1. English Multimedia Wang, Yueh-chiu National Penghu University

2. English Multimedia Computers in education: Computers in education: Commonly used acronyms for computers in education: Commonly used acronyms for computers in education: CAI (Computer-Assisted Instruction) CAI (Computer-Assisted Instruction) CAL (Computer-Assisted Learning) CAL (Computer-Assisted Learning)

3. CmC (Computer-mediated Communication) is concerned with communication between two or more participants via a computer. It is used in the social sciences to cover email, bulletin boards, and video-based. CmC (Computer-mediated Communication) is concerned with communication between two or more participants via a computer. It is used in the social sciences to cover email, bulletin boards, and video-based.

4. CAI and CAL: Ahmad et al. (1985) say that the words ‘aided’ or ‘assisted’ are significant, and highlight the computer’s auxiliary role and the function of the computers as a part of the total learning experience. CAI and CAL: Ahmad et al. (1985) say that the words ‘aided’ or ‘assisted’ are significant, and highlight the computer’s auxiliary role and the function of the computers as a part of the total learning experience.

5. In traditional CAI, according to Barker and Yeats (1985), computers are used to ‘guide the user through a prescribed course of learning and testing. The computer assumes the role of teacher, asking questions and assessing the user’s responses. In traditional CAI, according to Barker and Yeats (1985), computers are used to ‘guide the user through a prescribed course of learning and testing. The computer assumes the role of teacher, asking questions and assessing the user’s responses.

6. Originally CAI meant tutorial and drill and practice programs, and the computer supplanted the teacher (See Wyatt, 1984). Originally CAI meant tutorial and drill and practice programs, and the computer supplanted the teacher (See Wyatt, 1984).

7. In more recent times, computers have become smaller, faster, and easier for the non-specialist to use. In more recent times, computers have become smaller, faster, and easier for the non-specialist to use.

8. CALL Materials CALL materials can be authentic or pedagogic, commercially produced for a wide, perhaps unknown audience, or locally produced for a smaller, known audience. CALL materials can be authentic or pedagogic, commercially produced for a wide, perhaps unknown audience, or locally produced for a smaller, known audience.

9. CALL materials have been produced that address all the language skills (Pennigngton 1989b), although speaking and listening have proved the most complex to deal with on the computer (Hope, et al., 1984; Ahmad, et al., 1985). CALL materials have been produced that address all the language skills (Pennigngton 1989b), although speaking and listening have proved the most complex to deal with on the computer (Hope, et al., 1984; Ahmad, et al., 1985).

10. Not only are CALL materials kinetic and multidimensional, they are also mediated by the computer screen and a sound channel, which means that only a small component of the whole can be seen or heard at any one time. With CALL materials, the whole picture is much more elusive. Not only are CALL materials kinetic and multidimensional, they are also mediated by the computer screen and a sound channel, which means that only a small component of the whole can be seen or heard at any one time. With CALL materials, the whole picture is much more elusive.

11. CALL program can at once tutorial and drill, word processing and writing, gap- filling and reading, or exploratory, multimedia and simulation. CALL program can at once tutorial and drill, word processing and writing, gap- filling and reading, or exploratory, multimedia and simulation.

12. The tutor and tool roles are clearly apparent with the tool role predominating, and more directive roles such as the manager of tasks or the expert system occurring less frequently. The tutor and tool roles are clearly apparent with the tool role predominating, and more directive roles such as the manager of tasks or the expert system occurring less frequently.

13. The term “e-learning” covers a wide range of techniques and methods. It includes the use of technology as part of a conventional or traditional course as well as online course where learners and tutors will never meet face-to-face. The term “e-learning” covers a wide range of techniques and methods. It includes the use of technology as part of a conventional or traditional course as well as online course where learners and tutors will never meet face-to-face.

14. Traditional skills vs. e-learning skills Time management is critical in e-learning since it provides greater opportunity to take control of your own learning. This is also true of other forms of open and distance learning. Time management is critical in e-learning since it provides greater opportunity to take control of your own learning. This is also true of other forms of open and distance learning.

15. Acceptance of responsibility E-learning provides more opportunities for learners to take responsibility for their learning than traditional learning does. This is also true of other forms of open and distance learning. E-learning provides more opportunities for learners to take responsibility for their learning than traditional learning does. This is also true of other forms of open and distance learning.

16. Planning of e-learning The benefits of e-learning include giving learners more freedom to choose when and how they study, so placing on them the emphasis for planning. Traditional courses are often determined by the tutor and are accompanied by timetables and study guides. The benefits of e-learning include giving learners more freedom to choose when and how they study, so placing on them the emphasis for planning. Traditional courses are often determined by the tutor and are accompanied by timetables and study guides.

17. Searching skills Scale—the world wide web is enormous in comparison to any physical library. Scale—the world wide web is enormous in comparison to any physical library.

