Sponsors Examples DCSF/DIUS Boards Directors Director of Corporate Services Group CIO Council CIO Accountable for: Delivery of Department strategy Effective use of public funds Successful delivery for money The ISB demonstrates Departmental commitment to the Government modernisation and reform agenda. The ISB provides demonstrable quality and value. The ISB is responsive to the changing of the business. The ISB is focused on the delivery of benefits to the business. The ISB complies with all relevant legislation and the policies and procedures required by UK Government. The ISB follows best practice in standards making. The ISB makes me aware of its accomplishments and plans and makes me confident that it is managing its risks and issues. The ISB is an enabler for Departmental our partners’ business and spread good practice. Directors of NDPBs Examples LSC QCA Accountable for: Delivery of organisational strategy Effective use of public Successful delivery Value for money The ISB is responsive to the changing needs of my business. The ISB consults my people on decisions about information standards. The ISB is an enabler for my business and gives a clear strategic lead. The ISB provides information and resources for my staff and suppliers to meet my business needs. Programme solution architects Examples ContactPoint MIAP DSG Responsible for designing business and technical solutions on change programmes. The ISB offers high quality objective advice and guidance on the application of information standards to achieve my business objectives. The ISB supports the delivery of the Departmental and system architectures. The ISB provides a framework of standards to inform my solution design. Standards specifiers Examples Procurement framework managers (e.g. Local Education Partnerships Educational institutions Responsible for specifying standards to which products and services procured externally should comply. The ISB provides a framework of standards to help me specify business and technical requirements. The ISB provides partners with effective leverage in negotiations with external ICT suppliers. enabled
Risk 2 The authority of the ISB governance arrangements is insufficiently strong to enforce the standards resulting in failure to realise the benefits from system-wide information standards. Establish a policy for compliance. Set out compliance strategy in ISB Business Plan. Communicate ISB decisions. Work with funding partners to promulgate standards Include obligation to implement and promulgate standards in NDPB remit letters. Risk 3 A change in Government, a change of Minister, or a change in Government policy may remove the strategic drivers and/or available funding for the ISB, resulting in a need to find an alternative approach to delivering the benefits of across the system. Ensure that any review of the Information Strategy includes an assessment of the impact on information standards. Include bid for funding in CSR08 which is not contingent on change of Government.
Risk 6 Standards are unduly influenced by the commercial interests of suppliers, resulting in distortions to the market for educational software products and services, resulting in less innovation and higher costs for learning providers. Engage suppliers through international strategy. Monitor suppliers via Technical Support. DCSF and DIUS to engage in consortia and other networks (e.g. SIFA, IMS) to understand supplier motivations and drivers. Provide supplier forums (similar to Industry Club) to engage the industry in strategic direction and standards requirements Risk 7 Nimble partners and suppliers are able to establish de facto standards as the ISB engages in lengthy consultation and consensus building, resulting in distortions to the market for educational software products and services, resulting in less innovation and higher costs for learning providers. ISB/Technical Support to promote through channels including the Industry Special Interest Group, the schedule, programme, business plan and timelines for ISB Use channels and Technical Support scanning function to gain intelligence on industry de facto standards landscape Consult on programme
Risk 8 Partners and commercial suppliers are confused by evolving and possibly incompatible data standards emerging from different parts of the education system (ESCS/ISB) and international (BSI/ISO) processes, resulting in failure to realise the benefits from system-wide information standards. International strategy to engage with international processes, and feed into Technical Support ISB and Technical Support remit to include processes for articulation with (or departure from) international standards and promulgation of reasons Risk 9 Data providers claim intellectual property rights or otherwise assert their ownership over data, formats or standards that the programme wishes to include in the KA, resulting in failure to realise the benefits from system-wide information standards. Engage and negotiate with data providers who are IPR owners in relation to existing standards Negotiate re IPR of future standards
