Abstract
Abstract Educational institutions are employing a variety of processes to support Web‐based courses. In our efforts to help faculty mount such courses, we found it helpful to divide course material into knowledge‐based versus skill‐based elements, and to develop activities that capitalize on the unique environment of the Web. In this article, we discuss our successes and failures, and cover some legal issues we discovered that affect how we use both preexisting and student‐produced materials.