For nearly 20 years projects for developing curriculum materials have been a major component of the educational scene at both the primary and secondary levels. Much money and expertise have been devoted to this task and a great variety of materials has resulted. At the tertiary level similar activity has been much less and slower to become popular. This is not surprising because of the dominance of the lecture as the transactional mode, and the low status accorded to any aspects of curriculum development compared with research. The text book-the tidied and expanded notes of a lecturer-has been the principal type of learning material produced and provided for tertiary students.