| Name |
Description |
Abstract |
Status |
Publication date |
Edition |
Number of pages |
Technical committee |
ICS |
| ISO 4074-1:1996 |
Rubber condoms — Part 1: Requirements |
Describes requirements for condoms made from natural rubber latex, provided for contraceptive purposes an to assist in the prevention of sexually transmitted diseases.
|
Withdrawn |
1996-11 |
Edition : 2 |
Number of pages : 8 |
Technical Committee |
11.200
Birth control. Mechanical contraceptives
|
| IWA 35:2020 |
Quality of learning environments for students in healthcare professions — Requirements for healthcare education providers in care settings |
This document specifies requirements for operational practices in care settings when a provider wishes to demonstrate its ability to consistently provide and improve healthcare education or training that meets the learning requirements of educational organizations.
All the requirements in this document are intended to be applicable to any provider, regardless of its type, size or the healthcare services it offers.
|
Published |
2020-11 |
Edition : 1 |
Number of pages : 12 |
Technical Committee |
03.180
Education
;
11.020.10
Health care services in general
|
| ISO/CD 6253 |
Requirements for Interpreter Educators and Teaching/Training Programs |
|
Under development |
|
Edition : 1 |
|
Technical Committee |
03.180
Education
|
| ISO/IEC TR 20748-1:2016 |
Information technology for learning, education and training — Learning analytics interoperability — Part 1: Reference model |
ISO/IEC TR 20748-1:2016 specifies a reference model that identifies the diverse IT system requirements of learning analytics interoperability. The reference model identifies relevant terminology, user requirements, workflow and a reference architecture for learning analytics.
|
Published |
2016-12 |
Edition : 1 |
Number of pages : 31 |
Technical Committee |
03.180
Education
;
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 20748-2:2017 |
Information technology for learning, education and training — Learning analytics interoperability — Part 2: System requirements |
ISO/IEC TR 20748-2:2017 specifies system requirements for learning analytics systems and services. Learning analytics systems and services are assumed to be composed of independent processes and applications having diverse purposes. To improve efficiency for communication and operation between systems and/or services, the system requirements identify each system's role, capability and recommended performance, etc. The system requirements are based on ISO/IEC TR 20748‑1 and additional use cases came from the National Bodies and Liaison Organizations (NBLOs).
|
Published |
2017-08 |
Edition : 1 |
Number of pages : 13 |
Technical Committee |
03.180
Education
;
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TS 20748-3:2020 |
Information technology for learning, education and training — Learning analytics interoperability — Part 3: Guidelines for data interoperability |
This document specifies guidelines for mapping between different learning analytics data representations. Using xAPI and IMS Caliper as reference specifications, this document introduces data API regarding learning analytics as well as guidelines to use the APIs, which can be generalized to other contexts. Both syntactic and semantic mappings are in scope.
|
Published |
2020-03 |
Edition : 1 |
Number of pages : 41 |
Technical Committee |
03.180
Education
;
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TS 20748-4:2019 |
Information technology for learning, education and training — Learning analytics interoperability — Part 4: Privacy and data protection policies |
This document specifies privacy and data protection requirements and attributes to inform design of learning analytics systems and learning analytics practices in schools, universities, workplace learning and blended learning settings.
|
Published |
2019-09 |
Edition : 1 |
Number of pages : 20 |
Technical Committee |
03.180
Education
;
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO 21001:2018 |
Educational organizations — Management systems for educational organizations — Requirements with guidance for use |
ISO 21001:2018 specifies requirements for a management system for educational organizations (EOMS) when such an organization:
a) needs to demonstrate its ability to support the acquisition and development of competence through teaching, learning or research;
b) aims to enhance satisfaction of learners, other beneficiaries and staff through the effective application of its EOMS, including processes for improvement of the system and assurance of conformity to the requirements of learners and other beneficiaries.
All requirements of ISO 21001:2018 are generic and intended to be applicable to any organization that uses a curriculum to support the development of competence through teaching, learning or research, regardless of the type, size or method of delivery.
ISO 21001:2018 can be applied to educational organizations within larger organizations whose core business is not education, such as professional training departments.
ISO 21001:2018 does not apply to organizations that only produce or manufacture educational products.
|
Published |
2018-05 |
Edition : 1 |
Number of pages : 63 |
Technical Committee |
03.180
Education
;
03.100.70
Management systems
|
| ISO/CD 21001 |
Educational organizations — Management systems for educational organizations — Requirements with guidance for use |
|
Under development |
|
Edition : 2 |
|
Technical Committee |
03.180
Education
;
03.100.70
Management systems
|
| ISO 3106:1974 |
Dental zinc oxide/eugenol filling materials |
|
Withdrawn |
1974-10 |
Edition : 1 |
Number of pages : 8 |
Technical Committee |
11.060.10
Dental materials
|
| ISO/IEC 23127-1:2021 |
Information technology — Learning, education, and training — Metadata for facilitators of online learning — Part 1: Framework |
This document specifies a metadata structure to store, present and exchange online learning facilitator (OLF) information by specifying the data elements and their attributes to describe facilitator’s information on various kinds of online education platforms.
This document provides a generic information model of OLF to describe relevant information that applies to the facilitation and training services provided online, and includes information about the person offering facilitation, the affiliation of the person, facilitation ability, facilitation practices, the facilitation service offered, learners’ reviews and testimonies, and related social network information. The conceptual data model allows the linguistic diversity of OLF information attributes and offers a flexible metadata schema to describe them.
NOTE 1 Although this document provides suggestions on how to designate metadata elements that require privacy protection, it does not provide detailed methods or techniques for how to implement privacy protection measures.
NOTE 2 For metadata with privacy, the application profile in ISO/IEC 19788-1 can be used to tag data elements concerning privacy and define them with conditions. OLF information privacy protection methods and techniques, such as privacy-by-design, can be selected and applied as needed by implementers.
|
Published |
2021-06 |
Edition : 1 |
Number of pages : 11 |
Technical Committee |
03.180
Education
;
35.240.90
IT applications in education
|
| ISO/DIS 24438 |
Ships and marine technology — Maritime education and training — Maritime career guidance |
This document provides a powerful decision-making tool for persons that either have clear professional development goals or have uncertainties related to the progression of their career paths, including minimum education and training requirements for a given occupation so that candidates can take the necessary steps to meet their goals. This document seeks to assist professionals in (or those who would like to enter) the maritime sector, on board or ashore, in determining what they would like to achieve professionally, establishing how to get there through this proactive tool, taking into consideration
— personal circumstances and academic background,
— previous work experiences, knowledge and skills,
— short, medium and long-term ambitions,
— changing education and training requirements resulting from continual industry evolution,
— current and future job opportunities,
— impact of technology, and
— shifting personal interests, attitudes, abilities and goals.
This document helps identify potential jobs within the maritime industry, on board and ashore, in order to provide alternative career paths.
|
Under development |
|
Edition : 1 |
Number of pages : 15 |
Technical Committee |
03.180
Education
;
47.020.01
General standards related to shipbuilding and marine structures
|
| ISO/PAS 24438:2020 |
Ships and marine technology — Maritime education and training — Maritime career guidance |
This document provides a powerful decision-making tool for persons that either have clear professional development goals or have uncertainties related to the progression of their career paths, including minimum education and training requirements for a given occupation so that candidates can take the necessary steps to meet their goals. This document seeks to assist professionals in (or those who would like to enter) the maritime sector, on board or ashore, in determining what they would like to achieve professionally, establishing how to get there through this proactive tool, taking into consideration
— personal circumstances and academic background,
— previous work experiences, knowledge and skills,
— short, medium and long-term ambitions,
— changing education and training requirements resulting from continual industry evolution,
— current and future job opportunities,
— impact of technology, and
— shifting personal interests, attitudes, abilities and goals.
This document helps identify potential jobs within the maritime industry, on board and ashore, in order to provide alternative career paths.
|
Published |
2020-10 |
Edition : 1 |
Number of pages : 17 |
Technical Committee |
03.180
Education
;
47.020.01
General standards related to shipbuilding and marine structures
|
| ISO 29990:2010 |
Learning services for non-formal education and training — Basic requirements for service providers |
ISO 29990:2010 specifies basic requirements for providers of learning services in non-formal education and training.
|
Withdrawn |
2010-09 |
Edition : 1 |
Number of pages : 18 |
Technical Committee |
03.180
Education
|
| ISO 29991:2014 |
Language learning services outside formal education — Requirements |
ISO 29991:2014 specifies requirements for language learning services outside formal education. These include any language learning services that are addressed to language learners themselves, as well as to interested parties that are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning are defined and evaluated, and that it involves interaction with the learner. The instruction can be delivered face-to-face or mediated by technology, or it can be a blend of both.
