“…Silicon Valley’s reigning assumption: Anything that can be automated should be automated. If it’s possible to program a computer to do something a person can do, then the computer should do it. That way, the person will be “freed up” to do something “more valuable.” Completely absent from this view is any sense of what it actually means to be a human being.”
– Nick Carr, “An android dreams of automation,” Rough Type, June 26, 2014.
Who dropped the ball? It certainly wasn’t me. Was it you?
When I stopped taking graduate classes in 1993, people had barely heard of the Internet, let alone any kind of learning management system (or LMS). I had never even taken a class that used the Internet, let alone an LMS. I didn’t start teaching with any kind of technology until I got some professional development when I was working at what is now Missouri State University. My department chairman there mandated that all syllabi must be posted online (a really good idea that I still don’t think most universities bother to do). As a result, I learned what I think was then called Microsoft FrontPage and haven’t handed out a piece of paper in class since.
I also remember attending the first time my current employer offered BlackBoard classes. I thought it was mostly bells and whistles and refused to use it. In the same way I hated Moby Dick the first time I read it (actually, I still hate Moby Dick, but that’s the subject for a whole different blog), I gave Blackboard another chance a couple of years later. I came to the same conclusion and haven’t touched any LMS since
Yet while I was learning what technologies for teaching I like and eschewing others, a sea change was taking place in higher education. Learning Management Systems were quickly (if you call fifteen years or so quickly) going from a novelty to being the norm. At first, I was simply annoyed because my students kept asking me what their grade was during the semester (since they could always see it for most other classes in the LMS) and I had to keep telling them that I hadn’t done the calculations yet. Over time, however, LMSs have become a way for administrations and edtech companies to control the manner in which professors teach. Yes, you can still pick your content – I think – but many of the other decisions that professors used to be able to make by themselves (whether to tell students how they’re doing at every point during the semester, for example*) have been determined by the capabilities of learning management systems to process and present information.
What I’m wondering now is how this happened. I wasn’t really paying attention at the time and I haven’t done the research into this little piece of edtech history, but I do have some theories that I was hoping people better informed than I am might kick around:
1. It was the online instructors. They did it!!!
OK, maybe not the online instructors, but certainly online instruction is possibly to blame here. Imagine it’s the late-1990s. All these universities want to go into online instruction on the cheap so like IBM with the Windows, they outsource the operating system to companies that are dying to serve them. The universities themselves are so pleased with the ability to monitor classroom interactions, that they then go and encourage every other faculty member to use the LMS too. Pretty soon, scads of us can’t live without one.
2. Faculty were sold a bill of goods with respect to convenience.
Why would anybody first pick up the LMS habit? Time would be a great incentive. I still remember how amazed I was when I first learned Excel so that I could compute my grades on them. It literally saved me at least eight hours each semester at exactly the time of year when my time was most important! Gradebooks in any LMS would do the same thing. Such conveniences may have convinced lots of people to invite a guest to the party who decided to monetize the punchbowl. Pretty soon, who has time to learn any other system?
3. It started with the adjunct faculty.
The same way that adjunct faculty can’t pick their textbooks in many cases, perhaps they were the natural beta testers for learning management systems – particularly in online settings where the regular tenure track faculty was likely not paying attention. Once they became hooked on doing things through an intermediary, regular faculty joined along because that seemed like the right thing to do. I don’t know exactly how LMS contracts are structured, but imagine them all being on campus-wide licensing systems. Even if it costs more the more users you have, the later users are always cheaper than the earlier users and pretty soon the whole thing would have just snowballed.
Whether it’s all these things or none of these things, there’s still time to remember three very important points and begin to act upon them:
1. You do not need an LMS in order to teach.
2. You do not need an LMS in order to teach with technology.
3. The selection of educational technologies you can use outside the LMS are only getting better.**
If we forget these simple facts, we will all likely become victims of the reigning assumption of Silicon Valley sooner or later once the LMS takes over most of our jobs entirely. At least this will free us up to spend more time looking for better-paying work, while our students suffer from a chronic substandard education which just happens to be delivered with a few elements based upon the use of modern technology.
* I strongly suspect that those of you who actually teach with LMSs can come up with a better example than that one. Please do so and explain it in the comments below.
** Who remembers what happened to AOL? I certainly do.