ISO IEC TR 18120-2016 Information technology - Learning education and training - Requirements for e-textbooks in education《信息技术 学习 教育和培训 教育电子教科书的要求》.pdf

《ISO IEC TR 18120-2016 Information technology - Learning education and training - Requirements for e-textbooks in education《信息技术 学习 教育和培训 教育电子教科书的要求》.pdf》由会员分享，可在线阅读，更多相关《ISO IEC TR 18120-2016 Information technology - Learning education and training - Requirements for e-textbooks in education《信息技术 学习 教育和培训 教育电子教科书的要求》.pdf（78页珍藏版）》请在麦多课文档分享上搜索。

1、Information technology Learning, education, and training Requirements for e-textbooks in education Technologies de linformation Apprentissage, ducation et formation Exigences pour les livres de texte lectroniques dans lducation TECHNICAL REPORT ISO/IEC TR 18120 First edition 2016-08-15 Reference num

2、ber ISO/IEC TR 18120:2016(E) ISO/IEC 2016 ii ISO/IEC 2016 All rights reserved COPYRIGHT PROTECTED DOCUMENT ISO/IEC 2016, Published in Switzerland All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized otherwise in any form or by any means, electron

3、ic or mechanical, including photocopying, or posting on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below or ISOs member body in the country of the requester. ISO copyright office Ch. de Blandonnet 8 CP 401 CH-1214 Vernier

4、, Geneva, Switzerland Tel. +41 22 749 01 11 Fax +41 22 749 09 47 copyrightiso.org www.iso.org ISO/IEC TR 18120:2016(E) ISO/IEC TR 18120:2016(E)Foreword v Introduction vi 1 Scope . 1 2 Normative references 1 3 T erms and definitions . 1 4 Abbreviated terms 3 5 Stakeholder inputs . 5 5.1 Overview of e

5、-textbook pilots submitted . 5 5.2 Overview of conceptual model captured from use cases . 5 5.2.1 Technical scenarios for using e-textbooks . 5 5.2.2 Educational scenarios for using e-textbooks . 6 5.3 Results of online survey 7 5.3.1 Overview . 7 5.3.2 Base content standard. 8 5.3.3 Metadata . 8 5.

6、3.4 Annotations 8 5.3.5 Interactivity and learning support . 9 5.3.6 Reorganization and re-sequencing 9 5.3.7 Digital rights 9 5.4 Summary of potential benefits of an e-textbook standards . 9 6 Key requirements for e-textbooks 10 6.1 Foundational e-book and packaging standards .10 6.1.1 Requirement

7、for foundational e-book and packaging standards .10 6.1.2 Current standards environment for e-books and content packaging .10 6.1.3 Market conditions for e-books and content packaging .11 6.1.4 Key recommendations for foundational e-book and packaging standards .12 6.2 Metadata 12 6.2.1 Key requirem

8、ents .12 6.2.2 Current standards environment 12 6.2.3 Market conditions 13 6.2.4 Key recommendations .13 6.3 Annotations.13 6.3.1 Key requirements .13 6.3.2 Current standards environment 14 6.3.3 Market conditions 14 6.3.4 Key recommendations .14 6.4 Reorganization and re-aggregation . .14 6.4.1 Key

9、 requirements .14 6.4.2 Current standards environment 14 6.4.3 Market conditions 15 6.4.4 Key recommendations .15 6.5 Interactivity and learning support 16 6.5.1 Key requirements .16 6.5.2 Current standards environment www.w3.org/TR/html .16 6.5.3 Market conditions 17 6.5.4 Key recommendations .17 6

10、.6 Digital rights .18 6.6.1 Key requirements .18 6.6.2 Current standards environment 19 6.6.3 Market conditions 19 6.6.4 Key recommendations .19 7 Recommendations for future work 19 ISO/IEC 2016 All rights reserved iii Contents Page ISO/IEC TR 18120:2016(E)7.1 General 19 7.2 Recommendations for e-te

11、xtbook standards 19 7.3 Recommendations for technical works combined with IDPF and other organizations .20 7.4 Recommendations for supporting education-specific standardization .20 7.5 Calls for technical demonstrations .20 Annex A (informative) E-textbook pilots submitted by NBLOs 22 Annex B (infor

12、mative) Conceptual use cases submitted by NBLOs 29 Annex C (informative) Survey of stakeholder requirements .34 Annex D (informative) Examples of current technologies 65 Bibliography .68 iv ISO/IEC 2016 All rights reserved ISO/IEC TR 18120:2016(E) Foreword ISO (the International Organization for Sta

