ISO IEC TR 24725-1-2011 ITLET supportive technology and specification integration - Part 1 Framework《ITLET(信息技术 学习 教育和培训)支持技术和规范整合 第1部分 框架》.pdf

《ISO IEC TR 24725-1-2011 ITLET supportive technology and specification integration - Part 1 Framework《ITLET(信息技术 学习 教育和培训)支持技术和规范整合 第1部分 框架》.pdf》由会员分享，可在线阅读，更多相关《ISO IEC TR 24725-1-2011 ITLET supportive technology and specification integration - Part 1 Framework《ITLET(信息技术 学习 教育和培训)支持技术和规范整合 第1部分 框架》.pdf（18页珍藏版）》请在麦多课文档分享上搜索。

1、 Reference numberISO/IEC TR 24725-1:2011(E)ISO/IEC 2011TECHNICAL REPORT ISO/IEC TR24725-1First edition2011-12-01ITLET supportive technology and specification integration Part 1: Framework Technologie de support ITLET et intgration de spcification Partie 1: Cadre ISO/IEC TR 24725-1:2011(E) COPYRIGHT

2、PROTECTED DOCUMENT ISO/IEC 2011 All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and microfilm, without permission in writing from either ISO at the address below o

3、r ISOs member body in the country of the requester. ISO copyright office Case postale 56 CH-1211 Geneva 20 Tel. + 41 22 749 01 11 Fax + 41 22 749 09 47 E-mail copyrightiso.org Web www.iso.org Published in Switzerland ii ISO/IEC 2011 All rights reservedISO/IEC TR 24725-1:2011(E) ISO/IEC 2011 All righ

4、ts reserved iiiContents Page Foreword iv Introduction . v 1 Scope 1 2 Normative references 1 3 Terms and definitions . 1 4 Symbols and abbreviations 2 5 Requirements related to base standards for ITLET . 2 5.1 General . 2 5.2 Factors Impacting on Needs and Requirements 3 5.3 Open System Environment

5、Characteristics . 3 6 Framework . 4 6.1 Introduction 4 6.2 Infrastructure Components 5 6.3 Software Components 5 6.4 Learning Components 5 6.4.1 General . 5 6.4.2 Resource Sub-Components . 5 6.4.3 Learner-Related Sub-Components 6 6.4.4 Environment Sub-Components . 6 6.4.5 System Assessment Sub-Compo

6、nents 7 6.4.6 Extension Profiles Sub-Components 7 7 Conformance . 7 Annex A (informative) The Potential Application of Profiles and Platform and Media Bundles . 8 A.1 General . 8 A.2 Disaster relief, humanitarian aid 8 A.3 Specific business instruction applications 8 A.4 Area of medicine 8 Annex B (

7、informative) Application guidance of the Framework 9 B.1 Introduction 9 B.2 Overview of framework . 9 B.3 Core features of the framework . 9 B.4 Basic Specifications 9 B.5 Application Example . 10 B.5.1 General . 10 B.5.2 Learner-related sub components 10 B.5.3 Environment sub-components 10 B.5.4 Re

8、source related sub-components . 10 B.5.5 System assessment sub-components 10 Bibliography 11 ISO/IEC TR 24725-1:2011(E) iv ISO/IEC 2011 All rights reservedForeword ISO (the International Organization for Standardization) and IEC (the International Electrotechnical Commission) form the specialized sy

9、stem for worldwide standardization. National bodies that are members of ISO or IEC participate in the development of International Standards through technical committees established by the respective organization to deal with particular fields of technical activity. ISO and IEC technical committees

10、collaborate in fields of mutual interest. Other international organizations, governmental and non-governmental, in liaison with ISO and IEC, also take part in the work. In the field of information technology, ISO and IEC have established a joint technical committee, ISO/IEC JTC 1. International Stan

11、dards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2. The main task of the joint technical committee is to prepare International Standards. Draft International Standards adopted by the joint technical committee are circulated to national bodies for voting. Publicati

