TCBT The Computer Based Training

The Computer-based training (TCBT) services are where a student learns by executing special training programs on a computer relating to their occupation. TCBT is especially effective for training people to use computer applications because the TCBT program can be integrated with the applications so that students can practice using the application as they learn. Historically, TCBTs growth has been hampered by the enormous resources required: human resources to create a TCBT program, and hardware resources needed to run it. However, the increase in PC computing power, and especially the growing prevalence of computers equipped with CD-ROMs, is making TCBT a more viable option for corporations and individuals alike. Many PC applications now come with some modest form of TCBT, often called a tutorial. Web-based training (WBT) is a type of training that is similar to TCBT; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT is usually a self-paced learning medium though some systems allow for online testing and evaluation at specific times.

A videoconference (also known as a videoteleconference) is a set of interactive telecommunication technologies which allow two or more locations to interact via two-way video and audio transmissions simultaneously. It has also been called visual collaboration and is a type of groupware. It differs from videophone in that it is designed to serve a conference rather than individuals.
Video conferencing uses telecommunications of audio and video to bring people at different sites together for a meeting. This can be as simple as a conversation between two people in private offices (point-to-point) or involve several sites (multi-point) with more than one person in large rooms at different sites. Besides the audio and visual transmission of people, video conferencing can be used to share documents, computer-displayed information, and whiteboards.

Simple analog videoconferences could be established as early as the invention of the television. Such videoconferencing systems consisted of two closed-circuit television systems connected via cable. During the first manned space flights, NASA used two radiofrequency (UHF or VHF) links, one in each direction. TV channels routinely use this kind of videoconferencing when reporting from distant locations, for instance. Then mobile links to satellites using special trucks became rather common.
Videoconferencing first demonstrated in 1968
Videoconferencing first demonstrated in 1968

This technique was very expensive, though, and could not be used for more mundane applications, such as telemedicine, distance education, business meetings, and so on, particularly in long-distance applications. Attempts at using normal telephony networks to transmit slow-scan video, such as the first systems developed by AT&T, failed mostly due to the poor picture quality and the lack of efficient video compression techniques. The greater 1 MHz bandwidth and 6 Mbit/s bit rate of Picturephone in the 1970s also did not cause the service to prosper.

It was only in the 1980s that digital telephony transmission networks became possible, such as ISDN, assuring a minimum bit rate (usually 128 kilobits/s) for compressed video and audio transmission. The first dedicated systems, such as those manufactured by pioneering VTC firms, like PictureTel, started to appear in the market as ISDN networks were expanding throughout the world. Video teleconference systems throughout the 1990s rapidly evolved from highly expensive proprietary equipment, software and network requirements to standards based technology that is readily available to the general public at a reasonable cost. Finally, in the 1990s, IP (Internet Protocol) based videoconferencing became possible, and more efficient video compression technologies were developed, permitting desktop, or personal computer (PC)-based videoconferencing. In 1992 CU-SeeMe was developed at Cornell by Tim Dorcey et al., IVS was designed at INRIA, VTC arrived to the masses and free services, web plugins and software, such as NetMeeting, MSN Messenger, Yahoo Messenger, SightSpeed, Skype and others brought cheap, albeit low-quality, VTC.

Technology
Dual plasma display video conferencing system. The screen on the left is primarily used to show people during the conference or the user interface when setting up the call. The one on the right shows data in this case but can display a 2nd 'far site' in a multipoint call.
Dual plasma display video conferencing system. The screen on the left is primarily used to show people during the conference or the user interface when setting up the call. The one on the right shows data in this case but can display a 2nd 'far site' in a multipoint call.

The core technology used in a videoteleconference (VTC) system is digital compression of audio and video streams in real time. The hardware or software that performs compression is called a codec (coder/decoder). Compression rates of up to 1:500 can be achieved. The resulting digital stream of 1's and 0's is subdivided into labelled packets, which are then transmitted through a digital network of some kind (usually ISDN or IP). The use of audio modems in the transmission line allow for the use of POTS, or the Plain Old Telephone System, in some low-speed applications, such as videotelephony, because they convert the digital pulses to/from analog waves in the audio spectrum range.

