Below is the first real class website I completed. The structure and content was largely a collaborative effort between the course developer, Dr. Paul Ranieri, and several graduate students. However, the actual web design and all of the programming was my own. With this site, we followed a rather typical "index" format, assuming that we could account for all of the material in the course under the primary category links: Contact, Bulletins, File Cabinet, Sources, and Help. Under each category, we included sub-headings, as shown below on the "File Cabinet" main screen. Browse the course site in a separate window, and you can minimize it or close it when you want to come back to this page. Aspects of the whole course site are left unfinished; however, it provides a good example of a pretty standard course website.

Once the students selected a main category, they would be shown a screen with sub-categories and a main viewing screen.
SPace
Each main category link in our navigation bar offered similar side menus and main screens. In the side menu bars, we opted not to use image graphics for the sub-category links to save time in the loading process for students using slower connections.
This sort of "temporal efficiency" is exceptionally important in an educatinoal setting, but it is important also in developing the sort of ethos that I believe is crucial in this medium. If you browsed the site at all, you may have noticed that I attempt, on the "sources" category to maintain the course navigation bar so that the student did not lose track of the site itself. One of the definite "risks" in hypertextual environments is the disappearance of readers--we lose them to casual browsing. But in an educational endeavor, as in a persuasive one, an author typically strives to maintain some coherence for which this medium seems to not be geared. I paid less attention to such matters with the IHETS 104 course site; we use the site much more loosely in that course. Conversely, the site for my English 103 course demanded heightened awareness of spatial efficiency though I could count on less bother with the page-loading time concerns. Each of the three courses I have work on have different pedagogic goals for the WWW use.