The Competencies and Academic Standards Exchange (CASE), developed by 1EdTech, is a standard that streamlines the digital sharing and organization of academic frameworks, learning outcomes, skills, and competencies across educational systems. It converts traditional static formats into a structured, machine-readable model, making it easier for platforms like learning management systems (LMS), assessment tools, and curriculum software to align educational content with defined standards and goals. The latest version, CASE 1.1, uses a RESTful API to enable real-time updates and integration, ensuring that educators and institutions can connect skills and competencies to broader educational frameworks and workforce needs. By fostering interoperability, CASE supports mapping curricula, tagging resources, and tracking student progress, enhancing the focus on learning outcomes and skill development in digital education environments.
The cmi5 specification enables the packaging and delivery of distributed learning resources, including both traditional courseware and content that sits outside of a web-browser (e.g., mobile apps, offline content). The cmi5 specification was created by the Aviation Industry Computer-Based Training Committee and the ADL Initiative in 2015 to provide an alternative to the Shareable Content Object Reference Model (SCORM®), which has served as the foundation for traditional learning management system (LMS)-centric courseware for two decades. The cmi5 specification replicates SCORM functionality, with the intent of replacing SCORM as the metadata format for computer-based training, and cmi5 also incorporates the Experience API (xAPI). That gives cmi5 the capacity for robust data collection.
Common Cartridge is a technical standard designed to enable the seamless packaging, distribution, and interoperability of digital learning content and assessments across various educational platforms. It defines a structured format that encapsulates resources such as HTML files, multimedia, quizzes, and metadata within a single ZIP file, adhering to a single manifest file that describe the content and how to consume it. This allows content creators, publishers, and institutions to export and import course materials efficiently between Learning Management Systems (LMS) and other tools, ensuring consistent rendering and functionality. By supporting features like rich media integration, assessment interoperability, and metadata for discoverability, Common Cartridge enhances the portability and reusability of educational resources, making it a vital standard for streamlining content management and delivery in digital learning environments across Europe and globally.
ISO/IEC 19788-1 provides metadata for learning resources (MLR) and consists of a set of data element concepts and conceptual domains (as defined in the ISO 11179 series) allowing the description of a conceptual level independently of any particular representation. This means that any educational metadata schema can be specified using MLR.
Schemas describing competencies are used in many information models related to learning, education and training, such as school transcripts, learning objectives, curricula descriptions, employer job requirements, professional association competency frameworks and national occupational classifications.
Therefore, with the development of the different parts of the ISO/IEC 19788 series and the increasing demand for information models' interoperability, the description of a “competency” in the MLR format appears as a necessity.
Use of MLR can support different types of approaches such as structured database, linked data and RDF models. This means that MLR can be used to describe objects that are used to support the development, identification, and evaluation of competencies within IT systems that use heterogeneous approaches and have varying forms, among which are included those proposed in ISO/IEC 20006-1[1] and ISO/IEC 20006-2[2].
This document provides a generic representation of a “competency” that will facilitate the exchange of information between systems using different data models to represent competencies, and the linkage of competency models to other metadata models.
This document can be used either alone or together with other standards to express and compare contextual views of schemas that describe competencies.
Content packaging is the name for packaging web-based digital learning materials. The purpose of packaging digital learning material is to make the material exchangeable. Exchange of Web-based learning material is increasingly taking place between educational institutions and publishers, for example. Therefore, an agreement was needed about the way of packaging.
Coherence In the Netherlands, various educational standards are based on IMS Content packaging. These include the NEN standard 2035 E-portfolio NL, the Edustandaard agreement, Exchange of test materials, and the agreement Content packaging.
The goal of the Ed-Fi Alliance is to drive national adoption of the Ed-Fi Data Standard — a common language that allows education technology systems to securely exchange data from multiple sources. The data standard empowers educators and administrators by providing a comprehensive view of all data. It enables a clear understanding of student progress, informs instructional decisions, and supports the achievement of desired learning outcomes.
A data standard is a set of rules for collecting, managing, and organizing educational data that allows multiple systems to seamlessly and securely share actionable information.
Edu-API is the latest in the 1EdTech family of academic enterprise specifications. Driving off the comprehensive modeling of Learning Information Services (LIS) and leveraging the extensive history and experience of past efforts like OneRoster® and LTI®, Edu-API allows for the standardized exchange of data between the transactional systems that manage higher education administration and teaching and learning. That means not only increased efficiency on campus but also the facilitation of the development of a new generation of smart, sustainable apps, personalized based on data about the student shared in a secure and responsible way.
The Edu-V agreement system (Standardisation Framework) describes the agreements made by public and private parties regarding the exchange of digital data between learning and teaching materials for primary education, specialized education, secondary education and secondary vocational education in the Netherlands.
This document presents considerations for using VR content in the learning, education and training (LET) domain for reducing reality and virtual reality crossover confusion among users and assisting users to effectively use these emerging technologies.
This document addresses VR content that uses a head-mounted display (HMD) in the LET domain. It does not address VR content using immersive technology and does not address augmented reality, mixed or merged reality content.
