ISO/IEC 29140:2021

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

This document establishes a learner information model specific to mobile learning to enable learning, education and training environments to reflect the specific needs of mobile participants. It gives guidance on the use of a learner information model for mobile technology in learning, education and training (mobile learning). This document can be used as a reference by software developers, implementers, instructional designers, teachers, trainers, automated systems and learning management systems.

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

General Information

• Status: Published
• Publication Date: 14-Nov-2021
• ICS: 35.240.90 - IT applications in education
• Technical Committee: ISO/IEC JTC 1/SC 36 - Information technology for learning, education and training
• Drafting Committee: ISO/IEC JTC 1/SC 36/WG 3 - Learner information
• Current Stage: 6060 - International Standard published
• Start Date: 15-Nov-2021
• Due Date: 11-Jun-2022
• Completion Date: 15-Nov-2021

Relations

• Revises: ISO/IEC TS 29140:2020 - Information technology for learning, education and training — Nomadicity and mobile technologies
• Effective Date: 02-Jan-2021

Standards Content (Sample)

INTERNATIONAL ISO/IEC
STANDARD 29140
First edition
2021-11
Information technology for learning,
education and training — Nomadicity
and mobile technologies
Technologies de l'information pour l'apprentissage, l'éducation et la
formation — Nomadisme et technologies mobiles
Reference number
ISO/IEC 29140:2021(E)
© ISO/IEC 2021

