Materi Forum Pendidikan 3 Nop 2010

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Forum Pendidikan Standardisasi

Jakarta, 3 Nopember 2010
Standardization and How to Teach It
Oleh :
Prof. Dr.-Ing. Wilfried Hesser
Helmut Schmidt University,

Germany
Badan Standardisasi Nasional

2010
http://www.bsn.go.id
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“Standardisation and how to teach it”
Workshop
03. November 2010
BSN – Badan Standardisasi National

Jakarta
Prof. Dr. Ing. Wilfried Hesser

Department of Standardisation and Technical Drawing/CAD (www.pro-norm.de)
Helmut Schmidt University / University of the Federal Armed Forces Hamburg, Germany
With many thanks to Prof. Dr. Blind, Prof. Dr. Müller, Prof. Dr. de Vries, Mr. Behr, Daimler AG, Mr. Wendt,
Microsoft, Mr. Reigl, Siemens and Ms. Freericks, DFKI for valuable advice
Standardisation and how to teach it
Contents
1 University and issues of adoption/acceptance
Cooperation agreement and Curricular principles
2 Sample curricula
TU Clausthal, Prof. Dr. Müller
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
Erasmus University, Prof. Dr. de Vries
Helmut-Schmidt-Universität, Prof. Dr.-Ing. Hesser
3 Target group analysis
Job offers analysis, Carla Freericks
Target group and decision-making on curriculum
4 Teaching/study concept,
Teacher-centred tuition, Student-centred tuition
Blended Learning Scenario
5 Important criteria for success
6 Provision of teaching material for lecturers
Network Group for Lectures
7 Summary
8 Appendix
Forum Pendidikan Standardisasi Halaman 1

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Competition for teaching contents (between departments)
Society Teaching on Employees

“companies” standardisation “students”
Research capacity
On the curricular principles of a lecture:

• According to Reetz, our focus in vocational education is on the three aspects of:
scientific orientation
situational orientation
personality-based orientation
The curriculum:
• contains the knowledge of the subject area
• is self-contained and up to date
• provides an outlook into the future development of the subject area
• is not interest-led and therefore independent
• reflects the social relevance
• is prepared didactically according to the state of the art
• is linked to the anticipated competency level of the listeners
• is directed towards the objective of skills development

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Incorporation of standardisation into teaching
Target groups
• University teachers
• Postgraduate students
• University graduates
Engineering science
Economics
Sociology
Agriculture
• Training for technicians / master craftsmen

• Technical grammar schools
Copyright:
Prof. Dr.-Ing. N. Müller
TU Clausthal
Levels of education in standardisation at technical universities

and universities of applied science
1. Master course of study Standardisation
e.g. Master’s degree course (3 –
4 semesters)
- Prerequisite: Bachelor’s degree course

• Business Administra-tion
and Economics
• Engineering sciences
- Required: min. 15 students/year;
2 professors
2. Principal subject Standardisation in Bachelor’s

and Master’s degree courses
Scope: 6 – 12 hours per week 9 – 18 CP (credit points)

Possible courses of study:
• Business Administration
and Economics
Copyright:
- Required: 10 students as a minimum, Prof. Dr.-Ing. N. Müller
TU Clausthal
1 professor

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3. Compulsory subject in Bachelor’s or Master’s course
Scope: 2 – 3 hours per week 3 – 5 CP (credit points)

Possible courses of study:
• Business Administration and
Economics
- Required: 10 students as a minimum,
1 professor
4. Compulsory option in Bachelor’s or Master’s course
- as 3.
- Required: 10 students as a minimum
1 professor or part-time lecturer
5. Subsidiary option in Bachelor’s or Master’s course
- as 3.
- Required: 10 students as a minimum Copyright:
1 professor or part-time lecturer TU Clausthal

6. Incorporated into existing teaching sessions
− Basic knowledge of standardisation in lectures, such as:
• Product development
• Design theory
• …
7. Specialised standards knowledge in application-based

teaching sessions such as:
− Design features
− Quality assurance
− Plant construction
−…
8. Lecture series
− Scope: 3 x 1.5 hours
− Part-time lecturer, presenter
Copyright:
TU Clausthal

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Contents
2 Sample curricula
7 Summary
8 Appendix
Concept for Curriculum

• The objective is
to convey the way in which standardisation works
• The objective is not

to convey the contents of standards
Differentiate
• Fundamental knowledge of standardisation
• Subject-specific knowledge of standardisation
• Academic education and further training

• Vocational education and further training
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Contents of education in standardisation – 3 Types
Company Standardization Formal/ Industry Cases /

Standardization Guest lectures
• Developing size range and • History of standardization • Knorr-Bremse für
modular products • Knowledge of the work of Schienenfahrzeuge GmbH, Dr.
• Structure and effect of subject standards organizations Schlosser (Guest Lecturer)
number systems • Fundamentals of • ASTM American Society for
• Methods of the reutilsation of standardization/basic Testing and Materials, Ms.
existing solutions knowledge of national, Kathie Morgan (Guest
• Standardization of CAD European and international Lecturer)
systems and their environment standardization • BAMFederal Institute for
• Standardization of • Standardization work in the Materials Research and
manufacturing techniques and European and international Testing Bundesanstalt für
equipment standardization committees Material und –prüfung, Dr.
• Benefits of standards for Nitsche (Guest Lecturer)
• Standardization and quality
management national economies and • CE marking, Dr. Schacht
businesses (Guest Lecturer)
• Standardization and company
information systems • Legal effect of standards • DIN Software GmbH, Mr.
Kölling/Dr. Schacht (Guest
Lecturer)
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Contents of education in standardisation – 3 Types
Company Standardization Formal / Industry Cases /

Standardization Guest lectures
Korea, Dong-Geun-Choi
(100%)
TU Berlin
(33%/66%)
Rotterdam School of Mgmt.