IMS Content Packaging (V1.1.2) XML Binding Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] R Recommended for consideration by DTG/ESCS e-learning Working Groups SCORM 1.2 Content Aggregation Model application profile Sponsor: ADL [Updated link to the referenced page 2015-09-03] U Under review by DTG/ESCS e-learning Working Groups SCORM 1.2 Runtime API application profile Sponsor: ADL [Updated link to the referenced page added 2015-09-03] R Recommended for consideration by DTG/ESCS e-learning Working Groups
IEEE 1484.12.1: 2002 LOM Sponsor: IEEE [accessed 2015-09-03] R Recommended for consideration by DTG/ESCS e-learning Working Groups IMS Meta-data (V1.2.1) XML Binding Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] R Recommended for consideration by DTG/ESCS e-learning Working Groups IMS Question and Test Interoperability (V1.2.1) Information Model Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] R Recommended for consideration by DTG/ESCS e-learning Working Groups
IMS Learner Information Package (V1.0) Information Model Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] R Recommended for consideration by DTG/ESCS e-learning Working Groups IMS Learner Information Package (V1.0) XML Binding Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] U Under review by DTG/ESCS e-learning Working Groups IMS Reusable Definition of Competency or Educational Objective (V1.0) Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] U Under review by DTG/ESCS e-learning Working Groups
IMS Digital Repositories (V1.0) Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] U review by DTG/ESCS Working Groups IMS Simple Sequencing (V1.0) Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] U Under review by DTG/ESCS e-learning Working Groups IMS Learning Design (V1.0) Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] U Under review by DTG/ESCS e-learning Working Groups
IMS Guidelines for Developing Accessible Learning Applications (V1.0) Sponsor: IMS Global Learning Consortium, Inc. [accessed 2015-09-03] R Recommended for consideration by DTG/ESCS e-learning Working Groups BS7988:2002 A code of practice for the use of IT in the delivery of assessments Sponsor: BSI [Updated link to the referenced page 2015-09-03] R Recommended for consideration by eGU/ESCS e-learning Working Groups
BS8426:2003 A code of practice for in electronic learning systems Sponsor: BSI [Updated link to the referenced page 2015-09-03] R Recommended for consideration by eGU/ESCS e-learning Working Groups BS8419:2005 Interoperability between Metadata Systems used for Learning, Education and Training Sponsor: BSI [Updated link to the referenced page added 2015-09-03] F This is under development and will be considered in the future by DTG/Education, Skills and Children’s Services Working Groups BS8788:2006 Lifelong Learning Profile – ’UKLeaP’ Sponsor: BSI [Updated link to the referenced page added 2015-09-03] F This is under development and will be considered in the future by DTG/ESCS Working Groups
IMS Content Packaging XML v1 Revised 1.1.2 R Revised 1.1.4 R A SCORM 1.2 Content Aggregation Model Final U Revised 1.3 U R BS8419 Interoperability between Metadata Systems F Final U R A Activities that should be noted include: changes to the content packaging specifications harmonised e-learning metadata schemes and sector specific profiles Learner information Data concerning learners, groups or organisations. This category includes learner information e-portfolios learner support accessibility preferences Current status 2004 2005 2006 2007 2008 2009 Q4 Q2 Q4 Q2 Q4 Q2 Q4 Q2 Q4 Q2 IMS LIP Information Model 1.0 Final R W IMS LIP XML 1.0 U W IMS LIP Accessibility (ACCLIP) Final X U R A BS8788 LeaP Draft F Final U R A IMS Reusable Definition of Competency 1.0 Final U R W Replaced by 1484.20.1
IEEE 1484.11.2 (replaces SCORM API) Final X R A IEEE 1484.11.1 (replaces SCORM API) Draft X Final R A IMS Simple Sequencing 1.0 U R A IMS Learning Design 1.0 Final U F U R Activities that should be noted include: Schools Interoperability Framework web services review of IMS Simple Sequencing IMS Shareable Persistence the Becta Learning Platform Conformance Regime Assessment Information related to assessment and results exchange. This category will include question and test description online assessment guidelines Current status 2004 2005 2007 2008 2009 Q2 Q4 Q2 Q4 Q4 Q2 Q4 Q2 Q4 Q2 IMS QTI Info Model 1.2.1 Final R A IMS QTI XML binding 1.2.1 Final R A BS7988 A code of practice for the use of IT in the delivery of assessments Final R A Activities that should be noted include: review of the IMS QTI specification
