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Developing Learning Opportunities (Again?): Rhetoric and Reality 50350385 M. H., Field metadata only access This paper discusses some implications for developing a course that attempted to facilitate integrated, and at times eclectic, learning opportunities for Design Technology and Systems Architecture students at a university in Japan. Although constrained by the environment of ‘a university’, I believed that it was important for the students to have opportunities to develop life-skills, which involved time and project management skills, such as analysing problems and finding alternatives, and utilise and develop specialty skills, such as Design skills, and international skills through English communication proficiencies. A task-based pedagogical approach was primarily adopted. Students were required to develop local community-focused projects that required them to interact with local citizens and organisations, and draw on a multiplicity of sources to complete their end-product (a documentary DVD or multimedia interactive CD). The results from the courses have been mixed, with some creative enterprises forthcoming, whilst at the same time, some less-than sufficient outcomes have led me to question the framework (physical infrastructure, academic disciplines, theoretical paradigms, learning experiences, learning support infrastructure, global and local focus, etc) within which the course is situated. A critique and suggested solutions are outlined. Outcomes from a course for Design Technology and Systems Architecture students, and the framework (infrastructure, theoretical paradigms, learning experiences, learning support, etc.) within which the course is situated are critiqued. 2007-06 eng conference paper http://hdl.handle.net/10445/4933 https://fun.repo.nii.ac.jp/records/2270 Fourteenth International Conference on Learning, Johannesburg, South Africa