ISO/TR 29996:2024

Education and learning services - Distance and digital learning services (DDLS) - Case studies

This document provides real cases, situational understanding and practical solutions to apply the related contents of ISO 29992, ISO 29993 and ISO 29994 in the scenario of DDLS. This document can be used as a reference and/or inspiration for DDLSP analysing and improving their DDLS, and pursuing quality DDLS, by applying ISO 29992, ISO 29993 and ISO 29994.

Services d'éducation et de formation — Services d'apprentissage numérique et à distance — Études de cas

General Information

• Status: Published
• Publication Date: 25-Jan-2024
• ICS: 03.180 - Education
• ICS: 35.240.90 - IT applications in education
• Technical Committee: ISO/TC 232 - Education and learning services
• Drafting Committee: ISO/TC 232 - Education and learning services
• Current Stage: 6060 - International Standard published
• Start Date: 26-Jan-2024
• Due Date: 05-Jan-2025
• Completion Date: 26-Jan-2024

Overview

ISO/TR 29996:2024 - Education and learning services - Distance and digital learning services (DDLS) - Case studies - is a Technical Report published by ISO (first edition, 2024). It gathers real-world case studies and practical solutions to help distance and digital learning service providers (DDLSP) understand and apply requirements and recommendations from related standards (ISO 29992, ISO 29993, ISO 29994). The report is intended as a reference and source of inspiration for organizations seeking to analyse, design, deliver and improve quality DDLS.

Key topics and technical focus

ISO/TR 29996:2024 maps documented practices to the main elements of quality DDLS. Major topics covered include:

• Needs analysis - market and learner needs, syllabus design and talent cultivation approaches.
• Design of DDLS - learner-centred design models, engagement and co‑design, intelligent design systems.
• Technology‑supported distance learning - platforms, AI-assisted environments, cloud classroom and learning‑hub implementations.
• Learning materials for DDLS - multimodal (3‑M) design, course catalogues and resource updating strategies.
• Learner support - mentorship models, FAQ systems, intelligent talent development and learner services.
• Assessment of learning - formative and summative assessment practices, incoming/outgoing competence analysis, alignment with assessment guidance.

The Report documents methodology for selecting cases and explicitly links case practices to clauses in ISO 29992, ISO 29993 and ISO 29994, enabling readers to trace practical examples back to normative requirements.

Practical applications and intended users

ISO/TR 29996:2024 is practical, application‑focused and useful for:

• Universities and higher‑education distance programs implementing nationwide or large‑scale online degree offerings.
• Continuing education and adult learning providers designing modular, learner‑centred curricula.
• Government agencies and public administration modernizing workforce digital competences.
• Instructional designers, LMS architects and edtech vendors seeking examples of technology‑supported learning environments.
• Quality assurance managers and policy makers aiming to align DDLS with international best practice.

Use cases include designing needs‑driven courses, building mentorship and assessment systems, selecting appropriate learning technologies, and improving learner support workflows.

Related standards

• ISO 29992 - Assessment of outcomes of learning services - Guidance
• ISO 29993 - Learning services outside formal education - Service requirements
• ISO 29994 - Education and learning services - Requirements for distance learning
• ISO 29995 - Education and learning services - Vocabulary

ISO/TR 29996:2024 complements these standards by providing case‑based illustrations that make the application of DDLS requirements more actionable for practitioners.

Standards Content (Sample)