(20%/80%)
HSU HH
(40%/50%/10%)
TU Clausthal
(100%)
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Contents
2 Sample curricula
7 Summary
8 Appendix
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Job offers analysis:

USA , Canada, UK, Australia, United Arab Emirates
Carla Freericks [Analysis period: April to August 2010; Job Offers used for analysis (74): USA (concentrated), Canada,
UK, Australia, United Arab Emirates; Telephone calls: 22 (20 USA, 1 Canada, 1 UK)]
Here are 2 paragraphs and some facts about the standards engineer career
Although the demand for “standards engineers” experts is quite numerous, there is no
official description for this position nor formal training for it. Due to the non-existence of a
formal curriculum, the selection of such professionals is mostly based on their previous
practical experience in standards and related standardisation activities, and on their
proficiency in specific soft skills.
Through an exploratory research of the empirical data collected from a survey on

companies seeking “standards engineers” it was possible to identify that all companies,
without exception, were searching for candidates with a specific engineering degree or
equivalent B.Sc. (industrial, electrical, chemical, informatics, etc…) with additional
experience in standards (sometimes experience in a particular standard) and respective
standardisation issues. The standards engineer career was not focused on generalists.
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Facts about the standards engineer career :

More than 100 jobs offers for standards engineer (SE) positions
Groups:
1. SE senior, SE principal, SE director (only 5 offers)
2. Electrical SE, Industrial SE, Avionics SE, Distribution SE, Products SE, BIW
SE, Wireless SE, etc.
C) Quality & SE, Technical regulations & SE, Codes & SE, Reliability compliance
& SE, Process & SE, etc.
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Educational requirements
Specific engineer degree or equivalent B.Sc. (industrial, electrical, chemical, informatics, etc…)
with additional experience in standards (sometimes experience in a particular standard) and
respective standardisation issues.
Demanded responsibilities
A) Be aware of / interpret standards
B) Standards development: company’s internal stds, de facto stds or formal stds.
C) Standards implementation
D) Standards compliance/certification/inspection/evaluation
E) Standards diffusion / Training
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Demanded skills
“Diplomatic abilities”, “Communication abilities”, “Explanatory skills”, “Writing
skills”, “Language skills”, “Convincing/motivating others to make/employ
standards”, “Problem/conflict solving abilities”, “Sensitive to other cultures,
needs and backgrounds”, “Patience & endurance/ perseverance”, “Decision
making capability”, “Evaluation skills/ Analytical abilities”, “Ability to build
consensus”, “Technical leadership”, etc.
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Concept for Curriculum
•Soft skills for standardisation experts

Leadership skills
Integration skills
Conflict management skills
Change management skills
Social networking skills
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Engineer
Member Engineer Engineer Manager
TC Staff member Business
Standardisation Administration
Department
? ?
Company TC Member Department Engineer Manager Employee
Standardisation Business In total
Administration
Siemens 3000 40 410,000
Mercedes Benz 325 15 260,000
Microsoft 450 75 90,000

TKMS (D) 50 15 4,500
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Contents
2 Sample curricula
7 Summary
8 Appendix
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Teaching/study concept
Teacher-centred tuition Student-centred tuition

•frontal teaching, lecture-based teaching •group-oriented knowledge
•seminars acquisition
discussion-oriented •project-oriented knowledge

acquisition
task-oriented
Self-regulated learning, reinforcement of learning skills
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Portfolio of e-learning elements
degree of interaction
Chat Internet Virtual
high telephony Classroom Web
Forum Video collaboration
conference
Wikis
Bulletin
Multiple Interactive
Choice tests
Tests Teaching
Software
Powerpoint
Slides, Teaching Units Animations
Documents
eBook Video
low
low Adoption of multimedia elements high
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at the Department of Standardisation and Technical Drawing / CAD
Week 1: Knowledge complex 1 Week 2: Knowledge complex 2 Week n: Knowledge complex n
time time time
Compulsory
learning
elements
Week 2: Knowledge complex 2
(Face-to-face) Knowledge (Face-to-face) Optional:

Lecture test Exercise homework
time
Self-study Accompanying Involvement
learning units tests in forum
Supplementary independent
self-study
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Blended Learning Scenario at HSU HH
www.pro-norm.de
USER: BSN2010
Password: BSN2010
26 Teaching Units total
EU-Standardisation Chat
EU-Standardisation Researchers
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3 Window Technology
Mediaframe with pictures,

animations or video
Textual Information Glossary
25
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Contents
2 Sample curricula
7 Summary
8 Appendix
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Important criteria for success
Success factors
• Publicity for lecture (internal in university)
• Teaching/study concept (lectures, seminars)
• Excellent documents for teaching concept
• Exercises (with practical examples, excursions)
• Supervision of exercises
• Guest lectures (representatives: industry, commerce, NSB)
• Ambitious, interesting Bachelor and Master theses
• End-of-course party
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Success factors
• Transparency in the examination requirements
• Coordination of contents with lecture, seminar
• Unambiguous examination questions
• Prize for “Young academics” awarded for

