In a global information society all students regardless of discipline need to have or acquire basic computing and information literacy skills. The Faculty of Health Science at the Central Queensland University now includes a compulsory and introductory course in Health Informatics at the undergraduate level for all its first year students to meet these educational needs for the future health industry workforce. This paper describes the teacher and student lived experiences encountered throughout the concurrent use of a variety of delivery modes to teach an introductory unit of health informatics to this varied student population. It will include a discussion about the unit itself, educational philosophy adopted, strengths and weaknesses of the technologies and delivery methods adopted and the results of the student evaluation.