The variety of teaching and learning methods which is used within a course is an important ingredient in creating a course with interest to students. A course with a large proportion of its teaching taking place in lectures will need to have a high level of intrinsic interest to students to keep them engaged. Over the past few years, a wide range of different teaching and learning methods have been introduced and tested, often with the aim of developing skills which more didactic methods are poorly adapted to do. Just as it will be the course organiser’s responsibility, in consultation with colleagues contributing to the course, to co-ordinate the availability of resources in the Library (books and reprints in the short-term loan collection, for example), all other aspects of resource-based learning will require forward planning with which the course organiser will have to be involved. Various learning technologies (such as computer and multi-media resources) are increasingly being used in support of the learning process, presenting new challenges and opportunities for staff and students. A major resource being used more frequently is the World Wide Web (WWW). An example of its use in presenting information about course content is given in Case Study 1 at the end of this chapter. Wholesale importation of computer-based learning (CBL) activities across the curriculum is unlikely to be a wise or desirable move for any course. CBL enthusiasts have been predicting significant gains in quality and efficiency of the teaching and learning process for many years, but the realities have, as yet, been less clear cut. On the other hand, computer-based approaches in education have been subjected to more demanding criteria of evaluation than the more traditional approaches have ever had to face. One of the real benefits of the recent interest in new learning technologies has been the reassessment of our more familiar approaches, which has in itself been useful. There are undoubtedly areas of the curriculum, however, in which the appropriate and targeted use of learning technologies will be of considerable importance, affording students the opportunity to engage with materials and resources which would otherwise be impossible. In particular, the confluence of computer and communication technologies suggest exciting possibilities for the use of computer-mediated communication (CMC), in the form of electronic mail or computer conferencing systems, in support of tutorial and group work. While students are facing increasing financial pressures, with the implication that many are functionally in part-time education, the asynchronous communications with teachers and peers which CMC potentially offers can ease conflict between employment and study.