The other components required for a VTC system include:

* Video input : video camera or webcam
* Video output: computer monitor , television or projector
* Audio input: microphones
* Audio output: usually loudspeakers associated with the display device or telephone
* Data transfer: analog or digital telephone network, LAN or Internet

There are basically two kinds of VTC systems:

1. Dedicated systems have all required components packaged into a single piece of equipment, usually a console with a high quality remote controlled video camera. These cameras can be controlled at a distance to pan left and right, tilt up and down, and zoom. They became known as PTZ cameras. The console contains all electrical interfaces, the control computer, and the software or hardware-based codec. Omnidirectional microphones are connected to the console, as well as a TV monitor with loudspeakers and/or a video projector. There are several types of dedicated VTC devices:
1. Large group VTC are non-portable, large, more expensive devices used for large rooms and auditoriums.
2. Small group VTC are non-portable or portable, smaller, less expensive devices used for small meeting rooms.
3. Individual VTC are usually portable devices, meant for single users, have fixed cameras, microphones and loudspeakers integrated into the console.
2. Desktop systems are add-ons (hardware boards, usually) to normal PC's, transforming them into VTC devices. A range of different cameras and microphones can be used with the board, which contains the necessary codec and transmission interfaces. Most of the desktops systems work with the H.323 standard. Video conferences carried out via dispersed PCs are also known as e-meetings.

Echo cancellation

A fundamental feature of professional VTC systems is acoustic echo cancellation (AEC). AEC is an algorithm which is able to detect when sounds or utterences reenter the audio input of the VTC codec, which came from the audio output of the same system, after some time delay. If unchecked, this can lead to several problems including 1) the remote party hearing their own voice coming back at them (usually significantly delayed) 2) strong reverberation, rendering the voice channel useless as it becomes hard to understand and 3) howling created by feedback. Echo cancellation is a processor-intensive task that usually works over a narrow range of sound delays.

Multipoint videoconferencing

Simultaneous videoconferencing among three or more remote points is possible by means of a Multipoint Control Unit (MCU). This is a bridge that interconnects calls from several sources (in a similar way to the audio conference call). All parties call the MCU unit, or the MCU unit can also call the parties which are going to participate, in sequence. There are MCU bridges for IP and ISDN-based videoconferencing. There are MCUs which are pure software, and others which are a combination of hardware and software. An MCU is characterised according to the number of simultaneous calls it can handle, its ability to conduct transposing of data rates and protocols, and features such as Continuous Presence, in which multiple parties can be seen onscreen at once.

MCUs can be stand-alone hardware devices, or they can be embedded into dedicated VTC units.

Some systems are capable of multipoint conferencing with no MCU, stand-alone, embedded or otherwise. These use a standards-based H.323 technique known as "decentralized multipoint", where each station in a multipoint call exchanges video and audio directly with the other stations with no central "manager" or other bottleneck. The advantages of this technique are that the video and audio will generally be of higher quality because they don't have to be relayed through a central point. Also, users can make ad-hoc multipoint calls without any concern for the availability or control of an MCU. This added convenience and quality comes at the expense of some increased network bandwidth, because every station must transmit to every other station directly.

Issues

Some observers argue that two outstanding issues are preventing videoconferencing from becoming a standard form of communication, despite the ubiquity of videoconferencing-capable systems. These issues are:

1. Eye Contact: It is known that eye contact plays a large role in conversational turn-taking, perceived attention and intent, and other aspects of group communication. While traditional telephone conversations give no eye contact cues, videoconferencing systems are arguably worse in that they provide an incorrect impression that the remote interlocutor is avoiding eye contact. This issue is being addressed through research that generates a synthetic image with eye contact using stereo reconstruction.
2. Appearance Consciousness: A second problem with videoconferencing is that one is literally on camera, with the video stream possibly even being recorded. The burden of presenting an acceptable on-screen appearance is not present in audio-only communication. Early studies by Alphonse Chapanis found that the addition of video actually impaired communication, possibly because of the consciousness of being on camera.