13、ndardization) and IEC (the International Electrotechnical Commission) form the specialized system for worldwide standardization. National bodies that are members of ISO or IEC participate in the development of International Standards through technical committees established by the respective organiz

14、ation to deal with particular fields of technical activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other international organizations, governmental and non-governmental, in liaison with ISO and IEC, also take part in the work. In the field of information technology

15、, ISO and IEC have established a joint technical committee, ISO/IEC JTC 1. The procedures used to develop this document and those intended for its further maintenance are described in the ISO/IEC Directives, Part 1. In particular the different approval criteria needed for the different types of docu

16、ment should be noted. This document was drafted in accordance with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives). Attention is drawn to the possibility that some of the elements of this document may be the subject of patent rights. ISO and IEC shall not be held r

17、esponsible for identifying any or all such patent rights. Details of any patent rights identified during the development of the document will be in the Introduction and/or on the ISO list of patent declarations received (see www.iso.org/patents). Any trade name used in this document is information g

18、iven for the convenience of users and does not constitute an endorsement. For an explanation on the meaning of ISO specific terms and expressions related to conformit y assessment, as well as information about ISOs adherence to the World Trade Organization (WTO) principles in the Technical Barriers

19、to Trade (TBT) see the following URL: www.iso.org/iso/foreword.html. The committee responsible for this document is ISO/IEC JTC 1, Information technology, Subcommittee SC 36, Information technology for learning, education and training. ISO/IEC 2016 All rights reserved v ISO/IEC TR 18120:2016(E) Intr

20、oduction In the last few years, there has been a dramatic rise in the popularity of e-books, driven principally by the development of mobile devices including tablets and smartphones. A number of e-book formats have emerged to support this trend, the most prominent of which is EPUB 3, originally dev

21、eloped by the International Digital Publishing Forum (IDPF) and discussed in ISO/IEC/TS 30135 (all parts). At the same time, standards for digital learning content have not made significant progress. Advanced Distributed Learning (ADL) produced the latest major revision of Shareable Content Object R

22、eference Model (SCORM) in 2004; the IMS Global Learning Consortium (IMS Global) produced the Common Cartridge specification in 2008; and both of these standards are based on the ISO/IEC 12785 series and the ISO/IEC/TR 29163 series. While the digital learning content area was stagnant, data-driven ap

23、proach for usage of content has been growing rapidly. Progress in recent years includes the development of the Experience API (Tin Can API or xAPI) version 1.0, a specification released in April 2013 which is commonly considered the successor to SCORM. While conventional e-books and the ISO/IEC 1278

24、5 series both support packaged content installed locally on a users device or learning management system/virtual learning environment (LMS/VLE) on the web, considerable advances were in cloud computing and Service-Oriented Architectures (SOA). The latter approaches anticipate that much activity will

25、 be distributed across different servers accessed remotely using packaged content on user devices. ISO/IEC/JTC 1/SC 36 has consequently identified a requirement for new standards for digital learning content that leverage common standards being used with digital publishing technologies for e-books,

26、support packaged content for installation on a mobile device and usable off-line for learning activities, and support integration with cloud services, when this environment is available. At the same time, the popularity of e-books raise a number of challenges for learning, education and training (LE

27、T) content. These challenges can be articulated as a series of comparisons (see Table 1). Table 1 Comparison major characteristics between e-book and learning content e-Book characteristics Learning content characteristics Interpretation of an actual book as an aggregation of static text, graphics a

28、nd pagination that can be flipped. a Aggregated content by granularity of learning object, required with dynamic pagination (linear or multiple paths), and interactive digital media and activity such as assessment on the web. General environment of e-book and player are locally installed and protect

29、ed by strong copyright protection software such as Digital Rights Management (DRM). General environment of learning content is on the web, in particular via LMS/VLE. Content is controlled and protected by authorization of the learning platform without using DRM. Standards are dedicated profile for e

30、-books content based on web specifications, such as HTML5, CSS and Java Script. Currently, EPUB 3 has taken a position as both a de-jure and a de-facto standard. Standards are very diverse and heterogeneous per characteristics of content, service, or teaching and learning model. However, almost all

31、standards have adopted web specifications including an e-book profile. a“Book” means complete aggregated content bound with a spine. The purpose of this document is to propose an approach which ensures that the benefits, advantages, and outlooks of both e-books and LET content are maximized. In part