Technical
Report
ISO/TR 29996
First edition
Education and learning services —
2024-01
Distance and digital learning
services (DDLS) — Case studies
Services d'éducation et de formation — Services d'apprentissage
numérique et à distance — Études de cas
Reference number
© ISO 2024
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on
the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below
or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: [phone]
Email: [e-mail]
Website: www.iso.org
Published in Switzerland
ii
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Methodology and overview of selected cases . 2
4.1 Methodology .2
4.2 Overview of selected cases .2
5 Practices of needs analysis . 4
5.1 General .4
5.2 Market needs analysis for launching a new programme .4
5.3 Syllabus “Digital competences for PA” .5
5.4 Learning needs analysis for international talent cultivation .6
6 Practices of design of DDLS . 7
6.1 General .7
6.2 An ecological model indicating learner-centredness in online education .8
6.3 Engagement and co-design by administrations in “Digital competences for PA” .8
6.4 Intelligent design systems for training programmes .9
6.4.1 General .9
7 Practices of technology-supported distance learning.10
7.1 General .10
7.2 An intelligent auxiliary environment with artificial intelligence (AI) and VEM
technology .10
7.3 A “learning hub” IT platform .11
7.4 A “crowded innovation space” cloud classroom learning platform .11
8 Practices of learning materials available via distance learning .12
8.1 General . 12
8.2 Learning materials designed with the principle of 3-M learning . 12
8.3 E-learning digital competences catalogue with course category as the elementary unit . 12
8.4 A learning resource system with timely updating and rich test questions . 13
9 Practices of learner support .13
9.1 General . 13
9.2 A mentorship model that highlights different learner support elements . 13
9.3 A FAQ system on the public site . . 15
9.4 An intelligent talent development system for young learners .16
10 Practices of assessment of learning .16
10.1 General .16
10.2 A dual system of both formative and summative assessment .16
10.3 Analysis of “incoming” and “outgoing” competences .17
10.3.1 General .17
10.3.2 Analysis of “incoming” competences .17
10.3.3 Analysis of “outgoing” competences .18

iii
Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out through
ISO technical committees. Each member body interested in a subject for which a technical committee
has been established has the right to be represented on that committee. International organizations,
governmental and non-governmental, in liaison with ISO, also take part in the work. ISO collaborates closely
with the International Electrotechnical Commission (IEC) on all matters of electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are described
in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the different types
of ISO document should be noted. This document was drafted in accordance with the editorial rules of the
ISO/IEC Directives, Part 2 (see www.iso.org/directives).
ISO draws attention to the possibility that the implementation of this document may involve the use of (a)
patent(s). ISO takes no position concerning the evidence, validity or applicability of any claimed patent
rights in respect thereof. As of the date of publication of this document, ISO had not received notice of (a)
patent(s) which may be required to implement this document. However, implementers are cautioned that
this may not represent the latest information, which may be obtained from the patent database available at
www.iso.org/patents. ISO shall not be held responsible for identifying any or all such patent rights.
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and expressions
related to conformity assessment, as well as information about ISO's adherence to the World Trade
Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www.iso.org/iso/foreword.html.
This document was prepared by Technical Committee ISO/TC 232, Education and learning services.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www.iso.org/members.html.

iv
Introduction
Distance and digital learning services (DDLS) have been developing and increasing rapidly at the global
level. In order to implement and maintain quality DDLS, there are some requirements and recommendations
to be met by distance and digital learning service providers (DDLSP), which are provided by ISO 29992,
ISO 29993 and ISO 29994, for example:
— ISO 29992 provides recommendations on assessment planning and assessment development applicable
to DDLS;
— ISO 29993 puts forward requirements for education and learning services, including DDLS, from the
aspects of needs analysis, design of the learning service, etc;
— ISO 29994 provides specific requirements for technology-supported distance learning, learning
materials available via distance learning and learner support for DDLS on the basis of ISO 29992 and
ISO 29993.
As a methodology, case studies can help DDLSP to identify, clarify and achieve the requirements and
recommendations related to the goal of quality DDLS in the International Standards mentioned above, by
providing practical solutions and effective experiences. By understanding and referring to the cases in
this document, DDLSP can find out the applicable practices and strategies, and apply them under similar
circumstances to promote and/or improve the quality of DDLS.
The purpose of this document is to support DDLSP to understand how to apply the related contents
of ISO 29992, ISO 29993 and ISO 29994 through case studies, by providing DDLSP with situational
understanding and practical illustrations for the relevant requirements and recommendations.
This document can be helpful for DDLSP who wish to analyse and improve their DDLS, by providing practical
solutions and suggestions for DDLSP to pursue and realize quality DDLS with the help of ISO 29992,
ISO 29993 and ISO 29994.
v
Technical Report ISO/TR 29996:2024(en)
Education and learning services — Distance and digital
learning services (DDLS) — Case studies
1 Scope
This document provides real cases, situational understanding and practical solutions to apply the related
contents of ISO 29992, ISO 29993 and ISO 29994 in the scenario of DDLS.
This document can be used as a reference and/or inspiration for DDLSP analysing and improving their DDLS,
and pursuing quality DDLS, by applying ISO 29992, ISO 29993 and ISO 29994.
2 Normative references
The following documents are referred to in the text in such a way that some or all of their content constitutes
requirements of this document. For dated references, only the edition cited applies. For undated references,
the latest edition of the referenced document (including any amendments) applies.
ISO 29992, Assessment of outcomes of learning services — Guidance
ISO 29993, Learning services outside formal education — Service requirements
ISO 29994, Education and learning services — Requirements for distance learning
ISO 29995, Education and learning services — Vocabulary
3 Terms and definitions
For the purposes of this document, the terms and definitions given in ISO 29992, ISO 29993, ISO 29994, and
ISO 29995 and the following apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// www .electropedia .org/
3.1
distance and digital learning services
DDLS
sequence of activities, designed to enable learning, delivered by digital technology while learners and
facilitators are separated by time, space or both
[SOURCE: ISO 29994:2021, 3.1, modified — Term and definition revised, examples removed.]
3.2
distance and digital learning service provider
DDLSP
organization or individual providing distance and digital learning services (3.1), including any associates
involved in the provision of the distance and digital learning services
[SOURCE: ISO 29994:2021, 3.2, modified — Term and definition revised.]

