2011 04 12 (uned) cstracke ude knou innovacion estandarizacion tendencias europeas internacionales...

Quality and Competences in LET

European and international innovation, standardization and trends in LET @ eMadrid Seminario, Madrid (Spain) 2011‐04‐12

Christian M. Stracke (eLC / University of Duisburg‐Essen, Germany)Chair CEN TC 353 and ISO‐Convener SC36 for QM & QA

European and international innovation, standardization and trends in LET @ eMadrid Seminario, Madrid (Spain) 2011‐04‐12 Christian M. Stracke, eLC / University of Duisburg‐Essen ‐ slide 2

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Assistant Prof., University of Duisburg‐Essen <www.wip.uni‐due.de>

Adjunct Prof., Korea National Open University <www.knou.ac.kr>

Convener of the international ISO standardization committee SC36 WG5 "Quality Assurance and Descriptive Frameworks"

Chair of the European standardization committee CEN/TC 353 "IT for Learning, Education, and Training"

German E‐Learning Association D‐ELAN: Board of Directors

eLC ‐ European Institute for Learning, Innovation and Cooperation, Director and Founder, Bonn (Germany)

Expert for: E‐Learning, Quality, Competences, Standardization, HR

Christian M. StrackeAbout the author

QA-LET <www.iso.org/jtc1/sc36>

<www.cen.eu/isss/TC_353>

<www.d-elan.net>

<www.elc-institute.org>


University of Duisburg‐EssenInstitute for Computer Science and Business Information Systems

Essen ‐Where is it? Just in the center of Europe ...



Essen ‐Where is it? Just in the center of Europe ...



What are we doing? Online and E‐Learning Competence Development Workplace‐oriented Learning and Information Sharing Didactical Modeling and Learning Design

International Standardization for LET and HR Standards Quality Management and Assurance for LET and HR Competence Modelling, Measurement, and Controlling E‐Business and Business Integration

Development co‐operation International LET policies and strategies


Agenda

1. The Standardization worldwide

2. The Future

3. The current projects and interim results


The Standardization worldwide


Standards?

What are

"International consensus and instruments"


Interoperability

Two main challengesin current standardization:

and

Quality Development


Implementationstandards

Conceptualstandards

Levelstandards

Adop

tion

Abstraction

Type

s of LET

stan

dards

Purposes

Quality developmentInteroperability

MLR

Access4All

RFDQ

CP

SCORM

From:Stracke, Christian M. (2006): "Interoperability and Quality Development in e‐Learning";in: Proceedings of the Asia‐Europe e‐Learning Colloquy. Seoul (Korea).

Reference Model for Standards


Dimension: Domains

Dim

ensio

n: E

ntiti

es

From:Stracke, Christian M. (2006): "Interoperability and Quality Development in e‐Learning";in: Proc. e‐Learning Colloquy. Seoul (Korea).



Dimension Types: Implementation standards

Conceptual standards

Level standards

Dimension Domains: Meaning

Quality

Didactics

Learning technology

Learning content

Context

Dimension Entities: Learning environment

Roles

Methods

Learning systems

Learning resources

PracticeFrom:Stracke, Christian M. (2006): "Interoperability and Quality Development in e‐Learning";in: Proceedings of the Asia‐Europe e‐Learning Colloquy. Seoul (Korea).



Official Standards

Standardization Committees and initiatives worldwideOfficial standards versus specifications

National

European

Inter-national

only NBs, e.g. DIN / AENOR:

NIA 36 / TC 461

only CEN:

CEN TC 353

only ISO:

SC36

DIN Workshopsseveral PAS:

PAS 1032-1/-2, 1068, 1093

CEN Workshop Learning Technologies

several CWAs

IEEE LTSC / IMS / ADL / AICC / W3C / DC...

Specifications

http://www.sc36.org

http://www.cen.eu/isss/TC_353


Formal,de‐jureStandards

Official Standards

Standardization Committees and initiatives worldwideOfficial standards versus specifications

National

European

Inter-national

Community,Industrial andOrganizationalSpecifications

Specifications


SC36 = International StandardizationThe unique de‐jure standardization organization worldwide

http://www.sc36.org

inter-national

ISO/IEC JTC1 SC36: „IT for Learning, Education,

and Training (ITLET)“

Leading international standardization organization in the field of information technologies for learning, education, and training

Established 2000‐03 in London (UK), current status: 7 WGs andparticipation by 41 National Bodies + 25 Liaisons Organizations (last plenary: USA 2010‐09; next plenary: France 2011‐03)

More information online:http://www.iso.org/jtc1/sc36 or:http://www.sc36.org


Current main activities in SC36 (update from last month)International ISO standards for improving LET

