Contrary to popular opinion 'flexible delivery' is not another term for Shane Warne's bowling action - (although it well could be).

There are so many and varied terms associated with the topic of "Flexible Delivery" that pinpointing a definitive list is a greater challenge than I am prepared to accept. A short selection (with acronyms) includes:

Many of these terms are used in an interchangeable way. Some can and do mean the same thing. Others exist because of slight but important nuances in meaning. Teasing out these nuances is hopefully one outcome from the panel discussion.

"There's an old joke that has the punchline that distance education is what happens in the back of large lecture theatres."
So starts the definitions page on the National Council for Open and Distance Education (NCODE) site (http://cedir.uow.edu.au/NCODE/). Instead of replicating a definitions page for our Panel discussion on flexible delivery I suggest referring to this site which provides a good short cross-section of commonly used (and abused) terms. Here one definition of 'flexible delivery' is drawn from the University of Wollongong 1997 Enterprise Agreement between staff and management. It is as good a place as any to start??.

" 'Flexible Delivery' means an approach to the delivery of education which allows duration and intensity, place, method and delivery medium to reflect the learning objectives, the needs of the student, the subject and course requirements and the judgement of the teacher. The aim of flexibility is enhancement of educational process and it will not be used as a strategy for reducing staffing levels.

The parties recognise the increasing range of modes of delivery of tertiary education, made possible through flexible delivery. Opportunities for participation in tertiary education may be increased by the availability of different modes of delivery, while on-campus education may also be enhanced by the use of new technologies and other forms of educational innovation. At the same time, it must be remembered that education is an interactive process, at the heart of which lies the relationship between student and teacher. Electronic forms of communication can provide highly effective media for the delivery of education and training, which in some situations is the preferable option. Alternative modes of delivery may complement personal contact in teaching and learning and human support for these processes but personal contact remains the primary mode for delivery of tertiary education.

Some objectives of introducing new modes of education delivery include to increase opportunities for participation in education and to improve the quality of the educational experience. Materials must be of a high standard and appropriate to the context in which they are used. The implementation of alternative modes of delivery should not be based on economic expediency. Flexible delivery modes should be subject to regular assessment and ongoing review as are traditional modes."