4 Methodology and overview of selected cases
4.1 Methodology
This document contains cases with detailed descriptions of practices gleaned from countries, for the
possible realization of quality DDLS.
The practices of these highly acclaimed cases were collected and determined their relevance to the related
elements of ISO 29992, ISO 29993 and ISO 29994.
The linkages between the related elements from ISO 29992, ISO 29993 and ISO 29994 and the practices of
cases in this document are identified in Table 1.
Table 1 — Relationship between related elements, cases and practices
Element of DDLS from ISO documents Practice in this document
Element ISO 29992:2018 ISO 29993:2017 ISO 29994:2021 Case 1 Case 2 Case 3
Needs analysis — Clause 7 7.2, 7.3 1–1 2–1 3–1
Design of DDLS — Clause 8 8.2, 8.3 1–2 2–2 3–2
Technology-sup- 10.1
ported distance — — 1–3 2–3 3–3
learning
Learning materials 10.2
— — 1–4 2–4 3–4
available via DDLS
Learner support — — 10.3 1–5 2–5 3–5
Assessment of
Clauses 4 and 5 Clause 12 12.2 1–6 2–6 /
learning
4.2 Overview of selected cases
An overview of selected cases is shown in Table 2.

Table 2 — Overview of cases
No. Country Type of DDLS Overview
DDLSP 1, established in 2000, offers online and distance tertiary degree education
in over 20 provinces, with 100 learning centres distributed across the country,
in nine specialities of English, business administration, accounting, information
management, electronic commerce, international economics and trade, finance,
computer science and technology, Chinese language and literature.
DDLSP 1 is a school within a first-tier university, aiming to provide quality ed-
ucation via the use of digital technology to learners who do not have access to
formal education across the country and contributes tremendously to education
equity and inclusive education.
DDLSP 1 provides three programmes for learners: 1) diploma programmes; 2)
BA programmes; and 3) post-diploma BA programmes. To cater to the increasing
needs of learners, DDLSP 1 has been providing master programmes in English
language education and Chinese language education since 2015.
Following the educational philosophy of “whole-person development”, DDLSP 1
establishes a unique learner-constructed modular educational system through
3-M learning design (i.e. multimodal learning via multimedia in multiple envi-
ronments), making possible a genuine “five-any” learning: anybody, any time,
any place, any mode and any need.
University/
Case 1 China
Whole-person development will enable learners to be:
college
1) able to learn independently as well as collaboratively;
2) capable of self-discipline, self-management and self-monitoring
3) capable of resource-seeking and resource-selecting;
4) capable of solving the conflict between study and other commitments;
5) capable of initiative-taking;
6) capable of applying interpersonal skills;
7) capable of help-seeking;
8) confident and persevering;
9) capable of developing personal learning styles and strategies;
10) able to lead and control.
DDLSP 2 is a division of the Prime Minister’s office responsible for public sector
modernization and reform policies. It was set up in 1983 to meet the need to
modernize the public administration across the country.
In 2019, DDLSP 2 launched the “Digital competences for PA (public administra-
tion)” project (recently renamed “Syllabus for digital competences training”),
that aims at:
— providing employees with personalized e-learning courses on foundational
digital competences based on a structured assessment of training needs;
Continuing
— enabling the progress measurement at the individual and organizational
education
levels through a dedicated IT platform.
Case 2 Italy
(adult educa-
The Digital competences for PA project aims to strengthen common digital com-
tion)
petences among non-IT professional civil servants (about 3,2 million employees),
with the objective of increasing the overall inclination for change and innovation
within public administration. In more detail, the project aims to:
— strengthen civil servants’ basic digital competences and spread a common
vision on digital citizenship, e-government and open government topics;
— promote competency mapping in administrations at different government
levels and to foster more effective human resource policies, enacting data-
driven policy-making processes.

