raymond russell journal review

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Article Critique of CURRICULUM DESIGN FOR FLEXIBLE DELIVERY (1998) Flexible delivery is an approach to teaching and learning which increases access 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 use of fl exible modes of deli ver y whi ch uses informat ion and communicat ion technologies is a better means of managing the challenge. The challenge of finding or  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 Tea ching Development Lec turer (TDL) and Ins tru ctional Des igner (ID) tha t 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 centers on ‘outcomes -ba sed int egr ative model. Designers begin by defining des ire d learning outcomes in answer to the question “what will the learners know, be able to do and or value when they have compl eted the course?” It is foll owed by the integrati on of 

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