1. The use of appropriate technology. We are moving from the phase of relying upon the enthusiasm of a small group of individuals to encourage and facilitate the uptake of educational technology to a more planned approach. This means that any planning process should focus not on increasing the use of educational technology for its own sake but upon ensuring that use is focussed in accordance with improving student learning.

2. Evaluating student needs. It is very important that any initiative in this area reflects the need for student centred learning. This is important because, as John Hurst said, the technology provides us with the opportunity to do things that we have never done before. This is very true. Many of us have little or no experience in our own learning of the use of educational technology or flexible learning, so it is difficult to appropriately evaluate its use in our own teaching.

It is also important to respond to student demands. In the Law Faculty, at the suggestion of Ms Di James, Special Adviser on Flexible Learning, Office of the DVC, we are currently undertaking a survey of student computer resourcing issues. This involves a questionnaire to determine student access to computing resources at first and third year levels (to capture any change in resources at the stage when many students have moved out of the family home).

This will enable us to design computer based technologies in accordance with student facilities and address any equity issues. It will also involve the use of student focus groups to further address the needs of any special groups, such as mature age students. This process will also examine what students need or expect from flexible learning resources such as the Web.

3. Staff Training Issues. It is necessary to ensure that staff have adequate training, skills and equipment to respond to the increased use of educational technology. It is also essential that they have the time to be involved in educational technology projects and that there is recognition of their input.

4. Sharing of Information and Resources across the University. This will facilitate the extension of benefits gained in one area to other areas of the University. However it is also necessary to balance the issue of defining the resources available for staff use and the impact this may have upon creativity and academic freedom.

5. Co-ordinating Staff Initiatives. It is essential that issues of who can and should be involved in such projects be assessed at the planning level.

6. Evaluation of the Pedagogical Value of this process. Clearly this is an important and ongoing part of the use of educational technology, with feedback continually being gathered and built into the planning and review process.

7. Internationalisation/New markets: The existence of appropriate technology will make it possible to reach new groups of students who, for various reasons, have been unable to participate in Monash courses before.