A18 教育、学位、学衔 标准查询与下载

BS CWA 15455:2005 学员资格用欧洲模型

The scope of this work is the development of data models, protocols and bindings that are capable of dealing with specific European requirements and concerns for expressing competencies, which guarantee the secure handling of personal information in open and distributed learning environments. The information relative to the general learner profiles is handled separately in the CWA learner profiles. This work shall serve as input to ISO/IEC JTC 1 SC 36, its Working Group 3 "Participant Information" and WG 4 "Management and Delivery".

A European model for learner competencies

BS CWA 15453:2005 在线课程学习的语义协调配合

The sharing of education related data and services makes them less costly, increases the supply, enhances the quality through incremental improvements, and allows a shorter time delivery. However, sharing of data, content, tools and services 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. This report provides concepts, techniques and guidelines for the harmonisation of vocabularies. The term vocabulary is used in this report in the broad sense, referring to value lists, classifications, taxonomies, glossaries, dictionaries, ontologies, and thesauri1.

Harmonisation of vocabularies for elearning

PAS 1052-2005 以网上教学为主的学习, 教育及培训对培训人员的能力要求

Competence requirements of trainers in learning,education and training with a focus on e-learning

DIN EN 14804:2005 语言学习提供者.要求

This European standard specifies requirements for language study tour providers. In particular, minimum quality service levels are specified for classroom based face-to-face language teaching abroad, and any related services, such as accommodation, leisure programme and travel services, that can make up language study programmes.#,,#

Language study tour providers - Requirements; German version EN 14804:2005

BS 8419-2:2005 学习、教育和培训用元数据系统间的互操作.应用轮廓间互操作开发的实施规程

This British Standard gives recommendations for achieving interoperability between systems in learning, education and training. The standard is applicable across all sectors and levels of learning, education and training. The standard describes an overall approach for maximizing interoperability, which is applicable across different types of interoperability requirement. The standard describes general mechanisms for mapping between different vocabularies but does not provide recommendations or restrictions relating to the choice of vocabulary within any individual situation. The standard makes recommendations about the advantages in different contexts of different encoding mechanisms (e.g. XML DTD, XML schema, RDF) for metadata to enhance interoperability but does not prescribe the use of any particular encoding mechanism. The standard does not provide mechanisms for evaluating or comparing the educational value of learning resources. The standard is intended to optimize, rather than completely remove, human interaction in the transfer of information between systems.

Interoperability between metadata systems used for learning, education and training - Code of practice for the development of interoperability between application profiles

BS 8419-1:2005 学习、教育和培训用元数据系统间的互操作.应用轮廓开发的实施规程

This British Standard gives recommendations for achieving interoperability between systems in learning, education and training. The standard provides guidance: a) on the development and reuse of application profiles; b) for the use of application profiles where interoperability is a requirement. Where application profiles are developed solely for local use, then this standard as a whole is not applicable although individual recommendations could still prove useful. The standard is applicable across all sectors and levels of learning, education and training. Whilst the requirements of different communities can lead to the development of different application profiles, the processes underlying the development will be common. The standard provides guidance on the reuse of the BS ISO 15836 Dublin Core Metadata Element Set (DCMES) developed by the Dublin Core Metadata Initiative (DCMI) [1] and the IEEE 1484.12.1-2002 standard for Learning Object Metadata (LOM) developed by the Institute of Electrical and Electronics Engineers (IEEE) Learning Object Metadata Working Group [2]. The standard makes recommendations about encoding mechanisms (e.g. XML DTD, XML schema, RDF) for application profile bindings but does not mandate the use of any particular encoding mechanism. The standard does not provide mechanisms for evaluating or comparing the educational value of learning resources. The standard is intended to optimize, rather than completely remove, human interaction in the transfer of information between systems.

Interoperability between metadata systems used for learning, education and training - Code of practice for the development of application profiles

ASME QRO-1-2005 资源再利用设备使用者的资格和认证标准

This Standard covers the qualification and certification of operators of a resource recovery facility processing municipal solid waste. It also provides requirements to be used in certifying operators of resource recovery facilities.

