from John Fielden in Tadcaster, UK: remote everything

The thought of members of Parliament staring into a screen and trying to have a civilised debate with 50 others on one screen and at least 100 others on 100 screens does challenge the mind.  Is this really the best way we can show the democratic basis of our governance? At the least, however, it will allow her majesty’s opposition to make long overdue challenges to the Government in the Commons on its two major practical failures to date – the take up of tests and the provision of timely PPE.

There could be some interesting constitutional issues about the set up; can the Commons in this state enact or endorse anything? Or is it merely a House of Challenging Questions? While it may be possible for its Select Committees to continue to do some good work, what actions can follow – merely Statutory Instruments?

The rash of remote or virtual activities is widespread. We hear of attempts to launch a huge virtual tea party to cheer everyone up. (This brings back memories of a tea party for 2,733 people organised by one of my ancestors to celebrate the passing of the Ten Hours Bill in 1848. It was held in the Free Trade Hall in Manchester at a cost of £946 – or £93,800 in today’s money). Many grandparents are having remote lunches or tea parties with their grandchildren. My wife and I, along I am sure with others, set up a table for a neat lunch on Easter Sunday with a daughter and two grandchildren 250 miles away and they did the same.

Family remote meetings can work, but the method does not succeed when transferred to television panel shows – as we see from the limp chemistry on programmes such as Have I got News for you. It just about works on outside programmes such as Countryfile where the animals and the countryside are the stars of the show.

Remote education has hit my grandchildren. Their summer term has started at four private schools in Banbury, Calne, Thirsk and Shrewsbury.  Or it should have.  The reality is that they are sitting at home online. I really wonder how their teachers who, presumably are novices at the art, have responded in the design of the material and the pedagogy. Have they passed Step 1 which simply puts text on the screen? [I spent five years of my life in the 1970s evaluating the National Development Programme for Computer Assisted Learning –NDPCAL – which was a major national programme exploring the use of computers in teaching and learning. Hence I have an interest in the matter).

The school fees for this novel experience are far from remote. My son who is chair of the governing body of one of the schools tells me that all private schools are charging 80% of the usual fees. He argues that almost all their costs are fixed and that he can only save on cooks, cleaners and the electricity bill. On the plus side all the teachers are full employed and fully paid. If they are using the potential of online learning effectively, they will certainly be overworked.

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