Bachelor, Master theses
Postgraduate theses
• Certification of students as
“Recognised standardisation expert” certified by NSB
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Success factors
• Develop a national research program for standardisation

• Develop a website: containing tools to teach standardisation and not
only PowerPoint presentations, but excellent teaching material
• Develop a national network for teachers,
who are interested in teaching standardisation
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Contents
2 Sample curricula
7 Summary
8 Appendix
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Network Group for Lecturers www.pro-norm.de
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Content Sharing – Technical Drawing/CAD www.pro-norm.de

Helmut-Schmidt-University
• FH Kiel
• FH Kempten
• FH Cologne
Teaching / • FH Landshut
Study platform • FH Wiesbaden
• FH Vorarlberg
• HS Esslingen
• HS Merseburg
• HS Niederreihn
• OvGU Magdeburg
• RWTH Aachen
• TU Munich
• TU Clausthal
Central use of contents for the subject of
• TU Dresden
Technical Drawing/CAD
• Univ. Kassel
Cooperation partners approx. 20 • etc.
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Content sharing - An initiative by the higher education

establishments in Baden-Württemberg
Teaching / Universities
Teaching / Study platform • Ulm
Study platform • Hohenheim
Uni • Stuttgart
Uni X • Tübingen
A • Mannheim
Teaching /
Study platform Content Sharing for:
• Mathematics
Teaching / Teaching / Uni • Introduction to Statistics
Study platform Y • Atmospheric Physics I
Study platform
• Atmospheric Physics II
Uni Uni
• Soils of the Earth
B C • Irrigation Engineering
Decentralised use of contents for different subjects
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Summary
1 University and issues of adoption/acceptance and Curricular

principles of a lecture and Levels of education
2 Sample curricula
7 Summary
8 Appendix
35
Thank you for your attention!
Univ.-Prof. Dr.-Ing. Wilfried Hesser

Department of Standardisation and Technical Drawing
Helmut Schmidt University
University of the Federal Armed Forces Hamburg
Holstenhofweg 85
D-22043 Hamburg
Tel: +49 (0)40-6541-2861
Fax: +49 (0)40 -6541-2092
Wilfried.Hesser@unibw-hamburg.de
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Appendix
1 e-learning elements
2 Sample curricula
APEC SCSC Education Guideline 3
3 Open source system, website
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e-learning elements
e-Learning
e-learning is defined as all forms of electronic supported learning and teaching, which aim to effect
the construction of knowledge with reference to individual experience, practice and knowledge of the
learner. Information and communication systems, whether networked or not, serve as specific
media to implement the learning process. (cf. Tavangarian et al. 2004)
Blended Learning
Blended Learning refers to a mixing of different learning environments. A blended learning approach
can combine face-to-face instruction with computer-mediated instruction. (cf. Graham 2005)
Wiki
A wiki ( /wɪki/ WIK-ee) is a website that allows the easy creation and editing of any number of
interlinked web pages via a web browser using a simplified markup language or a WYSIWYG text
editor. Wikis are typically powered by wiki software and are often used to create collaborative
websites, to power community websites, for personal note taking, in corporate intranets, and in
knowledge management systems.
Forum Chat
Wiki etc…
Learning management system
e-learning Elements
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Contents of education in standardisation – TU Clausthal
University teachers, postgraduate students, university graduates

(Different focuses depending on subject area)
• History of standardisation
• Knowledge of the work of standards organisations
• Fundamentals of standardisation/basic knowledge of national,
European and international standardisation
• Role of standardisation in the European Union
(incl. EU Directives/New Approach)
• Standardisation work in the European and international
standardisation committees
• Benefits of standards for national economies and businesses
• Strategic importance of standardisation (national and global market)
• Legal effect of standards
• Acquisition of information via standards
• Specialised information
Module type: Subsidary option ECTS 6 2 Semester
Bachelor and Master: mechanical engineering and industrial engineering
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Contents of education in standardisation – TU Clausthal
Teachers Graduates from technical colleges,

(Different focuses depending on subject area)
• History of standardisation
• Fundamentals of standardisation/basic knowledge of national,
European and international standardisation
• Benefits of standards for business
• Strategic importance of standardisation (national and global
market)
• Legal effect of standards (incl. EU Directives/New Approach)
• Standardisation work in the European and international
standardisation committees
• Acquisition of information via standards
• Specialised information on standards
Module type: Subsidary option ECTS 6 2 Semester
Bachelor: mechanical engineering and industrial engineering
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Lecture Standardisation – Content

In the course of the lecture, formal standardisation is explained as a strategic element
relevant for the economy and society, by reducing barriers to trade, enhancing the
marketability of innovations, etc.
Formal standardisation contributes to technical knowledge and increased speed of
diffusion of innovations.
Standardisation increases the probability of successfully placing innovations on the
market, leading to increased competitiveness on the national, European and international
levels.
Moreover, formal standardisation supports the development of new economic areas and
opening of new markets.
On the one hand, this shows that stakeholders put great trust in the content of formal
standards.
On the other hand, it also highlights the ability of stakeholders to shape standards by direct
involvement in the process of standardisation.
Guest lectures will be held by experienced experts active in the practice of standardisation.
41
Lecture on Standardisation Strategy can be included in the

courses of study in the following manner*:
• Master Innovation Management and Entrepreneurship: Wahlpflichtbereich (Compulsory
option) 6 ECTS,
• Industrial engineering (Economic Engineering), (Diplom): Wahlpflichtbereich (Compulsory
option); 4 SWS/6 ECTS,
• Industrial engineering (Master): Compulsory option; 6 ECTS,
• Industrial engineering (Bachelor): Compulsory option; h; 6 ECTS,
• Bachelor of Economics: Compulsory option; 6 ECTS,
• Master in Industrial and Network Economics: Compulsory option;
6 ECTS,
• BWL (Diplom): SBWL oder Subsidiary; 4 SWS, (Business administration)
• VWL (Diplom): Subsidiary; 4 SWS, (Economics)
• Can be selected in other Bachelor and Master courses in accordance with the
examination regulations applicable to that course of study
*) Credits apply to obligatory lecture and optional

compact tutorial (each of 2 hours per week or 3 ECTS)
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Lecture Standardisation: Topics for the Winter Term