ISO/IEC 19796‐1: RFDQ – unique Quality Standard worldwide,other parts: Methods & metrics (2009), Quality Model (soon)

ISO/IEC 19788: MLR – Metadata for Learning Resources, also Multi‐part standard, compliant with DC, Part 1 published now

ISO/IEC 20006: Information Model for Competency – 3 Parts with General framework & information model for competency

ISO/IEC 29163 (SCORM): Combination (4 Parts) of several specifications for Learning Management Systems & Objects

ISO/IEC 12785 (CP): Content Packaging (3 Parts) – Aggregation of Learning Objects


1. ISO Quality standard:

ISO/IEC 19796‐1 "RFDQ"

adapted & used worldwide!


RFDQ (ISO/IEC 19796‐1): The ISO quality standard for LET What is the quality standard about?

Unique ISO standard for quality management in learning, education and training (LET)

Reference Process Model for providers, producers, customers and all usersdeveloped by SC36 WG5

Process, product and potential orientation with international consensus and acceptance: Adopted as EN + in many countries!

Covering all processes of learning projects and opportunities

QA-LEThttp://www.iso.org/jtc1/sc36

http://www.sc36.org


RFDQ: The Reference Process ModelEN ISO/IEC 19796‐1 and PAS 1032‐1

Communication concept

Needs Analysis

Conception /Design

Development /Production ImplementationFramework

AnalysisLearning Process

/ Realization

Initiation

Media realization

Technical realization

Design realization

Content realizationAnalysis of the external context

Testing of learning resources

Learning objectives

Stakeholder identification

Concept for contents

Definition of objectives

Demand analysis

Time and budget planning

Environment analysis

Activities

Organization of use

Activation of learning resources

Adaptation of learning resources

Didactical concept/ methods

Organizational concept

Roles and activities

Technical concept

Concept for media and interaction

design

Media Concept

Technical infrastructure

Review ofcompetencies levels

Concept for testsand evaluation

Analysis of staff resources

Evaluation /Optimization

Planning

Realization

Analysis

Optimization / improvement

Analysis of the institutional and organizational

context

Analysis of target groups

Concept for maintenance

Administration

Maintenance


RFDQ: Quality Profiles of the Reference Process ModelHow to use: Building Quality Profiles

Communication concept

Needs Analysis

Conception /Design

Development /Production ImplementationFramework

AnalysisLearning Process

/ Realization

Initiation

Media realization

Technical realization

Design realization

Content realizationAnalysis of the external context

Testing of learning resources

Learning objectives

Stakeholder identification

Concept for contents

Definition of objectives

Demand analysis

Time and budget planning

Environment analysis

Activities

Organization of use

Activation of learning resources

Adaptation of learning resources

Didactical concept/ methods

Organizational concept

Roles and activities

Technical concept

Concept for media and interaction

design

Media Concept

Technical infrastructure

Review ofcompetencies levels

Concept for testsand evaluation

Analysis of staff resources

Evaluation /Optimization

Planning

Realization

Analysis

Optimization / improvement

Analysis of the institutional and organizational

context

Analysis of target groups

Concept for maintenance

Administration

Maintenance


RFDQ: The information model for the descriptionHow to use the reference process model

ID Category Process Description Relation

NA.1 Needs Analysis Initiation Initiation of an educational project; description of necessity or demand for learning / education / training FA.4

Sub-process(es) /Sub-aspects

Identification of demands and requirements Identification of necessities

Objective Description and indication of the processes goals and aimsNeeds for teaching

Method Methods of marketing research, trend analysis, need analysis, interviews, balanced scorecard, skill gap analysis, assessments, work place analysis, auditing

Result Definition and documentation of the needs, necessities, and demands (for learning / education / training)

ActorsFinal userEducation and training managerExperts in education and training

Metrics / Criteria Review of description validity

Standards ISO 900x:2000; ANSI/PMI 99-001-2000 5.1 Initiation

Annotation / Example


RFDQ: The information model for the descriptionHow to use the reference process model: Adaptation

ID Category Process Description Relation

NA.1 Needs Analysis Initiation Initiation of an educational project; description of necessity or demand for learning / education / training FA.4

Sub-process(es) /Sub-aspects

Identification of demands and requirements Identification of necessities

Objective Description and indication of the processes goals and aimsNeeds for teaching

Method Methods of marketing research, trend analysis, need analysis, interviews, balanced scorecard, skill gap analysis, assessments, work place analysis, auditing

Result Definition and documentation of the needs, necessities, and demands (for learning / education / training)

ActorsFinal userEducation and training managerExperts in education and training

Metrics / Criteria Review of description validity

Standards ISO 900x:2000; ANSI/PMI 99-001-2000 5.1 Initiation

Annotation / Example


Harmonization ‐ The next steps within SC36 WG5The schedule for quality standards development

Harmonized Quality Model

Reference Process Model

Methods and Metrics

Part 1

Part 3

Part 4

Part 2

Application Adaptation

IntegrationIntegration

Good Practice Cases

Implemen‐tation Guide


New Metadata standard:

ISO/IEC 19788‐1 "MLR"

approved and published now!