The issue of eye-contact may be solved with advancing technology, and presumably the issue of appearance consciousness will fade as people become accustomed to videoconferencing.

Standards

The International Telecommunications Union (ITU) (formerly: Consultative Committee on International Telegraphy and Telephony (CCITT)) has three umbrellas of standards for VTC.

1. ITU H.320 is known as the standard for public switched telephone networks (PSTN) or VTC over integrated services digital networks (ISDN) basic rate interface (BRI) or primary rate interface (PRI). H.320 is also used on dedicated networks such as T1 and satellite-based networks;
2. ITU H.323 is known as a standard for transporting multimedia applications over LANs. This same standard also applies to older implementations of voice over IP VoIP. In recent years, the IETF's Session Initiation Protocol (SIP) has gained considerable momentum in practice for these two services.);
3. ITU H.324 is the standard for transmission over POTS, or audio telephony networks.

In recent years, IP based videoconferencing has emerged as a common communications interface and standard provided by VTC manufacturers in their traditional ISDN-based systems. Business, government and military organizations still predominantly use H.320 and ISDN VTC. Though, due to the price point and proliferation of the Internet, and broadband in particular, there has been a strong spurt of growth and use of H.323, IP VTC. H.323 has the advantage that it is accessible to anyone with a high speed Internet connection, such as DSL.

In addition, an attractive factor for IP VTC is that it is easier to set-up for use with a live VTC call along with web conferencing for use in data collaboration. These combined technologies enable users to have a much richer multimedia environment for live meetings, collaboration and presentations.

Impact on the general public

High speed Internet connectivity has become more widely available at a reasonable cost and the cost of video capture and display technology has decreased. Consequently personal video teleconference systems based on a webcam, personal computer system, software compression and broadband Internet connectivity have become affordable for the general public. Also, the hardware used for this technology has continued to improve in quality, and prices have dropped dramatically. The availability of freeware (often as part of chat programs) has made software based videoconferencing accessible to many.

For many years, futurists have envisioned a future where telephone conversations will take place as actual face-to-face encounters with video as well as audio. Sometimes it's just not possible or practical to have a face-to-face meeting with two or more people. Sometimes a telephone conversation or conference call is adequate. Other times, an email exchange is adequate.

Video conferencing adds another possible alternative. Consider video conferencing when: ? a live conversation is needed; ? visual information is an important component of the conversation; ? the parties of the conversation can't physically come to the same location; or ? the expense or time of travel is a consideration.

Deaf and hard of hearing individuals have a particular interest in the development of affordable high-quality videoconferencing as a means of communicating with each other in sign language. Unlike Video Relay Service, which is intended to support communication between a caller using sign language and another party using spoken language, videoconferencing can be used between two signers.

Impact on education

Videoconferencing provides students with the opportunity to learn by participating in a 2-way communication platform. Furthermore, teachers and lecturers from all over the world can be brought to classes in remote or otherwise isolated places. Students from diverse communities and backgrounds can come together to learn about one another. Students are able to explore, communicate, analyze and share information and ideas with one another. Through video conferencing students can visit another part of the world to speak with others, visit a zoo, a museum and so on, to learn. These "virtual field trips" (see history of virtual learning environments) can bring opportunities to children, especially those in geographically isolated or the economically disadvantaged. Small schools can use this technology to pool resources and teach courses (such as foreign languages) which otherwise couldn't be offered.

