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 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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Croteau, E., Heffernan, N., Koedinger, K.: Why are algbra word problems difficult? using tutorial log files and the power law of learning to sleect the best fitting cognitive model. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds.) ITS 2004. LNCS, vol. 3220, pp. 240–250. Springer, Heidelberg (2004)
Martin, B., Mitrovic, A.: Using learning curves to mine student models. In: Ardissono, L., Brna, P., Mitrović, A. (eds.) UM 2005. LNCS (LNAI), vol. 3538, pp. 79–88. Springer, Heidelberg (2005)
Pardos, Z., Heffernan, N., Anderson, B., Heffernan, C.: The effect of model granularity on student performance prediction using bayesian network. In: User Modeling. LNCS (LNAI), pp. 435–443. Springer (2007)
Narciss, S.: Informatives Tutorielles Feedback. Habilitationsschrift, Technische Universität Dresden, Fak. Mathematik und Naturwissenschaften, Dresden (Mai (2004)
Bloom, B. (ed.): Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain, Longmans, Green, Toronto (1956)
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Wittrock, M.: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxomnomy of Edicational Objectives. Longman, New York (2001)
Pardos, Z., Heffernan, N., Anderson, B., Heffernan, C.: Using fine-grained skill models to fit student performance with bayesian networks. In: Educational Datamining Workshop, at ITS 2006, pp. 5–12 (2006)
OECD: Learning for Tomorrows World – First Results from PISA 2003. Organization for Economic Co-operation and Development (OECD) Publishing (2004)
Paquette, G.: An ontology and a software framework for competency modeling and management. Educational Technology & Society 10(3), 1–21 (2007)
Ullrich, C.: The learning-resource-type is dead, long live the learning-resource-type!. Learning Objects and Learning Designs 1(1), 7–15 (2005)
Assche, F.V.: Linking content to curricula by using competencies. In: Massart, D., Colin, J.N. (eds.) 1st International Workshop on Learning Object Discovery & Exchange (LODE 2007), Crete (2007)
Malle, G.: Grundvorstellungen zu Bruchzahlen. mathematik lehren 123, 4–8 (2004)
Kieren, T.: On the mathematical, cognitive, and instructional foundations of rational numbers. In: Lesh, R. (ed.) Number and Measurement: Papers from a Research Workshop, Columbus, OH, ERIC/SMEAC, pp. 101–144 (1976)
Charalambous, C., Pitta-Pantazi, D.: Drawing on a theoretical model to study students understandings of fractions. Educational Studies in Mathematics 64(3), 293–316 (2007)
Flavell, J.: Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist 34, 906–911 (1979)
Melis, E., Goguadze, G., Homik, M., Libbrecht, P., Ullrich, C., Winterstein, S.: Semantic-aware components and services of activemath. British Journal of Educational Technology 37(3), 405–423 (2006)
Faulhaber, A.: Building a new learner model for activemath combining transferable belief model and item response theory. Master’s thesis, Saarland University (2007)
Ullrich, C.: Adaptive Course Generation Service Based on Hierarchical Task Network Planning. PhD thesis, Universität des Saarlandes, Department of Computer Science, Saarbrücken, Germany (2007)
Kärger, P., Ullrich, C., Melis, E.: Integrating learning object repositories using a mediator architecture. In: Nejdl, W., Tochtermann, K. (eds.) EC-TEL 2006. LNCS, vol. 4227, pp. 185–197. Springer, Heidelberg (2006)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Melis, E., Faulhaber, A., Eichelmann, A., Narciss, S. (2008). Interoperable Competencies Characterizing Learning Objects in Mathematics. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds) Intelligent Tutoring Systems. ITS 2008. Lecture Notes in Computer Science, vol 5091. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-69132-7_45
Download citation
DOI: https://doi.org/10.1007/978-3-540-69132-7_45
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-69130-3
Online ISBN: 978-3-540-69132-7
eBook Packages: Computer ScienceComputer Science (R0)