This presentation shows some of the practical aspects of computational lexicography involved in the process of implementing a bilingual online glossary at the Open University of Hong Kong (OUHK) based on a subject-specific glossary-assisted model (SSGA) with the aim of assisting Chinese learners undertaking English-medium courses in linguistics. The glossary was created using the standard online lexicon editing form designed by Greaves, Director of the Virtual Language Centre (VCL) project. Having logged on to a special server with their usernames and passwords, lexicographers are able to add and edit lexical entries online. The online glossary we have developed is bilingual and contains the following items for each term: The term itself (e.g. Pragmatics), Chinese equivalent, Definition (in English), Comments (e.g.noun), Examples, and Synonyms (if any). The project team also used a CGI web program developed by Greaves to link every word in the study units to VLC online lexicon, thus allowing students to access the lexical entry by simply placing the cursor over a word and double-click. It is well recognized that the speed at which students can absorb the unfamiliar vocabulary will affect the quality of their study and their mastering of the course content. Since the online bilingual glossary facilitates instant access to the meaning and pronunciation of unfamiliar words, much time and effort otherwise student spend in the traditional paper-based lexical search has been reduced. And as the SSGA based online bilingual glossary also integrates vocabulary, lexicon, concordancing and multimedia, our students can benefit from a comprehensive range of resources. The potential for SSGA lies in the application of the methodology tested so far to other courses, especially those from other disciplines such as science, to support students from a Chinese background, and indeed this has been planned for the second phase of the project.

For nearly 30 intakes over 15 years, Charles Sturt University has delivered a distance education course which operates with Australian and, for the last 6 years, Hong Kong students. Since the course has made extensive use of computer based materials as well as computer mediated communication over that time, some valuable lessons have been learnt. While some of these have to do with institutional and management issues, many are about the differences between theory and practice.
The use of computer mediated communication increases workload rather than relieving it as some might suggest. While in some respects, students may feel that they are getting a better service with electronic communications and materials, there is also a severe penalty to be paid.
On balance, this situation favours the use of such technologies but not sufficiently to result in enthusiastic adoption. A key area involves the examination of how effectively the static and dynamic resources are attuned to the educational needs of the students. Activities which force a synchronisation are poorly received compared to ones which operate asynchronously. Similarly, electronic resources which simply replace existing printed material without a large amount of 'value adding', have also been found to be of dubious value.

Assessing quality requires answering: the quality of what, for what and for whom. How do we define post-graduate education? What purposes are we assessing and by what standards? For whom is the assessment being done? After reviewing three public press reviews of quality, US News & World Report, Asiaweek and Canada's Maclean's Magazine; various approaches to defining quality are analyzed. As adult learners, it is your responsibility to determine what you need to learn and what are the resources you need. The best measure of the quality of your education is your ability to learn both inside and outside of school.

要評估質素，我們先要回答下列問題：甚麼東西的質素？為甚麼而有的質素和為誰而有的質素？我們如何界定專上教育？評估的目的是甚麼及以甚麼為標準？為誰而作的評估？在審閱US News & World Report , Asiaweek 及加拿大的 Maclean's Magazine 三間雜誌的質素評論後，我分析了多種界定質素的方式。作為成人求學者，這是你們自己的責任去決定需要學甚麼及需要甚麼資源。而量度你們所受教育質素的最佳途徑，便是看看你們在校內及校外的學習能力。