Entities interested in using ISO 29991:2014 will include language learning service providers of all kinds and sizes, as well as associations or consortia of language learning service providers.
In cases where the language learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language learning services, ISO 29991:2014 only applies to language learning services.
ISO 29991:2014 is not specifically aimed at schools, colleges and universities which provide language learning as part of a formal educational system but may be useful to them as a tool for reflection and self-evaluation.
|
Withdrawn |
2014-03 |
Edition : 1 |
Number of pages : 13 |
Technical Committee |
03.180
Education
|
| ISO 4074-2:1980 |
Rubber condoms — Part 2: Determination of length |
|
Withdrawn |
1980-06 |
Edition : 1 |
Number of pages : 2 |
Technical Committee |
11.200
Birth control. Mechanical contraceptives
|
| ISO 29991:2020 |
Language-learning services — Requirements |
This document specifies requirements for language-learning services. These include any language-learning services that are addressed to language learners themselves as well as to interested parties who are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning are defined and evaluated, and that it involves interaction with the learner. The instruction may be delivered face-to-face, be mediated by technology or be a blend of both.
In cases where the language-learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language-learning services, this document only applies to language-learning services.
|
Published |
2020-09 |
Edition : 2 |
Number of pages : 13 |
Technical Committee |
03.180
Education
|
| ISO 29992:2018 |
Assessment of outcomes of learning services — Guidance |
This document provides guidance on the planning, development, implementation and review of assessments of the outcomes [knowledge, competence, performance] of learning services. It is intended for use by organizations providing learning services and organizations selecting, using or developing assessments.
This document is applicable to the development and use of assessments for the measurement of individual learners' outcomes and the use of assessments for determinations of learner progress.
The document does not apply to the direct evaluation of programs of instruction or the evaluation of learning service providers. It also excludes the technology requirements for the delivery of assessments.
|
Published |
2018-12 |
Edition : 1 |
Number of pages : 15 |
Technical Committee |
03.180
Education
|
| ISO 29993:2017 |
Learning services outside formal education — Service requirements |
ISO 29993:2017 specifies requirements for learning services outside formal education, including all types of life-long learning (e.g. vocational training and in-company training, either outsourced or in-house). These include any learning services provided by a learning service provider (LSP) that are addressed to learners themselves, as well as to sponsors who are acquiring the services on behalf of the learners. The key features of these kinds of services are that the goals of learning are defined and the services are evaluated, and that they involve interaction with the learner. The learning can be face-to-face, mediated by technology, or a blend of both.
In cases where the learning service provider is part of an organization that delivers products (i.e. goods and services) in addition to learning services, ISO 29993:2017 only applies to learning services.
ISO 29993:2017 is not aimed at schools, colleges and universities providing learning services as part of a formal education system, but it can be useful to them as a tool for reflection and self-evaluation.
|
Published |
2017-08 |
Edition : 1 |
Number of pages : 10 |
Technical Committee |
03.180
Education
|
| ISO 29994:2021 |
Education and learning services — Requirements for distance learning |
This document specifies requirements for distance learning services not specified in ISO 29993.
It is applicable to any distance learning services that are addressed to learners themselves as well as to sponsors who are acquiring the services on behalf of the learners.
In cases where the distance learning services are provided by an organization that delivers other methods of learning services, this document only applies to distance learning services.
|
Published |
2021-04 |
Edition : 1 |
Number of pages : 7 |
Technical Committee |
03.180
Education
|
| ISO 29995:2021 |
Education and learning services — Vocabulary |
This document is the source document for the terms and definitions of ISO/TC 232, Education and learning services.
This document is intended to provide a reference for standards users and developers, as well as to facilitate communication and common understanding of the terms within the field of education and learning services and the scope of ISO/TC 232.
|
Published |
2021-05 |
Edition : 1 |
Number of pages : 16 |
Technical Committee |
03.180
Education
;
01.040.03
Services. Company organization, management and quality. Administration. Transport. Sociology. (Vocabularies)
|
| ISO/DTS 44006 |
Collaborative business relationship management — Guidelines for university-business collaboration |
This document serves as guide for universities, businesses, and other stakeholders in using the 12 principles of collaborative business relationships provided in ISO/TR 44000 to improve their capability in university-business collaboration (UBC).
|
Under development |
|
Edition : 1 |
Number of pages : 16 |
Technical Committee |
03.180
Education
;
03.100.01
Company organization and management in general
|
| ISO/IEC TR 4339:2022 |
Information technology for learning, education and training — Reference model for information and communications technology (ICT) evaluation in education |
This document defines an abstract model and an indicator system framework for the evaluation of information and communications technology (ICT) in learning, education and training (LET). The abstract model accommodates requirements domains, including K12 education, vocational education, higher education and continuing education. The framework describes ICT service levels in the areas of learning, education and training, and aims to assist in quality processes associated with ICT in LET contexts.
|
Published |
2022-01 |
Edition : 1 |
Number of pages : 12 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC DIS 4932 |
Information technology — Learning, education and training — Access For All Metadata: Accessibility Core Terms (AfA-core-terms) |
|
Under development |
|
Edition : 1 |
|
Technical Committee |
35.240.90
IT applications in education
|
| ISO/R 52:1957 |
Withdrawal of ISO/R 52-1957 |
|
Withdrawn |
1957-08 |
Edition : 1 |
Number of pages : 5 |
Technical Committee |
21.220.10
Belt drives and their components
|
| ISO/IEC 12785-1:2009 |
Information technology — Learning, education, and training — Content packaging — Part 1: Information model |
ISO/IEC 12785-1:2009 defines the data structures that can be used to exchange language, education and training (LET) content among systems that wish to import, export, aggregate, and disaggregate packages of LET content.
It illustrates the conceptual structure of the Content Packaging Information Model and defines the structural relationships, data-type, value-space, and number of occurrences permitted for each kind of information object.
|
Published |
2009-12 |
Edition : 1 |
Number of pages : 59 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC 12785-1:2009/Cor 1:2013 |
Information technology — Learning, education, and training — Content packaging — Part 1: Information model — Technical Corrigendum 1 |
|
Published |
2013-06 |
Edition : 1 |
Number of pages : 3 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC 12785-2:2011 |
Information technology — Learning, education, and training — Content packaging — Part 2: XML binding |
ISO/IEC 12785-2:2011 specifies how to express the ISO/IEC 12785-1 information model in XML.
|
Published |
2011-11 |
Edition : 1 |
Number of pages : 30 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TR 12785-3:2012 |
Information technology — Learning, education, and training — Content packaging — Part 3: Best practice and implementation guide |
ISO/IEC TR 12785-3:2012 presents use cases and shows how they are satisfied by ISO/IEC 12785-1 which is derived from the IMS Global Learning Consortium (GLC) Content Packaging version 1.2 (v1.2).
|
Published |
2012-05 |
Edition : 1 |
Number of pages : 22 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TR 18120:2016 |
Information technology — Learning, education, and training — Requirements for e-textbooks in education |
ISO/IEC TR 18120:2016 makes recommendations that are intended to build consensus on which International Standards for e-textbooks can be developed. It is a follow up to the collection of inputs from interested parties and aims to
- review the current state of the e-textbook market,
- summarize LET requirements for e-textbooks based on use cases and survey of interested parties,
- review existing data standards that are referenced by potential e-textbook standards,
- describe key terms and concepts that underpin any further discussion on e-textbook standards,
- propose a set of functionalities that will be required for e-textbook reader software,
- make recommendations for any modification to existing data standards, and
- make recommendations for any new data standards that might be needed.
|
Published |
2016-08 |
Edition : 1 |
Number of pages : 69 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TR 18121:2015 |
Information technology — Learning, education and training — Virtual experiment framework |
ISO/IEC TR 18121:2015 defines the framework for IT standards and specifications on virtual experiments supporting IT-enhanced learning, education and training. It is based on implementations of standards and specifications that are used to support virtual experiment, development, evaluation and management that rely on ITLET.
