The diverse abilities of learners demand different types and levels of support; different modes of delivery may be considered to suit preferred patterns of attendance and approaches to learning. The delivery of the curriculum is made responsive and adaptive to the requirements of different types of learners.

Component processes: session planning (support), learning development

Enabling systems: Learning designs accommodate learners' preferred tools and software, and assist learners in developing appropriate digital literacies and skills.

• adaptive learning environments  
  
• e-Portfolios 
  
• IMS ACCMD (AccessforAll Metadata Specfication)
• XRTE 

Prototype for mashing up eportofolios, learning outcomes and learning resources using linked data, blog post by Wilbert Kraan

Example resource types: resources relating to specific planning tools and systems, resources relating to specific learning environments and tools (technology advantage)

Delivery project activities around support

Some support mechanisms which appear to focus on administrative processes can have a significant impact on the learning experience of students and the workloads of teaching and administrative staff. Several of the Curriclum Delivery projects have focussed on these kind of support processes and report cost efficiencies as well as improved experiences for staff and students. Examples of these include technologies to support assignment handling (Cascade Project, Making the diploma a success Project, Integrative Technologies Project, SpringboardTV Project and eBiolabs Project), timetabling (Making the diploma a success Project, Integrative Technologies Project and MORSE Project), and enrolment (Cascade Project).

For learners the high point has been the ability to access their own timetables and attendance and punctuality data through the portal. They feel that being able to see their attendance and punctuality motivates them to improve, whether their existing attendance and punctuality is good or not. This, combined with the target setting process, contributes to their sense of independence. The popularity of the timetable and attendance and punctuality reports with both learners and staff has led us to extend this further to provide learners with more reports that relate to their financial situation. ( Lewisham College)

Several Delivery projects have used technology to support skills/literacy development and some (Cascade Project, Making the diploma a success Project, COWL Project, Atelier-D Project, Integrative Technologies Project) have focussed on generic skills as this has a wider impact across the institution.

The use of technology to support Personal Development Portfolios (PDP) has been a focus of several projects (Making the diploma a success Project, KUBE Project, Integrative Technologies Project)

Supporting students whilst working remotely is a focus for several projects. (MORSE Project focus on using mobile technologies to support remote students on placement and field trips. Duckling Project and the Atelier-D Project utilise a wide range of technologies to provide support for distance learning students. The OU are supporting design students in relation to communication, reflective learning, and peer support and mentoring. Leicester are using podcasting to provide support in research methods, assignments, dissertations and feedback/assessment.)

Personalised technologies to support learners has been a feature of several Delivery Projects (Making the diploma a success Project – Moodle Learner portal, (KUBE Project – Personal lesson planning, Mahara and Moodle,  MORSE Project and Integrative Technologies Project – personal blogs,  

Induction and pre-induction support has been a feature of several Delivery Programme projects (KUBE Project, Integrative Technologies Project)

Student mentoring for fieldtrip students has been introduced by the  MORSE Project project and is student mentoring is also a feature of the Atelier-D Project and Integrative Technologies Project projects.

See also:  flexible curriculum, learner differences, progression and retention