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to education for a wide range of students by offering greater student control over time,
place, and pace of study. Technology is utilized to support communication and access to
information to move towards a more student centered approach to teaching and learning.
This research was designed to promote Flexible Delivery curriculum at the University of
Wollongong, Australia.
The author of the journal provides answers to the gradual changes in teaching and
learning which traditional curriculum models could not meet. The author asserts that the
building an appropriate design model became the focus since traditional models were
found less effective than flexible delivery. Case study was used to outline (1) the early
decisions about curriculum models that were inadequate, (2) the interactions between
Teaching Development Lecturer (TDL) and Instructional Designer (ID) that proved
significant to the final course design and the development of new curriculum design and
(3) a curriculum model for Flexible Delivery that is grounded in design practice. TDL
learning outcomes in answer to the question “what will the learners know, be able to do
and or value when they have completed the course?” It is followed by the integration of
four major elements of curriculum design: content, teaching and learning method,
This model is developed such that each element influences the other rather than
being developed in any particular order. Tyler’s Curriculum model and Interaction model
follow a certain structure and objectives are specified with elements of order. According
to the authors traditional models are problematic and do not meet the challenges of the
present tertiary educational demands. These include the use of test data based on absolute
standards of performance. They asserted that a great deal of learning is not amenable to
observation or measurement and teaching only that which can be measured confines and
trivializes knowledge. Traditional models focus on cognitive and social learning rather
considerably regard media as support for students in achieving their learning outcomes.
Given this information the authors developed a Flexible Delivery model which emerges
from the deliberation of the previous curriculum adopted by the University and its new
vision to take the challenge of new millennium. However, they believe still that there is
no one curriculum model that should be prescribed for flexible delivery designs. Flexible
delivery still is an advantage in that creativity is more likely to flourish when designers