A conceptual data schema that defines the structure of a metadata instance for a learning object is specified in this standard. For this standard, a learning object is defined as any entity, digital or non-digital, that is used for learning, education, or training; a metadata instance for a learning object describes relevant characteristics of the learning object to which it applies. Such characteristics can be regrouped in general, life cycle, meta-metadata, educational, technical, educational, rights, relation, annotation, and classification categories. The conceptual data schema defined in this standard specifies the data elements of which a metadata instance for a learning object is composed and allows for linguistic diversity of both learning objects and the metadata instances that describe them. It is intended that this standard will be referenced by other standards that will define the implementation descriptions of the data schema, so that a metadata instance for a learning object can be used by a learning technology system to manage, locate, evaluate, or exchange learning objects. The intent of this standard is to specify a base schema, which can be used to build on as practice develops, for instance in order to facilitate automatic, adaptive scheduling of learning objects by software agents.
This document specifies two methods for adaptive content automation. Firstly, a learning environment profile for the expression of device and learning environment information required for mobile learning providers of both content and services, and for effective use of such services. Secondly, a grouping method is specified so that similar learning environment profiles can be bound into one and expressed collectively.
Learning Tools Interoperability (LTI), a technical standard developed by the 1EdTech Consortium, seamlessly connects external learning tool - like apps, assessments, or content - with platforms such as learning management systems (LMS). Finalized and adopted globally across K-12, and higher education, LTI enhances teaching and learning environments by enabling secure, single sign-on access without separate logins. It supports robust data exchange about users, their roles, and institutional enrollment, fostering an efficient, interconnected edtech ecosystem worldwide. The standard continues to evolve, with 16 extension specifications refining its capabilities.
Broad set of standards to support the educational development of health professionals. Activity Report, Competency Framework, Curriculum Inventory, Educational Achievement, etc etc
This document specifies a metadata structure to store, present and exchange online learning facilitator (OLF) information by specifying the data elements and their attributes to describe facilitator’s information on various kinds of online education platforms.
This document provides a generic information model of OLF to describe relevant information that applies to the facilitation and training services provided online, and includes information about the person offering facilitation, the affiliation of the person, facilitation ability, facilitation practices, the facilitation service offered, learners’ reviews and testimonies, and related social network information. The conceptual data model allows the linguistic diversity of OLF information attributes and offers a flexible metadata schema to describe them.
The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes.
ISO/IEC 19788-1:2011 provides data elements for the description of learning resources and resources directly related to learning resources.
ISO/IEC 19788-1:2011 provides principles, rules and structures for the specification of the description of a learning resource; it identifies and specifies the attributes of a data element as well as the rules governing their use. The key principles stated in ISO/IEC 19788-1:2011 are informed by a user requirements-driven context with the aim of supporting multilingual and cultural adaptability requirements from a global perspective.
ISO/IEC 19788-1:2011 is information-technology-neutral and defines a set of common approaches, i.e. methodologies and constructs, which apply to the development of the subsequent parts of ISO/IEC 19788.
OneRoster, developed by 1EdTech, is a standardized specification designed to facilitate the secure and efficient exchange of roster-related data, course information, and academic performance metrics within K-12/ Primary/ Secondary educational environments. It establishes a structured data model encompassing entities such as users (students and instructors), courses, enrolments, organizational hierarchies, and grade records, ensuring robust interoperability between disparate systems like Student Information Systems (SIS) and Learning Management Systems (LMS). The current iteration, OneRoster 1.2, provides three modular services—Rostering, Gradebook, and Assessment Results—delivered through a RESTful API with JSON payloads or as CSV files for bulk data transfer, allowing institutions to adopt specific components as required. By leveraging these services, OneRoster automates data synchronization, enhances data integrity, and supports real-time updates, serving as a critical framework for integrating heterogeneous edtech solutions and optimizing digital learning ecosystems across European contexts and beyond.
Broad set of standards to support the educational development of health professionals:
Question and Test Interoperability (QTI) is a technical standard that facilitates the creation, exchange, and delivery of assessments, quizzes, and test items focused on learning outcomes, skills, and competencies across educational platforms. It incorporates a structured format to define diverse question types—such as multiple-choice, essays, or interactive tasks—along with scoring rules, feedback, and metadata, ensuring consistent performance in learning management systems (LMS) and assessment tools. QTI integrates support for Access For All and Personal Needs and Preferences, enabling personalized accessibility adjustments—like accommodations for visual, auditory, or motor impairments—aligned with individual learner needs and broader educational frameworks. Deployed heavily worldwide for high-stakes assessment scenarios, QTI ensures equitable access and fairness, allowing educators to align assessments with curriculum goals, share interoperable content, and effectively measure skill development in diverse, inclusive digital testing environments.
Sharable Content Object Reference Model: A format for developing and publishing reusable digital learning resources for use in learning management systems and other learning environments.
Thin Common Cartridge (TCC), an extension of the Common Cartridge standard by 1EdTech, is a lightweight specification focused on enabling interoperability between Learning Management Systems (LMS) and external learning tools by embedding references to content rather than the content itself. Built on the IMS Content Packaging framework, TCC provides a manifest file to define a minimal structure that includes metadata and web links (typically via HTTPS) to resources hosted elsewhere, such as quizzes, activities, or multimedia, without requiring the full packaging of assets into a ZIP file. It integrates seamlessly with the Learning Tools Interoperability (LTI) standard, allowing single sign-on and contextual launches of external tools while passing basic user and course data. This streamlined approach reduces file size, simplifies content updates, and enhances flexibility, making TCC a key standard for connecting distributed educational resources and tools efficiently in modern digital learning ecosystems.
This document specifies a framework to describe and organize learning resources in ubiquitous learning. It provides features to enable dynamic aggregation of resources in different learning contexts, in which the social interactions are recorded to facilitate social learning. The features that reflect the evolutionary history of resources based on learners’ contributions are also defined.