Here are a few examples of how video conferencing can benefit people around campus:

* faculty member keeps in touch with class while gone for a week at a conference
* guest lecturer brought into a class from another institution
* researcher collaborates with colleagues at other institutions on a regular basis without loss of time due to travel
* faculty member participates in a thesis defense at another institution
* administrators on tight schedules collaborate on a budget preparation from different parts of campus
* faculty committee auditions a scholarship candidate
* researcher answers questions about a grant proposal from an agency or review committee
* student interviews with an employer in another city
* Teleseminar

Impact on medicine and health

Videoconferencing is a very useful technology for telemedicine and telenursing applications, such as diagnosis, consulting, transmission of medical images, etc., in real time. Using VTC, patients may contact nurses and physicians in emergency or routine situations, physicians and other paramedical professionals can discuss cases across large distances. Rural areas can use this technology for diagnostic purposes, thus saving lives and making more efficient use of health care money.

Special peripherals such as microscopes fitted with digital cameras, videoendoscopes, medical ultrasound imaging devices, otoscopes, etc., can be used in conjunction with VTC equipment to transmit data about a patient.

Impact on business

Videoconferencing can enable individuals in faraway places to have meetings on short notice. Time and money that used to be spent in traveling can be used to have short meetings. Technology such as VOIP can be used in conjunction with desktop videoconferencing to enable low-cost face-to-face business meetings without leaving the desk, especially for businesses with wide-spread offices. The technology is also used for telecommuting, in which employees work from home.

Telepresence videoconferencing, where participants are able to see each other in reasonable life-like sizes and little delay in video transmissions, has started to make an impact on business meetings. Some good business cases have been built on substitution of international travel with telepresence conferencing.

Videoconferencing is now being introduced to online networking websites, in order to help businesses form profitable relationships quickly and efficiently without leaving their place of work.

Computer Based Learning, sometimes abbreviated CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).

Electronic learning or eLearning is a general term used to refer to computer-enhanced learning. It is used interchangeably in so many contexts that it is critical to be clear what one means when one speaks of 'eLearning'. In many respects, it is commonly associated with the field of advanced learning technology (ALT), which deals with both the technologies and associated methodologies in learning using networked and/or multimedia technologies.

The worldwide e-learning industry is estimated to be worth over 38 billion euros according to conservative estimates, although in the European Union only about 20% of e-learning products are produced within the common market. Developments in internet and multimedia technologies are the basic enabler of e-learning, with content, technologies and services being identified as the three key sectors of the e-learning industry.

Growth of e-learning

By 2005, more than 4 million students were participating in on-line learning at institutions of higher education in the United States. Many higher education, for-profit institutions, now offer on-line classes. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private Institutions may become more involved with on-line presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to work with students on-line. These staff members must be able to not only understand the content area, but also be highly trained in the use of the computer and Internet. Online education is increasing.

Technology

Many technologies can be, and are, used in eLearning, including:

* screencasts
* ePortfolios
* electronic performance support system
* PDA's
* MP3 Players with multimedia capabilities
* web-based teaching materials
* hypermedia in general
* multimedia CD-ROMs
* web sites and web 2.0 communities
* discussion boards
* collaborative software
* e-mail
* blogs
* wiki
* text chat
* computer aided assessment
* educational animation
* simulations
* games
* learning management software
* electronic voting systems
* virtual classrooms
* podcasts

Most eLearning situations use combination of the above techniques.

An example of this is moodle which use: discussion board threading, wiki and real time textual chat. However, moodle is referred to a CMS, this is because course material if often video, mp3, text documents, scanned images or links to other web sites.

Along with the terms learning technology and Educational Technology, the term is generally used to refer to the use of technology in learning in a much broader sense than the computer-based training or Computer Aided Instruction of the 1980s. It is also broader than the terms On-line Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common.

E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.
Typical Managed Learning Environment with a navigation menu and icons giving access to automated tools and content pages.
Typical Managed Learning Environment with a navigation menu and icons giving access to automated tools and content pages.

In higher education especially, the increasing tendency is to create a Virtual Learning Environment (VLE) (which is sometimes combined with a Management Information System (MIS) to create a Managed Learning Environment) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, e-counselling, online textbook purchase, student governments and student newspapers.

e-Learning can also refer to educational web sites such as those offering learning scenarios, worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training.

