IEEE P7014.1
What is this standard?
This standard defines a high-level overview of a conceptual data schema for a metadata instance based on ethics concepts for a learning object utilized within XR systems and Metaverse applications. This standard does not aim to define whether procedures and operations as presented through the Metaverse are ethical or not. This standard does not involve evaluation of the ethical value of learning content objects. Use case examples of the conceptual data schema are defined. This standard also describes a high-level ethical design methodology of learning objects for XR and the Metaverse applications, using the IEEE Std 7000 applied ethical approach.
Why is it important?
As XR technologies and the Metaverse continue to grow, they are increasingly being integrated into educational settings. The IEEE P7016.1 standard aims to ensure that the educational content in these environments is ethically aligned, meaning it respects the rights, privacy, and well-being of all users. Metadata is critical for categorizing, accessing, and utilizing educational content in XR and the Metaverse. This standard helps in the uniform creation and management of metadata, ensuring that educational resources are easily searchable, accessible, and usable across different platforms and systems. The standard emphasizes the need for inclusivity in educational content, ensuring that XR and Metaverse-based educational tools are accessible to people from diverse backgrounds and with varying abilities.
This is essential for creating fair and equitable educational opportunities. As XR and the Metaverse involve significant data collection, including potentially sensitive personal information, this standard outlines best practices for managing and protecting this data. It ensures that educational content providers adhere to strict privacy standards, protecting users, especially vulnerable populations like students. In summary, the IEEE P7016.1 standard is crucial because it lays the groundwork for the responsible and ethical development and use of XR and Metaverse technologies in education, ensuring that these powerful tools are used in ways that benefit all learners while safeguarding their rights and well-being.
What is a real-world example/case study of how this might help?
XR is increasingly used in education and training to support learning, practice, or even guide performance. Standards, however, are scarce and incomplete, with existing work scattered across standardization bodies and committees. For example, existing relevant standards work is not necessarily conducted under the auspices of the IEEE Computer Learning Technology Standards Committee (C/LTSC) but can also be found in hardware-oriented, industry-focused, or human-computer interaction sponsorship. Moreover, several existing standards applicable to learning technologies at large focus on web and mobile apps. They thus fall short of taking into account specificities of the new XR medium, delivery and interaction devices, and related management and usage protocols.
Within this activity, we plan to contribute towards the ethical concepts of the 3D learning objects’ schemas used for education and training. Applying “ethical concepts” to the 3D learning objects’ schemas used for education and training involves integrating ethical considerations into the design, development, implementation, and use of 3D learning objects. Some practical ways these ethical concepts might be applied include:
- Privacy and Data Protection: Ensuring that only the minimal amount of user data necessary for educational purposes is collected, stored, and processed. Protecting user identities and sensitive information by anonymizing data and using strong encryption methods. Clearly informing users (students, educators, etc.) about what data is being collected, how it will be used, and obtaining explicit consent before collecting any data.
- Inclusivity and Accessibility: Ensuring that 3D learning objects are accessible to users with disabilities, such as including text-to-speech features, alternative text for visual elements, and ensuring compatibility with screen readers. Designing 3D learning objects that are culturally inclusive and sensitive, avoiding stereotypes or content that may be offensive to certain groups.
- Equity and Fairness: Ensuring that 3D learning objects are available and usable for all learners, regardless of socio-economic status or geographic location, by considering low-bandwidth options and offline capabilities. Actively identifying and eliminating biases in the design and content of 3D learning objects, ensuring that the educational material is fair and unbiased.
These types of activities can set standards for metadata to inform educational managers, intermediaries, and regulators (like departments of education on member state level, educational infrastructure providers, school systems) so they can systematically identify appropriate actions.
What stage is it at?
The working group on this effort was established in March 2023. Our efforts have been focused on the broader definition of the goal, scope and technical issues of the standard and we are now starting with more detailed definitions to pave the way for several key outcomes in the standardization process: Development of Specific Technical Requirements; Creation of a Comprehensive Framework; Identification of Key Stakeholders and Use Cases; Guidance for Implementation; Establishment of Compliance and Testing Procedures; Facilitation of Global Adoption and Harmonization and Promotion of Ethical and Social Considerations.
What is the current geographical or disciplinary spread of your working members?
Most current members of the working group are based in Europe, North America and Southeast Asia. The disciplines represented reach from computer science to educational pedagogy. Since the group is fairly new, we are strongly inviting engagement from other countries and disciplines (i.e. Computer Science, Educational Pedagogy, Ethics and Philosophy, Law and Public Policy, Human-Computer Interaction (HCI), Engineering, Cybersecurity).
What type of people might be interested or well suited for this standards group?
Everyone interested in making information and digital XR artifacts ethically aligned, designed and implemented in educational settings. This can include XR educational designers and developers, policy makers, public and private sector research foundations or academics supporting the implementation of socio-technically oriented, ethically aligned educational applications of XR.
What triggered your own interest in this area?
I have been working on a number of XR-based educational related projects (EU funded). Over the years I have found that the biggest challenge was the ethical intersection of technology and education. I served at the IEEE Global Initiative on Ethics of Extended Reality, as Vice-Chair, and I would like to address the ethical challenges posed by the rapidly evolving XR technologies, particularly how they can be used responsibly and effectively in educational contexts. I am driven by the need to create a framework that ensures the development of XR tools that are ethically aligned, inclusive, and beneficial to all learners, protecting their rights and privacy.
Call to Action
If you would like to get in touch, please email me as Chair, IEEE P7016.1 [email protected] or contact the IEEE Standards Association Program Manager, Christy Bahn, [email protected] to indicate your interest.