@roberttalbert.bsky.social
Mathematician, professor, writer, speaker, dad, bassist, wannabe data scientist. My views != my employer's. http://rtalbert.org Music: http://bandmix.com/rtbass https://www.instagram.com/rtgrooves/
PSA: Effective immediately I will no longer be active on this account. The account will stay open, but I will not be logging in, posting, or responding to replies or DMs at this website. You will still be able to interact with me on Twitter and LinkedIn. Thanks.
Chalk needs to die off. Sorry/not sorry
If AI tools had been put into development five years earlier, so that in 2020 they would have been at 2025 levels in terms of power and features, how would education during the pandemic have played out differently?
The authors of this paper are either ed-tech bros, or are being paid by them, or just woke up one morning and said "YOLO" then decided to come right out of the gates with debatable assumptions.
Just read a paper from 2020, pre-pandemic, that talked a lot about "21st century skills". Pretty startling to think how that concept has changed in five years. The 21st century didn't follow our blueprint it turns out.
Journals that make authors include key artifacts from their research studies in an "online supplement", but then do not post a link to the supplement in the article or on the journal website, can also go frak themselves
My POV chasing down papers to read for the literature review for my flipped learning book, about half the time
It's always cool to find yourself cited in a research paper. Less cool when your name is misspelled. Between this and having "G. Valley" listed as a co-author I'm starting to feel like I get no respect 😂
New at Grading For Growth: Jane Wageman shares strategies for tracking growth through the revision process in a university writing class.
Went to a home football game last night and had to meet up with my wife outside out of the classroom buildings on campus. She gave me the name and I simply could not recall where it was. I think that means my sabbatical is going well.
I like this observation about flipped learning (made by Russian scholar Irina Gnutova) very much. Flipped learning doesn't take sides in the "lecture v. active learning" wars. Instead it tries to get both approaches to coexist harmoniously and play to the strengths of each.
Oh, the irony that every single one of the research papers I'd found that deal with flipped learning and student equity and access, are behind paywalls.
A friend asked me last night, as a trivia question, what is the smallest number whose spelling has the letters in alphabetical order. My answer: e.
This quote from a research paper I am reading right now hits hard.
#practice
Proposed definition for active learning: Activities done by students in an organized group setting that instantiate deliberate practice.
Didn't expect this to come up in my JSTOR search for papers about flipped instruction. Sadly, it didn't make it through my exclusion criteria. #badminton
Reminder that there is no such thing as "college algebra".
Reading through papers on flipped learning, I found this citation to one of my early publications -- with my esteemed co-author "G. Valley". 😂
Today at Intentional Academia: I realized that the Clarify process for email was missing a big piece, and I think I know how to fix it -- giving us a Grand Unified Theory of Academic Email.
intentionalacademia.substack.com/p/a-grand-un...
New piece from me at @timeshighered.bsky.social on a little different subject: What I learned from going on six different campus visits with my college-bound kids.
www.timeshighereducation.com/campus/every...
Journals that charge you to access articles that are 10+ years old can go frak themselves
Reviewing flipped learning research from 10 years ago, one of the main criticisms was that students didn't have a way to ask questions about pre-class assignments while outside of class. AI has definitely changed that up a little, hasn't it?
I think so. The Zotero Integration plugin needs a lot of TLC to work. But now I can import annotations to Obsidian with more or less the right data, formatting, and tagging. But only "more or less".
I was hoping to have 15-20 interviews to include, covering a wide range of applications. Now it looks like I'm going to have a hard time choosing! Very grateful for that, and for those who submitted these interviews. You're going to really like the second edition of this book I think. (4/4)
- ~1/4 of them have class sizes of 100 or more, with 3 of them at 300+.
- Includes graduate level classes, and an undergrad class taught by a grad student.
- Roughly 1/4 of them do not use video in a significant role in the course. Many use alt grading along with the flipped structure. (3/4)
- 27 interviews submitted (so far; "deadline" is Monday)
- Includes all areas of STEM plus finance, sociology, poli sci, TESOL, linguistics, psychology, and gen-ed humanities courses.
- All kinds of institutions represented, from SLACs to R1 universities and a handful outside the USA. (2/4)
This morning I completed an initial read-through of the case study interviews submitted for the second edition of _Flipped Learning: A Guide for Higher Education Faculty_. I'm absolutely stoked by what I've received. Some fun facts: (1/4)
I just spent the better part of yesterday trying to get Obsidian to play nice with Zotero. AMA
New at Intentional Academia: Who says you have the right to have purpose, productivity, and meaning in higher education? Today I present and argue for a principle that goes to the heart of it, that I call the Law of the Whole Person.
Slightly diminish a band:
Just-OK Funk Railroad