We had an IEC departmental meeting yesterday, with all kinds of interesting ideas being floated about how to move forwards. (For outsiders: the Institute for Educational Cybernetics is the department at Bolton that hosts CETIS). I’m now sure there is room for new development of an approach to technology dissemination that we could consider.
This idea didn’t quite make it into the main discussion yesterday, which is partly why I wanted to blog about it here. Coincidentally, this morning via LinkedIn I see an article from yesterday on TechCrunch about Oblong, which I can use to help explain.
Yesterday Scott was talking about doing lots of “cool” stuff (tools, books included) so that some of them have a chance to take off and be one of the next big things — most of them probably won’t if we’re honest (like my book on Electronic Portfolios…). I was rather feebly trying to say that I can see a related gap that the IEC is in a very good position to bridge. Let me explain better and more clearly now.
When we have good ideas, part of the thing we have to come to terms with is that others often don’t get it straight away. If you think about it, this is pretty obvious — the insight you have is dependent on your current state of awareness, that you have spent quite some time building up. But then comes the real problem. It is much too easy to see the job of getting others to adopt your idea in terms of just persuading them. The wonderful presentation; the super-clear explanation; the appeal to how useful the thing is by referring to the amazing things that can be done: any of these may tempt us to believe it is the answer.
But, as anyone with teaching experience knows, it is often a much longer process. Even if calculus were really wonderful, you couldn’t persuade people who can’t even do algebra properly, with the most persuasive presentation in the world. They really can’t get it yet. But you can think in terms of progressive learning, through the stages of maths that have been worked on for centuries now. Similarly, there are many people you can’t just win over to, say, logic programming. In my direct recent experience, I could say the same about concept mapping, and in particular the diagrammatic conventions that underlie both that and RDF graphs, and indeed Topic Maps. A very similar story could be told of various technology specifications or standards. Take a look at RDFa, for instance, and the supposedly pragmatic decision by schema.org to adopt microdata in preference. “But you just have to understand it”, one might complain, “and you’ll see how much better it is!”
(Aside: to see how much better RDFa really is, see Manu Sporny’s blog.)
The vital and central point is that many technical people, I believe, misconceive of the task. They see it in terms of presentational effort, whereas they would be much better off thinking of the task in terms of learning and development.
We could hear echoes of Piaget here, perhaps. People have stages of their cognitive development. But I’m not a follower of Piaget (any more than of Marx) and I’m proposing not to follow any fixed scheme here. Rather, I’m saying that people — technical people in particular — if they are to maximise the chances of something they have created being adopted widely, need to look at the real potential adopters and create helpful models of what the relevant developmental stages are for those potential adopters, rather than for humanity in general.
And that brings me back to our potential role — the IEC’s role — here. We know about, we are in touch with, we incorporate several technical wizards and several far-sighted and innovative educators (and even a few who are both!) I think we can take on a mission to work out how to educate the innovators, the creators, the producers, about this task, this responsibility if you like, for working towards wider adoption. We could tell people about how important and useful it is, centrally, to plan out a sequence of stages, to motivate non-adopters towards adoption. Each stage needs to be graspable by, and motivating to, the audience. And it’s not necessarily only plain learning that needs to be mapped out, but individual stages of development (remembering the Piaget concept again), and that can take time.
Maybe this is part of the essence of the idea of “timing” of innovations. I’m saying that it’s not just good fortune, but some of it can be reasonably predicted, given a good model of people’s cognitive developmental stages, their experience, and the knowledge and skills they have accumulated. Just focusing on technology adoption, there could be a rich seam of research here, taking case studies of technology adoption, and working out why adoption happened, or not.
So back to the serendipitous example. Obviously adoption is greatly helped by well-placed articles (such as the one linked above) from reputable sources. But the article itself gives more clues. I quote:
“both Kramer and Ubderkoffler agree that consumer technologies like the Wii and the Kinect are perfect in helping to transition people over to these future concepts of computing.”
Then, a bit later:
“But first, Oblong knows they need to be able to bring relatively affordable products to market. And again, that’s what Mezzanine is all about. “Our goal here is to change how people work together,” Kramer explains in a slightly (but only slightly) less ambitious statement.”
So they are perfectly aware that getting people to adopt this new technology involves providing motivating experiences, and if they can’t afford them they won’t have them. They are also aware of the distinction between the future aspirational goal, and the humbler steps that need to be taken to approach it.
So, it looks like some people — probably the people who are going to be successful in getting their things adopted — understand these points well. My experience suggests that many more don’t. I can certainly say I struggle to keep hold of the central points here, and am easily tempted away to variations of the simplistic “give them a bigger prod and they’ll understand” way of thinking. But surely, shouldn’t part of what we offer as education in educational technology (or indeed cybernetics) be to get a more truly useful set of ideas more firmly into people’s consciousness?
In the end, what I think I’m saying is that we need to help the current enthusiasts / experts / technology evangelists grasp the reality about how, so often, the adoption process is limited or bounded by the stage of development of the potential adopters, and thus refocus their efforts towards formulation and envisioning respectful, plausible models of how their (no doubt) great innovations can be grasped and adopted, step by step in a future process perhaps, if not (the desired) all at once, now!