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ISO/IEC 29140:2021(E)
COPYRIGHT PROTECTED DOCUMENT
© ISO/IEC 2021
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
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Published in Switzerland
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ISO/IEC 29140:2021(E)
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Abbreviated terms . 3
5 Examples of mobile learning applications . 3
5.1 Online student use of mobile devices for learning . 3
5.2 Fluent speaking in English/fluent reading . 3
5.3 Digital textbook for innovative learning . 3
5.4 Mobile learning technology among final year medical students . 3
5.5 Augmented reality training system . 4
5.6 App for exam practice . 4
5.7 Implementation of app for academic success . 4
5.8 Tutoring, games and applications for language learning . 4
5.9 Evaluation of key factors that affect learner-empowered emergent technology
integration . 4
5.10 Other examples of mobile technology for learning . 4
6 Learner information for mobile learning . 5
6.1 General . 5
6.2 Learner information model for mobile learning . 6
6.3 Minimum recommended learner information . 7
6.4 Optional learner information . 7
6.5 Dimensions for optimal learner experience . 8
6.5.1 General . 8
6.5.2 Learner dimension . 9
6.5.3 Content dimension for individual learner needs . 9
6.5.4 Device capability dimension to maximize the use of the mobile device . 10
6.5.5 Connectivity dimension to perform at different connection speeds . 11
6.5.6 Coordination .12
7 Learner interaction with mobile learning system .12
7.1 General .12
7.2 Learners . 13
7.3 Resources . 13
7.4 ITLET system . 14
7.5 Devices . 14
7.6 Interface . 14
7.7 Environment .15
8 Additional considerations.16
Bibliography .17
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ISO/IEC 29140:2021(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.
The procedures used to develop this document and those intended for its further maintenance
are described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria
needed for the different types of document should be noted. This document was drafted in
accordance with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives or
www.iec.ch/members_experts/refdocs).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in the
Introduction and/or on the ISO list of patent declarations received (see www.iso.org/patents) or the IEC
list of patent declarations received (see https://patents.iec.ch).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO’s adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT) see
www.iso.org/iso/foreword.html. In the IEC, see www.iec.ch/understanding-standards.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
This first edition cancels and replaces ISO/IEC TS 29140:2020, which has been technically revised. The
main changes are as follows:
— the list of definitions has been extended;
— the number of mobile learning applications has been expanded;
— recent references from the mobile learning literature have been included.
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 and
www.iec.ch/national-committees.
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ISO/IEC 29140:2021(E)
Introduction
Since ISO/IEC TS 29140-1:2011 and ISO/IEC TS 29140-2:2011 were published, there have been many
technological innovations and increasing use of mobile technology in learning, education and training
[1][2][3][4][5][6]
as indicated in many of the review and meta-analysis studies on mobile learning . These
two documents were updated and replaced by ISO/IEC TS 29140:2020, which has now been replaced by
this document. The growth in active mobile-broadband subscriptions has increased significantly, with
penetration rates increasing worldwide from 4,0 subscriptions per 100 inhabitants in 2007 to 69,3
7
in 2018. The number of active mobile-broadband subscriptions have increased from 268 million in
[7]
2007 to 5,3 billion in 2018 . In addition, almost the entire world population, or 96 %, now lives within
reach of a mobile cellular network. Furthermore, 90 % of the global population can access the internet
[7]
through a 3G or higher speed network . This is placing a sense of urgency to revise the standards for
the use of mobile technology in learning, education and training.
At the same time, the technology, and the application of the technology, is changing at a fast rate. For
example, 3D glasses are being used for virtual reality, augmented reality and mixed reality; and voice
input and output are being used for language training. In 2020, a bibliometric review of 450 articles
was conducted on mobile earning in higher education research using bibliometric methods. The results
[8]
indicate that use of mobile learning is increasing .
As schools, governments, organizations and businesses around the world design information for access
by mobile devices, there is increased need to set standards for how information should be designed
for delivery on mobile technologies to support learning, education and training. This increased need
is heightened by demand for learning and training materials that can be shared easily between
organizations and learners and made available to those in any geographical location. Mobile learning
has the potential to provide learners with enhanced access to information and learning materials and
guidance and support from anywhere rather than from a specific geographical location at a certain
time. When mobile learning is implemented thoughtfully and well, it has the potential to increase
efficiency and productivity for learning, education and training within different sectors (e.g. public,
private, voluntary).
Mobile technologies, in addition to being a communication device, provide easy access to unlimited
learning materials at any time and any place, which allows for student-centred learning and provides
[5]
learning according to individual differences and needs .
Mobile learning has the potential to provide learners with new opportunities to connect with other
learners, to interact with teachers and trainers, and to co-create collaborative learning environments.
[9][10]
This is a critical issue for learners who live in remote locations lacking wired connections .
There are a number of research teams in organizations and communities who are working on mobile
learning. Many research studies and projects have been completed on the use of mobile technology in
education and training. Additionally, work is already in progress in various countries around the world
on related topics such as learning in different contexts, learning while on the move and the use of hand-
held computers in learning.
It is important that the design, development, implementation and evaluation of mobile learning within
learning, education and training environments takes place in a manner that is seamless, flexible and
integrated. In short, mobile technology needs to be seamlessly integrated into teaching and learning