MLR (ISO/IEC 19788‐1): The ISO metadata standard for LET What is the interoperability standard about?

Unique ISO standard for metadata to be usedin all IT systems and branches by adaptations

Metadata for Learning Resources (MLR): Multi‐part standards based on rules sets and templates, developed by SC36 WG4

Based on Dublin Core (100% compliant) to keep international consensus and acceptance

Covering all kinds of resources by application profiles following rule sets, the concept of unique identifiers and templates

http://www.iso.org/jtc1/sc36http://www.sc36.org


ISO/IEC 19788‐1 MLR


MLR Data Element SpecificationExample 1:


MLR Data Element SpecificationExample 2:

Example 3:(RDF)


MLR

(Slide by Gilles Gauthier:SC36 WG4 Convener)


MLR



CEN TC 353 = European standardization The unique de‐jure standardization organization in Europe

European CEN/TC 353: „ICT for Learning,

Education, and Training“

The European de‐jure standardization organization in the field of ICT for learning, education, and training

EN Standards: Obligation to use within European Union

Established 2007, first meeting 2007‐05 in Milan (Italy), current status: participation by 30 National Delegations + >60 experts, (last meeting: Helsinki 2010‐10‐06, next meeting: Madrid 2011‐04‐12)

More information online:http://www.cen.eu/isss/TC_353

http://www.cen.eu/isss/TC_353


Why a European Norm (EN)?

1. A European Norm (EN) withdrawsautomatically all national standards/normsand has to be applied across whole Europe

2. EN = Excellent instrument for best dissemination and exploitation in European countries


Summary of main activities in CEN TC 353Standards on ICT for Learning, Education and Training

EN ISO/IEC 19796‐1: The first EN Quality Standard for ITLET including the reference process model "RFDQ" (published 2009, ISO adaptation, continuation in four parts)

MLO‐AD "Metadata for Learning Opportunities ‐ Advertising": First part of multi‐part standard for Metadata, compatible to DC, MLR, CDM, XCRI and PAS 1068 (published in 2010)

ELM "European Learner Mobility": First parts of multi‐part Framework for the harmonization of European Policies (EQF, Europass, ECTS, ECVET), first for Diploma & Certificate Supplements + Credits (in 2010)

CEF "Curriculum Exchange Format": Information model & vocabulary bank for Curricula exchange


Curriculum Exchange Format (CEF)

EN 15943: Developed & approved by CEN TC 353

Enquiry successfully passed (27 votes: only 1 "No")and all comments resolved during BRM

First European standard for exchanging information about curricula, independent of any IT system/binding, based on Zthes, compliant with SKOS + others, too



European Metadata for Learning Opportunities – Advertising (MLO‐AD)


Enquiry successfully passed (26 votes: 0 "No" vote) and all comments resolved during BRM

The European metadata standard for advertisement of learning opportunities for better comparability and decision making, first part of a multi‐part standard



European Metadata for Learning Opportunities – Advertising (MLO‐AD)



European Learner Mobility (ELM)


Enquiry successfully passed (27 votes: only 1 "No") and all comments resolved during BRM

The European standard for learning opportunities with the European Learner Mobility Achievement Information (EuroLMAI) for a generic model, based on the European policy Europass, first part of a multi‐part standard to adopt and harmonize European policies + practices



<www.cen.eu/isss/TC_353>European Learner Mobility (ELM)



European Learner MobilityAchievement Information (EuroLMAI)


<www.cen.eu/isss/TC_353>Europass DS Application Profile in ELM


1. ELMAI = EN 15981for Learning Opportunities

European Learning Mobility

2. InLOC = ELM 2.0for Competence Data Models

ELM =


<www.cen.eu/isss/TC_353>European Learner Mobility 2.0 (ELM)


The Future


ISO/IEC 20006Multi‐part ISO standard by SC36:Part 1: Competency General Framework

and Information ModelPart 2: Proficiency information levelPart 3: Guidelines for the Aggregation of

Competency Information and Data


1. ELMAI = EN 15981for Learning Opportunities

European Learning Mobility

2. InLOC = ELM 2.0for Competence Data Models

ELM =


European Norms (EN)1. for Competence Modelling and2. for quality certification &

accreditation

Our long‐term aim:


Let us collaborateon standardization!

