ABSTRACT
This chapter addresses the design of a full credit remote access module as part of an undergraduate degree course in music technology with a particular focus on sound recording technology at a public university in Texas. It focuses on appropriate curriculum selection and designs for distance learning, illustrating advantages and disadvantages of such a system with technical and vocational content delivery in practice, and assessing such topics remotely as well as examples of curriculum content to give context for assessment. A challenge with providing degree level programs in music technology, at least when combined with a vocational focus, is the lack of an industry standard qualification level. The chapter also focuses on the broader pedagogical issues of such an approach with specific reference to the vocational training and assessment of sound engineers and music technologists. The curriculum was designed with the development of two streams of skills in mind: holistic (transferable, broader educational) skills and specific vocational skills.
