【正文】 gogical design, teaching uses, range of material, as well as the necessary HTML skills. We also produced two newsletters that we distributed to all the history instructors in British colleges and universities, to promote the activities of the Consortium and raise awareness of the tutorials. RESULTS It was not our intention that the tutorials should replace lectures。 a sufficient range and type of resources appear in the tutorials to allow for a variety of questions and interpretations to arise. Another key feature is that instructors can customize tutorials by, for example, adding their own materials, sources, and evidence, including new links, paths, biographies, bibliographies, and instructions. They can even add new core essays. In this way tutorials can grow and develop according to the instructor39。s multiple windows made navigation confusing. Producing the courseware in HTML has permitted the materials to be viewed through a variety of familiar Web browsers, such as Netscape and Inter Explorer, which are among the most intuitive and least technically demanding software available. HTML39。 reluctance to use puter based material in teaching is the time it takes to grasp the technical aspects of the software. Thus we sought to create software that was intuitive and to minimize the amount of time students would have to spend learning to use it. We developed our prototype tutorials in the hypertext program Micro cosm. The advent of the Web and the burgeoning HyperText Markup Language (HTML) clearly indicated to us, however, that HTML has a number of functional and pedagogical advantages. Although Microcosm was straightforward to use, in trials it proved difficult to install and prone to crashing。s history, the industrial revolution and postindustrialization, mass politics, and the premodern period. Separating authorship of the tutorials from the production process so as not to limit the range of potential authors to those with the necessary technical skills, we then invited specialists to write tutorials on these themes. Rather than being restricted to sources available in digital format, authors were able to select material they thought was most appropriate。 others addressed multiple themes. Although the number and style of core essays varies between tutorials, their function, appearance, structure, and level remain consistent. In order to address the difficulty of reading the large amounts of text on screen, we asked authors to outline their essays clearly with headings, to address a limited number of themes with clear points, and to use short sentences, colloquialisms, and contractions, as in speech. The breaking down of each core essay into sections makes the material more digestible and allows students to dip in and out with greater ease. From the core essay students gain access to structured and contextualized source material: they can follow detailed examinations of particular examples, case studies, debates, concepts or sources. The schematic diagram below of the Protestant Reformation tutorial illustrates how the enriched lecture was translated into a structure for the courseware Figure 1. Schematic Diagram of Tutorial The ability of hypertext and multimedia to integrate disparate publications and source genres is not possible in a traditional lecture or seminar format. The bination of academic mentary and context, as well as the range of primary and secondary sources and openended exercises, increases students39。 Developing Multimedia Courseware for Teaching History: A UK Perspective Ian G. Anderson INTRODUCTION The use of puters in historical research has followed divergent paths in 8 the UK and US.[1] The development of Webbased materials for teaching, however, may provide a mon ground for historians on both sides of the Atlantic.[2] This paper outlines one experience of developing multimedia materials for undergraduate history teaching in the UK by the History Courseware Consortium at the University of Glasgow. Established in 1993, the Consortium was funded through the Teaching and Learning Technology Programme (TLTP), an initiative of the UK Higher Education Funding Councils.[3] In developing the courseware the Consortium had the following goals: to create a pedagogical foundation based on high academic standards, to make the material accessible and flexible, and to provide the necessary support for staff and students using the courseware. DEVELOPING A PEDAGOGICAL MODEL Building on the experience of another program at the University of Glasgow— the Computers in Teaching Initiative Centre for History (CTICH), which gathered data about the use of puters in history teaching— we determined that many educators did not have a conceptual framework in which to incorporate puterbased materials into their te