TTabablele 2 2 ((ccoonnttiinnueuedd))
No. Country Type of DDLS Overview
DDLSP 3 was established in December 2002. As an internal service provider of
a public service enterprise, DDLSP 3 primarily serves incumbent employees of
power utilities, with 300 staff members, including more than 70 instructional
designers and implementers.
DDLSP 3 adopts an instructional pattern that integrates online and offline
methods. More specifically, offline, distance and online-offline blended teaching
methods are applied to provide multi-user and cross-border learning services
Vocational
Case 3 China across the spectrum of service scenarios. In respect of distance learning, this
training
agency implements over 300 projects on a yearly basis, providing more than
500 000 learning opportunities.
DDLSP 3 has been certified with ISO 9001. Its distance and digital learning
services, as well as international talent training, have been given the excellent
practice award by the Association of Talent Development (ATD) and the excellent
performance improvement award by the International Society for Performance
Improvement (ISPI).
5 Practices of needs analysis
5.1 General
ISO 29994:2021, 7.2, 7.3 and ISO 29993:2017, Clause 7 specify the requirements for needs analysis.
This clause presents practices from three DDLSPs on needs analysis.
5.2 Market needs analysis for launching a new programme
DDLSP 1 has a practice (1-1) that relates to ISO 29994:2021, 7.2 and 7.3 and ISO 29993:2017, Clause 7. This
practice shows how DDLSP 1 conducts the market needs analysis for launching a new programme.
Prior to launching a new degree programme, DDLSP 1 first identifies the specific needs for the programme
through conducting extensive desktop research and interviewing potential employers for their opinions on
the current and prospective development of the degree programme, the content to be studied, the qualities
deemed, employment opportunities, etc.
Then based on the result of preceding market needs analysis, DDLSP 1 conducts a feasibility study of the
degree programme, including its strengths in terms of content design and delivery, teaching expertise,
learner support and quality assurance, along with proposed enrolment requirements, course objectives and
main subjects to be learned, as shown in Figure 1.

SOURCE Institute of Online Education, Beijing Foreign Studies University. Reproduced with permission.
Figure 1 — Illustration of market needs analysis for launching a new programme
5.3 Syllabus “Digital competences for PA”
DDLSP 2 has a practice (2-1) that relates to ISO 29994:2021, 7.2, 7.3 and ISO 29993:2017, Clause 7. This
practice introduces the syllabus “Digital competences for PA” of DDLSP 2, which is the document that
describes the basic knowledge and skills which are required of any civil servant. The syllabus can represent
a valid reference for a more advanced competence framework, more sophisticated assessment tools and
training programmes aimed at addressing the specific needs of qualified civil servants profiles.
The syllabus “Digital competences for PA” (recently renamed “Syllabus for digital competences training”)
is the document that describes the basic knowledge and skills which are required by any civil servants (not
IT specialists) to actively contribute to the digital transformation of the public administration across the
country. The general aim of the syllabus is to make every civil servant capable of actively working in a safe,
aware, cooperative and results-oriented way, within a more and more digital public administration.
The syllabus is composed of 11 competences organized into five competence dimensions, as shown in
Figure 2.
SOURCE Italian Presidency of Council of Ministers, Department of Public Administration. Reproduced with
permission.
Figure 2 — Illustration of custom control
The syllabus structure, which is based on the European Digital Competence Framework (DigComp), is
organized according to four dimensions:
— dimension 1: competence areas;
— dimension 2: competence descriptors that are pertinent to each area;
— dimension 3: proficiency level for each competence;
— dimension 4: knowledge and/or skills applicable to each competence.
The syllabus is focused on two main components that contribute to defining competence:
— the knowledge, as the set of information and notions relating to specific digital topics connected to the
daily work of a civil servant;
— the skill, as the ability to carry out some activities which make use of digital technologies.
The framework does not consider other distinctive competences’ components, such as self-concept, traits
and motivation.
Moreover, the syllabus envisages three proficiency levels: a) base, b) intermediate and c) advanced.
The syllabus can represent a valid reference for a more advanced competence framework, more sophisticated
assessment tools and training programmes aimed at addressing the specific needs of qualified civil servants'
profiles.
5.4 Learning needs analysis for international talent cultivation
DDLSP 3 has a practice (3-1) that relates to ISO 29994:2021, 7.2, 7.3 and ISO 29993:2017, Clause 7. This
practice describes how DDLSP 3 implements the learning needs analysis for international talent based on
subdivision (see Figure 3), which could be referred to by other multinational companies.
The international talents of the corporation to which DDLSP 3 belongs are spread all over the world. Digital
technology enhances the accuracy, comprehensiveness and timeliness of learning need analysis.
DDLSP 3 divides the international talents of the corporation into four groups, namely project personnel sent
abroad, domestic support personnel, overseas local employees and external stakeholders (see Figure 3),