12、on as an International Standard requires approval by at least 75 % of the national bodies casting a vote. In exceptional circumstances, when the joint technical committee has collected data of a different kind from that which is normally published as an International Standard (“state of the art”, fo

13、r example), it may decide to publish a Technical Report. A Technical Report is entirely informative in nature and shall be subject to review every five years in the same manner as an International Standard. Attention is drawn to the possibility that some of the elements of this document may be the s

14、ubject of patent rights. ISO shall not be held responsible for identifying any or all such patent rights. ISO/IEC TR 24725-1 was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology, Subcommittee SC 36, Information technology for learning, education and training. ISO/IEC TR 24

15、725 consists of the following parts, under the general title ITLET supportive technology and specification integration: Part 1: Framework Part 2: Rights Expression Language (REL) Commercial Applications1) Part 3: Platform and Media Taxonomy (PMT) 1) To be published. ISO/IEC TR 24725-1:2011(E) ISO/IE

16、C 2011 All rights reserved vIntroduction The purpose of this part of ISO/IEC TR 24725 is to provide a framework to assist with the development and implementation of technology profiles and bundles to support information technology for learning, education and training (ITLET). It presents a framework

17、, objectives and considerations for the development of ITLET supportive technology and specification integration. A profile defines conforming subsets or combinations of base standards that support a specific function, and can be associated with a particular application, community and/or environment

18、. Different profiles can be created and utilized to meet the needs of specific communities (e.g., learning communities, educational institutions, corporate training organizations). During the development of this part of ISO/IEC TR 24725, a review was undertaken to identify the major components of pr

19、ofile and platform integration relevant to the field of learning, education, and training. Components of profile development are in agreement with the concept of open syst ems and open system environment. Thus, the development of profiles takes place within an environment that can be viewed as heter

20、ogeneous, combining both proprietary and non-proprietary technologies; facilitate interoperability and portability of information te chnology system components; provide an infrastructure that is bas ed on identification of base standards; create subsets or combinations of base standards to provide s

21、pecific functionalities, and to provide the basis for conformance tests that are uniform and internationally recognized; create description mechanisms that allo w for the specification of parameters. When profiles are developed, choices are made regarding the permitted options for each base standard

22、(s), and regarding the parameter values that can be unspecified in the base standard(s). In the base standards or profiles, the description mechanism is provided to specify the detailed parameterization. Instead of formal centralized registration, other technologies, such as XSD like schema referenc

23、ing, could be used to point a file specifying related description (e.g., “ pointing to the responsible organization) or some alternative mechanism that does not require a monitoring organization. Following a limited review of the components involved in the development of profiles and bundles, factor

24、s that can impact on user needs and requirements were considered and objectives for technology integration development work related to information technology for learning, education, and training were identified. This led to the development of a proposed framework, which was developed to guide devel

25、opment and implementation of profiles and bundles related to information technology for learning, education, and training. TECHNICAL REPORT ISO/IEC TR 24725-1:2011(E) ISO/IEC 2011 All rights reserved 1ITLET supportive technology and specification integration Part 1: Framework 1 Scope This part of IS

26、O/IEC TR 24725 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 prov

27、ide 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

28、 development work will involve the identification of base 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 environm

29、ents. This part of ISO/IEC TR 24725 also provides specific considerations for the development of ITLET supportive technology and specification integration. Examples regarding how and when profiles related to the use of information technology for learning, education, and training can be used are prov

30、ided in an informative annex. 2 Normative references The following referenced documents are indispensable for the application of this document. For dated references, only the edition cited applies. For undated references, the latest edition of the referenced document (including any amendments) appli

31、es. ISO 1087-2:2000, Terminology work Vocabulary Part 2: Computer applications 3 Terms and definitions For the purposes of this document, the following terms and definitions apply. 3.1 base standard approved International Standard or ITU-T Recommendation 3.2 IT system interoperability ability of two

32、 or more IT systems to exchange information and to make mutual use of the information that has been exchanged ISO/IEC TR 24725-1:2011(E) 2 ISO/IEC 2011 All rights reserved3.3 open system environment comprehensive set of interfaces, services, and supporting formats, plus user aspects, for interoperab

