ISO/IEC TS 29140-1:2011
(Main)Information technology for learning, education and training — Nomadicity and mobile technologies — Part 1: Nomadicity reference model
Information technology for learning, education and training — Nomadicity and mobile technologies — Part 1: Nomadicity reference model
ISO/IEC TS 29140-1:2011 provides guidance regarding learning, education and training (LET) situations in which learners are nomadic (travel from place to place, from one location to another or require access to services as they travel to different locations). It can be used as a reference by software developers, implementers, instructional designers, and others to ensure that LET environments reflect the specific needs of these learners. Specifically, ISO/IEC TS 29140-1:2011 provides a definition of nomadicity within LET, a nomadicity reference model indicating the elements required to support learners engaged in activities within LET environments that involve nomadicity, a description of the elements and relationships between the elements, and an introduction to the characteristics of nomadicity that impact on LET activities. ISO/IEC TS 29140-1:2011 also identifies ITLET standards and fields of standardization within ITLET impacted by nomadicity and may be used as a basis for further standardization work and harmonization efforts. ISO/IEC TS 29140-1:2011 is intended to support interoperability by providing a nomadicity reference model that can be used by developers, implementers, instructional designers, and others. ISO/IEC TS 29140-2 provides a learner information model specific to mobile learning that can be used as a reference by software developers, implementers, instructional designers, teachers, instructors, and others to ensure that LET environments reflect the specific needs of mobile learners. It is essential to differentiate between nomadicity and mobile learning approaches because the former is considered to be independent of the ICT involved. A concise view and understanding is needed of how nomadic learners' needs and requirements can be met using standardization efforts. The focus of ISO/IEC TS 29140-1:2011 is to ensure that not only is the concept of "nomadicity" understood, but that the user needs and requirements have been addressed.
Technologies de l'information pour l'apprentissage, l'éducation et la formation — Nomadisme et technologies mobiles — Partie 1: Modèle de référence du nomadisme
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Standards Content (Sample)
TECHNICAL ISO/IEC
SPECIFICATION TS
29140-1
First edition
2011-10-01
Information technology for learning,
education and training — Nomadicity and
mobile technologies —
Part 1:
Nomadicity reference model
Technologies de l'information pour l'apprentissage, l'éducation et la
formation — Nomadisme et technologies mobiles —
Partie 1: Modèle de référence du nomadisme
Reference number
ISO/IEC TS 29140-1:2011(E)
©
ISO/IEC 2011
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ISO/IEC TS 29140-1:2011(E)
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ISO/IEC TS 29140-1:2011(E)
Contents Page
Foreword . iv
Introduction . v
1 Scope . 1
1.1 Exclusions . 1
1.2 Areas not currently addressed . 2
2 Normative references . 2
3 Terms and definitions . 2
4 Abbreviated terms . 2
5 Nomadicity reference model . 3
6 Description of nomadicity reference model elements . 4
6.1 Learners . 4
6.2 Implications regarding resources for nomadicity . 5
6.3 ITLET systems for nomadicity . 6
6.4 Devices for nomadicity . 7
6.5 Interfaces for nomadicity . 7
6.6 Environment supporting nomadicity . 8
6.7 Some additional considerations to support nomadic learners . 8
7 Relationships among the model elements . 9
Annex A (informative) Use cases of nomadicity in e-learning in Germany . 11
Annex B (informative) Use cases of nomadicity environment in Korea . 13
Annex C (informative) eSchoolbag . 16
Annex D (informative) Use cases of nomadicity environment in United States . 17
Annex E (informative) Additional descriptions . 19
Bibliography . 20
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ISO/IEC TS 29140-1:2011(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 29140-1 was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
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 29140-1:2011(E)
Introduction
The number of people working as “global nomads” has been rising in the last few decades. The traditional
nomad (tribal, ethnical, cultural) is a vanishing species, but globalization and the ease of travel has given a
real boost to the number of professional nomads. These professional nomads are people who work in a
variety of occupations (educators, trainers, learning specialists, sales people, service people, sports
professionals, junior and senior managers in international companies, tourism industry workers, disaster relief
and aid workers, military personnel, etc.). Information and communication technology (ICT) has the potential
to provide learners with increased access to information and learning materials, and to support learning and
working “on the go” and from anywhere rather than from a specific location at a certain time. There are many
possible ways to approach the situation, two of which are provided below.
First, this part of ISO/IEC TS 29140 focuses on an approach to nomadic learning. In situations where
nomadicity is involved, the learner, educator, or other participants may be in transit between different locations
or require access to services as they travel to different locations. It is essential that learning, education and
training (LET) activities are seamless. The environment must accommodate the needs and requirements of
learners who are travelling from place to place. The ever-changing environment of the learner is considered
with respect to the context in which LET takes place. The question regarding which devices are employed to
support learning will change over time as new innovations and emerging technologies become available. The
learner may use mobile devices, stationary equipment supplied at different locations where learning is taking
place, or use whatever combination of devices is available locally or through distributed networks. This means
that information regarding the learning context will be crucial to enable learning processes. It is recommended
that this part of ISO/IEC TS 29140 be consulted in conjunction with ISO/IEC TS 29140-2 when designing
ITLET systems that will support nomadicity.