18. Assessing quality The world wide web has few quality assurance mechanisms. Books and other printed educational content have established means of judging quality. The world wide web has few quality assurance mechanisms. Books and other printed educational content have established means of judging quality.

19. Anyone can launch a website, but producing a textbook requires the agreement of publishers, peers, and reviewers. Anyone can launch a website, but producing a textbook requires the agreement of publishers, peers, and reviewers.

20. Listening Listening is a key skill in most forms of traditional learning, while it only plays a minority role or none at all in e-learning. Listening is a key skill in most forms of traditional learning, while it only plays a minority role or none at all in e-learning.

21. Reading Since a majority of the materials is text, reading is a key skill in e- learning comparable to the roles reading and listening play in traditional learning. Browsing is the normal way that the content of website is read to locate relevant content. Since a majority of the materials is text, reading is a key skill in e- learning comparable to the roles reading and listening play in traditional learning. Browsing is the normal way that the content of website is read to locate relevant content.

22. writing Writing (keyboard skills) is essential for e-learning communication (e.g. e-mail) as well as for note taking and exercises. Writing is the main online communication method. Writing (keyboard skills) is essential for e-learning communication (e.g. e-mail) as well as for note taking and exercises. Writing is the main online communication method.

23. Self-assessment This is a key skill in all forms of learning. In traditional learning there are many opportunities to compare your performance with your peers. In e-learning their performance is often invisible to you. You need to find new ways of assessing your own performance. This is a key skill in all forms of learning. In traditional learning there are many opportunities to compare your performance with your peers. In e-learning their performance is often invisible to you. You need to find new ways of assessing your own performance.

24. Collaborating with others face- to-face The key difference is time. A face-to-face group will often agree regular meetings so that tasks are achieved quickly. Online group members will each have their own time scales and may well live in different time zones, so that collaboration is often spread over a long period. The key difference is time. A face-to-face group will often agree regular meetings so that tasks are achieved quickly. Online group members will each have their own time scales and may well live in different time zones, so that collaboration is often spread over a long period.

25. Motivation is sometimes difficult to maintain. Motivation is sometimes difficult to maintain.

26. What makes a successful e- learners? Confidence as an independent, successful learner, especially when learning in non-formal settings; Confidence as an independent, successful learner, especially when learning in non-formal settings; A positive attitude to learning; A positive attitude to learning; Being self-motivated to succeed; Being self-motivated to succeed; Having effective communication skills; Having effective communication skills;

27. Being a competent and confident user. Being a competent and confident user. Learning materials that include plenty of pictures, graphics, video and animation; Learning materials that include plenty of pictures, graphics, video and animation; Images that support text Images that support text

28. How to assess an e-learning course/program? 1. Content—how is the content provided? 1. Content—how is the content provided? Specifically designed material for the course; Specifically designed material for the course; Interactive content which meets a published standard; Interactive content which meets a published standard; Traditional materials which is integrated with high quality support and communication technology Traditional materials which is integrated with high quality support and communication technology

29. 2. Methods: What teaching and learning methods are employed? 2. Methods: What teaching and learning methods are employed? E-learning is integrated with traditional methods; E-learning is integrated with traditional methods; Distance learning; Distance learning; Any face-to-face contact with peers and tutors; Any face-to-face contact with peers and tutors; Degree of freedom( choice of place, pace, and time) Degree of freedom( choice of place, pace, and time)

30. 3. Feedback—how is feedback provided? 3. Feedback—how is feedback provided? Annotation of assignments; Annotation of assignments; Personal tutor/mentor; Personal tutor/mentor; Learners confidence and/or chat room; Learners confidence and/or chat room; Is there a standard for replying to your messages (e.g. 24 hours) Is there a standard for replying to your messages (e.g. 24 hours)

31. 4. Learning environment: What online environments are provided? 4. Learning environment: What online environments are provided? Virtual learning environment; Virtual learning environment; Managed learning environment; Managed learning environment; Intranet/extranet; Intranet/extranet; Website Website

32. 5. Support: What support is provided? 5. Support: What support is provided? Individual tutor/mentor; Individual tutor/mentor; Links /communication with other learners. Links /communication with other learners.

33. 6. Assessment: How is the course assessed? 6. Assessment: How is the course assessed? Online assessment; Online assessment; Conventional assessment Conventional assessment Continuous assessment Continuous assessment Peer assessment Peer assessment

34. 7. Flexibility: How much choice does the course provide? 7. Flexibility: How much choice does the course provide? Freedom to choose place, pace and time; Freedom to choose place, pace and time; Fixed timetable. Fixed timetable.

35. 8. Standards: Does the organization provide a statement of its e-learning standards (e.g. minimum requirement for content)? 8. Standards: Does the organization provide a statement of its e-learning standards (e.g. minimum requirement for content)?