It was claimed that technology enhanced course design requires significant reconceptualisation of content and delivery.

Evidence from the ELESIG meeting in support of this included:

• Lorna Burns' case study on training teachers to use LAMS
• The ADELIE project at Leicester, and particularly the Carpe Diem workshops
• The length of time taken and the kinds of collaborative engagement needed to develop online content
• Student feedback and learning outcomes from different courses

It was suggested that evidence of unsuccessful practice would be particularly helpful in understanding the complexities of course re-design, but that little (if any) of this is available, since it may be too sensitive to publish.