We have here a wide field.
Oham is a wonderful tool to make these dialogs easy, even very easy.
It can be, mainly in the distance, very hard for teachers making some things understandable and clear to their pupils.
Let us suppose that a given pupil finds difficulty to understand why בֶּגֶד, clothe, changes its first segol (vowel 'e') to hireq (vowel 'i' -ee-) whenever it takes the personal suffix related to "me" (1st person singular): בִּגְדִּי, my clothe.
Rather than making a wide explanation on the issue it is much better to advise him to read paragraph A, item 9 at S-t0716. An attentive reading of this page is quite illustrative and clear. This saved a lot of time for the teacher.
Also teachers of Hebrew can keep with colleagues a dialog on some issues concerning their work.
Oham is a very good tool to make this dialog easy, mainly in the distance.
No need of furnishing examples. Teachers will quickly understand what this means.
Of course it is quite possible that learners interchange ideas, problems, questions, doubts, commentaries between them.
If this has to be done in the distance things may be quite hard.
Oham makes this dialog quite easy.
Let us suppose that some learner asks a co-learner friend, via e-mail, on a given issue.
It will be much easier, much quicker, much clearer, for the required person to direct his friend to the Oham page dealing with the subject on question.
Imagine the question is: How do the Pi'el forms of verbs having aleph for their second consonant manage? Let us say verbs like תֵּאֵם, coordinate or נֵאֵֵץ, to insult, blaspheme. Is it correct, the colleague asks, to write a yud after the first root consonant in the unvocalized writing?
It is quite easy to ask the colleague to look at N-t063 (paragraph C) for the basic form, rather than trying a wide explanation.
This means to save a lot of time!