specific communities or business areas A strategy to ensure that existing vocabularies, including the proposed DCV, are mapped, aligned and integrated with other vocabularies. Use of the Becta Vocabulary Spine (or alternative such as MultiTes) to enable this strategy. the needs across the system without duplication. maintenance and better retrieval. Consolidation of data sets possible. 16 System-wide Glossary Strategy Schoolsweb have no plan to maintain the Glossary (see or add the higher, further or adult learning terms or terms relating specifically to the sector. A complete list, properly maintained would be of great value and save duplication of work across the sector. It would be a useful exercise to compare this with the thesaurus - there is some overlap and it might be possible to create one vocabulary. Consistency in terminology. Improved mutual understanding of technical terms and more effective co-working 16 Schools Glossary The Schoolsweb team are creating a schools glossary (with over 1300 from the multiple glossaries that currently exist. Consistency in terminology. Improved mutual understanding of technical terms and more effective co-working 16 Departmental Controlled Vocabulary ISB Vocabularies SIG The DCV will bring together controlled vocabularies that have been developed and are in use across the Department. They are: Schoolsweb CV Common terminology, less maintenance and better retrieval. 1 13 14 16
E-channel CV (ECV) Education and Skills Thesaurus (used in the library, EDRMS and the intranet) Other CVs Should it incorporate IT Vocabulary from ISO/IEC 2382-36? Consolidation of data sets possible. Education Controlled Vocabulary ISB Vocabularies SIG Not clear how this relates to the work below. Becta Common terminology, less maintenance and better retrieval. Consolidation of data sets possible. 16 Schools and Curriculum Vocabularies ISB Vocabularies SIG Becta will work with QCA to update curriculum vocabularies, using Becta’s VMS and vocabulary spine concept. To incorporate: Qualification subject codes Sector subject (SSA) Curriculum Online Keywords Curriculum area Vocabulary Bank Common terminology, less maintenance and better retrieval. Consolidation of data sets possible. 16 Vocabularies for Course-Related Information JISC? See XCRI Support. Consolidation of data sets possible. 1 16 Vocabulary Management Vocabulary Spine See section 9.8.2 Common terminology, less maintenance and better retrieval. 16 ISO/IEC 2382-36 Information technology -- Ed1: FDIS 6/07 Ed 2: IST/43 as channel to TBD Intended to facilitate international communication in information technology for Engage via IST/43. outcomes when Common terminology, less
Vocabulary -- Part 36: Learning, Education, and Training, CD 10/07 FCD 6/08 FDIS 4/09 ISO/IEC JTC 1 SC36 Information Technology for Learning WG1: Vocabulary learning, education, and training. It presents, in English and French, and definitions of selected concepts relevant to the field of information technology for learning, education and training and identifies relationships among the entries. completed will be considered for adoption for Education, Skills and Children’s Services by the Vocabularies SIG. maintenance and better retrieval. Consolidation of data sets possible. Metadata Common metadata for documents Adopt e-GMS as a standard for Education, Skills and Children’s Services. Consider Education, Skills and Children’s Services specific metadata standard? Better retrieval. 13 15 Convergence of Basic Data Element Definitions Currently ISB The ISB intervened in 2006/7 to expand the scope of a study commissioned by the MIAP programme to include four sets of data definitions (also known as metadata sets) used in the UK Education, Skills and Children’s Services sector: the Common Basic Data Set (CBDS), the MIAP Common Data Definitions (CDD), the Information Sharing Index (IS Index) and the Client Caseload Information System (CCIS). Future work will need to be commissioned to address the following issues: Plan for implementation of changes recommended in the study. Strategy to converge on a more comprehensive, system-wide set of standard data definitions. DCSF has requested that Becta undertake some work to produce a single "core" set of data definitions for the Education, Skills and Children’s Services sector and use this to move forward the SIF data standards. The objectives of this work are: To extend the previous alignment report to an implementation phase. This will: define standards that can be used throughout the sector. produce Consolidation of data sets possible. Greater flexibility in creating system interfaces. A more open and competitive market for educational software More cost effective system development and implementation 1 13