activities that are supported by information and communication technology (ICT) in general. A review
of models and frameworks for designing mobile learning experiences described different learning
[11]
strategies for using mobile technologies in learning . These include:
a) context-aware learning where learners can learn in their own context using wireless connection,
global positioning systems, satellite connection and mobile apps;
b) seamless and ubiquitous learning on the go and learning from anywhere because of the portability
of mobile technologies; this learning strategy is important for the nomadic learners who move from
one location to the next;
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ISO/IEC 29140:2021(E)
c) game-based learning where learners are presented with different scenarios and challenges during
the learning process;
d) mobile computer-supported collaborated learning where students use mobile technologies to
interact to complete learning activities in groups.
In the past, use of mobile technologies, because of their small size and portability, have been beneficial
to nomads; however, the current mobile technologies are more powerful and they are being used in
different locations and different contexts for learning. For example, mobile technologies can be used
in a classroom to teach school-age children about disease transmission patterns; in medical education
to support students learning about bedside clinical practice; in an industry to train employees how to
maintain a piece of equipment; in a museum to give students a virtual presentation of a historical event;
in a college to give students a virtual tour of an archaeological site, etc. The potential use of mobile
technology is unlimited; its use will depend on the creativity of the instructional designer, teacher or
trainer. An analysis of 113 global research studies on mobile learning in pre-kindergarten to Grade 12
levels found that 62 % of the studies reported positive outcomes, meaning that the majority of studies
[3]
found that the use of mobile devices in a learning activity resulted in increased student learning . It
also reported that the majority of the studies (50 %) took place in formal educational contexts while a
setting composed of both formal and informal settings accounted for 27 % of the educational contexts,
and the remaining 23 % of the studies took place in informal settings.
Mobile devices have been around for many years but are becoming more sophisticated. At the same
time, there remain limitations and challenges when using mobile devices. For example, some learners
find that the screen size is small when reading information and the keyboard too small for entering
information. To help with these limitations, researchers are developing mobile devices with virtual
screens and keyboards and voice input and output options, which will help to overcome some of these
challenges and limitations. In addition, 3D glasses have been developed to address the issue of screen
size and data entry.
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INTERNATIONAL STANDARD ISO/IEC 29140:2021(E)
Information technology for learning, education and
training — Nomadicity and mobile technologies
1 Scope
This document establishes a learner information model specific to mobile learning to enable learning,
education and training environments to reflect the specific needs of mobile participants. It gives
guidance on the use of a learner information model for mobile technology in learning, education and
training (mobile learning).
This document can be used as a reference by software developers, implementers, instructional
designers, teachers, trainers, automated systems and learning management systems.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain 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
adaptive design
creation of multiple versions of a web page to better fit the learner’s device rather than a single static
page that looks the same on all devices
3.2
artificial intelligence
AI
branch of computer science devoted to developing data processing systems that perform functions
normally associated with human intelligence, such as reasoning, learning (3.4) and self-improvement
[SOURCE: ISO/IEC/IEEE 24765:2017, 3.234]
3.3
augmented reality
virtual objects superimposed upon or composited with the real world
Note 1 to entry: Virtual and real-world objects co-exist in augmented reality systems.
3.4
learning
acquisition of knowledge, skills or attitudes
[SOURCE: ISO/IEC 2382-36:2019, 3.1.1]
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ISO/IEC 29140:2021(E)
3.5
learner information
recorded information associated with learners and used by learning technology systems (3.6)
Note 1 to entry: Learner information may be created, stored, retrieved, used, etc. by learning technology systems,
individuals (teachers, trainers, learners, etc.), and other entities.
[SOURCE: ISO/IEC 2382-36:2019, 3.7.1]
3.6
learning technology system
LTS
information technology system used in the delivery and management of learning (3.4)
3.7
mixed reality
display continuum in which both real and virtual images are combined in some way and in some
proportion
Note 1 to entry: Augmented reality (3.3) and virtual reality (3.16) are considered to be on the mixed reality
continuum.
3.8
mobile learning
m-learning
m-learn
learning (3.4) using information and communication technologies in mobile contexts (3.9)
3.9
mobile context
learning (3.4) that can occur in any location because of the portability of the mobile technology (3.10)
3.10
mobile technology
lightweight devices that learners can conveniently take anywhere to learn and mobile network that
learners can access from anywhere
3.11
massive open online course
MOOC
free open online course that is available for anyone to enrol and complete
3.12
nomadic learner
learner who moves from one location to another with relative frequency
Note 1 to entry: The learner has to access the learning materials from different locations, varying time zones and
within another environment during a single learning episode.
3.13
responsive design
method for web page construction to detect the user’s screen size and orientation and dynamically
change the layout accordingly
3.14
seamless learning
learning (3.4) in different contexts using multiple devices
3.15
ubiquitous learning
learning (3.4) that is stimulated and supported through diverse channels and always readily accessible
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ISO/IEC 29140:2021(E)
3.16
virtual reality
artificial environment presented using computer technologies
Note 1 to entry: Virtual reality has a high level of immersiveness, fidelity of information representation and
degree of active learner participation compared with other forms of mixed reality (3.7).
4 Abbreviated terms
AI artificial intelligence
ICT information and communication technology
ITLET information technology for learning, education and training