This ISO/IEC TR 18121:2015
- provides a framework that can be used for virtual experiment systems that rely on ITLET,
- determines the categories of different virtual experiment standards and specifications and their relationships to facilitate their integration,
- promotes the appropriate design and application of virtual experiment components so that IT systems that are being used are reusable, low cost, and more broadly applicable,
- indicates considerations to be taken into account when developing ITLET systems that are being developed or used to support virtual experiment systems,
- provides sample architecture of a virtual experiment system framework that can be used to support further development of virtual experiments,
- illustrates various roles that different actors can have at various points within the virtual experiment system,
- demonstrates how standards and specifications that support virtual experiments can be combined to form the basis for future work and implementations.
The following aspects are not addressed in this ISO/IEC TR 18121:2015:
- specifications of the implementation details of virtual experiment systems;
- accessibility;
- privacy;
- security.
|
Published |
2015-12 |
Edition : 1 |
Number of pages : 18 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC 19479:2019 |
Information technology for learning, education, and training — Learner mobility achievement information (LMAI) |
This document defines a model for the recording and exchange of learner achievement information among student information systems (SIS) (also known as student management information systems), as well as the aggregation of information by third party suppliers.
In addition, this document defines refinements to the learner mobility achievement award (LMAI) model for representing the digital diploma supplement (DDS).
NOTE The proposed model proposed is not intended to define the representation of the entire spectrum of learner mobility information but to define the formally structured representation of official, institutionally attested achievement information for learners engaged in formal learning processes, in order to facilitate its recording and subsequent exchange within any international area within which learner mobility is possible. Achievement information structured and presented in compliance with this document could, of course, be used for other purposes, for instance, to provide descriptions of achievement to enrich a learner-owned report in an e-portfolio. However, guidance on the document and the organisation of information for purposes other than the representation of formal achievement reports is outside the scope of this document.
|
Published |
2019-02 |
Edition : 1 |
Number of pages : 27 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19778-1:2008 |
Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 1: Collaborative workplace data model |
ISO/IEC 19778 is applicable to collaborative technologies used to support communication among learners, instructors and other participants. The implementation and communicative use of these technologies entails the creation of information related to participant groups, and to the collaborative environments, functions and tools that are set up for, and used by, these groups. ISO/IEC 19778-1:2008 - together with its subsequent parts - defines data models that enable the portability and reuse of this data in integrated form, and allow Data Model instantiations to be interchanged, stored, retrieved, reused or analysed by a variety of systems. ISO/IEC 19778-1:2008 specifies a table-based approach for defining Data Models. This Data Model specification is used for specifying the collaborative workplace Data Model. The same Data Model specification is also used in ISO/IEC 19778-2 and ISO/IEC 19778-3 to define the related components of the collaborative environment (ISO/IEC 19778-2) and the collaborative group (ISO/IEC 19778-3) in separate Data Models.
|
Withdrawn |
2008-05 |
Edition : 1 |
Number of pages : 35 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19778-1:2015 |
Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 1: Collaborative workplace data model |
ISO/IEC 19778:2015 specifies a table-based approach for defining Data Models. This Data Model specification is used for specifying the collaborative workplace Data Model. The same Data Model specification is also used in ISO/IEC 19778‑2 and ISO/IEC 19778‑3 to define the related components of the collaborative environment (ISO/IEC 19778‑2) and the collaborative group (ISO/IEC 19778‑3) in separate Data Models.
The collaborative workplace Data Model specifies the Data Model Elements and their interrelationships that enable the creation of collaborative workplace Data Model instantiations.
Any conforming collaborative workplace Data Model instantiation describes or specifies a particular collaborative workplace with which it is associated.
|
Published |
2015-10 |
Edition : 2 |
Number of pages : 35 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19778-2:2008 |
Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 2: Collaborative environment data model |
ISO/IEC 19778-2:2008 specifies the Data Model for a collaborative environment. The collaborative environment Data Model composes collaborative tools and declares their collaborative functions by specifying their names. These names may be used as references to collaborative tools and collaborative functions specified in detail by further specifications or standards. Where no such specifications or standards are available or identified, the provision of descriptions for human interpretation may support harmonized use of these names.
|
Withdrawn |
2008-05 |
Edition : 1 |
Number of pages : 20 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19778-2:2015 |
Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 2: Collaborative environment data model |
ISO 19778-2:2015 specifies the Data Model for a collaborative environment.
The collaborative environment Data Model composes collaborative tools and declares their collaborative functions by specifying their names. These names can be used as references to collaborative tools and collaborative functions specified in detail by further specifications or standards. Where no such specifications or standards are available or identified, the provision of descriptions for human interpretation may support harmonized use of these names.
|
Published |
2015-10 |
Edition : 2 |
Number of pages : 21 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19778-3:2008 |
Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 3: Collaborative group data model |
ISO/IEC 19778-3:2008 specifies the Data Model for a collaborative group. The collaborative group Data Model composes roles which can be played by the participants of a collaborative group, declares the intended role holders (positions for playing a particular role) for each role, and (at least during the life-span of the collaborative workplace) assigns participants to these role holders. The role names may be used as references to roles specified in detail by further specifications or standards. Where no such specifications or standards are available or identified, the provision of descriptions for human interpretation may support harmonized use of these names. Provided participant identifiers may be used as references to detailed participant information which may be specified in a provided user management system.
|
Withdrawn |
2008-05 |
Edition : 1 |
Number of pages : 13 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 19788-11:2017 |
Information technology — Learning, education and training — Metadata for learning resources — Part 11: Migration from LOM to MLR |
ISO/IEC TR 19788-11:2017 provides guidance in the form of rules and heuristics for the development of a conversion script from an IEEE 1484.12.1-2002 (LOM) record to an MLR data element set.
Not all of LOM can be mapped to the MLR. As more parts are added to the ISO/IEC 19788 series, future version of this document is expected to provide a better coverage of the LOM metadata.
|
Published |
2017-04 |
Edition : 1 |
Number of pages : 69 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19778-3:2015 |
Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 3: Collaborative group data model |
ISO/IEC 19778-3:2015 specifies the Data Model for a collaborative group.
The collaborative group Data Model composes roles which can be played by the participants of a collaborative group, declares the intended role holders (positions for playing a particular role) for each role, and (at least during the life-span of the collaborative workplace) assigns participants to these role holders. The role names may be used as references to roles specified in detail by further specifications or standards. Where no such specifications or standards are available or identified, the provision of descriptions for human interpretation may support harmonized use of these names. Provided participant identifiers may be used as references to detailed participant information which may be specified in a provided user management system.
In future editions of this part of ISO/IEC 19778, the identification of participant types referring to a harmonized or standardized participant typology may be provided. Such a provision would upgrade the value of anonymized collaborative group Data Model instantiations for being reused as templates.
Currently, the collaborative groups specified by this Data Model are static. Participants may not be online all the time; in a collaborative group, private discussions may occur; participants may leave the collaborative group during the life-state of the collaborative workplace. It is not yet clear to which degree such aspects can and should be addressed in future editions of this part of ISO/IEC 19778.
|
Published |
2015-10 |
Edition : 2 |
Number of pages : 13 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19780-1:2008 |
Information technology — Learning, education and training — Collaborative technology — Collaborative learning communication — Part 1: Text-based communication |
ISO/IEC 19780-1:2008 specifies the Data Model for text-based expressions. It provides a standardized way of isolating and describing textual expressions composed and communicated by collaborative group members.
|
Withdrawn |
2008-05 |
Edition : 1 |
Number of pages : 16 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19780-1:2015 |
Information technology — Learning, education and training — Collaborative technology — Collaborative learning communication — Part 1: Text-based communication |
ISO/IEC 19780-1:2015 specifies the Data Model for text-based expressions.
It provides a standardized way of isolating and describing textual expressions composed and communicated by collaborative group members.
|
Published |
2015-10 |
Edition : 2 |
Number of pages : 16 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-1:2011 |
Information technology — Learning, education and training — Metadata for learning resources — Part 1: Framework |
The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes.
ISO/IEC 19788-1:2011 provides data elements for the description of learning resources and resources directly related to learning resources.
ISO/IEC 19788-1:2011 provides principles, rules and structures for the specification of the description of a learning resource; it identifies and specifies the attributes of a data element as well as the rules governing their use. The key principles stated in ISO/IEC 19788-1:2011 are informed by a user requirements-driven context with the aim of supporting multilingual and cultural adaptability requirements from a global perspective.
