Universities challenged |
| VAN Illich’s Deschooling | | The Traffic Flow,” said the intro- | | up halfway. This may be reduced |
| Society, first published in the | | duction. Then came references to | | by Internet counselling on |
| sixties, [id:11062] the tearing- | | “devolving domain name ser- | | course requirements and offering |
| down of schoolroom and col- | | ving” and to “hyperachieving”. | | a qualification after successful |
| lege walls. It suggested that | | Clearly we have to learn a new | | completion, rather than just a |
| education in future should take | | vocabulary. This has not deterred | | certificate of attendance. |
| place in the home, the communi- | | students and consultants from 27 | | Older forms of distance learn- |
| ty and at work. | | countries including Columbia, | | ing through radio, television and |
| What Illich could not have | | Croatia and China from [id:11064] | | correspondence have the serious |
| foreseen was the information | | the course. | | disadvantage of isolation. At any |
| technology revolution. The | | Although I am not a scientist | | age [id:11068] the experience of |
| Internet could do more to make | | and know nothing about protein | | study is part of the fun of being a |
| his dream come true than any | | crystallography, I would be | | student. Studying on the Internet |
| revolutionary edict or experiment | | happy to [id:11065] the course. The | | makes direct interaction possible |
| in deschooling. Or could it? Will | | department is internationally | | and students can be simul- |
| it make teachers and lecturers | | renowned for its work on the | | taneously logged on to the same |
| redundant? Will the classroom | | structure of proteins. Putting this | | computer and talk to each other. |
| become a [id:11063], a relic from | | course on the Web opens up | | Students on the Birkbeck course |
| the past? The Internet opens up | | access to the work of distin- | | claimed to have made interesting |
| vast new possibilities for learn- | | guished scientists to people who | | scientific contacts with people |
| ing, even for computer illiterates | | could not afford to travel to | | round the world with whom they |
| like me. | | London and pay the postgraduate | | intend to remain in touch. |
| One of the first higher educa- | | fees. | | Education professionals can |
| tion institutions in the UK to | | [id:11066], many potential pur- | | sigh in relief. They are not all |
| recognise this is Birkbeck | | chasers of space for courses on | | going to be [id:11069] tomorrow. |
| College. Our crystallography | | the Internet may not be able to | | The new technology is more |
| department pioneered a 15-week | | offer this kind of quality. | | likely to complement traditional |
| course in the principles of pro- | | Moreover, open access, as long | | teaching rather than replace |
| tein structure using the Web. | | as you have the requisite equip- | | it – at least for the foresee- |
| When I went to the Guardian, I | | ment, may mean high levels of | | able future. |
| asked if I could see it. In a min- | | [id:11067] as people select courses | |
|
| ute or two it was downloaded. | | which may not be appropriate. | | Tessa Blackstone is Master of |
| In we go. “OK, it’s all work- | | More than half of those signing | | Birkbeck College, University of |
| ing now. Please subscribe and let | | on for the Birkbeck course gave | | London |
| | | | | |
| | | | | ‘The Guardian’, |
| | | | | September 19, 1995 |
