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CEN works on Learner Information - Overview
Terms of use
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Terms of use
These contents have been obtained from the CEN/ISSS WS-LT Web site and edited for presentation. Please refer to the CEN/ISSS WS-LT for additional information on terms of use.
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CEN Workshop on Learning Technologies
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The development of the "European Leaner Mobility" (EuroLM) model has been carried out within the context of the European standardization initiative CEN "Workshop on Learning Technologies" [WS-LT] and the European standardization committee CEN TC 353 "ICT for Learning, Education, and Training".
The European Learner Mobility involves several issues: the Credit Information Model, the Guidelines for a European Learner Mobility Model, the Diploma Supplement, and the ECTS Information Package/Course Catalogue MLO Application Profile (see Metadata category), etc. These initiatives are related with the Europass proposals.
CWA16133 presents the core EuroLM. The technical specification work is presented in CWA16131 and CWA132. Next, these ones and other related CWAs are introduced:- CWA 14926:2004 Guidelines for the production of learner information standards and specifications. This CWA addresses the development of data models, protocols and bindings that are capable of expressing specific European requirements and concerns for learner information.
- CWA 16077:2010 Educational Credit Information Model. This CWA defines the semantics of classes and properties used to represent Credits in electronic form. Credit represents a measurement of learner achievement on modular units of learning and in this way it is intended to be used as a common currency within a given scheme of credit transfer. This standard includes definitions intended to be referenced by other bindings, specifications, and standards; for example, specifications representing learning opportunities and units of learning.
- CWA 16131:2010 Europass Diploma Supplement Application Profile of the EuroLMAI (EuroLMAI Europass DS AP). This document provides an Application Profile of refinements to the EuroLMAI model for representing the Europass DS.
- CWA 16132:2010 European Learner Mobility Achievement Information (EuroLMAI). The EuroLMAI work has its roots in the European transparency tools and especially in the Europass framework for the transparent description of qualifications and competences. Europass provides the common basis for the well-structured recording of all life-long learning opportunities taken, including European Higher Education structures and learners' private and institution-owned information. The EuroLMAI Model is expected to result in a multipart standard, however in this phase the main focus will be on the representation of formal, institution attested achievement information. In other words, EuroLMAI provides a generic model for representing the institution attested achievements of a learner within a formal learning setting.
- CWA 16133:2010 Guidelines on a European Learner Mobility model. It provides guidance for the understanding, implementation, and application of the European Learner Mobility (EuroLM) model.
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Terms of use
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These contents have been obtained from the CEN/ISSS WS-LT Web site and edited for presentation. Please refer to the CEN/ISSS WS-LT for additional information on terms of use.
Print
The objective of the Learner Mobility project as a whole is "the provision of guidelines on a data model for the expression and exchange of European Learner Mobility information, as defined by the European Transparency instruments. The results of the proposed work will contribute to the effort towards interoperable European-wide IT systems that manage and exchange Europass related information."
The following figure illustrates a broad view of learner mobility from different points of view.
A diagrammatic representation of learner mobility
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First, European and National policy stakeholders — as the main initiators and promoters of European and cross-cultural and trans-national learning, education and training (LET) policies and instruments — could be imagined as being above the diagram, looking down at the whole. They are represented here looking in from all sides of the diagram.
Second, there are the three other stakeholder groups: (1) Learners, (2) Employers, and (3) LET organisations offering learning, education, and training opportunities. Each of these three stakeholder groups organises their information about LET around particular concepts that are useful to them: these are the arrows near the three sides of the diagram. In practice, this information is organised into structured sets: these are the boxes in the areas marked "Information Models". Some of these sets of information have agreed specifications of their electronic representation, some at present only have paper formats, which may or may not be generally agreed or standardized. The information models shown are only illustrative: on the employers' side, in particular, there are many more.
Third, there are the Developers and Implementers as additional stakeholders that may attempt to develop and offer services that are related to learner mobility in some way. Some of these services are shown in ovals within the central "Services" rectangle. In this broad view, services relevant to learner mobility range from those helping learners choose LET opportunities, and those related to the administration processes involved in taking up learning opportunities, through services relevant to LET itself, to services relevant to helping learners secure desired employment.
Lastly, it is the role of European standardization organisations, in consensus, to assemble the standards and specifications, to be used by developers and implementers, to build interoperable tools and services that help satisfy the needs of the other stakeholder groups. Instead of standardizing long and inflexible information models, the standardization of small information entities offers a modular approach promoting reuse of base information schemes in larger models. These "building block" standards and specifications can then be mixed-and-matched in larger information models to cover specific needs and drive the implementation of European-wide Services. The standardization organisations themselves are also like the policy stakeholders, not shown as they should ideally have an overview of the complete picture, so that the standards and specifications produced or adopted can be optimally adapted for reuse across, and even beyond, the field of learner mobility. |
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