The cloud is part of the app

With so many people now watching for Apple information leaks and rumors, their big announcements rarely contain big surprises anymore. However, there is usually a twist or two that no one foresaw, because few are as good as Apple at radically simplifying their products and services.

For me, the twist today was that the cloud is not some separate thing that you have to manage and think about. Instead, it is simply a feature of an app.

Because existing cloud providers offer third-party services that are sold separately, these providers have no choice but to emphasize the cloud as a separate thing. For example, Dropbox—probably the most elegant user experience out there—gives you a special folder on your file system that you can drag files into to tell Dropbox to sync them with the cloud. All files that live in that folder are automatically synced. Because of this, Steve Jobs told us, “Some people think the cloud is just a hard disk in the sky.”

Alternatively, some cloud services are integrated with web applications. For example, Google Docs stores your documents in the cloud and lets you view and edit them using a web browser. (Indeed, Google’s general goal seems to be to move all computing into the web browser, so not just your data but also the apps themselves live in the cloud. I’ve written previously about why I think that is shortsighted.)

Apple’s new “iCloud” offering brings to native apps the cloud integration that we’ve previously only seen with web applications. Moreover, it does this so seamlessly that the user is not really supposed to think about it at all. At Omni we spent a long time wondering how Apple was going to solve the problem of document sync in their iWork apps on the iPad. Then, last week, they shipped updates to those apps with no sign of cloud sync. What we didn’t realize was: that conspicuous absence was the whole point. The synchronization happens automatically, invisibly. There is no need for any user interface at all. Any file updated on one device is updated on all devices within seconds.

To make iCloud even more invisible, it’s free. There need be no user interface associated with paying. There need be no decisions about value and purchasing. You log in once when setting up the device, and that’s it. From then on, your various devices simply feel more like different views onto a single device. The automatic syncing makes it easier to operate the devices, not more complicated. You can spend less time managing the device and more time thinking about your content, your work, your friends.

There are bound to be remaining issues with sync conflicts, offline access, data plan limits, etc. But fast internet access is becoming widespread enough that this seamlessness does not seem out of the question.

The cloud is part of the app. The app is part of the cloud. If an app is cloud-enabled, that just means all devices automatically stay up to date.

When students realize who school is for

“When teachers are judging them, students will sabotage the teacher by not trying. But when students understand that school is for them—a way for them to grow their minds—they do not insist on sabotaging themselves.

“In my work, I have seen tough guys shed tears when they realize they can become smarter. It’s common for students to… adopt an air of indifference, but we make a mistake if we think any student stops caring.”

-Carol Dweck (Mindset, p.201)

Deciding that a department is for everyone

Why do so many Williams students major in mathematics? The Williams Alumni Review magazine gives this answer:

The mission of the math department had long been to identify and educate the most talented students, which meant the College graduated about a dozen math majors each year. But new department chair Frank Morgan and some of his colleagues contemplated a more inclusive view of the discipline…. “Everybody deserves a chance to do this,” Morgan says. “It’s like music—people should have a chance to enjoy math.”

Today the reconstituted math department graduates five times as many majors… a third of them women. More than half of all Williams undergraduates complete multivariable calculus [and introductory statistics]. Most impressive of all, 12 percent of the College’s graduates major in mathematics at a time when… the national average hovers around 1 percent.

Has [this] led to a dumbing down of the discipline? There’s much evidence to the contrary. [Professors from elsewhere call the department] “unquestionably the best teacher-scholar math department in the country.”

In other words, the department did not become popular by chance or by working harder at it than other departments. Rather, it made a decision to become a popular department rather than a selective department. The whole design of the curriculum and staffing is different when popularity rather than selectivity is your goal.

Is this related to Dweck’s growth mindset? Does the belief that all students can enjoy and pursue math make it more likely that they will?

The next question is: why have so many departments not made this decision, choosing instead to continue to prioritize selectivity? Shouldn’t everyone also have a chance to enjoy physics and anthropology and comparative literature?

Are academicians too focused on being “serious”? Do they take the fixed mindset, believing that only people with the right “talent” and “drive” can succeed in their field of study?

Ability is learned, not fixed

“After forty years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What any person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning.”

-Benjamin Bloom (via Mindset by Carol Dweck)

The pieces for educational software

Who do you need in order to make outstanding educational software?

  • Artistic and child psychology experts from children’s TV
  • Curriculum designers and subject experts from textbooks
  • Interaction designers and programmers from computer games and apps
  • Teachers who know the kids and can test prototypes with them

What pieces do you need to bring together?

  • Psychological: “flow”, storyline, context
  • Aesthetic: beautiful, interesting, simple
  • Emotional: for a purpose
  • Reliable: solid programming
  • Convenient: internet, app store
  • Low-cost: software product that runs on widely-available devices
  • Effective: learning goals are met

Once the disruption in education takes hold, software with all of these pieces will prove very popular.

Comfort zone

“If you don’t work at the edge of your comfort zone, your comfort zone will shrink.”

-Alan Oppenheim

Kineticons

One of the best talks at CHI this year was by Chris Harrison of Carnegie Mellon, who presented work on what he calls “kineticons” — applying motion to icons and GUI elements of all scales. This is not animated icons per se, but motion applied to static icons. He came up with 39 kineticon motions and then asked 200 Amazon Mechanical Turk workers what they thought the motions meant. Among the interesting results was that “blowing in the wind” was a better indicator of movability than the iPhone springboard’s “jiggle” motion.

Apple has been a pioneer in using this type of motion to convey meaning, but Chris neatly shows how many more possibilities there are.