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Learner Information - Overview
Learner Information specifications are devoted to support the exchange of learner information between different systems. They provide data models, including the syntax and the semantics, to describe both the characteristics of a learner and his or her knowledge/abilities.
The information is associated to learners and used by learning technology systems. Specifications define elements for recording descriptive information about: knowledge acquisition, skills, abilities, personal contact information, learner relationships, security parameters, learner preferences and styles, learner performance, learner-created portfolios, and similar types of information.
Learning technology systems should handle information about their students. Basically, this information comes from three different sources: personal information (address, phone number), preferences (operating system, network connection, desktop configuration), and academic information (courses completed, grades).
Besides to the previous models, educational systems manage other structures that also include student information. Typically the educational process is organized around student groups, a given schedule, etc. In other words, student information available defines individual student properties, but also states the relations among students and with other agents.
As in other applications where personal data is managed, security and privacy issues arise. Besides, student information should be provided according to different views, depending on the people accessing that information: students themselves, professors, management, family, other colleagues, general public.
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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.
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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 Europass CEDEFOP web site and edited for presentation. Please refer to the Europass CEDEFOP web site for additional information on terms of use.
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Europass logo
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Europass has been established by the Decision No 2241/2004/EC of the European Parliament and the Council of 15 December 2004 on a single transparency framework for qualifications and competences.
This Decision establishes a single Community framework for achieving the transparency of qualifications and competences by means of the creation of a personal, coordinated portfolio of documents, to be known as ‘Europass’, which citizens can use on a voluntary basis to better communicate and present their qualifications and competences throughout Europe. |
National Europass Centers
Europass is supported by a network of National Europass Centres. In every country (European Union and European Economic Area), a National Europass Centre coordinates all activities related to the Europass documents. It is the first point of contact for any person or organisation interested in using or learning more about Europass.
Main functions:- coordinate the management of Europass documents;
- promote Europass and Europass documents;
- ensure that information and guidance centres are well informed about Europass and the Europass documents;
- ensure that all Europass documents are also available in paper versions;
- act as a national partner in the European network of National Europass Centres.
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Terms of use
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These contents have been obtained from the IMS web site and edited for presentation. Please refer to the IMS web site for additional information on terms of use.
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Scope
IMS Global Learning Consortium
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The IMS Enterprise specification describes data structures that are used to provide interoperability of Internet-based Instructional Management systems with other Enterprise systems used to support the operations of an organization.
This specification is being developed by the IMS Global Consortium (http://www.imsglobal.org). |
Purpose
The objective of the IMS Enterprise specification is to define a standardized set of structures that can be used to exchange data between different systems. These structures provide the basis for standardized data bindings that allow software developers and implementers to create Instructional Management processes that interoperate across systems developed independently by various software developers. The major classes of Enterprise applications supported by this model are Training Administration, Student Administration, Library Management, and Human Resource systems.
The scope of the IMS Enterprise specification is focused on defining interoperability between systems residing within the same enterprise or organization. The documents comprising the IMS Enterprise specification are not targeted at solving the issues of data integrity, communication, overall security, and others that are inherent when investigating cross-enterprise data exchange. |
Terms of use
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These contents have been obtained from the IMS web site and edited for presentation. Please refer to the IMS web site for additional information on terms of use.
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Scope
IMS Global Learning Consortium
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Learner Information is a collection of information about a Learner (individual or group learners) or a Producer of learning content (creators, providers or vendors). The IMS Learner Information Package (IMS LIP) specification addresses the interoperability of internet-based Learner Information systems with other systems that support the Internet learning environment.
This specification is being developed by the IMS Global Consortium (http://www.imsglobal.org). |
Purpose
The intent of the specification is to define a set of packages that can be used to import data into and extract data from an IMS compliant Learner Information server. A Learner Information server may exchange data with Learner Delivery systems or with other Learner Information servers. It is the responsibility of the Learner Information server to allow the owner of the learner information to define what part of the learner information can be shared with other systems. The core structures of the IMS LIP are based upon: accessibilities; activities; affiliations; competencies; goals; identifications; interests; qualifications, certifications and licences; relationship; security keys; and transcripts. |
Terms of use
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These contents have been obtained from the ISO/IEC JTC1 SC36 WG3 web site and edited for presentation. Please refer to the ISO/IEC JTC1 SC36 WG3 web site for additional information on terms of use.
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Scope
ISO/IEC JTC1 SC36
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ISO/IEC JTC1 SC36-WG3 Participant Information has been formed in the beginning of year 2002 (36N0167), with the original purpose “to track LTSC, IMS, CEN/ISSS, National Body and other progress in the area of learner information standards” (36N0068). The original terms of reference were worded as follows: “IT-related standardization for information associated with or about learners, and its supporting technologies”. One year later, it was decided to replace the word “learner” by the word “participant” in all projects title and in the title of the Working Group as well (36N0406) in order to broaden the scope.