ISO/IEC 19788-1:2011 is information-technology-neutral and defines a set of common approaches, i.e. methodologies and constructs, which apply to the development of the subsequent parts of ISO/IEC 19788.
|
Published |
2011-01 |
Edition : 1 |
Number of pages : 55 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-1:2011/Amd 1:2014 |
Information technology — Learning, education and training — Metadata for learning resources — Part 1: Framework — Amendment 1 |
|
Published |
2014-09 |
Edition : 1 |
Number of pages : 12 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC CD 19788-1.2 |
Information technology — Learning, education and training — Metadata for learning resources — Part 1: Framework |
|
Under development |
|
Edition : 2 |
|
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-2:2011 |
Information technology — Learning, education and training — Metadata for learning resources — Part 2: Dublin Core elements |
ISO/IEC 19788 specifies metadata elements and their attributes for the description of learning resources. ISO/IEC 19788-2:2011 provides a base-level data element set for the description of learning resources, from the ISO 15836:2009 Dublin Core metadata element set, using the framework provided in ISO/IEC 19788-1:2011. Those data elements being cast into the metadata learning resources framework can be used with data elements defined in other parts, in order to address specific user communities' needs for extensions, modularization or refinement.
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Published |
2011-06 |
Edition : 1 |
Number of pages : 19 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-2:2011/Amd 1:2016 |
Information technology — Learning, education and training — Metadata for learning resources — Part 2: Dublin Core elements — Amendment 1: Non-literal content value data elements |
|
Published |
2016-12 |
Edition : 1 |
Number of pages : 10 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-3:2011 |
Information technology — Learning, education and training — Metadata for learning resources — Part 3: Basic application profile |
The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes.
ISO/IEC 19788 provides data elements for the description of learning resources and resources directly related to learning resources.
ISO/IEC 19788-3:2011 is designed to help implementers with a starting point for adopting ISO/IEC 19788, defining an application profile that specifies, through adding constraints to the use of some data elements, how the ISO/IEC 19788-2 element set can be used.
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Published |
2011-12 |
Edition : 1 |
Number of pages : 28 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-3:2011/Amd 1:2016 |
Information technology — Learning, education and training — Metadata for learning resources — Part 3: Basic application profile — Amendment 1 |
|
Published |
2016-11 |
Edition : 1 |
Number of pages : 27 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-4:2014 |
Information technology — Learning, education and training — Metadata for learning resources — Part 4: Technical elements |
ISO/IEC 19788-4:2014 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes.
These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record.
This part of ISO/IEC 19788 specifies, using ISO/IEC 19788-1, technical aspects of learning resources, i.e., requirements for use, location, size, etc.
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Published |
2014-12 |
Edition : 1 |
Number of pages : 14 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-5:2012 |
Information technology — Learning, education and training — Metadata for learning resources — Part 5: Educational elements |
ISO/IEC 19788 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes.
These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record.
ISO/IEC 19788-5:2012 specifies, using the framework specified in ISO/IEC 19788-1, educational aspects of learning resources across various educational, cultural and linguistic settings.
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Published |
2012-05 |
Edition : 1 |
Number of pages : 34 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-7:2019 |
Information technology — Learning, education and training — Metadata for learning resources — Part 7: Bindings |
This document provides RDF mappings of the different MLR entities introduced in the MLR framework (ISO/IEC 19788‑1 and its amendment): data element specifications (DESs), resource classes (RCs), data elements (DEs), application profiles (APs), MLR records and data element group specifications (DEGSs).
This document associates HTTP IRIs (linguistically neutral and linguistic) to conceptual MLR entities denoted by MLR identifiers. This is needed for the management of MLR entities and their versions.
Moreover, this document provides excerpts of an OWL 2 DL ontology for the resource classes and data element specifications (properties) introduced in the ISO/IEC 19788 series.
|
Published |
2019-04 |
Edition : 1 |
Number of pages : 113 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-8:2015 |
Information technology — Learning, education and training — Metadata for learning resources — Part 8: Data elements for MLR records |
ISO/IEC 19788-8:2015 provides data elements for the description of MLR records: sets of data elements describing a learning resource [and resources directly related to that learning resource, e.g. persons (authors, contributors), annotations, learning activities, metadata records, etc.]. It can also be used to keep track of the record editing process including global metadata author identification, last record update, and application profile used for the description of a learning resource.
These elements can later be combined with other descriptive elements from other parts of ISO/IEC 19788 or other standards to provide the description of a learning resource and of related entities needed for that description.
ISO/IEC 19788-8:2015 enables the storage of learning resource description in the traditional database approach and the exchange of descriptions through harvesting mechanisms.
|
Published |
2015-11 |
Edition : 1 |
Number of pages : 29 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19788-9:2015 |
Information technology — Learning, education and training — Metadata for learning resources — Part 9: Data elements for persons |
ISO/IEC 19788-9:2015 provides data elements for the description of persons (individual or organization) that are related to the description of a learning resource.
These elements can later be combined with other descriptive elements from other type 1 parts of ISO/IEC 19788 or other standards to provide the description of a learning resource and of related entities needed for that description.
|
Published |
2015-11 |
Edition : 1 |
Number of pages : 23 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19796-1:2005 |
Information technology — Learning, education and training — Quality management, assurance and metrics — Part 1: General approach |
ISO/IEC 19796-1:2005 is a framework to describe, compare, analyse, and implement quality management and quality assurance approaches. It will serve to compare different existing approaches and to harmonize these towards a common quality model. The main aspect is the Reference Framework for the Description of Quality Approaches (RFDQ).
ISO/IEC 19796-1:2005 consists of the following items:
description scheme for quality management;process model defining the basic processes to be considered when managing quality in the field of ICT-supported learning, education, and training;conformance statement for the description format.
For a better understanding of ISO/IEC 19796-1:2005, several annexes show samples of its use. The annexes are based on the French 'Code of Practice in e-Learning' (AFNOR Z 76-001) and German DIN PAS 1032-1. Additionally, an annex on Reference Quality Criteria (RQC) is included. These criteria serve as reference criteria for the analysis and evaluation of learning resources and scenarios. These criteria are also not a quality assessment approach itself, but a framework to compare different quality assurance and quality assessment approaches. Additionally, several examples of use are shown, such as specific quality objectives (e.g. metadata quality) and guidelines.
ISO/IEC 19796-1:2005 is only the first step towards a harmonized quality framework; the next step is to define quality instruments and metrics in order to provide a complete quality approach. It is planned to begin the work on the full quality approach as the second part of the QA activity.
|
Withdrawn |
2005-11 |
Edition : 1 |
Number of pages : 121 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 19796-3:2009 |
Information technology — Learning, education and training — Quality management, assurance and metrics — Part 3: Reference methods and metrics |
ISO/IEC 19796-3:2009 extends the reference framework for the description of quality approaches (RFDQ) defined in ISO/IEC 19796-1 by providing a harmonized description of the methods and metrics required to implement quality management and quality assurance systems for stakeholders designing, developing, or utilizing information technology systems used for learning, education, and training.
|
Published |
2009-02 |
Edition : 1 |
Number of pages : 39 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 20006-1:2014 |
Information technology for learning, education and training — Information model for competency — Part 1: Competency general framework and information model |
ISO/IEC 20006-1:2014 provides:
a general framework for dealing with competency information in information technology for learning, education, and training (ITLET) contexts;
a system architecture for managing and exchanging competency information and its related objects;
an information model for expressing competency and its related objects that includes an introduction to the composition of competency;
use cases used to support the development of the general framework and competency information model.
ISO/IEC 20006-1:2014 is for those who design and use learning systems and human resources systems to support management and exchange of competency information using ITLET systems.
ISO/IEC 20006-1:2014 is related to the Conceptual Reference Model developed in ISO/IEC TR 24763. Information regarding the relationships between the ISO/IEC 20006 and ISO/IEC TR 24763 is provided.
|
Published |
2014-07 |
Edition : 1 |
Number of pages : 43 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 20006-2:2015 |
Information technology for learning, education and training — Information model for competency — Part 2: Proficiency level information model |
ISO/IEC 20006-2:2015 provides an information model for competency proficiency and its level. Moreover, it presents several use cases that can be used by software developers, implementers, and architects of human resources systems and learning systems. These use cases will support management and exchange of competency information within information technology systems used for learning, education, and training.