2010/2011
Syllabus – Topics covered; Dipl. Ing. Gaub (DIN)
10/21/2010: Introduction - formal standards as strategic instruments, Mr. Gaub (DIN)
10/28/2010: The standardisation process for opportunities for stakeholder involvement
(lecture held at Normenwerk, DIN, Budapester Straße 31)
11/04/2010: Standardisation on the European and international levels, Dr. Gindele (DIN),
(8.30 am - 10.00 am)
11/11/2010: Guest Lecturer: Ms. Kathie Morgan (ASTM American Society for Testing and
Materials), www.astm.org http://www.astm.org/
11/18/2010: Guest Lecturer: Mr. Kölling/Dr. Schacht, DIN Software GmbH
11/25/2010: The contribution of formal standardisation to efficient state governance and
contract protection, Mr. Gaub (DIN)
12/02/2010: The contribution of formal standardisation to efficient state governance and
contract protection. Formal standardisation as the codification of abstract goals
(environmental and occupational safety), Mr. Gaub (DIN)
12/09/2010: CE marking, Dr. Schacht
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Lecture Standardisation: Topics for the Winter Term

2010/2011
Syllabus – Topics covered; Dipl. Ing. Gaub (DIN)
12/16/2010: Guest Lecturer: Dr. Schlosser, Knorr-Bremse für Schienenfahrzeuge

GmbH, www.knorr-bremse.de http://www.knorr-bremse.de/
12/23/2010: Free
12/30/2010: Free
01/06/2011: Standardisation and R&D: Innovation through informal standards
01/13/2011: Guest Lecturer: Dr. Nitsche, BAMFederal Institute for Materials Research
and Testing Bundesanstalt für Material und -prüfung, www.bam.de
<http://www.bam.de/en>
01/20/2011: Formal standardisation as strategic instruments, Mr. Gaub (DIN)
01/27/2011: Guest Lecturerer: Mr. Pace, Dentaurum GmbH & Co. KG
02/03/2011: Exam preparation
02/10/2011: Economic and management aspects of formal standardisation (with
examples)
02/17/2011: Exam (closed-book and closed-notes)
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Standardisation and Innovation Management – Rotterdam

School of Management, Erasmus University
ass. Prof. Dr. de Vries and Prof. Dr. Blind TU Berlin
• Masters elective, 10 ECTS, for students in the

Master Management of Innovation
• Lectures, guest lectures, company visits, games,
teaching cases, individual assignments, group
assignments
• See: ISO Focus+, January 2010, pp. 44-47
http://www.iso.org/iso/iso-focus-plus_index/iso-focusplus_online-bonus-articles/the-2009-iso-
award/2009-award_the-netherlands.htm
45
Curriculum Prof. Dr. de Vries
• Introduction to standardisation • Mathematical approach to standardisation: preference

• Classifications of standards and innovations ranges
• History of standardisation • Architecture of standards related to technology
• Standardisation at the national level architecture
• Standardisation by industry associations • Product variety management
• Standardisation by industrial consortia • Standardisation in the field of services
• Battles between competing standards • Standardisation in the field of management systems
• Macro-economic impact of standardisation • Standardisation for interoperability of ICT systems
• Impact of standardisation on industry sectors • Standardisation and conformity assessment for
sustainability
• Impact of standardisation on companies
• Consumers and standardisation
• Benefits and cost of participation in standardisation
• Standardisation for research organisations
• Standardisation and world trade (including the role of
the WTO) • Conformity assessment: practices, problems and solutions
• Impact of standardisation on developing countries • Relations between legislation and standardisation
(including the European ‘New Approach’, product liability,
• Standards and Intellectual Property Rights the use of standards in public procurement, anti-trust law)
• Use of company standardisation to improve the • National standardisation policies
process of radical innovations
• Company standardisation policy
• Relating external standards and standardisation to the
innovation process • How to organize and manage standardisation at company
level?
• Impact of standardisation on innovation, both at
company level and at sector level, and both for • Standards bodies – practices and possible improvements
products, services, and complex systems
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Helmut-Schmidt-Universität, Prof. Dr.-Ing. Wilfried

Hesser
Teaching Standardisation in Companies and Markets
Standardisation in companies and markets is taught as an optional subject in the 9th and
10th trimesters. Teaching takes places in the form of lectures and guided practical sessions.
The teaching concept is divided into two main sections:
1. significance and uses of standardisation in industry and trade, and
2. general fundamentals of national and international standardisation,
with the underlying aim being to provide an interdisciplinary representation. During their
studies students of mechanical engineering and industrial engineering should gain an
understanding of the interconnections within the various parts of the production and
economic processes that are affected by technical standardisation. A further aim is to impart
an awareness of standardisation against the real background of an industrial and information
society by illustrating how strongly standards influence individual areas of life and work.
Module type: Subsidary option ECTS 8 3h per week 2 Trimester (24 weeks)
Master: mechanical engineering and industrial engineering
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Lecture – Standardisation in Companies and Markets
Section I Industrial Standardisation

