【正文】 f how to customize their tutorials. A final objective of the Consortium was to support users of the courseware with information, training, and technical advice. We produced both printed and electronic manuals, as well as separate guides for students and instructors, including those on installation, the Data Handler, and customization. We also 12 established a subscriptionbased User Club to provide introductory and advanced training, produce case studies on teaching and customization, as well as support and advice through a help desk and Web site. The training focused on equipping staff with knowledge of the tutorials39。 early evaluations and focusgroup studies indicated that instructors and students did not perceive or use them in this way, but rather to support or replace individual seminars. The enrichedlecture format proved to be a suitable model for authors, providing a flexible framework to develop existing lectures and to take advantage of the opportunities HTML offers. We were excited by the amount of information, documentation, and sources being available, by the crossreferencing between themes and genres, and by the interaction between theory and evidence. While authors found it relatively easy to produce core documents in the appropriate format and style, the enriching material took far longer to produce than we anticipated. In particular the identification, collection, crossreferencing and copyright clearance of sources was expensive and timeconsuming. On average, it took two years to plete a single core document with its associated sources and study materials. As most of the tutorials have more than one core document and often multiple authors, the pletion of the courseware took a year longer than we expected. The quality and range of materials has proved to be the strongest feature of the courseware. Authors successfully avoided wri ting deterministic core essays。s basis for online electronic seminar discussion has been a noteworthy feature. We have also found that the courseware encourages students39。s advantage. The main criticism from instructors and students is the amount of time it takes to locate a specific resource, for example documents containing a certain word or phrase: the find function of current Web browsers is limited to the page being viewed. The one feature we lost by transferring from Microcosm to HTML was an excellent indexing and search facility. In order to overe this problem, the Consortium licensed an alternative browser called LIKSE, with prehensive offline search facilities. The browser was made available through the Consortium39。s 39。 system is an excellent example. Copyright clearance remains an impediment to a more widespread application of the Consortium39。s intra. A large expenditure for a specific piece of courseware is not economically viable for either institutions or mercial publishers: the Consortium could only afford to develop the courseware through significant public funding. Arranging clearance for a digital collection to be used more generally for teaching (even if some restrictions remain) would be a more productive approach. In the final stages of our project, we explored possibilities for distributing the courseware outside the market of UK colleges and universities, in particular UK high schools and US universities.[7] In the British highschools market we found that many of the tutorials cut across the chronology or geography covered in the ALevel history curriculum (1618 year olds) rather than plemented it. This reduced the usefulness of the courseware and made it less likely that departments could justify a purchase. We also determined that while the courseware in some ways was not flexible enough for college and university levels, it was not sufficiently structured for highschool levels. In some cases too much material was presented in language too plex for highschool students to follow. In the US although the level and structure of the tutorials is appropriate, the decline of Euro and Anglocentric history courses in favor of those in world history has limited the courseware39。 in advancing the use of puterassisted learning in history instruction, much remains to be done. The 1998 Atkins Report on the Computers in Teaching Initiative (CTI) and the Teaching and Learning with Technology Support Network (TLTSN)— both national initiatives aimed at enhancing the use of information and munication technology (ICT) and improving teaching practice at the subject level— identified barriers to the greater use of puterassisted learning and ICT. These included: the lack of relevant, adaptable courseware of high quality。 a lack of research into the effectiveness of different uses of ICT and of incentives for collaboration。 the absence of rewards and incentives for innovative teachin