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

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

General Information

• Status: Withdrawn
• Publication Date: 28-Sep-2011
• Withdrawal Date: 28-Sep-2011
• ICS: 03.100.30 - Management of human resources
• ICS: 35.240.90 - IT applications in education
• ICS: 35.240.99 - IT applications in other fields
• 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: 12-Oct-2020
• Completion Date: 30-Oct-2025

Relations

• Revised: ISO/IEC TS 29140:2020 - Information technology for learning, education and training - Nomadicity and mobile technologies
• Effective Date: 23-Apr-2020

Standards Content (Sample)

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 2011
©  ISO/IEC 2011
All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized in any form or by any means,
electronic or mechanical, including photocopying and microfilm, without permission in writing from either ISO at the address below or
ISO's member body in the country of the requester.
ISO copyright office
Case postale 56  CH-1211 Geneva 20
Tel. + 41 22 749 01 11
Fax + 41 22 749 09 47
E-mail [e-mail]
Web www.iso.org
Published in Switzerland
ii © ISO/IEC 2011 – All rights reserved

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

© ISO/IEC 2011 – 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. 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

iv © ISO/IEC 2011 – All rights reserved

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.

© ISO/IEC 2011 – All rights reserved v

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.).
© ISO/IEC 2011 – All rights reserved 1

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
2 © ISO/IEC 2011 – All rights reserved

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;
© ISO/IEC 2011 – All rights reserved 3

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.
4 © ISO/IEC 2011 – All rights reserved

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.
© ISO/IEC 2011 – All rights reserved 5

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.
6 © ISO/IEC 2011 – All rights reserved

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.
© ISO/IEC 2011 – All rights reserved 7

CONNECTIVITY
The electrical capabilities of the geographical
6.3.5 Electrical capabilities*
location of the learner must be known so that the
appropriate device can be given to the learner to
access the information.
COORDINATION
Provide the ability to allow the learner with access
6.3.6 Coordination of other access (e.g.,
to tutors, peers, or educators for help while
tutor, peer, instructor)
learning if needed.
Identification of the group to which the learner
6.3.7 Learning group
belongs so that communities of learners can be
formed.
6.4 Dimensions for optimal learner experience
The information about the learner is used to determine how learning materials are developed, delivered and
rendered for mobile learning. As noted above, it is the learner and the learner experience that is key to the
success of mobile learning activities. The following subclauses 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 by Goh and Kinshuk (2005).
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.
6.4.1 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.

8 © ISO/IEC 2011 – All rights reserved

 Language of the learner – The learner should be able to access learning materials in her or his first
language or in the language that is being learned. If the learning materials are not available in different
languages, ideally the system should enable translation of the learning materials to the learner’s preferred
language.
Additional optional learner elements are provided below.
 Learning style of the learner – It is important to know the learning style of the learner since different
learners have different learning styles and some learners may be more visual while others may be verbal
(Mayer & Massa, 2003). The right learning content and services that are provided to the learner in mobile
learning would depend on the learning styles of the learner. For example, if the learner has a reflective
style, then the mobile learning delivery system should use asynchronous communication to allow learners
to reflect before they respond to comments and questions. Different learners have different learning styles
and some learners may be more visual while others may be verbal.

 Learner academic background – Before the appropriate content is provided to the learner, it may be
helpful if the content is provided at the right level. Having information related to learner academic
background could help to determine the right level of information to provide to the learner.

 Learner display preferences - Individual learners have specific preferences that should be considered
during the learning process. For example, if the learner requires that text is presented on a high contrast
background, then the mobile device should meet the display and delivery requirements of the learner.

 Motivation of the learner - Learner motivation can impact positively or negatively on learning outcomes.
Technologies need to support learner motivation to impact positively on learning outcomes. Hence, mobile
learning materials should use strategies to continually motivate and engage learners.
6.4.2 Content dimension for individual learner needs
The content dimension suggests that the system should have capabilities for organizing and selecting the
appropriate content and for delivering content according to the learning situation so that learner needs are met.
Optional information elements for content that support learners in mobile learning situations are listed below.
 Course module - Courses may be delivered in the form of modules. The modules are then broken down
into smaller chunks based on the learning objectives in the modules. Modularizing courses can allow
learners to complete a small segment of a course before moving on to other segments. Identifying content
with course modules can help with monitoring learner progress through content and with delivery of
appropriate content.
 Granularity level - Mobile learning materials may be developed in chunks to allow for flexibility in delivery
for the learner. Learning materials are often packaged in manageable interconnected chunks to allow
learners to access a small segment of a lesson at a time. This can make learning easier on mobile
devices and learners may get a sense of accomplishment after completing each linked segment of a
lesson. Information should be chunked in segments of appropriate and meaningful size to facilitate
cognitive processing.
 Sequencing - Mobile learning materials need to be sequenced appropriately in order to provide access to
materials in a manner that is consistent with the needs of the learner.

