The learning design for this subject was really undertaken as a problem-solving exercise and I was unaware of any theoretical base, although I was familiar with the theory on problem-based learning. I understand that it could be called 'resource-based learning'.

My own theory was that if it was made clear that students had to work independently to a large degree, but were supported well with a detailed timetable, good communications and adequate resources, then they would rise to the occasion.

ORIGIN OF THE LEARNING DESIGN
It evolved. The initial aim was to overcome communication problems, then it was realised that the web site could help with student independence as well.

TIMES THE LEARNING DESIGN HAS BEEN USED
Four times since 1999

MODIFICATIONS SINCE FIRST USE
Some additions have been made at student request. A section related to the administrative details or the clinical education subject (a separate subject but taught by the same people) and some additional feedback on formative tasks have been added. Students have come to regard this site as the primary source of information, which is why the clinical information has been added.

DISSEMINATION
The communications aspect has been reused in web sites for second and third year students in the school.

RESEARCH CONDUCTED ON THE DESIGN
An evaluation was carried out at the completion of the first offering in 1999. The findings are reported as follows:

Assessment results:
Students from three professional streams used the learning design. Final assessment results in 1999 (first year of offering) for Radiation Therapy 1A (my group of students) had a mean of 68.6% and a standard deviation of 8.04. This compares well with the results for semester 1 in 1998 (the old program) of mean 58.7% and SD 13.6%, which put too many students in the "Pass" category.

Student feedback:
The 45 enrolled students completed a standard qualitative evaluation form developed by the Institute for Teaching and Learning (ITL) at the University of Sydney. As recommended by ITL, the form was completed by the students working in small groups.

There were a total of 86 comments made, 74 (86%) of which were positive, and 12 (14%) of which were negative. Table 1 provides a summary of the comments which are classified into personal teaching style, resources and teaching strategy categories.

Table 1: Number of Student Comments

The positive comments regarding teaching strategies could be further divided into comments related to practical sessions, web and computers, and group work.

Below are some examples of students' comments:

• Practical sessions:
  "hands-on", "reinforces lectures", "gives us a good idea of the profession";
• Web / computers:
  "allowed students to work at their own pace", "could work ahead of class if required", "kept us up to date with announcements", "notes were very good and comprehensive";
• Group work:
  "helped apply theory to real case studies", "researched problems ourselves";
• Other:
  A comment was made that one of the best aspects of the course was the study guide.

Note that in some of these comments a recognition of emerging learner independence can be seen.

DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
The assessment results from the the first implementation of this learning dsign suggests that students achieved the intended outcomes. Comments were also made by second year lecturers that these students were more able to work independently than previous groups.

UNEXPECTED LEARNING OUTCOMES
There have been some attitude changes observed. Students now will check the School web sites for information in preference to notice boards, and so frequently now get information when off-campus.

HOW LEARNER ENGAGEMENT IS SUPPORTED
The design takes into account the fact that learners have no university experience and tries to ameliorate this by guiding at the same time as providing opportunities for independence are provided. As the subject matter is very professionally based, it easily meets learner expectations. Peer interaction and feedback occurs in the learning groups and web site. The assessment tasks could be improved by making them more practically related, but this is difficult with current resources. Learners have some control of when they access materials and when they do the independent activities. Students particularly enjoy the practical 'hands-on' sessions.

ACKNOWLEDGMENT OF LEARNING CONTEXT
The activities, particularly the PBL component, relate very strongly to the professional context. Social factors are also included. For example, the patient studied in the PBL section is a homosexual male suffering from HIV-AIDS and Kaposi's sarcoma. Students have to consider their own attitudes to homosexuality when discussing how they would deal with this patient, as well as practical factors such as infection control. Assessment tasks meet the theoretical learning outcomes, but some skills, such as emerging independence, are not assessed. There are some cultural assumptions in the learning design. Students from some cultural groups find it difficult to take part in the interactive tutorial sessions, particularly when asked for an opinion, and would prefer lectures as they are more anonymous and less confronting. I believe that this style, however, encourages deeper learning, and go to a lot of effort to explain to students why we adopt this learning style.

HOW THE LEARNING DESIGN CHALLENGES LEARNERS
The learning setting encourages students to find information for themselves starting with an introduction to the concept by providing all the learning resources in class. Once they reach the PBL component, students have to find their own information, and are familiar with the library by this stage. Decisions about planning, directing and assessing their own learning are difficult at this early stage, but a tentative start is made in the PBL component. Students are always encouraged to ask questions. The PBL component starts with some prompt questions, the students provide more.

OPPORTUNITIES FOR PRACTICE
In the interactive tutorials each group is given a question to answer, using the resources provided. A representative of the group then presents their findings to the class (a different representative each week). Each tutorial allows for feedback from other students and the lecturer, which often takes the form of questions prompted by the group's presentation. The MCQs, mastery essay and class test provide feedback throughout the semester. Assessment questions in the final exam are similar to the prompt questions used in tutorials.