from the dimension of international business development. When researching the learning needs of various
international talents in remote learning, the competency model of target participants was taken as a basis,
and many means were adopted, such as online questionnaires, telephone interviews and video conferences.
SOURCE Advanced Training Center of State Grid Corporation of China. Reproduced with permission.
Figure 3 — International talent subdivision
The contents of the investigation cover the shortcomings of the participants, the confusion and problems
they face in their work, the feasibility of using the remote learning platform in their location, the appropriate
daily length of online learning, the training topics interested in and specific knowledge needs. The feedback
information from past projects was also investigated, such as the course arrangements considered effective
by the previously trained participants and their opinions and suggestions on digital learning. This process
is helpful to clarify the common and individual learning needs of participants from different countries
and regions, design targeted courses and instructional activities, and provide the learning needs research
results to the instructors.
The research covers all countries and regions where the corporation’s international talents work, all
professional categories (e.g. investment and M&A, overseas operation, engineering contracting) and all
types of participants (e.g. project managers, project staff) to ensure the accuracy and comprehensiveness
of the learning needs research.
6 Practices of design of DDLS
6.1 General
ISO 29994:2021, 8.2 and 8.3 and ISO 29993:2017, Clause 8 specify the requirements for design of DDLS.
This clause presents practices from three DDLSPs on design of DDLS.

6.2 An ecological model indicating learner-centredness in online education
DDLSP 1 has a practice (1-2) that relates to ISO 29994:2021, 8.2 and 8.3 and ISO 29993:2017, Clause 8. This
practice describes an ecological model of an online education comprising six subsystems encapsulated in six
keywords: resource, service, process, monitoring, quality and outcome.
Resources are constructed on the basis of five dimensions: user type, modes of modality, scalability,
dynamism and reusability. The concept of service is substantiated in three support systems, namely the
learner support system, the tutor support system and the administrator support system. The learner
support system is constructed on the notion of what constitutes a whole person; process is not restricted to
the learning process. The teaching process, course development process, online delivery process, and so on,
are all parts of the total process. Every bit of this total process has a built-in quality issue. Outcomes include
three dimensions, the number of graduates, the financial return and public reputation. However, the three
are not necessarily proportionate to one another.
The interactive relations between six subsystems are visualized in Figure 4. At the individual learner level,
learning is an emergent property of learners’ interactions with the systems, in terms of framing and enabling
effects.
SOURCE Institute of Online Education, Beijing Foreign Studies University. Reproduced with permission.
Figure 4 — Six sub-systems
It is important to note that all the arrows except the rightmost converge onto the learner. They indicate
the underlying principle of learner-centredness that permeates the first five sub-systems. Resource, service,
process and monitoring all involve quality issues, and quality is attained and guaranteed when they are
optimally managed. In other words, the overall quality of the whole system will be affected by the poor
performance of a
...