 Multimedia - Mobile devices should have multimedia capabilities to meet the needs of those with different
learning styles and accessibility requirements. Recent research studies have shown the benefits of the
use of mobile phones with multimedia capabilities in language learning. Researchers are currently
investigating the use of voice input for mobile devices to improve efficiency when inputting data into
mobile devices. For example, voice input may be supportive for use in learning activities related to field
work in engineering and science and in a range of learning situations, especially language learning.
Learning materials should be presented in multimedia formats to capitalize on the capabilities of the
mobile device. For example, video segments can be presented to deliver rich information segments and
audio will allow learners to listen to information anytime and anywhere.
© ISO/IEC 2011 – All rights reserved 9

 Pedagogy – Identification of the pedagogical basis for content may help in the delivery of content to meet
learning needs of mobile learners. For example, pedagogical considerations may involve structuring of
learning content to support social constructivist approaches to learning activities. Alternatively, a
behaviourist approach could be used to reinforce the development of fundamental knowledge required for
application in an activity. Cognitive approaches could be used to develop learner metacognitive skills.
6.4.3 Device capability dimension to maximize the use of the mobile device
The device capability dimension suggests that the adaptation framework should have the capability for
identifying and utilizing some or all of the device capabilities.
The minimum recommended information for device is listed below.
 Type of device being used – The system should know the type of mobile device the learner is using so
that the information can be formatted to the specific device. This recommended information can be linked
to other optional elements listed below to provide an optimal experience for the mobile learner.
Suggested optional information elements for device are provided below.
 Presentation capability - Designers of materials for mobile devices should use presentation strategies to
enable learners to mentally process the materials efficiently. Of primary concern are questions regarding
presentation capability to support content being used. Does the device have the presentation capability to
support the display of the size and portability of the content being used? Due to the small input and output
components of mobile technology, there are design implications for learning materials for mobile learning.
For example, rather than scrolling through information on the screen, users of mobile technology should
be able to go directly to the information and move back and forth with ease. To compensate for the small
screen size on mobile technology, learning strategies should use rich medium to convey the message to
the learner. For example, rather than present information in textual format, graphics and pictures can be
used in such a way to convey the message using the least amount of text. To present procedures and real
life situations, video clips can be used to present real life simulations to the learner. Pictures and graphics
can be used as overviews to give learners the big picture before they go into the details of the information.
For the active learners, information can be presented on the mobile device and then the opportunity given
for the learner to apply the information. For the creative learners, there should be opportunities to apply
the information in real life applications so that they go beyond what was presented. When designing
learning materials for access by mobile devices, educators and trainers need to move away from
presenting information in a linear, textual format to a more graphical and hypertext format. The information
can be presented in the form of a concept map or network diagram. A concept map or a network diagram
can be used to show the important concepts in the information and the relationship between the concepts
rather than present information in a textual format. In addition to the above design strategies, trainers
need to design learning material for just in time access and immediate application since learners on the
job may need to acquire knowledge and skills for immediate application.
 Interface - The interface for mobile devices should adapt to the learner rather than requiring the learner to
adapt to the interface. The interface can be graphical and should present limited information on the screen
to prevent information overload. The mobile learning system should have some built-in intelligence to
anticipate what the learner will do next and then provide the appropriate information and interactive
activities. A good interface for learner access should reduce information overload by presenting less
concepts on one screen or organizing the information in the form of concept maps to give the overall
structure of the information and then presenting the details by linking to other screens. At the same time,
the interface should also use good navigational strategies to allow learners to move back and forth
between displays. The interface to the mobile technology should be appropriate for individual learners and
intelligent software systems should be developed to customize the interface for individual learners.
 Privacy - The mobile learning system should protect the privacy of learners since the system may have
the capability of monitoring where the learner is located as the learner moves around and what the learner
is doing without the learner being aware of being monitored (Kindberg & Barton, 2000). The transfer and
storage of information may be needed to support adaptive interactions intended to enhance learning. At
the same time, the transfer and storage of this information needs to respect the privacy of the learner. The
use of security and authentication in order to protect privacy is beyond the scope of this Technical
10 © ISO/IEC 2011 – All rights reserved

Specification. However, items that require consideration with respect to privacy have been noted above.
Proper security and authentication should be provided by the learning system to prevent unauthorized
access to information.
 Operational capability - Learners should be able to access learning materials in context in both formal
and informal learning settings. For example, if a learner is using a piece of equipment in a remote
geographic location and would like to learn more about the equipment, the learner should be able to
access information relating to the equipment. The operational capabilities of the mobile device may impact
on the experience and outcomes experienced by the learner. Additionally, it is helpful if the operational
capability minimizes typing required by the learner because the keyboard on mobile devices is very small.
To make input more user-friendly, pointing or voice input capability can be used to minimize typing.
6.4.4 Connectivity dimension to perform at different connection speeds
The connectivity dimension requires that the system should have the capability of deciding which mode of
operation is best suited for the connectivity condition.
The minimum Recommended connectivity information to support optimal learner experience is provided below.
 Connection speed – The speed of the connectivity 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.
Optional information elements to support optimal learner experience are provided below.
 Electrical capabilities - The electrical capabilities of the geographical location of the learner should be
known so that the appropriate device can be given to the learner to access the information.
 Real-time or online mode - The mobile learner may access content or participate in learning activities
either in real-time (synchronous) or in an online mode that is asynchronous.
 Integration with other technologies - Mobile technologies need to interoperate with other technologies
to enable the seamless provision of learning resources to the learner.
6.4.5 Coordination
The coordination dimension requires that the system
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