Part 1 Design and Standardisation
1. History of standardisation
2. The basic principles of methodical design
3. Developing size range and modular products
4. Structure and effect of subject number systems
5. Methods of the reutilsation of existing solutions
6. Standardisation of CAD systems and their environment
Part 2 Manufacturing and Standardisation

1. Standardisation of manufacturing techniques and equipment
2. Standardisation and transport - standardisation of material
3. Standardisation and quality management
4. Standardisation and company information systems
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Lecture – Standardisation in Companies and Markets
Section II National and International Standardisation

Part 1 General information: Basic principles, elaboration and
organisation
1. Agreements and standardisation as basis for human coexistence
2. Definition and aims of standardisation
3. National, regional and international standards organisations
4. Standardisation work and standardisation processes
5. Standardisation and Economic theory
6. Standards and information systems
Part 2 Standards application

1. The legal status of standards
2. Safety and standardisation
3. Certification of conformity with standards
4. Standardisation and the consumer
49
APEC SCSC Education Guideline 3 – Textbook for Higher

Education: Editor, Dong-Geun Choi www.apec.org
Target Qualifications
Business‐ Government
Content Engineer Administration officials
Definitions and Functions
Lifecycle, Organisations and
Procedures
Conformity Assessment
Economic Impacts ‐ Macro
Perspective
Economic Impacts ‐ Micro
Perspective
Legal Impacts
Standardization and Innovation
Competitive Strategy
Collaborative Strategy
Case Studies of ICT Standard
Cases: Standards Make a Real
Difference
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EU Standardisation in Companies and Markets (1)

Prof. Dr.-Ing. W. Hesser
Fundamentals of Standards and Standardization
An Introduction – The History of Standardisation
Economic Aspects of Standardization
Development of Standards
Standardization in Product Development and Design
Standardisation within a Company ‐ a Strategic
Perspective
External Standardization as a Company Strategy
Standardisation Strategies of Firms
Standardization and Innovation
Standards Consortia
ICT Standardisation
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EU Standardisation in Companies and Markets (2)

Prof. Dr.-Ing. W. Hesser
Challenges and Approaches of efficient Formal
Standardisation
International Standardization
Standardisation and International Law
The European Standardization Regulatory Framework
The Standardization Policy of the European Union
Standardisation and Law in the Federal Republic of
Germany
The European Union and its New Approach
Conformity Assessment
Metrological Measurement
Case Study: Quality Management Methods and ISO
9000 Quality System Certification
Case Study: Implementation of the ISO 14000
Environmental Management System
Case Study: Agricultural Standardization
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Open Source System www.ilias.de
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Open Source System www.moodle.org
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Open Source System www.olat.org
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State and Challenges of European

Standardisation Education in Academia
Oleh :

Germany

2010
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State and Challenges of European Standardisation

Education in Academia
Information
BSN – Badan Standardisasi National
Jakarta
Wilfried Hesser1, Axel Czaya1, Tineke Egyedi2

1 Department
of Standardization and Technical Drawing/CAD (www.pro-norm.de)
Helmut-Schmidt-Universität / Universität der Bundeswehr Hamburg
2 EURAS President, ICES Vice-chair, Senior Researcher Delft University of Technology
With many thanks to Dr. Jochen Friedrich (IBM Deutschland) for valuable advice
Contents
1. Why the focus on academic standardisation education?

2. European activities involving academic standardization education
3. Challenges of academic standardization education in Europe
4. Conclusion
Forum Pendidikan Standardisasi Halaman

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Why the focus on academic standardsisation education?
• Socio-economic and technological integration will continue in the long

term.
• Integration crucially depends on the availability of adequate standards and
the capability to develop such standards.
• Political actors increasingly rely on standardization as a regulative
instrument.
• Standards are a prerequisite for advanced technologies such as IT or
nanotechnology to enter markets on a large scale.
• Standards are an important facilitator for global market access and global
integration of both societies and economies.
• Standards (and advance standards in particular) are becoming
increasingly complex/abstract.
→ Academic standardisation education provides early

development of awareness, knowledge and skills of
potentially relevant actors in the field of standardization
Contents

3. Challenges of academic standardization education in Europe
4. Conclusion

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Some remarks on the data generated
References used:
• Dong Gun Choi/Henk de Vries 2010
• Own recent survey (EURAS/SIIT-mailing list) 2008
• Wilfried Hesser’s 2008 survey on SE in Germany
• Studies Egyedi/de Vries 2008
• ICES workshops 2006-2008
• Various papers and presentations, e.g. de Vries (2005), Toshiaki
Kurokawa (2005) and Donggeun Choi (2008)
• Material provided by Francoise Bousquet (2003 survey by Aïcha Acyl and
Jean-Michel Borde)
European academic SE activities
• Sources have revealed no less than 84 European entities active in SE.

• About 70% of the respondents represent Higher Education Institutions
(Universities, Business Schools, Technological Educational Institutes).
• Most European SE activities are taking place in Higher Education
Institutions.
• However, courses entirely devoted to standardization are still an
exception.
• Often, standardization issues are addressed in passing in a broader
context and/or for more practical reasons.
• Undergraduate study programmes in particular with their strict curricula
and timetables do not leave much room for “exotica” like standardization.