during 2006. It has subsequently adopted SIF as the architecture for exchanging data between school systems. BSF tenders often cite the draft MIS specification. Becta is planning to develop these standards in the timescale of their 2010 learning platforms target. and learning services, with agreement on the interoperability specification by September 2007. educational software More cost effective system development and implementation Sustaining Interoperability of Local Authority Citizen-Facing Services There is a need for arrangements to ensure the sustainable maintenance of standards developed by business programmes. This is a particular issue for interoperability standards for exchange of data with local authorities, as there are no cross-local authority governance arrangements. For example the XML schemas developed for are currently maintained by DCSF. More innovative web services enabled. 13 15 Schools Interoperability Framework This will enable inter-school and school-LA exchange and inter-school/college working (e.g. as envisaged in the BSF programme for 14-19 students). A more open and competitive market for educational software More cost effective system development and implementation 1 7 13 Data Collections and Statistics - Data collection standards International SIG Eurostat HEFCE? Eurostat creates data standards and has the to impose them on EU countries. The needs to take a more proactive stance in Eurostat to influence new 1
standards. Digital e-Learning Content Digital Content Standards Becta intends to refine Content Quality principles and gain adoption by target audiences Enhanced learner outcomes 8 9 Education Content Display Standards standards are required for web browsers, particularly to enable wider use of PDAs, phones, mobile computers and other devices. Enhanced learner outcomes 8 9 Resource Discovery Becta has done a series of studies on resource discovery in order to inform its policy on flexibility and personalisation of learning. proposing to undertake detailed mapping of metadata standards and encoding schemes that can be used for resource discovery. Need to rationalise these to ensure consistent retrieval within each sector (Schools, FE, HE etc.) Consistent retrieval of learning materials 8 9 – Calibrate (Calibrating eLearning in Schools) March 2008 Builds on FP5 projects , and VALNET. It will support content exchange/ collaboration between owners of educational repositories by: Developing and ensuring take-up of an open source technical architecture and learning toolbox that supports the collaborative use of learning resources and course building tools Researching and testing new approaches that can improve semantic interoperability related to the discovery and Consistent retrieval of learning materials 8 9
evaluation of learning resources. Lesson Plans Becta is developing a data dictionary. Consolidation of data sets possible. 8 9 Pedagogically Adaptive Solutions Standards for different technologies (for example in the domain of accessibility, assessment, educational content, etc.) to more pedagogically-adaptive software for teaching, learning and training, supporting learning styles, learning preferences etc. Enhanced learner outcomes 9 Europe - CETIS CETIS LIFE is funded by the EC DG for Education and Culture. Through a series of expert meetings, plugfests and conferences, LIFE has developed recommendations for European action in the field of standards-based eLearning. A more open and competitive market for educational software More cost effective system development and implementation 8 9 Sharable Content Object Reference (SCORM) Being considered as an ISO standard, see ISO/IEC 19788-1 ITLET - Metadata for Learning Resources Systems Interoperability (LETSI) JISC CETIS Stephen Molyneux is the only UK Sponsor Made up of standards and specifications from several sources at different stages of maturity, robustness and implementation In constant development, though reasonably stable in some areas Not a one model fits all and needs profiling Potential duplication of effort, conflicts of interest and IPR issues BECTA and JISC/CETIS to present a paper to ISB on engagement objectives. A more open and competitive market for educational software More cost effective system development and implementation 8 9 ISO/IEC CD2 ISO/IEC JTC SCORM (q.v.) is being Improve 8
