Discusses collaborative authoring, computer-supported collaborative work and the reuse of multimedia courseware; describes a consolidated model, Open Systems for the Collaborative Authoring and Reuse (OSCAR) of courseware, that was drawn from other abstract models; and examines hypermedia systems, object-oriented communication models, and the…

Outlines suggestions for French teachers for beginning or expanding use of computer assisted language instruction (CAI). Potential uses of CAI and its resources, integration of CAI into the classroom, financial constraints, software evaluation are discussed. A select bibliography of relevant sources, and a list of publishers and distributors is…

A discussion of computer software and courseware for second-language instruction outlines considerations for selecting software of various kinds and presents a list of selected computer programs. Suggestions are made for choosing text-specific software, non-text-specific software intended for language instruction, word processors intended for…

Defines portability of educational software; examines research regarding the portability of educational materials; considers barriers to portability; describes a research project conducted at the University of Twente (Netherlands) concerning the portability of computer-related educational resources, including networked learning environments; and…

This paper offers a rationale for modifying textbooks for secondary students with learning disabilities who are taught in general education classes. Recent research on the uses of study guides, graphic organizers, vocabulary drills, and computer-assisted instruction is reviewed, and guidelines for selecting appropriate uses of these strategies are…

After an examination of the status of the use of media in the foreign language curriculum, the potential impact of video and computer-assisted language learning (CALL) is analyzed, and their advantages and disadvantages are charted. The role of the American Council for the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines with respect…

Discussion of cross-cultural media transfer emphasizes computer software portability. Educational aspects of portability are discussed; types of software most suitable to portability are described; educational guidelines for portability that focus on linguistic, contextual, structural, and motivational factors are offered; and a formative…

Discussion of multimedia databases in education focuses on the development of an adaptable database in The Netherlands that uses optical storage media to hold the audiovisual components. Highlights include types of applications; types of users; accessibility; adaptation; an object-oriented approach; levels of the database architecture; and…

This paper on the application of principles to computer-assisted language learning (CALL) first clarifies the the relationships between the capabilities of the computer (and computer-controlled technology) and the main approaches to second language learning. Fourteen common types of CALL programs are briefly reviewed. A "relational" classification…

Discusses the portability of computer-related media in international distance education. Factors that influence portability of educational media are considered, current and potential applications in both developed and developing countries are described, and strategies to plan for portability are suggested that include political, social, and…

A review of the literature and current technology focuses on the determination of what strategies and methods are appropriate for computer-assisted language learning (CALL). A brief overview is presented regarding the historical development and non-use (to its full potential) of the computer in the education field, and particularly in the area of…

Discusses issues related to the portability, or transferability, of educational software. Topics include motivations for portability, including economic and social; technology transfer experiences; technical, educational, social/cultural, and organizational factors; examples, including international projects; handling multiple languages; graphical…

This paper examines a research paradigm that is particularly suited to experimentation-related computer-based instruction and integrated learning systems. The main assumption of the model is that one of the most powerful capabilities of computer-based instruction, and specifically of integrated learning systems, is the capacity to adapt…

Proposes a framework to help course developers design criteria for optimal media deployment. The merits of radio, television, audio, video, and print are briefly compared with computer-based media and analyzed in light of six types of media characteristics: symbol system, access, controllability, student reactivity, interactivity, and adaptivity.…