BS ISO IEC 20006-1-2014 Information technology for learning education and training Information model for competency Competency general framework and information model《信息技术的学习 教育和培训.pdf

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1、BSI Standards PublicationBS ISO/IEC 20006-1:2014 Incorporating corrigendum May 2015BS ISO/IEC 20006-1:2014Information technology forlearning, education andtraining Information modelfor competencyPart 1: Competency general framework andinformation modelBS ISO/IEC 20006-1:2014 BRITISH STANDARDNational

2、 forewordThis British Standard is the UK implementation of ISO/IEC 20006-1:2014.The UK committee regards the interoperable representation, attribution and aggregation of information about learner competency as an important goal, on which the development of much data-driven educational technology dep

3、ends. They believe that the difficulty in creating such standards lies not in the complexity of the specifications themselves, but in the need to achieve agreement in principle over how competency information should be interpreted, and therefore represented. In the committees opinion, it is not clea

4、r that ISO/IEC 20006 helps significantly towards such agreement.ISO/IEC 20006 has been developed by a limited number of experts from committees outside the UK, without the benefit of any associated implementation activity: the specification contained within the standard remains untested. The committ

5、ee considers that the use of terminology in the standard is unclear and inconsistent. A practical exercise requested by them showed there were widely differing understandings of how the specification might be implemented, even within the working group responsible for its development.Much experience

6、with using competency information has been acquired in the HR profession, where the expression of competencies is often binary (competent v. not yet competent) and relative to a particular job role. The committee believes that education also requires metrics that allow ranking, which may be demonstr

7、ated in a wide variety of different contexts. They believe that there are important and still unresolved questions about how competency attributions should be evidenced, how their reliability can be demonstrated, how consistent meaning can be supported, and how the relationships between different co

8、mpetency representations can be mapped. They believe that confident answers to these questions can only come from extensive piloting, and until this happens, they believe that the production of an international standard in this area is premature.The committee believes that there are other public spe

9、cifications available that offer more potential for supporting successful pilots than ISO/IEC 20006.The UK participation in its preparation was entrusted to Technical Committee IST/43, Information technology for learning, education and training.A list of organizations represented on this committee c

10、an be obtained on request to its secretary.This publication does not purport to include all the necessary provisions of a contract. Users are responsible for its correct application. The British Standards Institution 2015. Published by BSI Standards Limited 2015ISBN 978 0 580 90259 8ICS 03.100.30; 3

11、5.240.99Compliance with a British Standard cannot confer immunity from legal obligations.This British Standard was published under the authority of the Standards Policy and Strategy Committee on 31 July 2014.Amendments/corrigenda issued since publicationDate Text affected31 May 2015 Additional natio

12、nal foreword text insertedInformation technology for learning, education and training Information model for competency Part 1: Competency general framework and information modelTechnologies de linformation pour lapprentissage, lducation et la formation Modle dinformation pour les comptences Partie 1

13、: Cadre gnral des comptences et modle dinformation ISO/IEC 2014INTERNATIONAL STANDARDISO/IEC 20006-1First edition 2014-07-01Reference number ISO/IEC 20006-1:2014(E)BS ISO/IEC 20006-1:2014ISO/IEC 20006-1:2014(E)ii ISO/IEC 2014 All rights reservedCOPYRIGHT PROTECTED DOCUMENT ISO/IEC 2014All rights res

14、erved. Unless otherwise specified, no part of this publication may be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on the internet or an intranet, without prior written permission. Permission can be requested from either I

15、SO at the address below or ISOs member body in the country of the requester.ISO copyright officeCase postale 56 CH-1211 Geneva 20Tel. + 41 22 749 01 11Fax + 41 22 749 09 47E-mail copyrightiso.orgWeb www.iso.orgPublished in SwitzerlandBS ISO/IEC 20006-1:2014ISO/IEC 20006-1:2014(E) ISO/IEC 2014 All ri

16、ghts reserved iiiContents PageForeword ivIntroduction v1 Scope . 11.1 General . 11.2 Exclusions 21.3 Areas not addressed . 22 Conformance . 23 Normative references 34 Terms and definitions . 35 Symbols and abbreviated terms . 56 Competency general framework 66.1 Introduction 66.2 Information archite

17、cture view to support the management and exchange of competency information 76.3 Competency organization 96.4 Elements of competency . 96.5 Semantic elements in competency expressions 107 Competency Semantic Information .117.1 Architecture of competency information 117.2 Competency semantic informat

18、ion model . 127.3 Types of Competency Semantic information - Competency Meaning Information 157.4 Types of Competency Semantic Information - Competency Situation Information 20Annex A (informative) Cases and relationships between ISO/IEC 20006 and ISO/IEC TR 24763 23Annex B (informative) Examples fo

19、r competency information architectures .26Annex C (informative) Patterns of competency organization by HRMLs .29Annex D (informative) Previous use case on Japanese National Skills Standard (ETSS) 31Annex E (informative) Application to Japanese National Skills Standard (ITSS) 32Annex F (informative)

20、Application to Canadian Learning Management System Desire2Learn .34Annex G (informative) Application to Canadian National Occupational Classification (NOC) and Canadian Nurses Association Canadian Nurse Practitioner Core Competency Framework40Bibliography .43BS ISO/IEC 20006-1:2014ISO/IEC 20006-1:20

21、14(E)ForewordISO (the International Organization for Standardization) and IEC (the International Electrotechnical Commission) form the specialized system for worldwide standardization. National bodies that are members of ISO or IEC participate in the development of International Standards through te

22、chnical committees established by the respective organization to deal with particular fields of technical activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other international organizations, governmental and non-governmental, in liaison with ISO and IEC, also take