NOTE: This International Standard is based on work completed in ISO/IEC TR 24763.
|
Published |
2015-03 |
Edition : 1 |
Number of pages : 29 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 20013:2020 |
Information technology for learning, education and training — Reference framework of e-Portfolio information |
This document specifies a reference framework of e-Portfolio implementation that can be used to inform and support development of ITLET systems that meet the requirements of learners, instructors, e-learning service providers and others in contexts such as K-12 education, higher education, training and personal development.
The reference framework identifies content and functional components that support e-Portfolio systems. It addresses interoperability issues required for data exchange between these components and among the various categories.
This document:
— provides an e-Portfolio reference framework;
— provides descriptions of e-Portfolios in terms of components (content or functional), categories, elements and items;
— identifies commonalities of current implementations of e-Portfolios; and,
— represents the needs of stakeholders (learners, instructors, etc.).
This document does not include:
— in-depth technical review of issues related to adaptability to culture, language, and human functions;
— security techniques related to the protection of privacy information;
— authentication of the identity of an IT or ITLET system user;
— how e-Portfolios might integrate with ITLET systems; and,
— specific requirements of e-Portfolios or e-Portfolio systems to meet jurisdictional domain requirements.
|
Published |
2020-10 |
Edition : 1 |
Number of pages : 39 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 23843:2020 |
Information technology for learning, education and training — Catalogue model for virtual, augmented and mixed reality content |
This document describes how to search for virtual reality (VR), augmented reality (AR) and mixed reality (MR) content through a curriculum catalogue based on curriculum and achievement standards information. The curriculum catalogue metadata is defined in order to search for educational VR and MR content information.
|
Published |
2020-10 |
Edition : 1 |
Number of pages : 21 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TS 20013:2015 |
Information technology for learning, education and training — A reference framework of e-Portfolio information |
ISO/IEC/TS 20013:2015 details a reference framework of e-Portfolio implementation that can be used to inform and support development of ITLET systems that meet the requirements of learners, instructors, e-learning service providers and others in contexts such as K-12 education, higher education, training and development.
The reference framework identifies content and functional components that support e-Portfolio systems and interoperability issues that need to be addressed in data exchange between these components and interoperability issues that need to be addressed in data exchange between the two component types (content and functional) and among the various categories.
ISO/IEC/TS 20013:2015: provides an e-Portfolio reference framework; provides descriptions of e-Portfolios in terms of components, categories, and elements; provides descriptions of e-Portfolios in terms of component types (content or functional), categories, elements, and items; identifies commonalities of current implementations of e-Portfolios; and represents the needs of stakeholders (e.g. learners, instructors, etc.).
The scope of ISO/IECTS 20013:2015 does not include: in-depth technical review of issues related to adaptability to culture, language, and human functions; security techniques related to the protection of privacy information; authentication of the identity of an IT or ITLET system user; how e-Portfolios might integrate with ITLET systems; and specific requirements of e-Portfolios or e-Portfolio systems to meet jurisdictional domain requirements.
ISO/IEC/TS 20013:2015 currently does not address: aspects of accessibility; the elements required of learner and instructor; best practices of e-portfolio use cases in the fields on K-12 education, higher education and training; guides to support the use of e-Portfolios in learning, education, and training environments; and detailed technical information regarding specific types of e-portfolios (e.g. learning, teaching, assessment, presentation, personal development, career, course, program, institutional, or other).
It is anticipated that some or all of these requirements may be addressed in future editions of ISO/IEC/TS 20013, or in companion International Standards or Technical Reports.
|
Withdrawn |
2015-07 |
Edition : 1 |
Number of pages : 40 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 20016-1:2014 |
Information technology for learning, education and training — Language accessibility and human interface equivalencies (HIEs) in e-learning applications — Part 1: Framework and reference model for semantic interoperability |
ISO/IEC 20016-1:2014 states the principles, rules and metadata elements for specifying language accessibility and Human Interface Equivalents (HIEs) in e-learning environments. It is structured to be able to support the requirements of applicable jurisdictional domains and in particular that of the UN Convention on the Rights of Persons with Disabilities.
|
Published |
2014-02 |
Edition : 1 |
Number of pages : 212 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC CD 20016-1 |
Information technology for learning, education and training — Language accessibility and human interface equivalencies (HIEs) in e-learning applications — Part 1: Framework and reference model for semantic interoperability |
ISO/IEC 20016-1:2014 states the principles, rules and metadata elements for specifying language accessibility and Human Interface Equivalents (HIEs) in e-learning environments. It is structured to be able to support the requirements of applicable jurisdictional domains and in particular that of the UN Convention on the Rights of Persons with Disabilities.
|
Under development |
|
Edition : 2 |
|
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 20748-1:2016 |
Information technology for learning, education and training — Learning analytics interoperability — Part 1: Reference model |
ISO/IEC TR 20748-1:2016 specifies a reference model that identifies the diverse IT system requirements of learning analytics interoperability. The reference model identifies relevant terminology, user requirements, workflow and a reference architecture for learning analytics.
|
Published |
2016-12 |
Edition : 1 |
Number of pages : 31 |
Technical Committee |
03.180
Education
;
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 20748-2:2017 |
Information technology for learning, education and training — Learning analytics interoperability — Part 2: System requirements |
ISO/IEC TR 20748-2:2017 specifies system requirements for learning analytics systems and services. Learning analytics systems and services are assumed to be composed of independent processes and applications having diverse purposes. To improve efficiency for communication and operation between systems and/or services, the system requirements identify each system's role, capability and recommended performance, etc. The system requirements are based on ISO/IEC TR 20748‑1 and additional use cases came from the National Bodies and Liaison Organizations (NBLOs).
|
Published |
2017-08 |
Edition : 1 |
Number of pages : 13 |
Technical Committee |
03.180
Education
;
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TS 20748-3:2020 |
Information technology for learning, education and training — Learning analytics interoperability — Part 3: Guidelines for data interoperability |
This document specifies guidelines for mapping between different learning analytics data representations. Using xAPI and IMS Caliper as reference specifications, this document introduces data API regarding learning analytics as well as guidelines to use the APIs, which can be generalized to other contexts. Both syntactic and semantic mappings are in scope.
|
Published |
2020-03 |
Edition : 1 |
Number of pages : 41 |
Technical Committee |
03.180
Education
;
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 29127:2011 |
Information technology — System Process and Architecture for Multilingual Semantic Reverse Query Expansion |
ISO/IEC TR 29127:2011 identifies an example of a system based process to index, query, translate, and manage components used in querying and translating documents in multiple foreign languages, enabling learners in learning, education, and training areas to effectively find and share documents on a global scale.
|
Withdrawn |
2011-07 |
Edition : 1 |
Number of pages : 31 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TS 20748-4:2019 |
Information technology for learning, education and training — Learning analytics interoperability — Part 4: Privacy and data protection policies |
This document specifies privacy and data protection requirements and attributes to inform design of learning analytics systems and learning analytics practices in schools, universities, workplace learning and blended learning settings.
|
Published |
2019-09 |
Edition : 1 |
Number of pages : 20 |
Technical Committee |
03.180
Education
;
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 20821:2018 |
Information technology — Learning, education and training — Learning environment components for automated contents adaptation |
This document specifies two methods for adaptive content automation. Firstly, a learning environment profile for the expression of device and learning environment information required for mobile learning providers of both content and services, and for effective use of such services. Secondly, a grouping method is specified so that similar learning environment profiles can be bound into one and expressed collectively.
|
Published |
2018-07 |
Edition : 1 |
Number of pages : 11 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC 22602:2019 |
Information technology — Learning, education and training — Competency models expressed in MLR |
This document specifies the description of entities of the real world dealing with competencies, competencies description, competencies evaluation, and of the operations done by these entities on competencies.
This document provides a model to express all information required for the exchange and integration of heterogeneous descriptions of "competency" and of heterogeneous "competency objects":
— any item of discourse in the real world related to "competency" has a representation preserving its meaning in the proposed model;
— this representation allows comparison, hierarchical classification and aggregation of different items of discourse related to "competency".
The concrete content of items of discourse in the real world related to "competency" is not specified in this document, which only deals with the formal expression of the discourse.
|
Published |
2019-09 |
Edition : 1 |
Number of pages : 46 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC 23126:2021 |
Information technology for learning, education and training — Ubiquitous learning resource organization and description framework |
This document specifies a framework to describe and organize learning resources in ubiquitous learning. It provides features to enable dynamic aggregation of resources in different learning contexts, in which the social interactions are recorded to facilitate social learning. The features that reflect the evolutionary history of resources based on learners’ contributions are also defined.
