This paper reports on research that used the development of interactive multimedia learning environments as a device to allow faculty to explore principles of the Learning Paradigm. The following pedagogical feature set of this technology that resonated with faculty and that can foster transition to the Learning Paradigm is presented: (1) interactivity fosters active learning; (2) the sensory-rich nature of this technology facilitates the engagement of additional powerful cognitive processes; and (3) integration of assessment tools into the environment can provide students with feedback and encouragement, allow the collection of diagnostic clues about individual student learning needs, and enable the collection data to evaluate student learning outcomes. Examples of four kinds of learning environments (i.e., learning facts, building concepts, experiencing critical inquiry, and fostering student-originated research) developed in the Department of Biology of the University of Hartford (Connecticut) are presented to illustrate these principles. Assessment issues as they vary across this learning continuum are also explored. (MES)