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European SE activities – Higher Education
Results of Questionnaire – An Overview - Lecture/Course

• Master Course – Standard diffusion, standardization governance,
standardization in SMEs, standardization in networks.
Applications: E-business standards, Web Services and SOA.
Every winter semester, 4 hrs/week; 40-50 students.
• Standardization part of Innovation Economics and Policy courses
- strategic aspects of standardization, 2 hrs/week, 20 students
• Law of engineering – Standardization - 6 hrs/week, 100 students
• Course on E-Government - technical and organizational interoperability -
standardization
5 hrs/week, 20 students
• Development of IT Standards and E-Business Applications, Electronic
Business, 4 hrs/week, 20 students
• Course option in Master’s degree – Standardization in Companies and
Markets. Two terms 2hrs/week; 10 – 15 students
Education Policies of selected European countries
1. 2 3 4 5 6 7
Question
Country Strategy education awareness (P).edu (F).edu networking database
1. France Yes Yes Yes Yes No No No
2. Germany Yes Yes Yes Yes Yes Yes No
3. Netherlands Yes No No No No No No
4. UK Yes Yes Yes Yes Yes Yes Yes
1) National standardization strategy?

2) National strategy on standardization education?
3) Strategy on standardization awareness?
4) Strategy on standardization education programs for professionals?
5) Strategy to embed standardization in formal education?
6) Strategy on standardization networks?
7) Strategy on standardization (education) databases?
Source: Choi/de/Vries/Kim (2009). Standards Education Policy Development: Observations based on APEC Research. In: J.
of IT Standards & Standardization Research (forthcoming).

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Notable European SE activities – national SE

strategies
• “Big” European countries like Great Britain, France and Germany explicitly
address SE in their strategy papers but not academic education.
• Many “small” European countries do not have any SE strategy at all. SE
activities in this case hardly go beyond the professional education provided
by NSBs.
→ National Strategies often do not explicitly consider

academic education in standardization
Notable European SE activities – EU-level
• EU-organs are also increasingly acknowledging the significance of SE.

• The European Council:
“encourages the Member States to improve the position of
standardization in education programmes and academic curricula, in
order to familiarize students with the strategic benefits and
challenges of standardization, drawing on the expertise of
standardization bodies” (Council Conclusions of 25 September 2008).
→ To discuss a possible EU approach to SE, a Standards and
Education Meeting was held in Brussels on 2009-02-10.
→ Follow-up activities and concrete actions are yet still to come.
10

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Notable European SE activities – CEN, CENELEC and

ETSI
• CEN StandardsDays are held twice a year, in the form of two-day

information sessions. Aim is to raise awareness and to provide
specialized training. Target groups: All actors interested in the European
standardization system.
• Technical Assistance Programmes offer training sessions and a
collection of training material (CD-ROMs, brochures, booklets).
• CEN-CENELEC PR Round Table has considered a CD-ROM for
students but this has not materialized so far.
• CENELEC: Awareness courses for newcomers, tailor-made training for
professionals upon request, promotional material. Education is high on
the agenda, but no concrete measures have been taken so far.
• Joint Working Group on Education about Standardization (JWG-EaS) by
CEN, CENELEC, ETSI since March 2010.
11
Contents

3. Challenges of Academic Standardization Education in Europe
4. Conclusion
12

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Challenges of Standardization Education in Europe
A paradigm shift has taken place:
• Historically, the qualification of standards experts has been based on

training on the job.
• Because of the changes which have taken place in industry in the past 20
years, this doesn’t work anymore.
• Standardization has changed from being an instrument of rationalization to

being a powerful strategic instrument for enterprises.
Today standardization takes its place in the context of

multinational corporations and globalization.
Asian countries have understood this and are already

implementing suitable strategies in SE.
13
The Asian Education System
Asian Education System
Ministry
NSB
→ The hierarchical Asian
Education System enables
Asian counties to develop and
implement a consistent
nationwide standards
Standardization Education Programm education programme from
primary school to university.
NSB: National Standards Bodies
14

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The European academic Education System
European Education System (Germany)
European CEN/
Commission CENELEC/
(27 Countries) ETSI
other
State NSB
VDI/VDE standn. orgs.
(Germany) (DIN)
such as DKE
→ The decentralized European education system

16 States of Germany and the variety of different standardization
oranizations leads to a heterogeneous range of
academic and post-formal education in standards.
15
Research Results 2009

The relationship between academia and companies
Deutsches Institut
• Academia and companies are not 2. für Normung e.V./
well networked. Beuth Verlag GmbH
• No mutual exchange of Gap between Gap between

information, no common supply and v
supply and
demand demand
database.
• Academia is not well informed
about what firms and Academic
professionals expect from SE at study and further
universities. education
• Firms and professionals are not

well informed on what academia
has to offer in standards Gap between
supply and
education. demand
1. 3.
Academic
Companies establishments
16

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Contents
1. Why the focus on academic standards education?