The framework includes an aggregation model, content organization, context-aware learning services, and learning cell service provider.
|
Published |
2021-04 |
Edition : 1 |
Number of pages : 33 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC 23127-1:2021 |
Information technology — Learning, education, and training — Metadata for facilitators of online learning — Part 1: Framework |
This document specifies a metadata structure to store, present and exchange online learning facilitator (OLF) information by specifying the data elements and their attributes to describe facilitator’s information on various kinds of online education platforms.
This document provides a generic information model of OLF to describe relevant information that applies to the facilitation and training services provided online, and includes information about the person offering facilitation, the affiliation of the person, facilitation ability, facilitation practices, the facilitation service offered, learners’ reviews and testimonies, and related social network information. The conceptual data model allows the linguistic diversity of OLF information attributes and offers a flexible metadata schema to describe them.
NOTE 1 Although this document provides suggestions on how to designate metadata elements that require privacy protection, it does not provide detailed methods or techniques for how to implement privacy protection measures.
NOTE 2 For metadata with privacy, the application profile in ISO/IEC 19788-1 can be used to tag data elements concerning privacy and define them with conditions. OLF information privacy protection methods and techniques, such as privacy-by-design, can be selected and applied as needed by implementers.
|
Published |
2021-06 |
Edition : 1 |
Number of pages : 11 |
Technical Committee |
03.180
Education
;
35.240.90
IT applications in education
|
| ISO/IEC TR 23842-1:2020 |
Information technology for learning, education and training — Human factor guidelines for virtual reality content — Part 1: Considerations when using VR content |
This document presents considerations for using VR content in the learning, education and training (LET) domain for reducing reality and virtual reality crossover confusion among users and assisting users to effectively use these emerging technologies.
This document addresses VR content that uses a head-mounted display (HMD) in the LET domain. It does not address VR content using immersive technology and does not address augmented reality, mixed or merged reality content.
|
Published |
2020-10 |
Edition : 1 |
Number of pages : 6 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TR 23842-2:2020 |
Information technology for learning, education, and training — Human factor guidelines for virtual reality content — Part 2: Considerations when making VR content |
|
Published |
2020-10 |
Edition : 1 |
Number of pages : 5 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO 9934-3:2002 |
Non-destructive testing — Magnetic particle testing — Part 3: Equipment |
|
Withdrawn |
2002-07 |
Edition : 1 |
Number of pages : 14 |
Technical Committee |
19.100
Non-destructive testing
|
| ISO/IEC TR 23844:2023 |
Information technology for learning, education, and training — Immersive content and technology |
This document specifies potential directions for using immersive technologies in learning, education, and training (LET) and provides suggestions on what can be standardized for this purpose. For the purposes of this document, immersive technologies include augmented reality (AR), virtual reality (VR), mixed reality or merged reality (MR).
This document does not apply to technologies such as metaverse, digital twin and extended reality (XR).
|
Published |
2023-02 |
Edition : 1 |
Number of pages : 8 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC 23988:2007 |
Information technology — A code of practice for the use of information technology (IT) in the delivery of assessments |
Growth in the power and capabilities of information technology (IT) has led to the increasing use of IT to deliver, score and record responses of tests and assessments in a wide range of educational and other contexts. Suitably used, IT delivery offers advantages of speed and efficiency, better feedback and improvements in validity and reliability, but its increased use has raised issues about the security and fairness of IT-delivered assessments, as well as resulting in a wide range of different practices.
ISO/IEC 23988:2007 provides a means of
showing that the delivery and scoring of the assessment are fair and do not disadvantage some groups of candidates, for example those who are not IT literate;showing that a summative assessment has been conducted under secure conditions and is the authentic work of the candidate;showing that the validity of the assessment is not compromised by IT delivery;providing evidence of the security of the assessment, which can be presented to regulatory and funding organizations (including regulatory bodies in education and training, in industry or in financial services);establishing a consistent approach to the regulations for delivery, which should be of benefit to assessment centres who deal with more than one assessment distributer;giving an assurance of quality to purchasers of "off-the-shelf" assessment software.
ISO/IEC 23988:2007 gives recommendations on the use of IT to deliver assessments to candidates and to record and score their responses. Its scope is defined in terms of three dimensions: the types of assessment to which it applies, the stages of the assessment "life cycle" to which it applies and its focus on specifically IT aspects.
|
Published |
2007-02 |
Edition : 1 |
Number of pages : 39 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC 24703:2004 |
Information technology — Participant Identifiers |
The purpose of ISO/IEC 24703:2004 is to define the datatype of identifiers that can be associated with participants in learning, education and training. Participants may be users, teachers, agents, groups, organizations or institutions.
|
Published |
2004-05 |
Edition : 1 |
Number of pages : 6 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TR 24725-1:2011 |
ITLET supportive technology and specification integration — Part 1: Framework |
ISO/IEC TR 24725-1:2011 provides a framework and objectives to assist in the development of profiles and platform and media bundles for information technology supporting learning, education, and training. These profiles and bundles will define conforming subsets or combinations of base standards used to provide specific functions in information technology for learning, education, and training (ITLET).
It also provides a proposed architecture that can be used to further the development of profiles and platform and media bundle combinations that are used to accomplish a specific function or purpose. This development work will involve the identification of standards, together with appropriate classes, conforming subsets, options and parameters, which are necessary to accomplish identified functions or to support a class of applications for learners within various information technology environments.
|
Withdrawn |
2011-12 |
Edition : 2 |
Number of pages : 11 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 24725-3:2010 |
Information technology for learning, education and training — Supportive technology and specific integration — Part 3: Platform and Media Taxonomy (PMT) |
ISO/IEC TR 24725-3:2010 provides standardized vocabulary, taxonomy of media and platform technologies, and a process that can be used to describe different combinations or bundles of media and platform technologies, which are needed to perform identified functions or to support a class of applications for learners within or across various information technology environments. It provides examples of how and when bundles of technologies can be defined to support learning, education and training activities.
|
Withdrawn |
2010-12 |
Edition : 1 |
Number of pages : 12 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 24751-1:2008 |
Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 1: Framework and reference model |
ISO/IEC 24751 is intended to meet the needs of learners with disabilities and anyone in a disabling context. ISO/IEC 24751-1:2008 provides a common framework to describe and specify learner needs and preferences on the one hand and the corresponding description of the digital learning resources on the other hand, so that individual learner preferences and needs can be matched with the appropriate user interface tools and digital learning resources.
|
Published |
2008-10 |
Edition : 1 |
Number of pages : 34 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO 7152:1997/Amd 1:2006 |
Camping tents and caravan awnings — Vocabulary and list of equivalent terms — Amendment 1 |
|
Withdrawn |
2006-04 |
Edition : 2 |
Number of pages : 2 |
Technical Committee |
01.040.97
Domestic and commercial equipment. Entertainment. Sports (Vocabularies)
;
97.200.30
Camping equipment and camp-sites
|
| ISO 2373:1987 |
Mechanical vibration of certain rotating electrical machinery with shaft heights between 80 and 400 mm — Measurement and evaluation of the vibration severity |
|
Withdrawn |
1987-06 |
Edition : 2 |
|
Technical Committee |
17.160
Vibrations, shock and vibration measurements
;
29.160.01
Rotating machinery in general
|
| ISO/IEC 24751-2:2008 |
Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 2: "Access for all" personal needs and preferences for digital delivery |
ISO/IEC 24751-2:2008 provides a common information model for describing the learner or user needs and preferences when accessing digitally delivered resources or services. This description is one side of a pair of descriptions used in matching user needs and preferences with education delivery (as described in ISO/IEC 24751-1).
ISO/IEC 24751-2:2008 discusses the basic principles adhered to in developing this model for describing personal needs and preferences. It explains: the rationale for using a functional approach to describing needs, possible methods of creating a personal needs and preference statement, the major groupings of needs and preferences within the standard, the use of different needs and preferences statements in different contexts, how needs and preferences can be ranked with respect to priority, and the use of generic and application-specific needs and preference specifications.
It contains the information model for ISO/IEC 24751-2:2008, including the attribute, allowed occurrence and datatype of each element. It defines and describes how the terms in the information model should be used.
Conformance to ISO/IEC 24751-2:2008 is discussed. Conformance is dependent on the role played by the conformant technology. Conformance requirements for both education delivery applications and alternative access systems are explained.