23、part in the work. In the field of information technology, 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 a

24、pproval criteria needed for the different types of document should be noted. This document was drafted in accordance with the editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives). Attention is drawn to the possibility that some of the elements of this document may be the su

25、bject of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent rights. Details of any patent rights identified during the development of the document will be in the Introduction and/or on the ISO list of patent declarations received (see www.iso.org/patents)

26、. Any trade name used in this document is information given 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 conformity assessment, as well as information about ISOs adherence to the WTO principles

27、in the Technical Barriers to Trade (TBT) see the following URL: Foreword - Supplementary informationThe committee responsible for this document is ISO/IEC JTC 1, Information technology, Subcommittee SC 36, Information technology for learning, education and training.ISO/IEC 20006 consists of the foll

28、owing parts, under the general title Information technology for learning, education and training Information model for competency: Part 1: Competency general framework and information model Part 2: Proficiency level information model Part 3: Guidelines for aggregation of competency information and d

29、ataiv ISO/IEC 2014 All rights reservedBS ISO/IEC 20006-1:2014ISO/IEC 20006-1:2014(E)IntroductionFrom the late 1990s, some industrial and academic organizations have developed information technology standards in the skills and competency domain, such as human resources, on a global level to address t

30、he interoperability requirements and environmental complexities of management and sharing of competency information amongst different organizations. Some examples include work spearheaded by the following organizations: the IMS Global Learning Consortium Inc., HR-XML Consortium, IEEE-LTSC, OMG, CEN

31、TC353 and also ISO/IEC JTC 1/SC 36 itself. Some typical problems encountered by stakeholders as well as ITLET systems dedicated to the management and exchange of competency information and where these issues may be encountered are provided in examples below:2Example 1: Technical - Competency and ass

32、ociated information cannot always be selected and shared between different ITLET systems (e.g. learning management, HR, and other related platforms);Example 2: Organizational - Competency and associated information is not easily used in human development activities, because skills and competency inf

33、ormation may be detailed or expressed differently in various ITLET systems (e.g. learning management, HR, national occupational classification, and other related systems);Example 3: Information exchange - Skills and competency proficiency information, such as individual status or degrees acquired, c

34、annot be shared easily amongst different ITLET systems (e.g. HR, learning management, national occupational classification, and other related systems);Example 4: Individual learner - Individual developmental learning, education, and training paths cannot easily migrate or be exchanged amongst ITLET

35、systems;Example 5: Systems perspective (where systems include individuals, organizations, and the technologies that support them) - Individuals and organizations cannot easily design and integrate informal and formal learning, education, and training opportunities to support life goals, career strat

36、egies, and career paths using existing common dimensions within ITLET systems;Example 6: Practical analytics - The ability to access, extract, and analyse competency and associated information can provide evidence as to whether learning, education and training information needs are being met in orde

37、r to analyse lifelong learning, thus where competency information must be drawn from different systems and where non-interoperable format and definitions are used;Example 7: Assessment and evaluation - ITLET systems (e.g. acknowledgement and consideration are needed regarding evaluation biases in hu

38、man assessment, the use of varying methods and metrics to evaluate human performance, and the need to conduct accurate skill gap analysis), where ITLET systems that use different competency digital schema are involved; and,Example 8: Overarching goals and outcomes - Human assessment and support for

39、the development of human potential requires ITLET systems that provide a more flexible, holistic integration and exchange of competency and associated information beyond individual learning opportunities, everyday operation, and work performance. Competency data must be generated.Some of these ident

40、ified problems have been addressed on a limited basis by the standards and specifications produced by the organizations mentioned above. Not only is it difficult to use these standards and specifications, however, but also the unsolved problems are still critical. It is still confusing for stakehold

41、ers to implement and use these standards and specifications. Also, various problems associated with ITLET related systems, which should be solved by or supported with information technology, still remain.Currently, organizations, such as schools, universities, institutes, and companies, use differen

42、t ITLET systems to support the use of learning content, to enable and enhance various learning activities, and to provide other services. To meet their mission and goals, such organizations may rely on in-house developers, others such as ITLET vendors or suppliers, or a combination of both to provid

43、e and operate IT systems to support LET. This means ITLET operations and other organizational systems that deal with skills and competency information, such as interrelated human resources (HR) information ISO/IEC 2014 All rights reserved vBS ISO/IEC 20006-1:2014ISO/IEC 20006-1:2014(E)systems, need

44、to be interoperable to allow for communication between organizations, their employees, and outsourcing ITLET providers or suppliers.The purpose of this multi-part International Standard is to provide a framework, models, system architecture used for competency and proficiency information, and a way

45、to aggregate competency information. This standard will provide a general framework and information model to manage and exchange information about knowledge, skills, ability, attitude, and educational objectives. Especially this International Standard will focus on extending the concepts contained w

46、ithin ISO/IEC TR 24763 by providing more detailed information regarding competency information and its information aggregation. This multi-part standard may be used by software developers and implementers, instructional designers and test designers, and others to ensure that learning, education and

47、training environments satisfy learners and organizations competency needs. In addition, this International Standard will provide definitions of several types of competency information aggregation, which will provide guidance for all stakeholders to better understand and support the development of in

48、teroperable systems that will enable competency information exchange.vi ISO/IEC 2014 All rights reservedBS ISO/IEC 20006-1:2014INTERNATIONAL STANDARD ISO/IEC 20006-1:2014(E)Information technology for learning, education and training Information model for competency Part 1: Competency general framewo

49、rk and information model1 Scope1.1 GeneralThis part of ISO/IEC 20006 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