Digital Natural Law

(A post about a the power of something that doesn’t exist.)

In my last post I explored how the students on the ALT-C 24 conference student panel were suspicious of ‘innovation’ with digital technology and appeared to prefer incremental improvements that had a more direct, meaningful, impact. From their point of view the term innovation is now close to synonymous with ‘over sold’. So now, when a lot of effort, design-work and creative thinking is put into a quiet, but extremely useful, improvement it’s not considered an innovation. A good example in my world would be increasing the student centred flexibility of provision. This is difficult to do and highly technical across digital, policy, process, and often institutional culture. 

A regimented stack of red-green apples.
Photo by chichachahttps://www.flickr.com/photos/chichacha/2387957261

So how did this come about? Why is it that, by definition, work that makes things better is not categorised as innovative (even when it is innovative)? …and just to be clear, I’m not complaining about this phenomenon, I’m trying to unpick why it happens. 

I like to propose there are three key reasons we have got to this point. The first is simple:

1. Hype Ennui

Too much hype from those that get funded by being the-next-big-thing. There is no need for me to go into this apart from to say that the investment cycle doesn’t require any innovation to actually become the next-big-thing, it just needs enough people to believe that it might for a short while.  It’s interesting that moral panic about a technology is now considered valuable evidence that it will live up to what’s promised. If the tech is slated to destroy/disrupt-and-save civilization all the better. Move fast and break things is the mantra after all.

2. Normalisation

The second reason is straightforward but always difficult to navigate. One definition of well designed technology is that it ‘vanishes into use’. Most interventions, upgrades, redesigns, that help do this by reducing cognitive load. One definition of technology is that it allows you to do more with less effort. You might notice the first time you press that strangely convenient button which does just what you need when you need it, but you don’t notice the second, third or fourth time. It’s just ‘there’ in a process of rapid normalisation bordering on entitlement. Which brings me onto the third reason…

3. Natural Law

We imagine there is a Natural Law of Digital. This is not something we consider directly, but it’s there, right in our central, conceptual, blind spot. We each have a vague, but compelling, model of how everything Digital should work, if it was really working, if the universe was in correct balance. It’s a kind of digital Garden of Eden state where everything ‘works intuitively’ in a manner which releases us to only have to work on things we believe to be authentic and meaningful.

The massive, glaring, downside of this Digital Natural Law is that it doesn’t exist. So we operate less on ‘I know it when I see it’ and more on ‘I don’t know it but I know when I can’t see it’. A sense that the digital environment is in a permanent fallen state of grace that needs repairing towards a state which none of us would agree on even if we could describe it.

This then allows us to respond to meaningful innovation as simply an incremental step back to what should have been the ‘natural’, rightful, state of digital all along. When the wifi gets faster that’s because it was slower than wifi should be beforehand. When a website becomes easier to engage with that’s because some of the bugs, the brokenness, has been fixed. When my new phone has a bright screen it’s because the previous one had a screen which was far too dim. etc etc. Digital Natural Law thinking compels us to believe that the best it’s ever been is simply the closest to ‘fixed’ we have ever experienced. Our ability to upgrade this ‘natural state’ at each step and encounter innovation as an implicit right is partially fuelled by consumerism, it’s also just a bad habit on our part.

I’m not sure what to do about this

It’s difficult to know what to suggest to counter Digital Natural Law thinking. One method would be to ask people to describe this halcyon state in terms other than ‘intuitive’ or ‘personalised’, but people tend to get cross when their utopias crumble. Maybe we have to accept that anything which is part of the fabric of daily life gets sucked into an under considered idealism, I’m probably only truly conscious of my car when it’s broken or my bins when they aren’t collected. 

One strategy which is enjoyable but inadvisable is what I used to do with my kids. When they demanded to know why the wifi was down at home (with the implication that I would somehow fix it?) I would say ‘Of course it’s down, do you have any idea of how complex it is? It’s a wonder it ever works at all!’. Personally that’s how I feel about all digital technology.