3. Challenges of Academic Standardization Education in Europe
4. Conclusion
17
Conclusion
How to create a coherent academic standardization education system?
• Clarify responsibilities and financial support

• Set up a project structure
• Develop a modular and interdisciplinary curriculum of standardization by a
competent team, containing lectures not just PowerPoint presentations
• Set-up of a repository of educational material for academic staff - only by a non-
profit organization, such as EURAS
18

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State and Challenges of European Standardisation Education in Academia
Thank you very much for your attention!
19
CONTACT
Univ.-Prof. Dr.-Ing. Wilfried Hesser

Department of Standardization and Technical Drawing
Helmut-Schmidt-Universität
Universität der Bundeswehr Hamburg
Holstenhofweg 85
22043 Hamburg
Tel.: +49 (0)40-6541-2861
Fax: +49 (0)40 -6541-2092
Wilfried.Hesser@unibw-hamburg.de
20

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ILIAS 4 eLearning
Open Source Learning Management
Oleh :

Germany

2010
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ILIAS 4 eLearning
Open Source Learning Management
www.ilias.de
ILIAS 4 eLearning 1
ILIAS at a Glance
ILIAS is ...
• a Learning Management System for
web-based teaching and learning
• a flexible course player and authoring tool
• SCORM 1.2 and SCORM 2004 certified
• a communication and cooperation platform
• open source software and free of charge
• a secure LMS – certified by NCSA
• the PfP LMS in use by ISN and JADL
ILIAS 4 eLearning 2

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ILIAS open source Project
• Development of ILIAS started in 1997/98

at University of Cologne
• Open source project since 2000
• International development network
coordinated by the Cologne ILIAS team
• Value of software ≈ 21.500.000 US$
• Over 2.000 installations worldwide
• incl. installations with more than 30.000 users
ILIAS 4 eLearning 3
Selection of ILIAS Users
Defense Sector
ENCOA, JADL, Marine Nationale Française, National Defense University of Poland, National Defense University of
Romania, Partnership for Peace, University of Federal Arms Hamburg, Viking Exercises
Universities
Aachen, Berlin, Bergamo, Bern, Bremen, Budapest, Düsseldorf, Erlangen-Nürnberg, Giessen, Hamburg, Karlsruhe,
Köln, Konstanz, Mainz, Marburg, Shanghai, Stuttgart, St. Luis, Teramo, Tübingen, Zürich
Companies
Airbus, ARAG, AWD, Basler Versicherung, Bayer Vital, Cognos, GenRe, HDI-Gerling, LaPoste, Malik,
Management, Novell, Pharmatechnik, Roto Frank, SACMI, Santander, SkyGuide, VDI, Zumtobel
A lot of users in Vocational Training
ILIAS 4 eLearning 4

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How to use ILIAS?
ILIAS Learning Management System can be used as

• course player to run your ADL courses or modules
• cooperation and collaboration platform
• e.g. to develop ADL courses
• knowledge base
• communication platform for projects and teams
▶ ILIAS is a multi-purpose LMS
ILIAS 4 eLearning 5
Features
• Personal Desktop
• Content Repository
• Course and Learning Management
• Authoring Tools
• Test & Assessment
• Survey
• Communication
• Search Engine
• Administration
ILIAS 4 eLearning 6

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Personal Desktop
7
ILIAS 4 eLearning
Personal Desktop
« My personal workspace in ILIAS »

‣ Individual entrance to ILIAS
‣ List of all selected learning objects and services
‣ Calendar
‣ Personal (and public) profile
‣ New mails and news
‣ Personal notes
‣ Contacts
‣ Who is online?
ILIAS 4 eLearning 8

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Content Repository
9
ILIAS 4 eLearning
Content Repository
All learning objects, ressources and services

are stored and offered in the repository:
‣Courses
‣Learning Modules
‣Glossaries
‣Wikis
‣Files
‣Podcasts
‣Groups
‣Forums and Chats

‣Tests and Surveys
ILIAS 4 eLearning 10

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Course and Learning Management
• Course management for supporting

online and blended learning scenarios
• Course as container for all necessary learning objects
• Learning modules, files, resources, tests a.s.o.
• Local administration of course members
• Integrated communication features
• Calendar and course sessions
• Learning objectives and learning progress
Course and Learning Management
Content Import Export Editing
SCORM 1.2 and 2004 learning modules ✔ ✔ ✔

AICC learning modules ✔ ✘ ✘
HACP learning modules ✔ ✘ ✘
ILIAS-XML learning modules ✔ ✔ ✔
HTML modules ✔ ✔ ✘
FIles (single upload, ZIP, WebDAV) ✔ ✔ ✘
Test and survey questions ✔ ✔ ✔
ILIAS glossaries ✔ ✔ ✔
Podcast (audio and video) ✔ ✔ ✔

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Authoring
13
ILIAS 4 eLearning
Authoring
• ILIAS is not only a course player but an

online authoring environment as well
• Several integrated tools for content creation:
• SCORM 2004 learning module editor
• ILIAS-XML learning module editor
• Wiki
• Glossary editor
• Test editor
• Survey editor
• Tools can be connected and interact
• e.g.: Learning module + glossary + test questions

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SCORM Support in ILIAS
Certified SCORM 1.2 RTE

•Certified SCORM 2004 RTE
•ILIAS
was first open source LMS with
SCORM 1.2 and SCORM 2004 certification
•Integrated SCORM 2004 editor
• Creating SCORM modules online in ILIAS easily
•SCORM support and new editor contributed by ISN
for PfP and ADL WG community
SCORM Support in ILIAS
• ILIAS 4 is the first open source LMS worldwide with

integrated editor for SCORM 2004 modules
• Online creation and editing of SCORM modules
• Extended text editing and design capabilities
• Advanced style editing for corporate design
• Five integrated question types (multiple choice)
• Different page templates
• Easy handling of SCORM organisation (structure)
• Editing of tables
• Export formats SCORM 1.2 & 2004, HTML, PDF, ISO/CD

