
©
ISO/IEC 2011
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ISO/IEC TS 29140-2:2011(E)
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ISO/IEC TS 29140-2:2011(E)
Contents Page
Foreword . iv
Introduction . v
1 Scope . 1
1.1 Exclusions . 1
1.2 Areas not currently addressed . 1
2 Normative references . 2
3 Terms and definitions . 2
4 Abbreviated terms . 2
5 Examples of mobile learning applications . 3
6 Learner information for mobile learning . 4
6.1 Learner information model for mobile learning . 4
6.2 Minimum recommended learner information . 5
6.3 Optional learner information . 7
6.4 Dimensions for optimal learner experience . 8
6.4.1 Learner dimension . 8
6.4.2 Content dimension for individual learner needs . 9
6.4.3 Device capability dimension to maximize the use of the mobile device . 10
6.4.4 Connectivity dimension to perform at different connection speeds . 11
6.4.5 Coordination . 11
7 Additional considerations . 12
Annex A (informative) Referencing Explanatory Report (RER) . 13
Annex B (informative) Background information . 14
Annex C (informative) Other definitions of mobile learning . 18
Annex D (informative) Use cases submitted by National Bodies . 19
Bibliography . 22
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ISO/IEC TS 29140-2:2011(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.
In other circumstances, particularly when there is an urgent market requirement for such documents, the joint
technical committee may decide to publish an ISO/IEC Technical Specification (ISO/IEC TS), which
represents an agreement between the members of the joint technical committee and is accepted for
publication if it is approved by 2/3 of the members of the committee casting a vote.
An ISO/IEC TS is reviewed after three years in order to decide whether it will be confirmed for a further three
years, revised to become an International Standard, or withdrawn. If the ISO/IEC TS is confirmed, it is
reviewed again after a further three years, at which time it must either be transformed into an International
Standard or be withdrawn.
Attention is drawn to the possibility that some of the elements of this document may be the subject of patent
rights. ISO and IEC shall not be held responsible for identifying any or all such patent rights.
ISO/IEC TS 29140-2 was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
ISO/IEC TS 29140 consists of the following parts, under the general title Information technology for learning,
education and training — Nomadicity and mobile technologies:
Part 1: Nomadicity reference model
Part 2: Learner information model for mobile learning
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ISO/IEC TS 29140-2:2011(E)
Introduction
This part of ISO/IEC TS 29140 provides guidance regarding the use of a learner information model for mobile
learning that can be used as a reference by software developers, implementers, instructional designers,
trainers, automated systems, and learning management systems to ensure that learning, education, and
training environments reflect the specific needs of mobile participants. In addition, this part of
ISO/IEC TS 29140 provides a definition of mobile learning, and it delineates the relationship between mobile
learning and nomadicity.
As schools, governments, organizations, and businesses around the world design information for access by
mobile devices, there is an increased need to set standards for how information should be designed for
delivery on mobile devices to support learning, education, and training. This increased need is necessitated by
demand for learning and training materials that can be shared easily between organizations and learners and
made available to those in any geographical location. Mobile learning has the potential to provide learners
with enhanced access to information and learning materials, guidance and support from anywhere rather than
from a specific geographical location at a certain time. When mobile learning is implemented thoughtfully and
well, it potentially may increase efficiency and productivity for learning, education, and training within different
sectors (e.g. public, private, voluntary). Mobile learning has the potential to provide learners with new
opportunities to connect with other learners, to interact with instructors, and to co-create collaborative learning
environments. This is a critical issue for learners who live in remote locations lacking wired connections.
Learners living in these remote locations can use mobile 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.
This part of ISO/IEC TS 29140 focuses on a device-centric approach to mobile learning. It acknowledges the
affordances and limitations of devices to access resources and to support learners participating in activities
within information technology for learning, education and training (ITLET) systems. In contrast,
ISO/IEC TS 29140-1 focuses on providing a nomadicity reference model that describes the elements that
need to be considered when learners are attempting to access resources and complete ITLET system
activities while moving from location to location. It includes a description of the elements of learning
environments from multiple perspectives. If mobile devices are being used and learners are nomadic, then
both ISO/IEC TS 29140-1 and this part of ISO/IEC TS 29140 would be consulted. If, on the other hand,
learning activities solely involve the use of mobile devices, then only this part of ISO/IEC TS 29140 would be
consulted.
There are a number of research teams in organizations and communities who are working on mobile learning.
Additionally, work is already in progress in various countries around the world on related topics such as
learning in different contexts, learning while on the move, and the use of handheld computers in learning.
Work is in progress on some of these issues at the W3C and the ITU-T. As this work progresses it is essential
to prepare the groundwork to ensure that the design, development, implementation, and evaluation of mobile
learning within learning, education, and training environments 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.
