As per 1st pathway - consider creating subpages by moving separate sub-sections to individual subpages.
Containing each video within a separate pedagogical template of "|type=Media" - I recommend some guiding text about the video - eg what learners should look out for, what the video is about or thought questions. You could also embed a WENote comment activity for selected videos (Note we currently have a limitation of one WENote comment per page - another good reason to generate sub-pages for the learning pathway ;-).
Build in a hypothes.is annotation activity for each of the readings. Remind learners to tag hypothes.is annotations with the course code so they are harvested for the course feed.
Webinar reminder section:
Add link to time-zone converter - WE have a mediawiki feature that will convert timezone into the local time when hovering over the link. (See meeting site and source wiki page for using {{#widget:LocalTime}}.
What is the copyright of the STREAT case study? If its not CC-BY or CC-BY-SA, we cannot upload on the wiki due to copyright infringement. If there is an open access version (all rights reserved) on the web - you can link to the original source. If UTAS created the case study - please apply a CC-BY or CC-BY-SA license to the source document.
At OERu we don't use proprietary technology out of respect to the learners. We don't want to force learners to sacrifice their freedoms in technology choice or giving up data to a corporate entity. As UTAS is a partner of the OERu - we will happily give you access to our Limesurvey instance for the purpose of collecting survey data.
Consider using transclusion for links which may change in the future - eg Webinar link. I would transclude this. Add a transcluded links sub-page on the outline page to keep track of all the links transcluded in the course. The advantage of this method is that you will only need to change the link in one place to up-date all instances where it is used.
Check if your web conferencing tool supports Youtube live streaming - that may be a way to deal with the student number limitation.
Discussion activities based on "tell us about yourself" or "introduce yourself" are not ideal for open courses that may attract large numbers. Learner's get may get frustrated receiving thousands of email notifications with folk introducing themselves ;-). At OERu we use personal course blogs for learners to "introduce themselves" to avoid the potential clutter in an open forum.