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Test & Assessment
17
ILIAS 4 eLearning
Test & Assessment
• Integrated testtool for self-assessment

or testing
• Several test types
• Single and multiple choice
• Cloze gap, ordering and matching questions
• Open questions
• Random tests
• Plug-In for new question types
• Detailed reporting and certificate

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e-Assessment
Possibility to run secure online testing under controlled conditions

• Test tool with special settings for online exams:
• Kiosk mode that hides all GUI elements not related to current test
• IP assignment for every account to prevent account changing
e.g.: user „John_Doe“ can only use IP 134.85.123.221
• Safe Exam Browser (SEB) for running online tests in computer labs
• Based on Firefox
• Changes any computer into a secure workstation
• Regulates access to any PC utility
• Prevents test candidates from using unauthorised resources
e-Assessment
Scenario for online exams at German Universities:
Dedicate
Tutor creates online dILIAS
test in ILIAS test
server
for online
SEB
https exams
SEB
Print out
Learner is running online test of all tests
Computer lab in ILIAS in defined time frame
for
using Safe Exam Browser (SEB)
storage

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More Features
21
ILIAS 4 eLearning
More Features
• Integrated search engine

• Full text
• Meta data
• Content of files
• Survey tool for evaluation and research
• Discussion forums
• Chat
• Integrated news system
• RSS / Newsfeeds
• Administration interface

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Good Practice: ILIAS at Cologne University
ILIAS is standard LMS at

Cologne University
๏42.000 active users

in 7 departments
๏1.800 online courses

per semester
๏Over 50.000 files uploaded in

2009
๏Used for e-learning,

e-collaboration and
e-assessment
23
ILIAS 4 eLearning
What is New in ILIAS 4 ?
24
ILIAS 4 eLearning

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• New look & feel

• Revised user interface
• Improved usability
• Less icons
• All improvements based on
an intense usability research
at Berne university
New features:
• SCORM 2004 editor
• Style sheet editor
•Color management for learning
resources
• Plug-In slot for repository objects
‣e.g. to connect external software like
virtual classrooms to ILIAS

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Improved features:
•Course management
• Preview as member
• Improved presentation of sessions
• Discussion forum:
• Rich-text-editor for postings
• Calendar:
•Subscribing to calendar with iCal /
Outlook
• Milestone feature
• Improved technology
• Google-like search engine with
ranking of results
• Oracle database support
• Using Ajax for improving
performance

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Roadmap
September 10, 2010: Published ILIAS 4.1.0 (stable)
September 23 and 24, 2010: ILIAS conference Dortmund
End of March 2011: Feature freeze ILIAS 4.2
July 2011: ILIAS 4.2.0 (stable)
More information?
Visit www.ilias.de
or contact info@ilias.de
You can try out ILIAS at:

» www.demo.ilias.de


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M utu

Forum Pendidikan Standardisasi

Standardization and How to Teach It

Prof. Dr.-Ing. Wilfried Hesser

Helmut Schmidt University,

Badan Standardisasi Nasional

“Standardisation and how to teach it”

03. November 2010

BSN – Badan Standardisasi National

Prof. Dr. Ing. Wilfried Hesser

Standardisation and how to teach it

Forum Pendidikan Standardisasi Halaman 1

Standardisation and how to teach it

Competition for teaching contents (between departments)

Society Teaching on Employees

Standardisation and how to teach it

On the curricular principles of a lecture:

Forum Pendidikan Standardisasi Halaman 2

Standardisation and how to teach it

Incorporation of standardisation into teaching

• Training for technicians / master craftsmen

Levels of education in standardisation at technical universities

- Prerequisite: Bachelor’s degree course

2. Principal subject Standardisation in Bachelor’s

Scope: 6 – 12 hours per week 9 – 18 CP (credit points)

Forum Pendidikan Standardisasi Halaman 3

Levels of education in standardisation at technical universities

Scope: 2 – 3 hours per week 3 – 5 CP (credit points)

Levels of education in standardisation at technical universities

7. Specialised standards knowledge in application-based

Forum Pendidikan Standardisasi Halaman 4

Standardisation and how to teach it

Standardisation and how to teach it

Concept for Curriculum

• The objective is not

• Academic education and further training

Forum Pendidikan Standardisasi Halaman 5

Contents of education in standardisation – 3 Types

Company Standardization Formal/ Industry Cases /

Contents of education in standardisation – 3 Types

Company Standardization Formal / Industry Cases /

Rotterdam School of Mgmt.

Forum Pendidikan Standardisasi Halaman 6

Standardisation and how to teach it

Job offers analysis:

Through an exploratory research of the empirical data collected from a survey on

Forum Pendidikan Standardisasi Halaman 7

Job offers analysis:

Facts about the standards engineer career :

Job offers analysis:

Forum Pendidikan Standardisasi Halaman 8

Job offers analysis:

Concept for Curriculum

•Soft skills for standardisation experts

Forum Pendidikan Standardisasi Halaman 9

Standardisation and how to teach it

Mercedes Benz 325 15 260,000

Microsoft 450 75 90,000

Standardisation and how to teach it

Forum Pendidikan Standardisasi Halaman 10

Teacher-centred tuition Student-centred tuition

 discussion-oriented •project-oriented knowledge

Self-regulated learning, reinforcement of learning skills

Portfolio of e-learning elements

discussion-oriented •project-oriented knowledge