32、icular, this document aims to identify the requirements for e-textbooks which are expected to adopt e-book technology in LET. The substantive parts of this document are presented in Clauses 5 to 7.vi ISO/IEC 2016 All rights reserved ISO/IEC TR 18120:2016(E) Clause 5 investigates LET stakeholder requ

33、irements as collected in 2012, summarizing information about e-textbook pilots submitted by NBLOs and interested parties, further details of which are included in Annex A, summarizing conceptual use cases submitted by NBLOs and interested parties, further details of which are included in Annex B, su

34、mmarizing the LET requirements gathered or collected from the online survey sent to stakeholders, further details of which are included in Annex C, and drawing out from these consultations key requirements for e-textbook functionality. Clause 6 reviews the technology/market capability as of 2013 (wi

35、th some updates to 2015) by reviewing the available standards that support the requirements to functionality listed in Clause 5, and drawing conclusions as to the best way to implement the required functionalities for potential e-textbook standards. Clause 7 makes specific recommendations for future

36、 standardization work to support e-textbook. ISO/IEC 2016 All rights reserved vii Information technology Learning, education, and training Requirements for e-textbooks in education 1 Scope This document makes recommendations that are intended to build consensus on which International Standards for e

37、-textbooks can be developed. This document 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

38、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 stand

39、ards, and make recommendations for any new data standards that might be needed. 2 Normative references There are no normative references in this document. 3 T erms a nd definiti ons For the purposes of this document, the following terms and definitions apply. ISO and IEC maintain terminological data

40、bases for use in standardization at the following addresses: IEC Electropedia: available at http:/ /www.electropedia.org/ ISO Online browsing platform: available at http:/ /www.iso.org/obp 3.1 aggregation process of combining e-textbook components (3.2) to form new composite components (3.3) 3.2 ato

41、mic component(s) smallest unit of content component that can no longer be divided 3.3 composite component(s) component (3.2) that is composed of at least two other content components Note 1 to entry: A composite component is one of two types of content components forming part of the content structur

42、e of the e-textbook Information Model. The other is an atomic component. TECHNICAL REPORT ISO/IEC TR 18120:2016(E) ISO/IEC 2016 All rights reserved 1 ISO/IEC TR 18120:2016(E) 3.4 digital content usable information in an e-textbook (3.9), either as a single or multiple logical unit(s) EXAMPLE Text, i

43、mages, media, interactive items represented visually in digital form. Note 1 to entry: Digital content will generally depend on appropriate software services that may be required to render or deliver other functionality associated with the digital content. Note 2 to entry: A logical unit of usable (

44、or re-usable) information is a logical package. Note 3 to entry: A logical package may contain one or more logical units of digital content. 3.5 digital learning content digital content (3.6) displayed within an e-textbook (3.9) including both static and interactive items for use in LET 3.6 digital

45、content single or multiple logical unit(s) of useable information in an e-textbook (3.9) Note 1 to entry: A digital resource can be referenced via an unambiguous and stable identifier in a recognized identification system (e.g. ISBN, ISAN, UPC/EAN, URI). 3.7 e-book structured digital content (3.6) i

46、n which searchable text is prevalent, and which is often seen as a metaphor of a printed book or pamphlet Note 1 to entry: An e-book is usually an aggregation of digital content compressed into a single document, and from this perspective is regarded as a content package. 3.8 e-reader computer hardw

47、are with appropriate software capable of loading and rendering an e-book (3.7) and providing functional support required to deliver digital content (3.6) 3.9 e-textbook structured aggregation (3.1) of digital content (3.6) intended to support LET activities and which uses an e-textbook reader (3.12)

48、 3.10 e - t e x t b o o k f i x e d p a g e virtual surface of controlled size, and fixed layout (3.14), for the purposes of displaying digital content (3.6) of an e-textbook (3.9) 3.11 e - t e x t b o o k f l o w a b l e p a g e virtual surface whose size and geometrical properties can be adapted t

49、o the e-textbook (3.9) reader or user choices for the purposes of displaying digital content (3.6) of an e-textbook 3.12 e-textbook reader hardware with the appropriate software capable of loading and rendering an e-textbook (3.9) and providing the functional support required to deliver interaction (3.14) and learning support (3.18) 3.13 f i xe d l ayou t digital content (3.6) that is attached to a particular position on an e-textbook fixed page (3.10)2 ISO/IE