In October of 1996 the Australian Federal Government commissioned Griffith University to build a new campus which opened its doors for the first time in 1998. The campus is in Logan city, situated in the Brisbane - Gold Coast corridor. This is one of the fastest growing areas in Australia. It was decided that this campus break from the traditional modes of instruction and offer programs that adhered to a practice of flexible delivery. This notion is to be embodied in all aspects of curriculum development and delivery. The University defines flexible learning as an educational strategy that gives independence, choice and skills to students. In this approach, ways of learning are adapted as far as practicable to suit learner's requirements. Learning and teaching strategies may involve face to face interactions (teacher to student, student to student), and may use a range of technologies including printed materials, audiovisual materials, multimedia, CD-ROM and the Internet.

All subjects aim to provide students with skills in: communication, research, analysis, presentation, problem-solving, use of technology, and dealing with innovation and change. The flexibility will help students access study materials when they need them, schedule learning activities to suit, and progress through their course at a pace appropriate to their life priorities. Flexible learning has been carried into campus and building design at Logan. Three large learning centres will be located at the heart of the campus. The centres will provide an array of access facilities, technologies, and learning spaces. In this environment there are learning centres equipped with a leading-edge array of computer resources. The primary focus of this paper will be the implementation of this technology within the context of Logan Campus. It will focus on the aspects involved in the design, development, and resource implications of the online and offline products. This implementation of computer assisted learning activities, tools, and communication methods will be explored in detail, covering not only the development process but also teaching strategies that can be utilised in concert with the technology. In conclusion this paper will explore the evaluation instruments being used for the Logan campus curriculum and outline the potential impact for the wider University community.