Impact of Technology and Multimedia   When considering how technology and multimedia impact online learning environments, a vision comes to mind of an online environment existing in a sea of letters! This “letter” environment is one in which very little technology and multimedia exists. Two important themes for the beginning of an online course are presence and community (Boettcher & Conrad, 2010). While an instructor can certainly establish some sense of presence through typing letters and words, technology and multimedia can significantly expand and enhance their presence. Actually, “presence is the most important best practice for an online course” (Boettcher & Conrad, 2010). For an instructor to establish, at the course beginning, a presence that is based from a broader set of tools that offer a wider range of capabilities, they will more effectively present themselves to their learners, hence, a greater depth and breadth to their presence. Imagine you are the instructor who arrives at a face-to-face classroom on the first day, and are only able to communicate through the words coming out of your mouth. You are not allowed to use any hand gestures while speaking. You are not allowed to use facial gestures while speaking. You are not allowed to change the inflection of your voice. You are not allowed to walk around. You must stand in place, and speak! Your presence is one-dimensional. Similarly, does the lack of technology and multimedia, in online learning, bring about a one-dimensional environment that begins with a one-dimensional instructor. Multimedia and technology represent an opportunity to “come alive” in an online learning environment, similar to the concept of allowing the face-to-face instructor, mentioned previously, to use arm and facial gestures, vary the inflection in their voice, and physically move about the classroom. With use of pictures, audio, video, and various technology-based communication and collaboration tools, so too does the online environment “come alive”. The community of an online environment can be established to a greater extent when incorporating technology tools and multimedia. I refer back to the face-to-face classroom. If the walls and floor were all the same … if students could interact with each other and their instructor in only one way … once again, one-dimensional. One of the ten best practices identified by Boettcher and Conrad (2010) is to create a supportive online community. How could an online environment provide a supportive community to a group of learners who possess a variety of skills and abilities, when the community is one-dimensional? Most certainly is the use of technology, merely for the sake of using technology, not the best choice (Palloff & Pratt, 2012). For example, the greatest challenge for an online instructor is to ensure all learners have the skill level to use the communication tools for the course (Conrad & Donaldson, 2011). When an instructor chooses a communication tool that, on one hand might be state-of-the-art and one with which they are familiar and knowledgeable, yet on the other hand the learners have not yet had much experience with, the outcome will likely be less successful. Learner knowledge and ability should be considered. Another consideration relates to the potential limitations, in an online learning environment, of some technologies. For example, although the use of smart phones and mobile devices is becoming more prevalent in our society, that brings about a greater level of familiarity and knowledge with these tools, these technology tools may not be best suited for an online learning environment. In that mobile technology requires curriculum to be compressed, some information and content may have to be left out (Palloff & Pratt, 2012), which would reduce the quality of the online course. In regards to technology and multimedia, and how it relates to usability and accessibility for the learners in the online environment, great consideration must be taken. In particular, learners do not all have the same abilities to navigate and effectively retrieve and utilize information and content from within the online learning environment. The online environment must adjust to the range of learner needs, and create an environment accessible and usable by all (Cooper, Colwell & Jelfs, 2007). More specifically, barriers for disabled learners should not exist in the online learning environment (Cooper, Colwell & Jelfs, 2007). Auditory and visually challenged learners require, and deserve, an online environment that offers learning and growth, rather than frustration and confusion brought about by lack of accessibility. All learners should feel they are able to use the technology in their online environment, in and effective, efficient, and satisfactory manner (Cooper, Colwell & Jelfs, 2007). With all that is available for an instructor of a distance learning course, the technology tools most appealing to me are … “d” … all of the above! I feel like a kid in a candy shop! I see great advantages, benefits, and outcomes from incorporating blogs, wikis, voice-threads, and video into the future online course I anticipate facilitating. Without a doubt, the most useful thing I have learned is to not incorporate a technology tool, or multimedia without first:  identifying whether it addresses the characteristics of the learner; is available to learners who access via dial-up or a broadband connection; is both usable and accessible; and most importantly, directly and effectively addresses the course objectives and learning outcomes. Resources Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245. Palloff, R., & Pratt, K. (2012). Enhancing the Online Experience. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290533&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.