With the advent of web 2.0 and virtual technologies and new understandings about learning within a global, networked environment, online course design has moved beyond the constraints of text readings, papers, and discussion boards. This next generation of online courses needs to dynamically and actively integrate the wide-ranging distribution of content knowledge: network learners, in new ways, while still addressing their unique qualities, assess the process as well as the products of learning and assimilate the rapidly-emerging technologies that are expanding communication and sharing. The acceleration of change in the communication process is requiring a flexibility in the course development process but also in the "attitude" of the instructor. Instructors must be open to new conceptions of learning and evidence of learning and must be willing to embrace challenge and uncertainty while establishing ongoing development, evaluation, and research goals. This article provides plentiful examples of ways that growth in online and technology-mediated environments can generate high levels of knowledge, learning, and engagement, and can allow for the open development of new learning resources. (Contains 2 figures.)