|
Please wait ......
CEN/TC 353 - Overview
Terms of use
X
Terms of use
These contents have been obtained from the CEN/TC 353 Web site and edited for presentation. Please refer to the CEN/TC 353 official Web site for additional information on terms of use.
Print
European Committee for Standardization
|
The European Committee for Standardization (CEN) Technical Board decided in January 2007 to create a new CEN Technical Committee, CEN/TC 353, to work on standards in the field of information and communication technologies relating to learning, education and training. Learning, education and training in Europe relies strongly on the growing use and development of information and communication technologies. Some of the benefits of European standards will be an increase in quality of European e-learning products, services and processes, an increase of interoperability and reduced development costs of e-learning products. |
Scope
The scope of the CEN/TC 353 is to produce standards in the field of information and communication technologies relating to learning, education and training. Particularly, the Technical Committee is focussing on standards for vocabularies, metadata for learning opportunities, learner information and quality.
The European Standards (EN), Technical Specifications (TS) and Technical Reports (TR) that are developed will have a well-defined European scope. These may include:- Development of CWAs and other specifications into standards, if appropriate
- Developmente of national standards into European standards
|
Benefits expected from the work of the CEN/TC
Sharing of data, content, tools and services for lerning, education and training can only be achieved when clear technical agreements are made between all parties concerned. The more global this agreement is, the greater the benefit. On the other hand different communities have their own identity, language, and vocabularies which are important to express exactly what is meant. For instance the educational system in North America is differently structured than in Europe and it uses different terminology. Even in Europe great differences exist between different sectors. For example, a thesaurus applicable for vocational education is different from the one for schools. These naturally grown differences make the application of standards more complex and often less effective. In addition vocabularies are created again and again sometimes with differences that are not essential but that inhibit interoperability.
The main benefits of the technical committee are expected to include: - There will be greater consensus amongst National Bodies that provides a consolidated European perspective. This can be supported, for example, by forwarding European specifications and standards to ISO/IEC JTC1 SC36 for international standardization or by undertaking parallel development;
- Increased interoperability across member states between digital learning content, learner related information, management systems to deliver learning and other information technology tools;
- Increased interoperability of European e-learning products with international systems so reducing developments costs and opening potential markets but localised for European stakeholders. This will also have the benefit of increased inclusion;
- Increased quality of European e-learning products, services, processes and methods
- Common multicultural and muiltilingual exchange formats, for example a European well defined data model capable of expressing competency information and associated metrics in a standardized way;
- A common understanding of terms and concepts through the development of vocabularies and frameworks around which software vendors, tool producers and content authors may work in order to provide a greater level of interoperability and application of tools;
- Increased understanding and use of international standards œ for example by providing multilingual guidelines or application profiles of common specifications and standards from ISO/IEC JTC1 SC36 or IEEE LTSC;
- A wider range of national bodies and experts will participate and the audience for any outputs will increase;
- Outputs from CEN/ISSS WS/LT have a place where they can be considered for standardization.
CEN/TC 353 Web Site |
Terms of use
X
These contents have been obtained from the CEN/TC 353 Web site and edited for presentation. Please refer to the CEN/TC 353 official Web site for additional information on terms of use.
Print
| The strategies of the CEN/TC 353 will work according to the following priorities, that are not exclusive and are in no particular order. |
Competencies
- Development of a well defined European data model and guidelines for expressing, referencing and capturing measurable characteristics of simple and complex competencies.
- Identification of existing competency maps and taxonomies and development of guidelines on taxonomies and vocabularies. Including harmonization and mapping of vocabularies used to express European curricula and competencies. Every organisation that is engaged in the fields of formal education, technical, vocational or corporate training or workforce development is creating its own competency definitions and structures. Many of them are involved in the design and implementation of digital repositories in order to support the storage, search, retrieval and management of these definitions, thus dealing with issues ranging from learning resource discovery to accreditation or skill gap analysis, depending on the context of the application. However, the use of different information models or assumptions makes the exchange, between such repositories and the referencing of competency and skills definitions by relevant systems, an impossible task.
|
Quality
- Develop frameworks, specifications and guidelines to improve the quality and transparency of organisations, processes, products and services.
- Develop guidelines for stakeholders to improve the transparency of educational processes (e.g., identifying & Choosing E-Learning offers)
- Localizing international standards (e.g., ISO/IEC 19796-1)
- Providing guidance to stakeholders involved in quality development
- To improve quality competencies for European stakeholders
|
Vocabularies and Frameworks
- Development of European learning, education and training vocabularies and frameworks around which software vendors, tool producers and content authors may work in order to provide a greater level of interoperability and application of tools.
- Provide interoperability specifications for the exchange a range of European curriculum information initially aimed at school systems, but also applicable in a wider inclusive lifelong learning context.
- Development of a practical approach towards interoperability between existing and future repositories for learning whose purpose is the safe storage or delivery, and also administration and configuration management for learning objects. This will consider the European needs for the interoperability of repositories for learning, systems to support the creation of a viable, sustained infrastructure for exchanging learning objects and the associated metadata. This will be based on the experiences of the successful EC-funded projects ARIADNE, UNIVERSAL, and ELENA plus reference to other European initiatives such as ARIADNE‘s repository implementations.
- Integration with systems e.g. knowledge management systems
- The sharing of education related data, services, content and tools achieved through clearer technical agreements between all parties, without losing the value of expression typical of each European community‘s language and culture.
|
Terms of use
X
These contents have been obtained from the CEN/TC 353 Web site and edited for presentation. Please refer to the CEN/TC 353 official Web site for additional information on terms of use.
Print
| Following the scope of TC353 and the work priorities which have been identified, the following NWI (New Work Item) have been approved and are active today |
Curriculum Exchange Format
Technical standard for a Curriculum Exchange Format (CEF) intended to be used for exchanging and mapping curriculum information for use in controlled vocabularies for:
- metadata schemes
- Navigation structures in user interfaces
- Providing mappings between terms
The standard will complement guidelines on exchanging curriculum information that are expected to be published as a CWA via the CEN/ISSS Workshop on Learning Technologies.
Outcomes will be:
- A data model
- At least one informative binding
|
European Learner Mobility Model
This standard is a data model for the expression and exchange of European Learner Mobility information as defined by the European transparency instruments. This standard supports the interoperability of European-wide IT systems that manage and exchange Europass related information. The standard builds on existing learning technology specifications and takes into account related national application profiles |
Adoption of ISO/IEC standard
Adoption of ISO/IEC 19796-1 Information Technology-Learning, Education and Training - Quality Management, Assurance and Metrics-Part 1: General Approach as Information Technology-Learning, Education and Training-Quality Management, Assurance and Metrics - Part 1: General Approach |
Other NWI
Other NWI are under consideration. Among them - Metadata on learning opportunities - MLO
- Adoption of ISO /IEC 24751 2008 Parts 1 to 3 as European standard
|
|