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TECHNICAL SPECIFICATION ISO/IEC TS 29140-2:2011(E)
Information technology for learning, education and training —
Nomadicity and mobile technologies —
Part 2:
Learner information model for mobile learning
1 Scope
This part of ISO/IEC TS 29140 provides a learner information model specific to mobile learning that can be
used as a reference by software developers, implementers, instructional designers, trainers, automated
systems, and learning management systems to ensure that learning, education, and training (LET)
environments reflect the specific needs of mobile participants. Since these needs impact on other
standardization efforts and other work items in LET, a concise view is necessary.
This part of ISO/IEC TS 29140 provides
a definition of mobile learning that is appropriate for all sectors in LET,
the description of the learner information model for mobile learning,
specific learner information that supports learners engaged in mobile learning activities in LET
environments.
In addition, this part of ISO/IEC TS 29140 provides some initial guidance regarding the issue of privacy. This
includes ensuring that this part of ISO/IEC TS 29140 does not contravene any privacy requirements.
1.1 Exclusions
The scope of this part of ISO/IEC TS 29140 does not include the following:
in-depth technical review of issues related to adaptability to culture, language, and individual needs;
broad or in-depth technical interoperability issues of mobile computing domains;
security;
authentication.
1.2 Areas not currently addressed
This part of ISO/IEC TS 29140 currently does not include
in-depth details regarding privacy,
accessibility, and
detailed information regarding complementary work within other organizations that might be relevant
(ITU-T, W3C, etc.).
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ISO/IEC TS 29140-2:2011(E)
2 Normative references
No normative references are cited.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
3.1
learner information
recorded information associated with learners and used by learning technology systems
NOTE Learner information may be created, stored, retrieved, used, etc., by learning technology systems, individuals
(teachers, learners, etc.), and other entities.
[ISO/IEC 2382-36:2008 (36.07.01)]
3.2
learning
acquisition of knowledge, skills or attitudes
[ISO/IEC 2382-36:2008 (36.01.01)]
3.3
learning technology system
LTS
information technology system used in the delivery and management of learning
3.4
mobile learning
learning using information and communication technologies in mobile contexts
NOTE Other definitions reviewed during the development of this definition of mobile learning are included in Annex C.
3.5
nomadicity
tendency of a person, or a group of people, to move from one location to another with relative frequency
EXAMPLE The learner has to access the learning materials from different locations, varying time zones and within
another environment during a single learning episode.
[ISO/IEC TS 29140-1 (3.2)]
3.6
ubiquitous learning
learning that is stimulated and supported through diverse channels and always readily accessible
4 Abbreviated terms
DRC digital reference centre
DRR digital reading room
DTPR digital thesis and project room
ESL English as a Second Language
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ISO/IEC TS 29140-2:2011(E)
ICT information and communication technology
IEEE Institute of Electrical and Electronics Engineers, Inc.
IMS IMS Global Learning Consortium, Inc.
IEC International Electrotechnical Commission
ISO International Organization for Standardization
ITLET Information Technology for Learning, Education and Training
ITU-T International Telecommunication Union – Telecommunication sector
LET Learning, Education and Training
LMS Learning Management System
LTS learning technology system
W3C World Wide Web Consortium
5 Examples of mobile learning applications
As the use of mobile devices grows around the world, the infrastructure to support mobile learning is being
improved to allow access anywhere and anytime to learning applications, services, and content. In several
countries, corporate, academic and government organizations are using existing Learning Management
Systems (LMS) to implement and provide support for mobile learning. In some countries connectivity is
sufficient to allow learners to access learning resources and participate in teaching and learning activities
through connecting to networks using mobile devices. There is a shift from wired to 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. Below are some specific examples of mobile
learning applications.
In large geographically dispersed countries, mobile learning is used to facilitate the delivery of information
and learning materials to learners in any geographic location. Universities are developing digital
repositories that have courses that link to learning resources, 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. These allow
independent learning and the convenience of learning.
Organizations are converting courses for mobile delivery for the convenience of learning at a time and
place that meets individual learners' needs.
Mobile learning applications are being used to
o Send daily information from university to student;
o Gather immediate feedback and response data from students using mobile phones as part of a
classroom response system;
o Assess learner’s level of understanding or skills, associated with rich media content;
o Browse videos of recorded lectures;
o Support Problem-Based or Collaborative Learning in real situations, such as exploring museums or
cities to find out relevant information to solve a given problem;
o Provide grammar lessons with interactive exercises to anyone with a mobile device that can access
the internet, particularly new foreign workers needing ESL training to enter the workforce, adult
learners needing skills update and others who might want easy access to grammar training. This
project is summarized in Annex D;
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ISO/IEC TS 29140-2:2011(E)
o Allow mobile learners to access learning and reference materials from anywhere and at anytime. A
Mobile Library (M-library) website, for example, provides a wide range of digital resources and library
services, including digital reading room (DRR, e-course reserve), digital reference center (DRC),
digital thesis and project room (DTPR), Help centre, search engine, and journal databases. This
project is summarized in Annex D;
o 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.
This project is summarized in Annex D.
