ISO IEC 23126-2021 pdf Information technology for learning, education and training — Ubiquitous learning resource organization and description framework

3.4 knowledge human or organizational asset enabling effective decisions and action in context Note 1 to entry: Knowledge can be individual, collective or organizational. Note 2 to entry: There are diverse views on the scope covered within knowledge, based on context and purpose. The definition above is general as to the various perspectives. Examples of knowledge include insights and know-how. Note 3 to entry: Knowledge is acquired through learning or experience. [SOURCE: ISO 30401:2018, 3.25] 3.5 knowledge cloud collection of learning cell (3.7 ) and knowledge cluster ( 3.6 ) aggregated semantically based on several related or similar topics to satisfy particular requirements for learning 3.6 knowledge cluster collection of two or more learning cells (3.7 ) aggregated semantically based on a specific topic Note 1 to entry: Knowledge cluster is a supportive element of knowledge cloud. Note 2 to entry: Knowledge cluster can be involved in learning communities to support learners’ learning. 3.7 learning cell dynamic structure for ubiquitous learning resource (3.13), which defines the basic elements and their relations, and provides a personalized presentation [learning cell entity (3.9)] to support the diverse needs of learners based on a specific learning objective Note 1 to entry: The structure is context adaptive, involves social factors to support social learning, realizes the evolution based on learners ’ interactions and contributions, and can dynamically aggregate content, based on the contextual, social and evolvable information and present learners with personalized learning cell entity (3.9). Note 2 to entry: Learning cell has four characteristics: contextual, social, evolvable and dynamic aggregated. Note 3 to entry: Learning cell is a supportive element of knowledge cloud and knowledge cluster.
The learning cell framework supports learners ’ ubiquitous learning. An overview of the ubiquitous learning model supported by the learning cell framework is provided in Figure 2 , which illustrates the process for learners to acquire ubiquitous learning services in different situations. In this model, the situations (classroom, home, bus station and so on) where learners ’ learning requirements rise are defined. In different situations, learners can interact with learning cells embedded in different devices.