Standard for the Qualification and Certification of Resource Recovery Facility Operators

PAS 1037-2004 商业教育和培训的质量管理体系的相关要求: 质量管理阶段模型

Requirements relating to quality management systems for business-related education and training establishments:QM stage model

BS CWA 14927:2004 学员能力表示模型的建议

Recommendations on a model for expressing learner competencies

BS CWA 14926:2004 学员信息标准和规范制定导则

Guidelines for the production of learner information standards and specifications

PAS 1032-2-2004 学习, 教育和培训, 侧重于电子学习. 第2部分: 说教对象模型的建模和描述的情景学习, 教育和培训

Learning,Education and Training focussing e-Learning-Part 2:Didactic Objects Model-Modelling and Description of Scenarios for Learning,Education and Training

PAS 1045-2004 继续教育和职业培训数据库和信息系统. 内容和数据交换格式标准

Further education and professional training databases and information systems-criteria of the contents and for data exchange formats

PAS 1043-2004 银行业务职业培训的营销和市场部分的合格考核程序

Qualification programme in sales and marketing as part of vocational training for a career in banking

PAS 1032-1-2004 远程教育方面的学习, 教育和培训. 第1部分: 质量管理和质量保证规划的参考模型, 学习, 教育和培训过程和支持方面的开发, 实现和评估

Learning,Education and Training focussing on e-Learning-Part 1:Reference Model for Quality Management and Quality Assurance-Planning,Development,Realisation and Evaluation of Processes and Offers in Learning,Education and Training

ASTM E2379-04 职业开发和培训的资产管理的标准实施规程

1.1 This practice covers the creation of a set of guiding principles to be used when establishing a formal training and development program for professional employees engaged in the practice of property management.1.2 This practice sets forth the consensus of the personal property management profession with regard to the requirements for a Personal Property Career Development (PPCD) program.1.3 The acceptance of this practice by the profession has the potential to encourage a broader and higher level of thinking by its practitioners, reinforce the use of innovative and cost-effective practices, create greater commonality between government and industry practices, and increase the ability of organizations to respond to changing needs and business conditions.1.4 The PPCD program establishes the recommended education, training, and experience requisites necessary for property management organizations to adequately support the missions and objectives of organizations operating in or encouraging domestic and global commerce. 1.5 The PPCD program is predicated on three levels of professional certification based on a combination of academic course work and professional experience.1.6 The standard is written to recognize that there are numerous educational providers of courses that may satisfy the career development objectives articulated under this standard. It is the responsibility of each organization which adopts this standard to confirm the appropriateness of any specific course offering.

Standard Practice for Property Management for Career Development and Training

ASTM C1490-04(2010) 无损检验(NDA)人员的选拔,培训和资格鉴定标准指南

The process of selection, training and qualification of personnel involved with NDA measurements is one of the quality assurance elements for an overall quality NDA measurement program. This guide describes an approach to selection, qualification, and training of personnel that is to be used in conjunction with other NDA QA program elements. The selection, qualification and training processes can vary and this guide provides one such approach. The qualification activities described in this guide assume that NDA personnel are already proficient in general facility operations and safety procedures. The training and activities that developed this proficiency are not covered in this guide. This guide describes a basic approach and principles for the qualification of NDA professionals and technical specialists and operators. A different approach may be adopted by the management organization based on its particular organization and facility specifics. However, if a variation of the approach of this guide is applied, the resulting selection, training, and qualification programs must meet the requirements of the facility quality assurance program and should provide all the applicable functions of Section 4. This guide may be used as an aid in the preparation of a Training Implementation Plan (TIP) for the Transuranic Waste Characterization Program (TWCP). Requirements for TWCP training include but are not limited to: 10 CFR 830.120, DOE Order 5480.20A, DOE QAPD CAO-94-1012, TWCP-QAPP CAO-94-1010, TWCP-QAPjP and the TUM.1.1 This guide contains good practices for the selection, training, qualification, and professional development of personnel performing analysis, calibration, physical measurements, or data review using nondestructive assay equipment, methods, results, or techniques. The guide also covers NDA personnel involved with NDA equipment setup, selection, diagnosis, troubleshooting, or repair. Selection, training, and qualification programs based on this guide are intended to provide assurance that NDA personnel are qualified to perform their jobs competently. This guide presents a series of options but does not recommend a specific course of action.

