A forum for the 'theory and practice' of e-learning might be useful, too. Many schools of education are still 'stuck on stupid' trying to revise and extend what was avant garde in the late 19th century, and you'd choke on the number of papers and articles that still reference research done in the '70s '80s and '90s as ne plus ultra! Others are truly very much into the latest and greatest technology - with a keen eye on the latest research on 'learner-centered' course design rather than merely dumping traditional courses online and pretending it's kosher ;-)
Unless you've been in a coma for the last 10-15 years, it's fairly common knowledge - even among the devout technophobes - that technology has taken quantum leaps and users are generally light-years more sophisticated than they were even as recently as five or six years ago. While it may be presumptuous to expect tenured faculty to be up-to-date on all this, they need to rely on their teaching assistants to keep them abreast of what actually works and what is smoke-and-mirrors. Thank God most of the distance learning schools are accepting recently graduated mentors, instructors, etc. with a master's degree for undergraduate level courses, and, of course, the full doctorate for graduate and post-graduate courses!
Clearly, it would be a HUGE bonus for all of us to compare notes about the scope and content of the courses as well as the delivery and mechanics - students, faculty, and administration.