6 Learner information for mobile learning
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 may 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 mobility and embeddedness are high (Lyytien & Yoo, 2002). 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, 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 is networked
because of the connectivity of the mobile device (Cobcroft, 2006). Due to the limitations of e-learning where
the learner may be tied to one wired location, learning may occur in simulated environments. Mobile learning
provides learners with opportunities to learn outside of the classroom 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 allows improved communications between learners and between learners
and teachers. Further information is provided in clauses 6.2 and 6.3 regarding elements that are common to
both e-learning and mobile learning and elements that are unique. However, there will be unique learner
information elements for mobile learning, which are identified in clauses 6.2 and 6.3.
6.1 Learner information model for mobile learning
During the review of Use Cases provided, 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 Annex D. Following the review, common aspects were identified and form the basis for
the learner information model for mobile learning (see Figure 1 below). The learner is at the center of the
model. Other aspects that are part of the model and impact on learner experience include content, device,
coordination, connectivity. Minimum recommended elements have been identified based on the use cases
submitted. These elements are identified in clause 6.2. 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 clause 6.3 that have been grouped under the related aspect.
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ISO/IEC TS 29140-2:2011(E)
Figure 1 — Learner information model for mobile learning
It should be noted that the optional elements subclause is not exhaustive, and is further expanded in clause
6.4 Dimensions for optimal learner experience. Ideally, the elements within each aspect of the learner
information model for mobile learning may be 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 may 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 Technical Specification, 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 Technical Specification, but may be included in future editions, or in companion standards
or technical reports.
6.2 Minimum recommended learner information
Based on a review of use cases outlined in Annex D, there are minimum recommended learner information
elements that must be considered in mobile learning systems to support learners. These minimum
recommended learner information elements are given in Table 1. The recommended elements with an
asterisk (*) are specific to mobile learning. The other elements apply to both mobile learning and e-learning.
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ISO/IEC TS 29140-2:2011(E)
Table 1 — Minimum recommended elements — Learner information model for mobile learning
Minimum recommended
Description
learner information
LEARNER
This includes username and password so that the learner
6.2.1 Learner identification
can access the information from anywhere and anytime.
As the learner is mobile, it is important to know where the
6.2.2 Geographical location of
learner is located so that the learner can apply the
the learner*
information in the appropriate context, and in a manner that
is consistent with the specific situation of the learner.
NOTE: There may be privacy
considerations regarding the
recommended use of this
element. Location settings may
be used to determine surrounding
infrastructure support for the
purposes of coordination of
information.
Previous learning activities of the learner and the learning
6.2.3 Learner history
levels that were attained.
NOTE: There may be privacy
considerations regarding the
recommended use of this
element. Learner history
information is specific information
relevant to support adaptive
interactions between the learner
and the IT system.
The learning outcomes the mobile learning is intended to
6.2.4 Learning needs
support and the learner would like to achieve.
How is the learner progressing in the learning process?
6.2.5 Learner progress
NOTE: There may be privacy
considerations regarding the
recommended use of this
element. The information may be
restricted to those who have
specific roles within the IT system.
The learner should be able to access learning materials in
6.2.6 Language of the learner
her or his first language or the language that is being
learned. If the learning materials are not available in
NOTE: There may be privacy
different languages, ideally the system should enable
considerations regarding the
translation of the learning materials to the learner's preferred
optional use of this element. The
language.
information may be restricted to
those who have specific roles
within the IT system.
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ISO/IEC TS 29140-2:2011(E)
Minimum recommended
Description
learner information
DEVICE
The system must know the type of mobile device the learner
6.2.7 Type of device being
is using so that the information can be formatted for the
used*
specific device.
CONNECTIVITY
The speed of the connectivity so that information can be
6.2.8 Connection speed*
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.
6.3 Optional learner information
There are optional learner information elements that may be considered in mobile learning systems to support
learners. These optional learner information elements are are given in Table 2. The optional elements with an
asterisk (*) are specific to mobile learning. The other elements apply to both mobile learning and e-learning.
NOTE Table 2 is not exhaustive. Additional optional learner information that contributes to optimal mobile learner
performance is discussed in clause 6.4.
Table 2 — Optional elements - learner information model for mobile learning
Optional learner information Description
LEARNER
If the learning style of the learner is known, then
6.3.1 Learning style of the learner
the system could suggest learning activities
based on the learner’s learning style.
NOTE: There may be privacy considerations
regarding the optional use of this element. The
information may be restricted to those who have
specific roles within the IT system.
Knowing the learner academic background could
6.3.2 Learner academic background
help to ensure that the appropriate content is
NOTE: There may be privacy considerations presented to the learner at the right time and
regarding the optional use of this element. The level.
information may be restricted to those who have
specific roles within the IT system.
Before the correct mobile device is given to the
6.3.3 Learner display preferences*
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 to learn in a
6.3.4 Motivation level of the learner
situation that requires mobility or the use of a
mobile device.
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ISO/IEC TS 29140-2:2011(E)
CONNECTIVITY
The electrical capabilities of the geographical
6.3.5 Electrical capabilities*
location of the learner must be known so that the
appropriate
...
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