The Role of Learning Guides in Multi-Modal Learning at the Lilydale Campus of Swinburne University of Technology.

Multi-Modal Learning [MML] commenced in 1992 at the Mooroolbark Campus of Swinburne University of Technology, Victoria, Australia as a pilot project for the introduction of educational technological approaches to the provision of degree courses offered at the Lilydale Campus from 1996. The project introduced strategies and facilities to enable learner focussed use of educational techniques similar to those more frequently described as "flexible learning".

This paper will present an overview of the range of different teaching and learning strategies that are employed as part of the Multi-Modal Learning approach at Swinburne at Lilydale. The paper will focus on the role and use of Learning Guides as roadmaps to facilitate each student's progress along their educational journey. Data will be presented on student perceptions of the value of Learning Guides and student reactions to specific Learning Guides in various disciplines. An evaluation of Learning Guides is also being conducted by external consultants and the paper will include a discussion of preliminary results.

The paper will describe the process used to establish a culture change in provision of higher education and the procedures built into MML to ensure that continuous quality improvement is achieved.