Services

E-learning services have evolved since computers were first used in education. There is a trend to move toward blended learning services, where computer-based activities are integrated with practical or classroom-based situations.

Goals of e-learning

E-Learning lessons are generally designed to guide students through information or to help students perform in specific tasks. Information based e-Learning content communicates information to the student. Examples include content that distributes the history or facts related to a service, company, or product. In information-based content, there is no specific skill to be learned. In performance-based content, the lessons build off of a procedural skill in which the student is expected to increase proficiency.

Computer-based learning

Computer Based Learning, sometimes abbreviated CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).

Computer-based training
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Computer-based training (CBT) services are where a student learns by executing special training programs on a computer relating to their occupation. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. Historically, CBTs growth has been hampered by the enormous resources required: human resources to create a CBT program, and hardware resources needed to run it. However, the increase in PC computing power, and especially the growing prevalence of computers equipped with CD-ROMs, is making CBT a more viable option for corporations and individuals alike. Many PC applications now come with some modest form of CBT, often called a tutorial. Web-based training (WBT) is a type of training that is similar to CBT; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT is usually a self-paced learning medium though some systems allow for online testing and evaluation at specific times.

Pedagogical elements

Pedagogical elements are an attempt to define structures or units of educational material. For example, this could be a lesson, an assignment, a multiple choice question, a quiz, a discussion group or a case study. These units should be format independent, so although it may be implemented in any of the following methods, pedagogical structures would not include a textbook, a web page, a video conference or an iPod video.

When beginning to create eLearning content, the pedagogical approaches need to be evaluated. Simple pedagogical approaches make it easy to create content, but lack flexibility, richness and downstream functionality. On the other hand, complex pedagogical approaches can be difficult to set up and slow to develop, though they have the potential to provide more engaging learning experiences for students. Somewhere between these extremes is an ideal pedagogy that allows a particular educator to effectively create educational materials while simultaneously providing the most engaging educational experiences for students.

Pedagogical approaches or perspectives

It is possible to use various pedagogical approaches for eLearning which includes:

* instructional design - the traditional pedagogy of instruction which is curriculum focused, and is developed by a centralized educating group or a single teacher.

* social-constructivist - this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves.

* Laurillard's Conversational Model is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards .

* Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.

* Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.

* Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.

* Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.

Reusability, standards and learning objects

Much effort has been put into the technical reuse of electronically-based teaching materials and in particular creating or re-using Learning Objects. These are self contained units that are properly tagged with keywords, or other metadata, and often stored in an XML file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository.

A common standard format for e-learning content is SCORM whilst other specifications allow for the transporting of "learning objects" (Schools Interoperability Framework) or categorizing meta-data (LOM).

These standards themselves are early in the maturity process the oldest being 8 years old. They are also relatively vertical specific: SIF is primarily pK-12, LOM is primarily Corp, Military and Higher Ed, and SCORM is primarily Military and Corp with some Higher Ed. PESC- the Post-Secondary Education Standards Council- is also making headway in developing standards and learning objects for the Higher Ed space, while SIF is beginning to seriously turn towards Instructional and Curriculum learning objects.

In the US pK12 space there are a host of content standards that are critical as well- the NCES data standards are a prime example. Each state government's content standards and achievement benchmarks are critical metadata for linking e-learning objects in that space.

Communication technologies used in e-learning

Communication technologies are generally categorized as asynchronous or synchronous. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. The idea here is that participants may engage in the exchange of ideas or information without the dependency of other participants involvement at the same time. Electronic mail (Email) is also asynchronous in that mail can be sent or received without having both the participants’ involvement at the same time.

Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time. A face to face discussion is an example of synchronous communications. Synchronous activities occur with all participants joining in at once, as with an online chat session or a virtual classroom or meeting.

Virtual classrooms and meetings can often use a mix of communication technologies.

