Physiology teaching in the new millennium is well placed to embrace not only the new technological affordances but also the significant paradigm shift that is emerging in the bioinformatics / systems biology revolutions. However, adapting to these changes means that we will have to revisit traditional academic roles. In terms of technologies, MOOCs and classroom inversion are emerging as very real factors that will influence the way in which academics and students interact and require, in some instances, re-articulation of the purpose of a campus based experience. Mobile computing devices are also a clear game changer, a revolution in which we are already caught up. The new affordable and compact tablet PCs are the most recent player, bringing the capacity for each student to connect directly to and run sophisticated data acquisition equipment. This allows the student in effect to “own” the experiment and their data. In the context of physiology teaching, the proliferation of mobile wireless personal monitoring devices as well as increasingly affordable genetic and proteomics screening are significant points of leverage. This rapid shift to personalized medical data gathering presents multiple opportunities for students to contextualize learning to themselves – making these data very authentic. One significant challenge is how best to position the core physiology content while optimizing student engagement. The possibility of having student cohorts collect large data sets opens up “cloud-sharing” to compare population parameters across local and national boundaries in new ways. This enables a deeper appreciation of how the cultural and environmental surrounds effect human physiology. Gamification / augmented reality can also be powerful tools to enhance student learning when implemented in appropriate ways. Quality on-line resources such as laboratory modules, simulations and patient / case studies are also critical in the mobile world. Our students live, however, in a world of expecting high production values and achieving this comes with significant labour and cost implications. We have already entered this very exciting era. It is the speed of change and our capacity to adapt to and resource these changes that are our greatest challenges. There is an urgency to develop strategies that connect the innovators and early adopters with the broader physiology community in a unity of purpose around the new ways of teaching. The most effective means to facilitate a community approach is through the formation of collaborative leadership networks. Such networks can serve to (i) provide the critical mass needed to identify, address and solve the central challenges that face us in delivering a forward looking and sustainable curriculum and (ii) maximize the efficiency of development, dissemination and adoption of innovative physiology teaching. This critical mass is also essential to seek new the funding opportunities required to support innovation and sustainability. In a complex international environment, such a network can serve to aggregate, filter and connect ideas and information with the appropriate teams of people to achieve effective, transferable and sustainable solutions. There are some examples of local networks, however, these are issues that required collaboration at an international level. IUPS is well positioned to play a central role in such an extended network.