Second, when using the mobile learning approach, emphasis is placed on the technical device that the learner
is using. When mobile learning is implemented properly, it has the potential to increase efficiency and
productivity within the various sectors (public, private, and voluntary). Mobile technologies have the potential
to provide learners with new opportunities to connect, create and explore during LET activities. Where
learning, education, and training activities involve mobile devices to support nomadic learning, this part of
ISO/IEC TS 29140 and ISO/IEC TS 29140-2 would be consulted. It should be noted that not all LET activities
where mobile devices are used involve nomadic learning. For example, mobile devices may 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 a desktop Personal Digital Assistant (PDA) system to
support people with aphasia. In these cases, it is likely that only ISO/IEC TS 29140-2 would be consulted.
More information regarding the use of a mobile learning approach is provided in ISO/IEC TS 29140-2.
There are a number of research teams around the world who are working on nomadicity (nomadic learning)
and mobile learning. Additionally, work is already in progress in various countries around the world on related
topics such as ubiquitous learning, nomadicity, and learning using smartphones. Work is in progress on some
of these issues at the W3C and the ITU-T as well.
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TECHNICAL SPECIFICATION ISO/IEC TS 29140-1:2011(E)
Information technology for learning, education and training —
Nomadicity and mobile technologies —
Part 1:
Nomadicity reference model
1 Scope
This part of ISO/IEC TS 29140 provides guidance regarding learning, education and training (LET) situations
in which learners are nomadic (travel from place to place, from one location to another or require access to
services as they travel to different locations). It can be used as a reference by software developers,
implementers, instructional designers, and others to ensure that LET environments reflect the specific needs
of these learners. Specifically, this part of ISO/IEC TS 29140 provides
a definition of nomadicity within LET,
a nomadicity reference model indicating the elements required to support learners engaged in activities
within LET environments that involve nomadicity,
a description of the elements and relationships between the elements, and
an introduction to the characteristics of nomadicity that impact on LET activities.
This part of ISO/IEC TS 29140 also identifies ITLET standards and fields of standardization within ITLET
impacted by nomadicity and may be used as a basis for further standardization work and harmonization
efforts.
This part of ISO/IEC TS 29140 is intended to support interoperability by providing a nomadicity reference
model that can be used by developers, implementers, instructional designers, and others.
ISO/IEC TS 29140-2 provides a learner information model specific to mobile learning that can be used as a
reference by software developers, implementers, instructional designers, teachers, instructors, and others to
ensure that LET environments reflect the specific needs of mobile learners.
It is essential to differentiate between nomadicity and mobile learning approaches because the former is
considered to be independent of the ICT involved. A concise view and understanding is needed of how
nomadic learners' needs and requirements can be met using standardization efforts. The focus of this part of
ISO/IEC TS 29140 is to ensure that not only is the concept of “nomadicity” understood, but that the user
needs and requirements have been addressed.
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 nomadic computing domains;
security;
authentication.
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ISO/IEC TS 29140-1:2011(E)
1.2 Areas not currently addressed
This part of ISO/IEC TS 29140 currently does not include
privacy,
accessibility, and
detailed information regarding complementary work within other organizations that might be relevant
(ITU-T, W3C, etc.).
It is anticipated that some or all of these requirements will be addressed in future editions of this part of
ISO/IEC TS 29140, or in companion International Standards or Technical Specifications.
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
learning
acquisition of knowledge, skills or attitudes
[ISO/IEC 2382-36:2008 (2.23.01.01)]
3.2
nomadicity
tendency of a person, or a group of people, to move from one location to another with relative frequency
EXAMPLE A learner has to access the learning materials from different locations, varying time zones and within
another environment during a single learning episode.
4 Abbreviated terms
LMS Learning Management System
LCMS Learning Content Management System
PDA Personal Digital Assistant
PMP Portable Multimedia Player
*
RFID Radio-Frequency Identification
Tablet PC* Tablet Personal Computer
UMPC* Ultra-Mobile Personal Computer
WiBro* Wireless Broadband
*
For further descriptions of these items, see Annex E (Informative).
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ISO/IEC TS 29140-1:2011(E)
5 Nomadicity reference model
Where ITLET systems are designed to support nomadicity it is important to consider the range of typical or
likely requirements to enable learning. Learners need to be supported by technologies so that they can
improve their learning in an efficient and effective manner. The underlying role of technologies is to support
learners by enhancing communication, convenience, and connection. There are several components that are
essential to supporting learners' requirements within nomadicity contexts as noted in Figure 1.
