Robert Talbert, Ph.D.

Grading

Moving on from rigor

If "rigor" is a meaningless term then what should we be using? What are we really talking about?

Teaching

What we really mean by "buy-in"

We talk about "buy-in" when we discuss teaching innovation, but that's not what we really mean.

Higher Education

Is traditional higher education in trouble from online course providers?

I just completed the much-hyped Project Management certification from Google and Coursera. How much trouble is traditional higher education in?

Grading

Finding common ground with grading systems

We've seen the differences. Now what are the similarities? (Repost from Grading for Growth)

Mathematics

Doubt, proof, and what it means to do mathematics

Throwback post from 2013 on a way of thinking of mathematics as the interplay between belief and doubt.

Mastery Grading

Specifications grading and "help"

Can students in a specs grading setting do work without help? Do we care?

Academia

Doing what you can, with what you've got

A plea and some suggestions for breaking the loop of fear and hopelessness heading into Fall 2021.

Productivity

How to handle Inbox Infinity

How I'd handle an email inbox that's too full even to contemplate.

Grading

Words, numbers, or nothing?

A classic study finds some eye-opening effects of different feedback on learning.

Teaching

Building Fall 2021: Discrete Structures

A work-in-progress report on my Fall 2021 classes, one month before launch.

Academia

Ungrading: A 3x3x3 reflection

Ungrading is gaining traction in K12 and higher education. Here's what I learned from a recent edited volume on this concept.

GTD

Nothing works without review

The last piece of the Summer Challenge is about making all the habits work via the review process.

Academia

Entering the feedback loop: My origin story with alternative grading

Sometimes all it takes to get started with a new idea is just to start and then follow through.

Academia

Two important questions about Inbox Zero

The Inbox Zero concept elicits a broad range of responses from academics, mostly negative. Here are the two most important questions we can ask about it.

GTD

My 2021 productivity setup: Part 2

Part 2 of an update on my GTD setup, focusing on the tactical side with an analog twist.

GTD

My 2021 productivity setup: Part 1

Part 1 of an update on my GTD setup, focusing on the digital/strategic side.

Academia

Working in context

So you made a Next Actions list. How do you decide which actions to do? The constraints on those actions give us a clue.

Academia

Working mindfully with projects

How do you give appropriate attention to things you want to do, that require multiple steps?

Academia

How much research has been done on flipped learning? The 2021 update

Updating the annual data on the number of peer-reviewed publications on flipped learning, this time with the numbers for 2020.

Balance

Clarifying what you captured

Anything that we capture in our attention needs clarification about what it means to us. Here's a process for doing that.

Technology

How to add captions to videos (including different languages)

I avoided captioning videos for a long time out of sheer laziness, but it turns out it's not that hard with the right workflow.

Summer Challenge

Building the habit of Capturing

We kick off the Summer Challenge by building the habit of ubiquitous capture.

Flipped learning

My video creation workflow for 2021

For almost 10 years, I've used and tweaked a peculiar workflow for making videos that balances quality with time requirements.

Academia

Introducing the Summer Challenge

This summer I'm starting a weekly series focused on building habits, practices, and mindsets to inoculate against burnout and exhaustion in the Fall.

Academia

How to write learning objectives

Writing clear, measurable learning objectives for lesson seems simple; it isn't. Here are some steps that can make it easier.