First of all, we should stop calling things like Moodle and Canvas “learning management systems”. At best they’re content, or student management systems. Pet peeve out the way? Tick.
I’ve been advocating for low-tech solutions to the problem of remote teaching and learning ever since I noticed how many people seemed to be pushing for things like synchronous, video-based lectures during the current crisis. Usually, I’m a fan of technology-based learning and teaching but that’s with the assumption that everyone has good access to the internet and appropriate devices. Now, with students and educators working from home, and acknowledging that we’re all reacting to a crisis – rather than implementing a carefully planned, coordinated, coherent strategy – I think that the only ethical option is to use as little technology as possible.
I’ve posted what I think a set of universal principles would look like in this situation, which disadvantages the fewest students as little as possible. And the University of Cape Town’s Centre for Innovation in Learning and Teaching has shared their list of low tech principles for remote teaching, which is a great resource. And during the process of reviewing these principles I started wondering what the simplest solution might look like, assuming that at least some form of internet access is a minimum requirement (our students are at home and can’t travel). And I honestly think that email could substitute as a learning/content management system.
Some of the features of an LMS that most educators would consider to be core to its purpose include being able to do the following:
- Upload and store content in a variety of formats e.g. text, slideshows, video, audio, etc. You can attach anything to an email.
- Access materials anytime, from everywhere. There are email clients for virtually every device and operating system, all of which enable offline access. Email never “goes down” and is one of the most reliable systems on the internet.
- Provide asynchronous access to all of the relevant content and communication for a module. Email doesn’t require that you interact in real time.
- Teachers can modify the content, and students can see the updated material. Email is sorted by date, so new content is presented first, which means that updated attachments appear at the top of the filtered list.
- Students and teachers can re-use the material any time they need. Offline access means that attachments are available all the time (or students can download them onto their local storage).
- Students can learn collaboratively. The ability to have threaded conversations in a mailing list means that collaborative discussion is possible (it may be awkward, but it’s possible).
- Assessments can be completed by students within the LMS. You can include any questions or tasks you want students to complete within email.
- Should be simple to use. No-one needs training on how to use email.
There is also a well-documented disadvantage of the LMS; it requires a technology infrastructure that is non-trivial to manage. In fact, we have higher education institutions here in South Africa that simply don’t have the technical infrastructure and ability to maintain an LMS. But they all have email.
So it seems that email as a technology satisfies all of the requirements of a learning management system. But how would you use it? I think that with a few basic naming and organising conventions, you could ensure that all students across a programme could be up and running with this system in a few minutes.
Basically, educators within a programme would need to agree on a Subject line naming convention e.g. Module name – Type of email – Title/content. For the module that I teach, it might look something like this: PHT402 – Announcement – Submission dates, PHT402 – Assessment – Quiz no. 2, or PHT402 – Notes – Health and human rights. Students could filter their emails by the module code (“PHT402”) which would only display emails for that module, as well as by Type (“Announcement” or “Notes”). Everything relevant for those search terms would be presented in reverse chronological order (most recent first) making it very easy for students to find whatever they’re looking for.
You can see how it’s possible for students and lecturers to do the following:
- Search and filter their system for the content they need, when they need it.
- Communicate privately with the lecturer, or with a learning group (3-5 peers), or with everyone in the class.
- Threaded email discussions look a lot like discussion forums, which are often touted as an important feature of the LMS, and which would work perfectly well by email.
- Write an essay that includes links to sources, embedded images, complex formatting, etc. for an assignment, directly within the email client.
- Embed Google Form-type quizzes directly into the email so that students can complete them without leaving the email client.
Since email provides offline access students could connect to the internet, download everything they need, and disconnect. Then they’d review the work and communication while offline, compose responses and any questions they might have, reconnect, upload it all, and then disconnect again. This would all happen without having to “go” anywhere (no browsers, links, logins, or apps other than the email client) or do anything. I honestly that that we can get 90% of where we need to be simply by using email. Everything else might just be more of a distraction.