@inproceedings{pub3746,
    series = {Lecture Notes in Computer Science, LNCS},
    abstract = {Cognitive task analysis has been used in ITSs to predict students'
	performance, improve curricula and to determine appropriate feedback.
	Typically, the learning factors/knowledge components have been determined
	only for the use in \emph{one} ITS or curriculum and therefore, general
	frameworks were not applied. Moreover, the result is sometimes rather
	unsystematic and not reusable across domains. However, for making
	learning environments interoperable and comparable and to be able
	to reuse learning objects, the competency hierarchies have to be
	usable for different learning environments and across domains. In
	this paper, we propose an approach to competencies represented as
	pairs of knowledge and cognitive process whose ontologies extend
	and revise existing taxonomies. A goal is to make these competencies
	a quasi-standard that enables interoperability and reuse. Moreover,
	we briefly describe, how the competency ontology can be employed
	for different purposes.},
    month = {6},
    year = {2008},
    title = {Interoperable Competencies Characterizing Learning Objects in Mathematics},
    booktitle = {Intelligent Tutoring Systems. 9th International Conference on Intelligent Tutoring Systems: Past and Future (ITS-08), June 23-27, Montréal, Canada},
    volume = {5091},
    pages = {416-425},
    publisher = {Springer},
    author = {Erica Melis and Arndt Faulhaber and Anja Eichelmann and Susanne  Narciss}
}