Towards best support and benefits

for quality developmentand interoperability!


QLET: Quality and Standards in LET ‐ http://www.qualitydevelopment.eu


References for further information and literature

Stracke, Christian M. (2010): "Quality development and standards in learning, education, and training: adaptation model and guidelines for implementations"; in: Информатизация образования и науки [= Информике (Informika), ISSN 2073‐7572]; Vol. 7 (3), 2010. Moscow (Russian Federation), S.136‐146.

Stracke, Christian M. (2010): "Quality and Standards in Learning, Education, and Training: The Adaptation Model IDEA for the Introduction of Quality Development"; in: Proceedings of the International Conference on the Past and Future of e‐Learning Standards. Tokyo (Japan).

Stracke, Christian M. (2009): "Quality Development and Standards in e‐Learning: Benefits and Guidelines for Implementations"; in: Proceedings of the ASEM Lifelong Learning Conference: e‐Learning and Workplace Learning. Bangkok (Thailand); online available at: http://www.qed‐info.de/downloads


References for further information and literature

Stracke, Christian M. (2007): "Quality Standards for Quality Development in e‐Learning: Adoption, Implementation, and Adaptation of ISO/IEC 19796‐1"; online available at: http://www.qed‐info.de/downloads

Stracke, Christian M./ Hildebrandt, Barbara (2007): "Quality Development and Quality Standards in e‐Learning: Adoption, Implementation, and Adaptation"; in: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunication 2007 [= EdMedia 2007]; Chesapeake, VA: AACE, 4158‐4165.

Stracke, Christian M. (2006): "Interoperability and Quality Development in e‐Learning: Overview and Reference Model for e‐Learning Standards"; in: Proceedings of the Asia‐Europe e‐Learning Colloquy. Seoul (Korea); online available at: http://www.qed‐info.de/downloads


Thank you very much for your attention!Your Questions?

Contact:

Christian M. Stracke

[email protected]‐due.de

ISO Convener SC36 WG5 for QMChair CEN TC 353 "ICT for LET"

HR, E‐Learning, Quality and Competence DevelopmentInstitute for Computer Science and Business Information SystemsUniversity of Duisburg‐Essen, Germany

<www.cen.eu/isss/TC_353><www.sc36.org>


The current projects and interim results


Projectsfor Competence Modelling: 1. WACOM

2. eCOTOOL3. COMPAT

& for Quality Certification:4. Q‐Cert‐VET

www.wacom‐project.eu

www.ecompetence.eu

www.compategov.eu

www.learning‐certification.eu


PAS 1093

for Competence Modelling The Reference Model


PAS 1093: The Reference Framework for Competence ModellingThe Competence Model: Central for the competence management

The Water Competence Model

Competence Modelling for the Water Sector


• WACOM = WAter COmpetences Model

• Executive summary in one sentence:WACOM establishes the first competence model for the water management (WCM) to be applied and validated for the management of waste water treatment plants and subsequently be transferred to other fields of the water sector as well as to other branches.

WACOM ‐ Overview


WACOM ‐ Overview

• WACOM = WAter COmpetences Model• The European project for water competencessupported by the European Commission

• 7 partners from 4 countries (DE, GR, RO, HU), coordinator: University of Duisburg‐Essen

• Start in October 2009: Your contribution andinfluence is possible now and most welcome!


THE STORY IN BRIEF

WACOM+ +

PAS 1093 EQF

WCM: The Competence Model for the water sector


WACOM – First outcomes

First draft of WCM –The WACOM Water Competence Model: • Development of first outline and structure forthe WAter COmpetences Model (WACOM)

• Templates for:1. Competence descriptions2. Job profiles3. Organizational Competence Model & profiles


WACOM – Current status

First final draft of WCM –The WACOM Water Competence Model: • Development of first outline and structure for the WAter COmpetences Model (WACOM)

• Public consultation will start now!• Any interested party (organizations & experts) are invited to give feedback and comments!