ITLET - Metadata for Learning Resources -- Part 1: Framework Part 2: Data elements ballot deadline FCD 11/07 FDIS 6/08 1 SC36 WG4: Manage-ment and Delivery of Learning, Education, and Training considered by ISO to form the basis for an international standard for learning objects. SCORM, like UK LOM Core is an application profile of the IEEE LOM metadata standard access to learning objects and allow learners to devise own learning programmes 9 Collaboration ISO/IEC 19778-1 ITLET -- Collaborative technology -- Collaborative workplace – Parts 1-3 FDIS 6/07 ISO/IEC JTC 1 SC36 WG2: Collaborative Technology Part 1: Workplace Data Model Part 2: Collaborative Environment Data Model Part 3: Collaborative Group Data Model Enhanced learner outcomes 8 ISO/IEC 19779-1 ITLET -- Agent to Agent Communication Currently WD CD 11/07 FCD 9/08 FDIS 6/09 ISO/IEC JTC 1 SC36 WG2: Collaborative Technology Enhanced learner outcomes 8 ISO/IEC ITLET -- Collaborative technology – Collaborative Learning Communication FDIS 6/07 ISO/IEC JTC 1 SC36 WG2: Collaborative Technology Part 1: Text-Based Communication Enhanced learner outcomes 8 Assessment & Qualifications Assessment & Qualifications Standards alignment Issues to be addressed include: Improvements to assessment/qualifications standards. Who should own assessment/ qualifications data standards and therefore sponsor improvement work. CIOG intends to work with QCA’s newly formed Data Standards and Coding Structure Group to focus a study around producing a set of combined requirements, a strategy and phased plan. Enhanced learner outcomes 1 Minerva Sep 2007 Becta will work with QCA to agree specifications and ensure they are in Common terminology, less maintenance 1
line with other system wide activity. and better retrieval. Consolidation of data sets possible. Establishments and Services Establishment Data Standards Issues include: Use of Edubase to provide citizen-facing services (such as Ensure the gap analysis is system-wide Need to review both processes and data. Review of service provision Stakeholders awareness of their responsibilities for maintaining data Dealing with contract timescales issues etc How the solution might relate to the proposed data warehouse. CIOG to work on a strategy for establishment data, including registration of early years and childcare providers and a possible merger of Edubase (expiry of contract in Aug 2008) with the FE UK Register of Learning Providers (UKRLP) and a number of other registers. Common terminology, less maintenance and better retrieval. Consolidation of data sets possible. 1 13 Children’s Services Directory We would however like to ensure that the schema meets various requirements and actions agreed at meetings of the ISB Working Group before making a recommendation for approval. In particular we need confirmation that the schema: Aligns with the Every Child Matters agenda and has central government ownership and sponsorship Aligns with other DCSF/DIUS divisional policies and strategies DCSF to consider whether this work needs to aligned with the proposed Establishment data programme (see item above). Common terminology, less maintenance and better retrieval. Consolidation of data sets possible. 1 13
Is in accordance with the draft XML schema guidelines Is compliant with the aligned basic data element definitions agreed through the Education, Skills and Children’s Services Metadata Alignment project Transition XCRI Support March 2009 A lightweight schema optimised for Course Advertising and orientated to colleges with limited software development capacity (the XCRI Course Advertising Profile – XCRI-CAP) was released in August, 2006. JISC-funded national trials of XCRI-CAP beginning March 2007. These trials are focusing on the ease with which relevant information can be gathered, published as XCRI-CAP XML and harvested by an open-source national aggregator. JISC will Continue to develop the XCRI-CAP, e.g. Refine the schema Create extensions (See XCRI – Use in other sectors) Use of controlled Support initial implementations in HE and FE. Support regional federations and other lifelong learning projects. Provide implement-ation support services such as online valid-ation and demonstr-ation Common terminology, less maintenance and better retrieval. Consolidation of data sets possible. 1 5 13
code Promote the specification at home and abroad. XCRI – Transition to open standard 2009 ?? By the end of the support project, in March 2009, CETIS is required to have made the appropriate transition of the XCRI specification(s) to an open standards process. CETIS will be consulting broadly on an appropriate 'home' for XCRI in the long term. Common terminology, less maintenance and better retrieval. Consolidation of data sets possible. 1 5 13 XCRI – Use in other sectors Becta, LSC and HED to examine: demand for course advertising and the potential for XCRI within the space, e.g. 14-19 Prospectuses, available by autumn 2007. UCAS bulk data of course entry profiles and course entry requirements. Student Company bursaries and fees and course term dates. Regional LLNs for aggregating data from Learning Directory and local providers. Common terminology, less maintenance and better retrieval. Consolidation of data sets possible. 1 5 13