I’m in a permanent, low level, state of surprise and wonder that my tech works on any level (except for printers, they are just annoying and wrong). This isn’t because I’m enlightened, it’s because I’m old enough to remember when digital tech was broken-by-default, or at least when you had to jiggle cables and lean on superstitions to get a BBC Micro game to work. 

It is good to see the extent of the scepticism that meets PR heavy digital innovation and maybe that’s half the battle. The students on the ALT-C panel were very appreciative of what some might call ‘the basics’ and the default view of tech was constructively critical. The Digital has had some of the shine scuffed off it it recent years and that can only help to reveal where the meaningful work is being done.

“Please don’t innovate” (with technology)

Last week I was busy helping out and learning things at the Association for Learning Technology conference in Manchester. I’ve been the president of ALT for around four years, leading on the ALT awards and various other stuff with support from the excellent ALT team. There has been a colossal amount of change during my time as president, much of it kicked-off by Covid and all the pros and cons of Digital Education becoming strategically and operationally mainstream. Our new CEO, Susan Martin arrives at a time of great potential as we think about the future of ALT and explore how best we can support a rapidly changing community.

No hard sells

This year at the conference I managed to get to a lot of sessions and was pleased to find that nobody was attempting to sell the use of a specific tech ‘for education’. (Even the vendors at the conference trod carefully in this regard and took more of a ‘this can help to improve a practice’ line than a ‘this will solve education’ approach.)

Panoramic picture of a large conference room with a screen, a stage and people sitting round tables.
Me attempting to get the attention of delegates at the gala dinner. Image by Kerry Pinny

Ten years ago (maybe less) the most popular conference sessions were often framed as “Using [Insert the latest tech here] for education”. We were in solution looking for a problem mode and quite often got it wrong, especially with anything supposedly social or community focused. 

Flexibility more important than ‘innovation’

In this year’s student panel keynote, when asked what the most positive aspect of technology was within their studies the answer was not AI or XR, it was ‘flexibility’. The agency to choose how and when to engage. One response during the panel could be summaried as ‘please don’t innovate, just work on making things better’. It seems that the term ‘innovation’ in the context of EdTech has come to mean “playing with that new thing in ways which don’t really help’’. 

Making the education we offer more flexible to access and engage with is more about process and culture change than about ‘using the latest tech’. In higher education we have a bad habit of adding a layer of ‘innovation’ on top of a fixed model of operation. It seems our students can spot that from a great distance and are not impressed. They were, however, very positive about a bunch of other digital related stuff and precise in identifying where the use of technology supported meaningful learning and where it could be corrosive.

Weariness

Perhaps we are all now wary-by-default of the revolutionary/radical/disruptive narrative around digital technology. For example, there was an ambivalence around AI this year, it has already become an auto-satirizing theme. This is not to say that it can’t be useful in some very general and very specific ways, it was more of a weariness born of ridiculous promises that it appears nobody believes. The most disruptive aspect of this hype cycle being the way that it regularly distracts from the hard work of quietly, and unglamourously, trying to make things a bit better.

Instead of luxuriating in hype, the sessions I attended discussed things such as improving the clarity of assessment processes for students, developing more relevant inductions, surviving in a sector where crisis is the new normal and understanding the lived experience of disabled students. All of which involved extensive use of, or reference to, digital technology.

AMEBWHIT

So perhaps it’s not the Association for Learning Technology but the Association for Making Education Better Which Happens to Involve Technology. AMEBWHIT is not the most usable acronym but it’s a more accurate description of the work of the ALT community. My hope is that in the coming years we can find positive ways of communicating the reality behind my infeasible acronym and grow the community by inviting in (and being useful for) a new generation of individuals and roles. The tech innovation cycle will take care of itself. In the meantime we can focus our innovation energy on setting the direction for ALT in an era where Digital Education is omnipresent.