Choosing Flipped Learning for the Future of Teaching and Learning with Robert Talbert

After reading the EdSurge article “Flipped Learning Can Be a Key to Transforming Teaching and Learning Post-Pandemic”, Maria was curious to learn more about flipped learning. So she invited the author, Robert Talbert, to join her on the podcast. 

Robert has published the book Flipped Learning: A Guide for Higher EducationFaculty, to support other educators on their flipped learning journey and help them avoid the mistakes he made teaching with flipped learning since 2009. He also wanted to collect everything he knew about flipped learning - along with some research, theoretical foundations, history, and practical examples - and put it in one volume. 

Together, they discuss why Robert decided to try flipped learning for the first time, who uses flipped learning and why, and how to design a flipped learning environment online or as a hybrid course. They also unpack the support faculty need to adopt flipped learning and guide their students to develop self-teaching skills. 

Robert is a professor of Mathematics at Grand Valley State University, where he teaches a wide range of mathematics courses and conducts research in undergraduate mathematics education, with a focus on flipped learning and technology-enabled active learning. He served as Assistant Chair and Chair of the Mathematics Department between 2018 and 2020. 

Robert holds MS and PhD degrees in Mathematics from Vanderbilt University and taught in small liberal arts colleges for 14 years before arriving at Grand Valley State University in 2011. He is a frequent workshop facilitator and keynote speaker on teaching and learning in the US and abroad. He writes about flipped learning, math, technology, education, and academic productivity on his personal blog. 

Tune in to learn from an inspirational leader in higher education who wants to give faculty a handbook for how to get started and keep going.

 

Listen to this episode and explore:

Introducing Robert Talbert and sharing highlights from today's episode (1:18)

Learning the alphabet watching Sesame Street and spelling words at his grandmother's house (4:22)

How Robert’s interest in Mathematics developed during school and college (5:07)

The moment Robert discovered his passion for Mathematics (7:52)

How a conversation with his oldest sister ignited his interest in becoming a professor (9:28)

Robert’s teaching philosophy that led him to teach at small liberal arts colleges (10:38)

The origin story of his book Flipped Learning: A Guide for Higher Education Faculty (15:30)

What is Flipped Learning? (18:02)

How to design flipped learning for any modality (20:24)

Unpacking the basic and advanced objectives of flipped learning (24:17)

Why we cannot waste in-class time anymore to teach students things they can learn on their own (25:35)

How teachers facilitate active learning in-class through curated activities (26:22)

Reflecting on the active learning that happens through a connection of people and ideas (29:32)

Why Robert decided to flip his first online course, how he did it and what he learned from it (31:20)

The evolution of flipped learning over the years: it's so much easier today (35:10)

Why flipped learning is becoming a trusted pedagogy framework during and post-pandemic (37:12)

A student-centered higher education journey (40:30)

How to guide and support students during their first experience with flipped learning (43:32)

The essential skills students develop during flipped learning (46:05)

Reflections on his most recent online classes and students' preferences (47:44)

The critical support faculty need to adopt flipped learning in their courses (51:36)

The role of communities of practice in teachers' journey (54:02)

What educators can learn outside of academia to make their teaching better (56:12)

Why and how higher ed