Figure 1 — Nomadicity reference model
• Learners - specific contextual information that impacts on the seamless and straightforward delivery
of learning, education and training information. This may include information such as current location,
estimated geographic coordinates based on mode of transport, learning levels, and specific
preferences for display.
• Resources - Resources include items or information about items that are required to support
learners who are participating in learning, education, or training activities and can be divided into the
following:
- content refers to the actual digital items themselves such as text, image, audio, video, and others.
- content also may involve information produced to improve findability of digital items for educational
purposes or to support education in nomadicity environments (e.g., metadata for learning resources,
pedagogical information, social tagging, etc.). Resources need to be provided in a manner that is
consistent with learner requirements given the learners' contexts and surrounding environments
including elements such as current network condition, interface characteristics, device functionality
and state, etc.
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ISO/IEC TS 29140-1:2011(E)
• ITLET systems - These include information technologies that are specifically designed to support
learning, education, and training and where learning takes place (e.g., Learning Management
Systems (LMS), Learning Content Management Systems (LCMS) as well as numerous Web
applications and services that can be harnessed for LET purposes).
• Devices - Devices are tools that are used by learners to access resources and ITLET systems.
Learners can use devices to access learning services and to manage their learning information and
personal information. Devices have to support various functions for learning, education, and training
in environments that involve nomadicity. This means that they may be used as input or output
devices, as well as appropriate storage devices for offline services.
• Interface – As noted in Figure 1 above, interface may involve interactions between the individual
learner and the device(s) (User Interface) and interactions between the device(s) and the ITLET
system or resources (System Interface). Both User Interface and System Interface involve
technologies and tools that are used to connect learners to resources and other systems such as
LMSs. User Interface characteristics could include interactions defined by personal preference
profiles, optimal use of device screen size, audio and video capability, and other functionalities.
System Interface characteristics enable interactions between device and resources (e.g.,
identification and search functionality for the use of resources that are appropriate or required for an
activity), and interactions between device and ITLET system (e.g., recording of test responses,
delivery of feedback, etc.) Both User and System Interface have to support various functions for
learning within nomadicity. It should be noted that the interface components should (where possible)
incorporate the most current information related to human factors research. In addition, accessibility
approaches (as suggested in companion International Standards such as ISO/IEC 24751) may be
integrated within interface components.
• Environment - This includes all information on the location: such as time zone, geographical
information (if needed), applicable norms and standards for telecommunication. Information is
required regarding technical implementation (e.g., firewalls, usable or allowed ports, bandwidth and
any restrictions regarding file size and extensions, etc.). This also includes the technical environment
such as wireless environment that is required to support nomadicity. Without adequate infrastructure
support all learning, education, and training activities that the nomadic learner tries to engage in will
be impossible. This means that the environment is a key consideration for learning within nomadicity.
Some characteristics that need to be considered for environment include infrastructure support and
availability in current and projected locations. Other considerations include current noise levels and
other environmental factors that may impact on delivery modes required by the learner.
6 Description of nomadicity reference model elements
6.1 Learners
6.1.1 Who are nomadic learners?
Nomadic learners are characterized by their way of living and learning. They move between different places
out of necessity, as a private lifestyle choice, or to fulfil professional commitments. Examples of nomadic
learners are people who work in a variety of occupations (e.g., educators, trainers, learning specialists,
salespeople, service people, sports professionals, junior and senior managers in international companies,
tourism industry workers, disaster relief and aid workers, military personnel, etc.). Their way of living and
learning implies that they move between different environments, unique contexts, and using either their own
technologies or technologies and connections supplied at the respective locations. Therefore, the context
where learning takes place may be more important than the devices being used.
Nomadic learners should be able to study using learning resources easily without regard to specific place and
devices. The resources, the interfaces employed, the ITLET system, the environment, and the unique context
of the learner, all can play a powerful role to support learner interactions. All of these elements need to work
together in a manner that enhances convenience, communication, and connection to support learning,
education, and training activities. For example, learners should be able to check the status of their own
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ISO/IEC TS 29140-1:2011(E)
learning processes and to manage their learning effectively while travelling between locations by using
devices that allow them to connect to an ITLET system (such as an LMS) and related resources in real time.
The five characteristics of learning for learners who move from place to place are as follows: (Jung, 2004)
• The learner is supported in self-directed learning. The Learner is able to process his or her learning
resources and choose the technologies as required. This characteristic focuses on the Nomadicity
Reference Model (NRM) components Learner and Resources.
• Devices and User/System Interfaces enable exchanges to take place between Learner and
Resources. IT systems that enable LET are ubiquitous enabling the Learner to be able to study
anytime, anywhere. This characteristic focuses on NRM components Learner and the Environment
with the Devices, with User and System Interface enabling activities taking place between these two
components.