WACOM – Current status

All main results are already summarized & published on www.wacom‐project.eu

Next steps:• Refinement and optimization of WaterCompetence Model (WCM) on feedback

• Pilot testing on Waste Water Treatment Plants• Establishment of Advisory Board


C1 C2

C3

C4

C5C6

Knowledge

Specific

General

Skills

Competence Hierarchies


Levels ofCompetenceModels

Competence 1 (C1)

Competence 2 (C2)

________

________

A1

A2

A3

A4

A1

A5

_________

_______

________

A

Level

Activities


Categories of Competences

• Key Competences (by EC)

• Key Water Competences

• Specific (job) competences


Categories and elements ofCompetence Models

• Levels (e.g. EQF)

• Organizational structures


Competences based on the WACOM Water Competence Model (WCM)


Job profiles based on the WACOM Water Competence Model (WCM)


WACOM – European Conferences

4th European Conference INES"Innovations in the Environmental Sector (INES): Competence Models, E‐Learning, Social Communities"Call for Papers published on www.learning‐innovations.eu

Final European Conference of WACOM"Competence Modelling for the Water Sector"Call for Papers published on www.wacom‐project.eu

Conjuncted Conferences on 2011‐09‐21 in Brussels


eCOTOOL

for standardized

Competence Models

Integration of e‐competencesinto European policies

Developing and Harmonizing aSkills and Competence Standard


eCOTOOL ‐ Overview

• eCOTOOL = e‐COmpetences TOOLs

• Executive summary in one sentence:The overall objective of eCOTOOL is to improve the development, exchange, and maintenance of VET certificates and their accessibility and transparency by developing the eCOTOOLCompetence Model for harmonizing Europasswith other European instruments (EQF, ECVET).


• eCOTOOL = e‐COmpetences TOOLs• The European project for the integration ofcompetences in EU policies (Europass, ECVET, EQF) supported by the European Commission

• 10 partners from 6 countries (DE, GR, CZ, SI, IT, UK), coordinator: University of Duisburg‐Essen

• Your contribution and influence is most welcome!

eCOTOOL ‐ Overview


THE STORY IN BRIEF

1. Generic Competence Model for EU policies, enterprises + VET 2. Application Profile for Europass CS + Web‐based eco‐tools

+ + eCOTOOL

Europass Certificate Supplement

ECVET++

PAS 1093 EQF


eCOTOOL – First outcomes

• Survey on European usage of Europass Certificate Supplement (CS): Huge differences

• National Workshops (in CZ, DE, IT, GR + SL) foridentification of VET stakeholder needs

• Internal workshop with European Commission• Presentation and discussion on eCOTOOL atannual meeting of National Europass Centers

• Collaboration also for pilot testing planned


eCOTOOL – First outcomes

• Internal workshop with European Commission• Participation by all relevant 5 Directorates Generals:

– DG Education and Culture (EAC)– DG Enterprise and Industry (ENTR)– DG Information Society and Media (INFSO)– DG Employment, Social Affairs and Equal Opportunities(EMPL)

– DG Internal Market and Services (MARKT)• Open and lively discussion on concept, struture andterms for competence model

• Final minutes under approval now• Continuation & 2nd meeting planned for spring


eCOTOOL – Current status

• Reports from five National Workshops for identification and analysis of VET stakeholderneeds and demands (in CZ, DE, IT, GR and SL)

• Survey on European usage of Europass Certificate Supplement (CS) available now

• First draft of application profile of eCOTOOLcompetence model for Europass CertificateSupplement (CS) and of web‐based tools:Invitation to join pilot testing!

Competence Modellingfor Public Services

Integration of competence modelsinto European e‐Government

European projects for quality, competence models and standards in LET44th Meeting of CEN WS Learning Technologies, 2011‐04‐11, Madrid, SpainChristian M. Stracke, eLC / University of Duisburg‐Essen ‐ slide 88

COMPAT eGOV:

Competence Modellingfor the Public Sectorand eGovernment


COMPAT – Main focus

Qualification Frameworkfor the Public Sector &servants’ competenceson eGovernment services


‐ Training Content Adaptation ‐ Validation and Pilot Testing‐ Dissemination & Exploitation

http://www.compategov.eu

COMPAT – Further focus

Certification and Accreditationfor Learning Quality

Integration of Quality Certificateinto European LET and E‐Learning


Q‐Cert‐VET:

Quality Certificationfor Vocational Education

and Training (VET)


Q‐Cert‐VET – Main focus

Development of PortugueseStandard and Accreditationfor LET and E‐Learningtowards CEN certification


‐ QCL: Quality Certification for Learning, Education and Training

‐ Portuguese standard based on QCL‐ Accreditation of QCL and its scheme‐ QCEL: Quality Certification for E‐Learning (adapted from QCL)

Q‐Cert‐VET – Main outcomes


Q‐Cert‐VET:Input for standardization

QA-LEThttp://www.iso.org/jtc1/sc36

http://www.sc36.orghttp://www.cen.eu/isss/TC_353

InLOC (CEN) ISO/IEC 19796