33、ility and/or portability of applications, data, or information, as specified by information technology International Standards and profiles 3.4 portability computer programming capability of a program to be executed on various types of data processing systems, often involving recompiling, with littl

34、e or no manual modification 3.5 profile set of one or more base standards, and, where applicable, the identification of chosen classes, conforming subsets, options and parameters of those base standards, are necessary to accomplish a particular function 3.6 standard documented agreement containing t

35、echnical specifications or other precise criteria to be used consistently as rules, guidelines, or definitions of characteristics, to ensure that materials, products, processes and services are fit for their purpose 4 Symbols and abbreviations CMI Computer Managed Instruction CMS Content Management

36、System EML Educational Modelling Language ITLET Information Technology for Learning, Education, and Training LCMS Learning Content Management System LMS Learning Management System PMT Platform and Media Taxonomy QTI Question and Test Interoperability RCD Reusable Competency Definition RDCEO Reusable

37、 Definition of Competency or Educational Objective VLE Virtual Learning Environment 5 Requirements related to base standards for ITLET 5.1 General There are a number of factors specific to the Learning, Education, and Training field that impact on user needs and requirements (see section 5.2). These

38、 factors should be considered when determining which base standards will be selected for specific profiles. In addition, there are objectives which each profile should meet to ensure it will meet suitable characteristics specific to an open system environment for learning, education and training (se

39、e section 5.3). Finally, a framework that outlines component profiles has been created to assist with the identification of base standards and the development of profiles (see section 6). ISO/IEC TR 24725-1:2011(E) ISO/IEC 2011 All rights reserved 35.2 Factors Impacting on Needs and Requirements In

40、addition to interoperability and portability, there are a number of factors that impact on the needs and requirements of those involved in developing, using, and evaluating information technologies for learning, education, and training. Please note that this list is meant to provide an overview of p

41、otential factors that impact and does not include all factors. a) Heterogeneous communities Information technologies for learning, education, and training may be used by a variety of different communities, each with specific needs and requirements (e.g., corporations (internally and externally), sch

42、ools and higher education institutions, governmental and non-governmental organizations). b) Local and global learning contexts While learning, education, and training activities may take place locally, through information technologies these activities may be made available across domain and jurisdi

43、ctional boundaries. Policies and rights may differ by culture, context, or legal jurisdiction. In addition, the specific and diverse needs of indigenous peoples necessitate thoughtful, innovative, and inclusive strategies. c) Learner authoring and collaboration Within information technology systems

44、for learning, education, and training, learners may be asked to alter or create content either individually or in groups. For example, learners may be asked to create wikis, write and critique blogs, participate in online discussion boards or simulations, take tests, etc. Information technology syst

45、ems must support these activities. d) Learning resources Resources for learning, education, and training may be authored by more than one person. In addition, learning resources may be created by using or combining components of learning resources. Information technology systems need to be flexible

46、and adaptable to support different uses and combinations of learning resources that may have one or more authors. e) User roles It is possible for users to have more than one role within an information technology system for learning, education, and training. A person may be an employee who develops

47、learning content, a learner enrolled in an online training module, and an evaluator/certifier for a separate training course. Flexibility and adaptability in relation to user roles is vital. f) Patents Preference should be given to standards not subject to patents during the development of profiles

48、to ensure availability at no or minimal costs for research organizations and educational institutions. 5.3 Open System Environment Characteristics In addition to considering factors the impact specifically on Information Technologies for Learning, Education, and Training, the suitable characteristic

49、s of framework development for an Open System Environment for ITLET to assist in the selection of base standards and associated technologies are: a) Interoperable Allow for interchangeability, reuse, and ability to interpret data across and within diverse architectures. b) User-centric Prioritize user requirements over possible software and/or hardware constraints. c) Collaborative Allow different groups (industry, government, other stakeholders) to work together to creatively solve shared problems and innovate new approach