Are new didactic tools, new strategies and new methods required to be able to teach physics at a distance or …?

Our target group for teaching physics is upper secondary schools for adults. One of our assignments from the Government is to assist municipalities in Sweden in the introduction of flexible learning within adult education. Helping the municipalities in this respect largely consists of the continuing education of the existing teaching staff. At the Swedish Agency for Flexible Learning (CFL) we approach this from several different angles.
One means is laboratory kits that we send to the students' homes. If the student cannot come to a physics laboratory then the physics laboratory has to move into the student's home!
An alternative that can be of use is e-Experiments which is an EU project being co-ordinated by CFL. In this context we, together with partners from Romania, Spain and England, are examining how to better exploit computers for physics experiments.
It is also interesting for adults who are to study physics to be able to validate their knowledge of physics. How much of a course does the student master before studies begin? If the student possesses previous knowledge then that person need only study that which is lacking in order to obtain a grade for the entire course and then continue their physics studies.
The subject matter I will present in two different workshops are a preliminary report on e-Experiments and how to validate physics at the upper secondary school level for adults, partly at a distance.
The intention is to help physics teachers to broaden the scope of their teaching to include more distance education.