LMS learning management system
LCMS learning content management systems
MALL mobile applications for language learning
MOOC massive open online course
OS operating system
5 Examples of mobile learning applications
5.1 Online student use of mobile devices for learning
A longitudinal and cross-sectional mixed methods study employing the community of inquiry (CoI) and
framework for the rational analysis of mobile education (FRAME) models to examine the use of mobile
devices among graduate students at one online North American university. See Reference [12].
5.2 Fluent speaking in English/fluent reading
Mobile learning applications can be used to train learners to improve their English-speaking skills. A
recent meta-analysis study examined the overall effectiveness of using mobile devices on language
learning. The meta-analysis was based on a synthesis of 84 separate studies from different sources.
The medium-to-high overall effect size for mobile devices on language learning achievement confirms
the positive benefits of using mobile devices in language learning. See Reference [13].
5.3 Digital textbook for innovative learning
The Ministry of Education in South Korea and the Korea Education and Research Information Service
(KERIS) developed and implemented digital textbooks in an advanced form that overcome the
limitations of paper textbooks, improve classroom lessons, and enable personalized teaching and
learning. The digital textbooks can be accessed by mobile technologies. See Reference [14].
5.4 Mobile learning technology among final year medical students
A cross-sectional descriptive study conducted among final year undergraduate students at the
University of Nairobi, College of Health Sciences. This study aimed to assess the use of mobile learning
technology as well as exploring the challenges that impede adoption of mobile learning technology in
the target population. See Reference [15].
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5.5 Augmented reality training system
An augmented reality training program was developed by an augmented reality organization to train
industrial sales and service workers on how to dismantle and re-assemble an accentuator valve.
The trainee used tablets or augmented reality glasses, or both, with positioning markers to overlay
holographic, step-by step instructional images on a real-world accentuator valve to dismantle and
re-assemble the valve. The project was evaluated using a pragmatic mixed-methods approach. See
Reference [16].
5.6 App for exam practice
Malezi exam practice is a mobile friendly web application that generates examination revision content
for learning and testing readiness for final level exams in both primary and secondary school. See
Reference [17].
5.7 Implementation of app for academic success
The University of Waterloo, Ontario, developed a tri-lingual (English, French, Chinese) mobile learning
application designed to facilitate anywhere and at any time academic integrity training. The project
is designed to improve student engagement with academic material by exploring mobile learning to
better resonate with the university/college student population. The app has the capacity to provide an
e-certificate and digital badge upon successful completion of the module lessons. See Reference [18].
5.8 Tutoring, games and applications for language learning
The purpose of the FirstVoices mobile applications for language learning (MALL) is to preserve and
to promote First Nations languages. Over 60 Aboriginal languages are archived, some only available
to members of that community. The resources are used by First Nations communities in Canada to
teach, learn and document their words, phrases, songs, stories and other digital community resources.
FirstVoices also serves as central language data platform for other applications. See Reference [19].
5.9 Evaluation of key factors that affect learner-empowered emergent technology
integration
Wark’s dissertation sought to determine what key institutional, curricular, instructional and contextual
factors and, ultimately, what educational paradigm most enabled online graduate level learners to
integrate emergent technologies for learning on demand. See Reference [20].
5.10 Other examples of mobile technology for learning
As the use of mobile technologies grows around the world, the infrastructure to support mobile
learning is being improved to allow access anywhere and at any time to learning applications, services
and content. In several countries, corporate, academic and government organizations are using
existing learning management systems to implement and provide support for mobile learning. In some
countries, connectivity is sufficient to allow learners to access learning resources and participate
in teaching and learning activities through connecting to networks using mobile devices. There is a
shift from wired to wireless connection that will facilitate the use of mobile technology in learning.
Mobile learning is being used to improve access to learning materials and services that will facilitate
individual learning, education and training from anywhere and at any time. Additional examples of
mobile learning applications include the following:
— Educational organizations are making their digital learning materials available as open access so
that the materials can be re-used at no cost providing the materials are used for education. In most
cases, the materials can be accessed using mobile technologies.
— Use of artificial intelligence (AI) to adapt learning to meet individual learner needs.
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— Organizations are developing and delivering massive open online courses (MOOCs), which are free
for anyone to participate. In some cases, learners can complete the MOOCs using mobile technologies.
— Countries and organizations are using mobile technologies to educate refugees who live in camps
and cannot go to school, so that they can get the knowledge and skills to be integrated into society.
— In large geographically dispersed countries, mobile technologies are used to facilitate the delivery
of information and learning materials to learners in any geographic location. Universities are
developing digital repositories that have courses that link to learning resources, allowing learners
to access course materials from anywhere and at any time using a variety of technologies, including
mobile technology.
— Mobile learning is being used to train immigrants who require language instruction in a second
language while they work at the same time.
— Organizations are converting courses for mobile delivery for the convenience of learning at a time
and place that meets individual learners’ needs.
Mobile learning applications are being used to in the following ways:
— Send daily information from schools and universities to students.
— Gather immediate feedback and response data from students using mobile phones as part of a
...