services supporting learning in education and employment and manage the data they produce. possible. HR-XML ?? JISC The HR XML specification is funded by big employers in the . How transferable is it to small/medium sized enterprises and agencies supporting competency development? JISC-CETIS to sign up for the European consortium involving the big HR suppliers such as SAP Oracle and IBM to assess current implementations and contribute to a new version HR-XML 3.0 in order to ensure that it meets UK needs, specifically in the area of diplomas. This will enable exchange of personal information between educators and employers, help establish competency frameworks, and contribute to wider work on e-portfolio for employability (see FP7 Trust and Security for Enhanced ICT for LLNs to make best use of Minerva and LAR. Vocational pathways from LLNs to HE. 5 - Framework Programme 7 (FP7) Trust and Security for Employability and Skills Development ?? JISC The European Commission is seeking tenders for a total €153M project centred on for employability. This 4 year project would provide: an abstract model of the secure, trusted architecture required to enable organisations in the employment and education sectors to The ISB has asked DCSF and Becta to support the bid. Factors include: The work would allow the to do things in areas where it is weak (e.g. the use of federated repositories in which there is German More flexibility in pathways in FE, HE and skills 5
make use of a shared pilot implementations in and the . The part of the bid is for €12M. It is proposed that the (the ) lead the requirement gathering and pilots. In the UK this will centre on the East Midlands and the Derbyshire / Nottinghamshire LLN and therefore on the needs of the 14-19 diplomas: - Dutch / Belgian partners have particular experience in linking educational ICT systems and employer's HR systems. This allows employers to audit the skills of their workforce, plan and monitor workforce development and identify skills needs to education / training providers. NTI East Midlands will have an important role to play with SMEs. expertise - Fedora) while contributing in areas in which the is strong (e.g. scenario planning and services). The work will follow a demand led model; this will avoid the supply led issues which led to the abandonment of Progress Files. As UKLeaP indicates it is unwise to standardise immature specifications and a downside of FP7 is that the call requires a level of conformance not expected of trials (although this is not a direct concern of the department it may distract from more fundamentally important issues for implementation). ISO/IEC 24763 ITLET - Conceptual Reference Model for Competencies and Related Objects (project 24763) PDTR 10/07 DTR 4/08 ISO/IEC JTC 1 SC36 WG3: Learner information More flexibility in pathways in FE, HE and skills 10 Competencies and Skills Management Architecture Study (6-months) ISO/IEC JTC 1 SC36 WG3: Learner information More flexibility in pathways in FE, HE and skills 10
M-Learning NWI proposal ISO/IEC JTC 1 SC36 WG3: Learner information More flexibility in pathways in FE, HE and skills 10 ISO/IEC 24725 ITLET -- Profiles of standards and specifications Part 1: FCD 5/08 FDIS 12/08 Part 2: FDISP 4/08 Part 3: WD CD 5/08 FCD 12/08 FDIS 5/09 ISO/IEC JTC 1 SC36 WG6: International Standardised Profiles Part 1: Framework Part 2-Profile of Rights Expression Language Part 3 Platform and Media Profiles (PMP) More flexibility in pathways in FE, HE and skills 10 Quality Assurance and Metrics ISO/IEC 19796 ITLET Quality Management, Assurance, and Metrics Part 2: CD 10/07 FCD 10/08 FDIS 4/09 Part 3: FCD ballot deadline FDIS 4/08 Part 4: PDTR 10/07 DTR 4/08 Part 5: PDTR 5/08 DTR 12/08 ISO/IEC JTC 1 SC36 WG5: Quality Assurance and Descriptive Frameworks Part 1: Already published (see section 7). Part 2: Harmonised Quality Model. WD Part 3: Reference methods and metrics. Part 4: Best Practice and Implementation Guide FDIS Part 5: How to Use ISO/IEC 19796-1 ISB members to comment on final version of Part 3. Enhanced learner outcomes 8 Accessibility ISO/IEC 24751 ITLET -- Individualised Adaptability and Accessibility in Parts 1-3: FDIS 11/07 Parts 4-7: WD 9/07 ISO/IEC JTC 1 SC36 WG7: Culture, Language, and Functioning Part 1: Framework Part 2: AccessForAll Personal Needs and Preferences Statement Part 3: AccessForAll Digital Resource Description ISB Action: For consultation through TechDis or SIG? Enhanced learner outcomes 9