Standard Guide for the Selection, Training and Qualification of Nondestructive Assay (NDA) Personnel

ANSI/IEEE 1484.11.2:2003 学习技术标准.运行时服务通信内容用ECMA脚本应用程序接口

Describes an ECMAScript application programming interface (API) for content-to-runtime-services communication. Based on an API defined in the 'CMI Guidelines for Interoperability' , version 3.4, defined by the Aviation Industry CBT Committee (AICC). Defines common API services in the ECMAScript language that enable the communication of information between learning-related content and a runtime sevice (RTS) used to support learning management.

Standard for Learning Technology - ECMAScript Application Programming Interface for Content to Runtime Services Communication

BS 8426:2003 电子学习系统中电子支持的实施规程

This British Standard gives recommendations for e-support in e-learning systems. This standard is applicable to e-support across all types of e-learning. It is applicable independently of the pedagogical approach to e-learning (e.g. whether human tutors are involved in providing e-support or all e-support is automated, whether learners work individually or in groups, or whether the underlying pedagogy of a course involves learners in constructing their own understanding or in committing course content to memory). Where learning programmes include a combination of e-learning and other delivery methods, this standard is applicable to the e-learning components. NOTE 1 E-support forms part of learning and tuition processes (as shown in Figure 1), and the recommendations in this British Standard are designed to enable effective implementation of these processes. However, recommendations for tuition and pedagogical methodologies are not addressed in this British Standard. This standard is applicable independent of the type of e-learning system deployed. It makes recommendations for the e-support that is provided to learners, but does not specify whether this e-support should be provided by the e-learning system, by the learning materials or by tutors or other human intervention. NOTE 2 This British Standard includes examples referring to both automated and tutor-generated e-support, but these examples are only illustrative and should not be taken to imply that the approaches described are pedagogically preferable. This British Standard makes recommendations that could be implemented through the adoption of a learning object model (an object-based approach to the management of learning materials). However, the recommendations do not depend on the implementation of such a model. The recommendations in this British Standard can be used in the procurement, design, benchmarking, development, evaluation and communication of information about e-learning courses, learning materials, e-learning systems and e-support services. NOTE 3 Recommendations concerning user guidance for users of any systems involving office work with visual display terminals are provided in BS EN ISO 9241-13:1999, which covers information additional to the regular user-computer-dialogue that is provided to the user on request or is automatically provided by the system. NOTE 4 BS EN ISO 9241-13:1999 does not address on-line tutorials, on-line documentation, or intelligent system performance aids. These kinds of user support are covered in this standard.

A code of practice for e-support in e-learning systems

IEEE 1484.1-2003 学习技术标准.学习技术系统体系结构(LTSA)

Specifies a high level architecture for information technology-supported learning, education, and training systems that describes the high-level system design and the componenets of these systems.

IEEE Standard for Learning TechnologyLearning Technology Systems Architecture (LTSA) (IEEE Computer Society)

NAVY MIL-HDBK-29612-5-2001 五部分第5部分先进的分散式学习(日常生活能力)的产品和系统

The Advanced Distributed Learning (ADL) Initiative is a structured, adaptive, collaborative effort between the public and private sectors to develop the standards, tools, learning objects, and delivery mechanisms for the future-learning environment. The ADL Initiative supports the development of a system capable of delivering instruction to users anytime, anywhere. The Department of Defense (DoD) has outlined a strategy for implementing a DoD-wide Distributed Learning (DL) system. Its goal is to transition from the current "inresidence" focused education and training environment to a global DL system designed to deliver training, education, and information "on-demand" as a continuum to support DoD operational readiness. This handbook provides information for the acquisition and development of DL products that operate within an environment that satisfies the standards and goals of the ADL Initiative. Electronic communication products that support the ADL Initiative include Interactive Multimedia Instruction (IMI) and products developed to use and deliver instructional content, having the characteristics of being accessible from any location, remote or local, utilizing a DL environment. The selection and acquisition of products for use in a DL environment merge well within the Instructional Systems Development/Systems Approach to Training (ISD/SAT) model, see MIL-HDBK-29612-2. The ISD/SAT process phases include: analysis, design, development, implementation, and evaluation. DL products are now another training media consideration for the acquisition manager of instructional systems.

ADVANCED DISTRIBUTED LEARNING (ADL) PRODUCTS AND SYSTEMS (PART 5 OF 5 PARTS)