In 1994, the New South Wales Board of Studies, Australia, introduced three high level Distinction Courses for gifted and talented students: Comparative Literature, Cosmology, and Philosophy. All are offered by distance education but the cosmology course employs an interactive design model and an extensive communication system that differentiates it from the other two. This paper explains the model and the way it is used in practice to organise, sequence and deliver the course. A discussion addresses ways in which the model might be used to design a wider range of courses in science for gifted and talented students.