ISO/IEC 24751-2:2008 provides
a consolidated list of all the terms defined in ISO/IEC 24751-2:2008, sorted in French alphabetical order,
the ISO French language equivalent terms and definitions, and
the codes representing the gender of the French terms.
The vocabulary codes, values and associated rules of application are defined. An informative list of recommended default values for the learner preferences and needs is provided.
It lists existing bindings of the IMS Learner Information Package Accessibility for LIP - Version 1 [ACCLIP] that serves as the reference specification for ISO/IEC 24751-2:2008.
It describes information scenarios for applying ISO/IEC 24751-2:2008 and gives informative implementation examples.
Use of ISO/IEC 24751-2:2008 will assist in matching individual learner needs in a computer mediated learning environment with the necessary user interface and resources needed to meet those needs.
|
Published |
2008-10 |
Edition : 1 |
Number of pages : 95 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 24751-3:2008 |
Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 3: "Access for all" digital resource description |
ISO/IEC 24751-3:2008 provides a common language for describing digital learning resources to facilitate matching of those resources to learners' accessibility needs and preferences (as defined in ISO/IEC 24751-2). This description is one side of a pair of descriptions used in matching user needs and preferences with education delivery (as described in ISO/IEC 24751-1).
ISO/IEC 24751-3:2008 discusses the basic principles adhered to in developing this model for describing digital learning resources. It explains: the assumptions made in developing ISO/IEC 24751-3:2008, the notion of an original and adapted resource, the major categories of metadata for original and adapted resources, the notion of an access mode for a resource, what is meant by adaptability, and the importance of interoperability and the role played by consistent implementation in interoperability.
It contains the information model for ISO/IEC 24751-3, including the attribute, allowed occurrence and datatype of each element.
It defines and describes how the terms in the information model should be used, and explains how ISO/IEC 24751-3:2008 can be extended.
It discusses conformance to ISO/IEC 24751-3. Conformance is dependent on the role played by the conformant technology. Conformance requirements for both education delivery applications, resources and metadata authoring tools are explained.
ISO/IEC 24751-3:2008 provides
a consolidated list of all the terms defined in ISO/IEC 24751-3:2008, sorted in French alphabetical order,
the ISO French language equivalent terms and definitions, and
the codes representing the gender of the French terms.
The vocabulary codes, values and associated rules of application are defined. An informative list of recommended default values for the learner preferences and needs is provided.
It lists existing bindings of the IMS Access for All Metadata Specification Version 1 (ACCMD) that serves as the reference specification for ISO/IEC 24751-3:2008.
It describes information scenarios for applying ISO/IEC 24751-3:2008 and gives informative implementation examples.
Use of ISO/IEC 24751-3:2008 will assist in matching individual learner needs in a computer-mediated learning environment with the necessary user interface and resources needed to meet those needs.
|
Published |
2008-10 |
Edition : 1 |
Number of pages : 38 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 24751-4:2023 |
Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 4: "Access for all" framework for individualized accessibility and registry server application programming interface (API) |
This document specifies an AfA concept registry service, in particular:
— requirements on registries;
— requirements on concept submissions;
— a data format (in JSON) for the exchange of registry entries (AfA concept records) between registry servers;
— a set of RESTful operations for AfA concept registry servers to allow for the manipulation of AfA concept registry entries by external clients other than server-internal web interfaces.
|
Published |
2023-02 |
Edition : 1 |
Number of pages : 20 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TS 24751-4:2019 |
Information technology for learning, education and training — AccessForAll framework for individualized accessibility — Part 4: Registry server API |
This document specifies an API in support of ISO/IEC DIS 24751-1. In particular, this document specifies:
— a data format (in JSON) for the exchange of registry entries (AfA concept records) between registry servers;
— a set of RESTful operations for AfA registry servers to allow for the manipulation of AfA concept registry entries by external clients other than server-internal web interfaces.
|
Withdrawn |
2019-06 |
Edition : 1 |
Number of pages : 16 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 24763:2011 |
Information technology — Learning, education and training — Conceptual Reference Model for Competency Information and Related Objects |
ISO/IEC TR 24763:2011 provides a Conceptual Reference Model that comprises categories of items, attributes, and relationships. It can be used to identify the relationships between concepts represented within an information technology for learning, education and training (ITLET) system, such as competency, knowledge, skills, capabilities, qualifications, performance, and learning objectives. It can be used to identify related objects that are used to convey competency information. ISO/IEC TR 24763:2011 pertains to the exchange and integration of heterogeneous information relating to information technology (IT) systems that are used by learning, education and training (LET) organizations and their communities in order to manage, develop, describe, transfer or assess competency information or other related objects. The scope is further elaborated as follows.
ISO/IEC TR 24763:2011 provides guidance regarding the level of detail and precision expected and required to describe, in relation to the ITLET Conceptual Reference Model, IT systems that are used to manage, develop, describe, transfer or assess competency information or other related objects within the LET fields.
ISO/IEC TR 24763:2011 provides a definition of competency (ITLET) specific to competency as it is represented within an IT system. This definition is not domain dependent and acknowledges the unique challenges of representing competency information within IT systems.
ISO/IEC TR 24763:2011 is intended specifically to introduce requisite contextual information, i.e. the environment, which can, for example, include information such as location description, duration, date and time.
The exchange of relevant information from IT systems among LET organizations and their communities, and harmonization with their models, fall within the scope of ISO/IEC TR 24763:2011.
ISO/IEC TR 24763:2011 introduces the topic of privacy needs as they relate to IT systems that are used by LET organizations in order to manage, develop, describe, transfer or assess competency information or other related objects.
ISO/IEC TR 24763:2011 focuses on information about participants, related elements, and the respective relationships included within IT systems in LET that are used to manage, develop, describe, transfer or assess competency information or other related objects.
|
Published |
2011-06 |
Edition : 1 |
Number of pages : 46 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TS 29140-1:2011 |
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.
|
Withdrawn |
2011-10 |
Edition : 1 |
Number of pages : 21 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| 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.
|
Withdrawn |
2011-10 |
Edition : 1 |
Number of pages : 23 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| 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.
|
Published |
2021-11 |
Edition : 1 |
Number of pages : 18 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TS 29140:2020 |
Information technology for learning, education and training — Nomadicity and mobile technologies |
This document provides a learner information model specific to mobile learning to enable learning, education and training environments to reflect the specific needs of mobile participants.
This document provides:
— definitions of mobile technology and mobile learning appropriate for all sectors in learning, education and training;
— a description of the learner information model for mobile learning;
— specific learner information that supports learners engaged in mobile learning activities in learning, education and training environments.
— a description of the learner interaction model with mobile systems;
— consideration of learner interactions specific to nomadic learners who move from place to place;
— initial guidance regarding the issue of privacy.
This document does not include:
— 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 or accessibility considerations;
— in-depth details regarding privacy;
— detailed information regarding complementary work within other organizations that might be relevant.
|
Withdrawn |
2020-10 |
Edition : 1 |
Number of pages : 45 |
Technical Committee |
35.240.90
IT applications in education
|
| ISO/IEC TR 29163-1:2009 |
Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 1: Overview Version 1.1 |
ISO/IEC TR 29163-1:2009 provides an overview of the Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition documentation suite, the SCORM® 2004 3rd Edition Conformance Test Suite and SCORM® 2004 3rd Edition Sample Run-Time Environment.
|
Published |
2009-12 |
Edition : 1 |
Number of pages : 23 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO 7152:2023 |
Camping tents and caravan awnings — Vocabulary |
This document gives a list of the most frequent terms relating to camping tents and caravan awnings together with some definitions.
|
Published |
2023-02 |
Edition : 3 |
Number of pages : 30 |
Technical Committee |
01.040.97
Domestic and commercial equipment. Entertainment. Sports (Vocabularies)
;
97.200.30
Camping equipment and camp-sites
|
| ISO 5347-0:1987 |
Methods for the calibration of vibration and shock pick-ups — Part 0: Basic concepts |
|
Withdrawn |
1987-07 |
Edition : 1 |
Number of pages : 13 |
Technical Committee |
17.160
Vibrations, shock and vibration measurements
|
| ISO/IEC TR 29163-2:2009 |
Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 2: Content Aggregation Model Version 1.1 |
Within the context of the Sharable Content Object Reference Model (SCORM®), ISO/IEC TR 29163-2:2009 describes the components used in a learning experience, how to package those components for exchange from system to system, how to describe those components to enable search and discovery and how to define sequencing information for the components. ISO/IEC TR 29163-2:2009 promotes the consistent storage, labeling, packaging, exchange and discovery of learning content.
