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>ILT is to >develop/find and disseminate good practice within learning and teaching. At >the basic level the SUBJECT being "taught" makes little difference. The >techniques/ideas should be relevant to most subjects. Herewith my tuppence ha'penny worth in this discussion. It is my experience within the mathematics community that, while there is an abundance of good ideas around, it is up to each subject community (and eventually each person) to adopt and embed good ideas to enhance teaching and learning into the T&L of that community. We need to adapt generic ideas, or ideas from other subject communities, and make them our own. Before people will change, they need to see the benefits of change (or else have a very big stick applied to their backs) and this can best come from pioneers within the subject community. What, for example, is the Higher Education Committee ( if such a body exists) of the Institute of Physics saying about the ILT and about developments in the T&L of physics? BTW has ILT taken on board some of the "anti-ILT" comments made in the AUT bulletin of 16 Oct 2000? Ken Houston ******************************** Professor S Kenneth Houston, School of Computing and Mathematical Sciences, University of Ulster, Jordanstown, Newtownabbey, Co. Antrim, Northern Ireland, BT37 0QB phone +44 (0) 28 9036 6953 secretary +44 (0) 28 9036 6126 fax +44 (0) 28 9036 6859 http:[log in to unmask] %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%