• The Learner is supported on demand with instant connectivity. The Learner can study when needed
and can resume activities while travelling between different locations with devices set up for network
connection whenever and wherever he or she requires. The primary focus is on the Learner and the
ITLET System (if used) or Resources (if used). Other supportive NRM components are: Devices, User
and System Interface, and Environment.
• Learner personalization is supported. The Learner can select suitable resources to meet requirements
depending on the interface functionality (e.g., device type functionality), network condition, and
environmental characteristics, etc. The focus for this characteristic is on the Learner. The other
components are supportive, enabling personalization.
• Learners can form learning communities easily by interacting with other learners, teachers, and
mentors using wireless network connections. The primary focus for this characteristic is on linking the
Learner to others through an ITLET system or Resources. Other components, such as Devices, User
and System Interface, and Environment are supportive.
6.2 Implications regarding resources for nomadicity
Learning where nomadicity is involved implies that there may be potential changes (e.g., context, locale,
environment, technical considerations, etc.). This may impact on learning, education and training resources.
Some implications for consideration have been provided below including:
• Resources that are time sensitive, like tests at specific times, may not be suitable if the learner is in
another time zone. The same applies to resources required for learning, education, and training
activities that are based on collaborative learning efforts or require real time communication between
learner and another role-player in the learning process. The main Nomadicity Reference Model
components involved here would be Learner and Resources. Environment, User and System
Interface, Devices and potentially ITLET system could be involved as well.
• Resources that require certain bandwidth or specific data speed may not be suitable in specific
contexts. Environment and Resources would be two of the main components from the Nomadicity
Reference Model involved in this case.
• In some cases, there may be restrictions on the timeslots available by the nomadic learner. For
example, students, who are professional sportspersons participating in a contest or a show event or
military people, serving abroad, may have strict schedules. So the duration of a learning unit may not
exceed the duration of these timeslots. Additionally, it may be helpful if interactions can be resumed
at the same point where learners had to discontinue their activity at a previous point in time. Another
restriction may be that the resources the learner needs are available only at given times by the
supplier in the specific environment (e.g., open or business hours, etc.). Here Learner, Resources,
and Environment are key Nomadicity Reference Model components. The other components
potentially may play supportive roles.
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ISO/IEC TS 29140-1:2011(E)
• Resources that require specific input or output (e.g., for technical subjects or language training), may
be more challenging, or may not even be transferable over different points in time and from different
locations. The primary focus would be Learner, Resources, User Interface, and Devices with ITLET
system and System Interface playing supportive roles.
Resource developers and delivery systems for nomadic learners need to consider these implications and
specific solutions may be necessary.
6.3 ITLET systems for nomadicity
Learning within nomadicity also places unique challenges on ITLET systems. About ITLET systems for
nomadicity, there are further requirements such as:
• Participant’s information data should include the ‘nomadic’ aspect. Schedules that provide logistical
information regarding the participant may vary over time and this information may be very useful. For
example, mobile phone connections may require phones that follow a regional standard or the use of
another phone number. Roaming is very expensive, so the use of a local network may be advisable
for the learner. Nomadicity Reference Model components that are key would be Learner, Devices,
ITLET system, and Environment.
• Participant’s information may be even more important when consideration is given to collaborative
forms of learning that are being used more frequently and may require specific information related to
nomadicity. Information on the location of a learning partner may be made public to other learners as
1 )
well . In this case, privacy may be a concern that needs to be addressed; however, specific
implementation recommendations related to privacy are outside the scope of this Technical
Specification. Learner and Environment, and ITLET system are three components from the
Nomadicity Reference Model that would be relevant.
• The participant may be forced to use devices or user surfaces (e.g., keyboards (Qwerty or Azerty),
signs, foreign language instructions) that he or she has not used before. This may hamper learner
interactions when the learner engages in learning, education or training activities. Learner, Devices,
and ITLET system would be three important Nomadicity Reference Model elements in this case.
• The ITLET system such as an LMS has to record the technical context, where the participant is
working from, and has to deliver the resources in a didactical and technical format, so the learning
process is not interfered with. Here Learner, ITLET system, and Environment are key elements from
the Nomadicity Reference Model that may impact on learning.
• The inclusion of the student in collaborative forms of learning (for example, in a virtual classroom)
may depend on factors such as the learner's time zone, learner's availability at a given time, etc. In
this case the Nomadicity Reference Model Learner and ITLET system components would be key
considerations.
• The ITLET system, such as an LMS, has to store the resources that could not be delivered due to the
restrictions of learning within nomadicity and should offer them automatically, as required by the
learner (either at the same point where the learner left off or at a point chosen by the learner) when
the context allows. Resources, ITLET system, Environment, and Learner are Nomadicity Reference
Model components that need to be considered in this situation.
In some countries, research is ongoing
...
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