ISO/IEC TR 29163-2:2009 describes responsibilities and requirements for building content and content organizations (e.g., course, lessons, modules, etc.). It contains information on creating content packages, applying metadata to the components in the content package and applying sequencing and navigation details in the context of a content package. SCORM® Content Packaging, as described in ISO/IEC TR 29163-2:2009, provides a consistent form for describing content structures, learning content, the metadata that describes the various components of the content structures and sequencing and navigation rules. This consistency facilitates search and discovery of content packages and their resources (helping facilitate reuse of SCORM® conformant content), building of content organizations that will behave in a similar manner from system to system and standard understanding of the contents of the content package. General subjects discussed include the following:
Content Model: Definition of common terminology used throughout the CAM book;
Content Packaging: Descriptions and requirements for aggregating and bundling learning content;
Metadata: Descriptions and requirements for describing SCORM® components;
Sequencing and Navigation: Descriptions and requirements for defining sequencing and navigation information.
|
Published |
2009-12 |
Edition : 1 |
Number of pages : 224 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 29163-3:2009 |
Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 3: Run-Time Environment Version 1.1 |
Within the context of the Sharable Content Object Reference Model (SCORM®), ISO/IEC TR 29163-3:2009 describes the Learning Management System (LMS) requirements in managing the run-time environment (i.e., content launch process, standardized communication between content and LMSs and standardized data model elements used for passing information relevant to the learner's experience with the content). It also covers the requirements of Sharable Content Objects (SCOs) and their use of a common Application Programming Interface (API) and the SCORM® Run-Time Environment (RTE) Data Model.
ISO/IEC TR 29163-3:2009 covers the essential LMS responsibilities for sequencing content objects (SCOs or Assets) during run-time and allowing SCOs to indicate navigation requests. In addition, guidance is offered for providing navigation controls to learners. General subjects discussed include the following:
RTE Management: Launching of content objects – SCOs and Assets, Management of communications with a SCO, Run-time environment data model management;
Application Programming Interface (API): LMS API requirements, SCORM® communication requirements, communication error conditions;
SCORM® Run-Time Environment Data Model: Data model management and behavior requirements, Data type requirements.
|
Published |
2009-12 |
Edition : 1 |
Number of pages : 202 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC TR 29163-4:2009 |
Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 4: Sequencing and Navigation Version 1.1 |
Within the context of the Sharable Content Object Reference Model (SCORM®), ISO/IEC TR 29163-4:2009 describes how SCORM® conformant content can be sequenced to the learner through a set of learner or system-initiated navigation events. The branching and flow of that content can be described by a predefined set of activities.
ISO/IEC TR 29163-4:2009 covers the essential Learning Management System (LMS) responsibilities for sequencing content objects (Sharable Content Objects [SCOs] or Assets) during run-time and allowing SCOs to indicate navigation requests. In addition, guidance is offered for providing navigation controls to learners. General subjects discussed include the following:
Sequencing Concepts and Terminology (e.g., Learning Activities, Activity Trees, Clusters);
Sequencing Definition Model (i.e., detailed descriptions and requirements of the sequencing information that can be applied to learning activities);
Sequencing Behavior Model (i.e., detailed descriptions of LMS behaviors to prescribed sequencing information and learner's experience with learning content);
Navigation Controls and Requirements;
Navigation Data Model.
Communication between content and LMSs facilitates use of SCORM® Sequencing and Navigation to present content to learners based on learner choices and performance at run-time. This communication also enables LMSs to track learner completion and progress while content is presented to the learner. ISO/IEC TR 29163-4:2009 describes in detail how sequencing behaviors are applied to track learner progress.
|
Published |
2009-12 |
Edition : 1 |
Number of pages : 226 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO/IEC 29187-1:2013 |
Information technology — Identification of privacy protection requirements pertaining to learning, education and training (LET) — Part 1: Framework and reference model |
ISO/IEC 29187-1:2013 has been developed to support modelling generic international requirements for identifying and providing privacy protection of personal information throughout any kind of ICT-based learning transaction where the individual has the role of an individual learner. It provides users and designers with a methodology and tools addressing privacy protection and related requirements imposed by applicable jurisdictional domains.
ISO/IEC 29187-1:2013 takes the "learning operational view" (LOV) aspects based on the ISO/IEC 14662 Open-edi Reference Model (a freely available ISO standard) together with applicable ISO standards including ISO/IEC 15944-1 and ISO/IEC 15944‑5 (also available without charge) as well as many other international referenced specifications.
ISO/IEC 29187-1:2013 models the requirements of jurisdictional domains as external constraints upon the creation, use, interchange, and information life cycle management of personal information. ISO/IEC 29187-1:2013 addresses the specified context of public policy requirements of jurisdictional domains controlling the use of personal information (PI). These include regulations for consumer protection, privacy protection, individual accessibility, etc.
ISO/IEC 29187-1:2013 in a LET context identifies and expands upon eleven generic, primitive, international principles that have been associated with privacy protection requirements by international, regional, and UN member states. It models them with respect to the "collaboration space" of a learning transaction and commitment exchange involving an individual acting in the role of an individual learner. In a LET context, it provides principles and rules governing the establishment, management and use of identifiers of that individual, including the use of legally recognized names (LRNs), recognized individual identity (rii), and methods of non-identification, such as the use of anonymization and pseudonymization of personal information.
ISO/IEC 29187-1:2013 also sets out principles governing information lifecycle management (ILCM) as well as the rules and associated coded domains for obtaining informed consent for collection, specifying state changes, records retention, record deletion and related matters in support of privacy protection requirements.
|
Published |
2013-02 |
Edition : 1 |
Number of pages : 181 |
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|
| ISO 8936:1988 |
Caravan awnings — Safety requirements |
Specifies the technical requirements of safety for awning frame and pegs, zip fasteners, safety ventilation, fire precautions, means of escape and safety instructions for caravans. For functional requirements see ISO 8937. The notice giving simple fire prevention advice inside the awning is given in English and French.
|
Withdrawn |
1988-08 |
Edition : 1 |
Number of pages : 2 |
Technical Committee |
43.100
Passenger cars. Caravans and light trailers
;
97.200.30
Camping equipment and camp-sites
|
| ISO/IEC CD 29187-1 |
Information technology — Identification of privacy protection requirements pertaining to learning, education and training (LET) — Part 1: Framework and reference model |
ISO/IEC 29187-1:2013 has been developed to support modelling generic international requirements for identifying and providing privacy protection of personal information throughout any kind of ICT-based learning transaction where the individual has the role of an individual learner. It provides users and designers with a methodology and tools addressing privacy protection and related requirements imposed by applicable jurisdictional domains.
ISO/IEC 29187-1:2013 takes the "learning operational view" (LOV) aspects based on the ISO/IEC 14662 Open-edi Reference Model (a freely available ISO standard) together with applicable ISO standards including ISO/IEC 15944-1 and ISO/IEC 15944‑5 (also available without charge) as well as many other international referenced specifications.
ISO/IEC 29187-1:2013 models the requirements of jurisdictional domains as external constraints upon the creation, use, interchange, and information life cycle management of personal information. ISO/IEC 29187-1:2013 addresses the specified context of public policy requirements of jurisdictional domains controlling the use of personal information (PI). These include regulations for consumer protection, privacy protection, individual accessibility, etc.
ISO/IEC 29187-1:2013 in a LET context identifies and expands upon eleven generic, primitive, international principles that have been associated with privacy protection requirements by international, regional, and UN member states. It models them with respect to the "collaboration space" of a learning transaction and commitment exchange involving an individual acting in the role of an individual learner. In a LET context, it provides principles and rules governing the establishment, management and use of identifiers of that individual, including the use of legally recognized names (LRNs), recognized individual identity (rii), and methods of non-identification, such as the use of anonymization and pseudonymization of personal information.
ISO/IEC 29187-1:2013 also sets out principles governing information lifecycle management (ILCM) as well as the rules and associated coded domains for obtaining informed consent for collection, specifying state changes, records retention, record deletion and related matters in support of privacy protection requirements.
|
Under development |
|
Edition : 2 |
|
Technical Committee |
03.100.30
Management of human resources
;
35.240.90
IT applications in education
|