Since then, some of the standards such IMS-LIP or the IMS-RDCEO which were considered as “not matured enough” (36N0068) have been implemented or used as a basis for implementation, and new needs for standardization appeared, due to the increased variety of learning environments.
In the meantime, several new projects relating to “participant information” were launched by SC36. Some of them were then transferred to the newly formed WG7, others are emerging in other working groups, such as the need for information models about roles in WG2.
In 2008, Canada has proposed to revise WG3 scope (36N1356), and a first discussion was hold during the Wuhan meeting. The necessity to align the new scope with strategic documents appeared there, and the discussion was supposed to continue in London. This discussion was differed due to other priorities, but needs to be resumed in Toronto. |
Purpose
As a basis for discussion, the following wording is proposed for the scope of ISO/IEC JTC1 SC36-WG3:
ISO/IEC JTC1/SC36-WG 3 develops standards related to Participant Information, i.e. information associated with, tracked by, tracked for, and about participants in information technology systems for learning, education and training (ITLET). This includes:- information about social roles and organisational positions endorsed by participants within an ITLET system;
- personal information about participants using an ITLET system, including factual, contextual and biographical information;
- shared information between a participant using an ITLET system and an organisation, about the activity of the participant within the organisation;
- any information needed by a learning environment to provide adequately the relevant services of an ITLET system to which the participant is a registered member.
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Terms of use
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These contents have been obtained from the IEEE LTSC web site and edited for presentation. Please refer to the IEEE LTSC web site for additional information on terms of use.
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Important note
This specification was developed by the IEEE Learning Technology Standardization Committee(LTSC) (http://www.ieeeltsc.org). At the 2001-12 IEEE LTSC 1484.2 meeting, the LTSC working group agreed to move the work from LTSC to SC36. The cover letter that transfers the documents (SC36/N0175-N0186) is in SC36/N0174. The working group involved in its development was the P1484.2.
All the information under Learner Information>LTSC PAPI makes up what the LTSC had been calling a proposed standard for Personal And Private Information (PAPI). This work was submitted as technical contributions to be used by WG3. The intent is that this work be continued in WG3 where the IEE LTSC believes there are more resources available than were present in the IEEE WG. The LTSC WG has been dissolved and the work will not go on in the LTSC |
Scope
IEEE LTSC
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The LTSC Public and Private Information (PAPI) specification is devoted to support the exchange of learner data between different systems. It specifies both the syntax and semantics of a 'Learner Model,' which will characterize a learner and his or her knowledge/abilities. The complete name of this specifications is: "Standard for Information Technology – Public and Private Information (PAPI) for Learners (PAPI Learner)".
The first version of this specification was published in 1997. The last version is draft number 8 issued on November 2001. In this situation, it is an unapproved draft of a proposed IEEE-SA Standard. As such, the specification is subject to change. |
Purpose
The original purpose of the disolved IEEE WG was:- To enable learners (students or knowledge workers) of any age, background, location, means, or school/work situation to create and build a personal Learner Model, based on a national standard, which they can utilize throughout their education and work life.
- To enable courseware developers to develop materials that will provide more personalized and effective instruction.
- To provide educational researchers with a standardized and growing source of data.
- To provide a foundation for the development of additional educational standards, and to do so from a student-centered learning focus.
- To provide architectural guidance to education system designers.
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Terms of use
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These contents have been obtained from the IMS Global Learning COnsortium official Web site and edited for presentation. Please refer to the IMS official Web site for additional information on terms of use.
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IMS Global Learning Consortium
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The Learning Information Services (LIS) specification is the definition of how systems manage the exchange of information that describes people, groups, memberships, courses and outcomes within the context of learning. This specification establishes the means by which learning management systems exchange relevant information i.e. it defines system interoperability through a set of identified services.
IMPORTANT: The LIS v2.0 specification supersedes the IMS GLC Enterprise Services v1.0 specification.
The specification is based upon the concepts of:- Interoperability – LIS focuses on the exchange of information between learning information systems e.g. student information system, learning management system, etc. There are no assumptions in the specification on how the data is managed internally within a learning information system;
- Service-oriented – LIS defines the exchange of information in terms of the services being supplied by the collaboration of the systems;
- Component-based – the LIS are composed of the Person Management Service (PMS), Group Management Service (GMS), Membership Management Services (MMS), Course Management Service (CMS), Outcomes Management Service (OMS) and the Bulk Data Exchange Management Service (BDEMS);
- Behaviors and data models – the LIS are defined in terms of their behaviors and data models. The behaviors cause changes in the state of the data model and the state of the data model will only be altered as a result of a clearly defined behaviour;
- Multiple Bindings – the LIS information model is to be defined so that a range of different bindings can be made available. The bindings of immediate importance are to the Web Services Description Language (WSDL) and the Lightweight Directory Access Protocol (LDAP).
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