Ari Bader-Natal

Ari Bader-Natal
Calbright College

PhD

About

16
Publications
1,580
Reads
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66
Citations
Additional affiliations
February 2019 - present
Calbright College
Position
  • Chief Technology Officer
July 2012 - February 2019
Minerva Schools at KGI
Position
  • Researcher
September 2002 - May 2008
Brandeis University
Position
  • PhD Student

Publications

Publications (16)
Chapter
When we set out to design the Active Learning Forum we had three aspirational goals in mind. First, we wanted every student to feel as though he or she is sitting next to the professor. Students are constantly engaged in “fully active learning.” Second, we wanted the technology to disappear. We ensure that the focus is on the interactions and discu...
Chapter
This chapter describes the tools and procedures we have developed to assess students’ intellectual progress at Minerva. These tools and procedures rely on six design principles: implement learning outcomes; grade consistently; provide feedback in context; aggregate meaningfully; show and share progress; and supplement with external measures. In gen...
Chapter
When we initially created and refined the first-year Cornerstone courses at Minerva, we evolved a set of shared processes, conventions, and templates to support the process of developing lesson plans for active learning. After devoting two full years of curriculum design effort exclusively to these four courses, we faced the challenge of scaling ou...
Conference Paper
The new Industry and Innovation Track of the AIED 2013 conference includes submissions from commercial and entrepreneurial organizations that are putting AIED technologies into practice. As digital tutors enter the main stream, and demand increases for advanced capabilities such as automated assessment and personalized learning, there is increasing...
Conference Paper
Full-text available
Self-directed learners value the ability to make decisions about their own learning experiences. Educational systems can accommodate these learners by providing a variety of different activities and study contexts among which learners may choose. When creating a software-based environment for these learners, system architects incorporate activities...
Conference Paper
Full-text available
Web-based learning systems offer researchers the ability to collect and analyze fine-grained educational data on the performance and activity of students, as a basis for better understanding and supporting learning among those students. The availability of this data enables stakeholders to pose a variety of interesting questions, often specifically...
Article
Full-text available
One unique characteristic of learning systems that support peer collab- oration is that these systems have the potential to supplement or replace software- based representations of domain- and learner-models with the representations im- plicitly formed by peers. In order to realize this potential, a collaborative activity must sufficiently motivate...
Article
Full-text available
Games provide a promising mechanism for intelligent tutor-ing systems in that they offer means to influence motivation and structure interactions. We have designed and released several game-based tutoring systems in which students learn to identify the best game strategies to adopt, and, in doing so, create for each other increasingly productive le...
Article
Full-text available
While many web-based learning systems connect students asynchronously, fewer systems focus on facilitating synchronous interactions among learners. Given the value of real-time communication - the social and motivational benefits of having a cohort of peers and the ability for a student to get immediate answers to pressing questions - it is perhaps...
Article
Full-text available
The recent movement towards publishing open educational resources has increased the variety and quantity of learning materials available to students outside of the traditional classroom environment. Several core characteristics of the class- room environment, however, are difficult to offer through a web-based interface, including: (1) interaction...
Conference Paper
Full-text available
In many intelligent tutoring systems, a detailed model of the task domain is con- structed and used to provide students with assistance and direction. Reciprocal tu- toring systems, however, can be constructed without needing to codify a full-blown model for each new domain. This provides various advantages: these systems can be developed rapidly a...
Article
Full-text available
Problem difficulty estimates play important roles in a wide variety of educational systems, including determining the sequence of problems presented to students and the interpretation of the resulting responses. The accuracy of these metrics are therefore important, as they can determine the relevance of an educa- tional experience. For systems tha...
Conference Paper
Full-text available
Tutoring systems that engage each student as both a tutee and a tutor can be powerfully enhanced by motivating each tutor to try to appropriately challenge their tutee. The BEEweb platform is presented as a foundation upon which to build such systems, based upon the Reciprocal Tutoring protocol and the Teachers Dilemma. Three systems that have rece...
Conference Paper
Full-text available
Formalizing a student model for an educational system requires an en- gineering effort that is highly domain-specific. This model-specificity limits the ability to scale a tutoring system across content domains. In this work we offer an alternative, in which the task of student modeling is not performed by the system designers. We achieve this by u...
Article
Full-text available
The task of monitoring success and failure in coevolu-tion is inherently difficult, as domains need not have any external metric to measure performance. Past met-rics and visualizations for coevolution have been lim-ited to identification and measurement of success but not failure. We suggest circumventing this limitation by switching from "best-of...
Conference Paper
Full-text available
The task of monitoring success and failure in coevolution is inherently difficult, as domains need not have any external metric to measure performance. Past work on monitoring progress all strive to identify and measure success, but none attempt to identify failure. We suggest that this limitation is due to the reliance on a best-of-generation (BOG...

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