Original Luddites

As we all continue to be inundated with the rapidly progressing possibilities of integrating GenAI into teaching and learning, I would like to share a perspective connecting SoTL to early approaches of technology. As context, I would like to share the background on one of the newest GenAI platforms, DeepSeek. I used Perplexity AI which now offers DeepSeek on their server to generate the following summary:

“DeepSeek, a Chinese AI startup founded in 2023, has emerged as a disruptive force in generative AI with its cost-efficient, open-source models. Its flagship DeepSeek-R1 model rivals OpenAI's o1 in reasoning tasks while costing much less to develop – using an efficient Mixture-of-Experts architecture. DeepSeek shared that it was able to be more efficient by not using a conventional supervised fine-tuning (SFT) process widely used in training LLMs. Instead it skipped SFT, opting to rely on reinforcement learning (RL) [you may recall I posted a blog on RL last week].

Further, DeepSeek believes it is able to enhance pedagogy through:

Natural Language Processing-powered content curation to address information overload by filtering 87% of low-quality resources in academic databases;
Multi-token prediction architecture enabling simultaneous feedback on research drafts, code submissions, and problem sets; and
The model's lightweight design makes advanced AI accessible to underfunded institutions, particularly in developing regions.”

I only share the recent information on DeepSeek to further exemplify the rapid shifts of how technology COULD impact teaching and learning. The emphasis of COULD is the background for today’s topic on the concept of the original Luddites in higher ed.

The Luddites, often misrepresented as opponents of all technological advancements, were, in fact, critical of innovations that degraded craftsmanship and working conditions. Emerging in early 19th-century England, they opposed mechanized textile manufacturing that prioritized efficiency over the quality and well-being of skilled laborers (Binfield, 2004; Cherry, 2021). Their resistance was not against technology but rather against the indiscriminate application of machinery that eroded quality. This historical perspective provides a compelling parallel to contemporary higher ed, where faculty members grapple with the [potential misuse of] integration of digital technologies in teaching.

Faculty concerns about technology adoption often echo the Luddite movement's skepticism. While many educators embrace pedagogical tools that enhance student engagement and accessibility—such as LMS, virtual simulations, and AI-assisted tutoring—they also critique applications that undermine the depth of learning. For instance, automated grading software may increase efficiency but fails to provide the nuanced feedback necessary for student growth (Selwyn, 2021; Granić, 2022).

Moreover, the Luddite ethos emphasizes the importance of maintaining high-quality outputs amidst technological change. In the modern university, this translates into a faculty-driven approach to technology adoption that prioritizes pedagogical effectiveness over mere cost-cutting measures. Educators advocate for blended learning models that combine digital tools with traditional methods to preserve intellectual rigor (Bates, 2019; Lubis & Yus, 2024). Furthermore, the integration of technology must be accompanied by appropriate faculty development and institutional support to ensure its meaningful application.

Foundational research on how people learn emphasizes the importance of active engagement through authentic, real-world projects and timely, constructive formative feedback in various formats. By focusing on these principles, educators can foster deeper learning and critical thinking while leveraging technology as a tool rather than a substitute for effective pedagogy.

References

Bates, T. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus Open Textbooks.

Binfield, K. (2004). Writings of the Luddites. Johns Hopkins University Press.

Cherry, M. A. (2021). "The Future Encyclopedia of Luddism." SSRN Electronic Journal.

Granić, A. (2022). "Educational Technology Adoption: A Systematic Review." Education and Information Technologies, 27, 9725–9744.

Lubis, B. S., & Yus, A. (2024). "Mapping Knowledge and Research Trends on Technology Adoption in Higher Education: A Bibliometric Analysis." Education and Information Technologies, 29, 24415–24458.

Selwyn, N. (2021). Education and technology: Key issues and debates. Bloomsbury Academic.