E-Learning 2.0

The term eLearning 2.0 has been used to refer to the user of social software such as blogs and wikis.
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In many models, the writing community and the communication channels relate with the E-learning and the M-learning communities. Both the communities provide a general overview of the basic learning models and the activities required for the participants to join the learning sessions across the virtual classroom or even across standard classrooms enabled by technology. Many activities, essential for the learners in these environments, require frequent chat sessions in the form of virtual classrooms and/or blog meetings.

The various blogs that are being used for providing writing approaches are gaining popularity.

Computer-aided assessment and learning design

Computer-aided Assessment (also but less commonly referred to as E-assessment), ranging from automated multiple-choice tests to more sophisticated systems is becoming increasingly common. With some systems, feedback can be geared towards a student's specific mistakes or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. Most software for this is still very primitive however.

The term learning design has sometimes come to refer to the type of activity enabled by software such as the open-source system LAMS which supports sequences of activities that can be both adaptive and collaborative. The IMS Learning Design specification is intended as a standard format for learning designs, and IMS LD Level A is supported in LAMS V2.

E-learning software platforms

Below is a list of some of the e-learning platforms that are available.

Open source

Open-source Virtual Learning Environments (VLE)

* ATutor
* Claroline
* Dokeos
* KEWL
* LON-CAPA
* Moodle
* Sakai Project
* OLAT

Commercial

* ANGEL Learning
* Authorware
* Blackboard
* Captivate
* Brihaspati
* Tooling University
* FirstClass
* Knowledge Forum
* WebCT
* WebEx
* Xmind
* TutorVista

See also
Wikibooks
Wikibooks has a book on the topic of
ICT in Education
Wikibooks
Wikibooks has a book on the topic of
Blended Learning

* Blended learning
* e-CIT (EU-funded project)
* SIF(Schools Interoperability Framework)
* CALL (computer-assisted language learning) (for a more historical perspective)
* Collaborative learning
* Computer Based Learning
* Computer-based testing
* Computer-based training
* Distance education
* Edublog
* Educational technology
* E-learning glossary
* Electronic performance support system
* eLearning 2.0
* Flexible Learning
* History of automated adaptive instruction in computer applications
* History of virtual learning environments
* Learning management system
* Learning content management system
* Learning & Development
* M-learning
* Microlearning
* National University Virtual High School
* Networked learning
* Online deliberation
* Online tutoring
* Online learning community
* Tooling University
* Videobook
* Virtual Campus
* Virtual education
* Virtual learning environment
* Virtual university
* Web-based training
* eLML - eLesson Markup Language

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Ultima Online was one of the first large MMORPGs. Due to its openness in implementation, server emulators arose very quickly, even during the beta stage of development. The destination to which the client connects was changeable by simply editing a text file. In beta stage the client-server data stream was not encrypted yet. The term server emulator became known through Ultima Online server reimplementation such as UOX, which was the pioneer. Many forks and reimplementations followed UOX, because its source code was released under the GNU General Public License relatively early. RunUO is today the most widely used UO-server emulator. After RuneScape implemented anti-cheating measures, many gamers left and started their own private servers. The best place to discuss the private server is at Trik- The Master of Private Server.

Another useful site is Rune Web ruwb.com . This site is about more serious RuneScape gold trading, account exchange, gold for real life cash and many services. It includes tips on how to avoid getting lured/scammed while using the marketplace. For programming, visual basics, java, C/C++, scar and all other languages such as PHP, HTML, ASP, Delphi. There are also sections for graphics talents, plus many cool videos and fun stuff.

A defining moment in internet gaming history was when a group of gamers called (hygo 7) decided to start an ultimate game forum, which they named hygo.com. It has the best financial backing, the friendliest game community, and the highest quality of information. Currently Hygo.com has entered a new phase...Hygo.com is offering the best private server game. With thousands of members, Hygo.com is your next place to visit, as they have an amazing game with a community and economy. Hygo.com - The Online Adventure Game. is definitely one of the top sites you want to join right now!

EZud is another popular site. ezud.com. It has the best runescape bug abuse, bugs and trik. ezud.com - The runescape bugs. is definitely one of the best sites you want to join right now!

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