Forum Feedback 
(I have not watched the forum videos and claim no subject area expertise)

TYPO

Forum page Hebrews

"environment" not environmental 

As far as we know, Abraham originated from ancient Mesopotamia, but the entire Middle East -- before and after the ancient Hebrews -- was an environmental of many cross-cultural influences.


Gortyn page suggestion

How did the women of Gortyn fare, legally, compared with Hebrew women?  How about Spartan or Athenian women?  (I can only assume that since you don't have Spartan and Athenian forum pages, that you are referring to the textbook information, correct?  You might want to be more specific here.) 

What rights did husbands and fathers have over their families in Gortyn?  What rights did women have regarding property?  How about marriage?  What does these law excerpts tell us about Gortyn society in general?


A Joe "observation" at this point (take it or leave it)
*** I can see why the forum posts that students will make seem like more "public assignments" rather than "online discussions".  The short, factual questions:
What rights did husbands have?
What property rights did women have?
How about marriage?
are simply asking students to restate what they've read.

My first issue (in this regard), is that I'd have to disagree with the forum part of your orientation video when you state that there are no right or wrong answers.  That is simply not true.

Secondly, there is little to discuss if all group members are restating the same facts.

Now, I'm much more supportive of the "compare Hebrew, Gorton, Spartan, Athenian women" question.  My rephrase would be something like this:
What do you conclude are the greatest differences between the expectations and treatment of Hebrew, Gortyn, Spartan, and Athenian women?  More importantly, what similarities exist
among some (be specific) of these groups that reveal a common or shared Greek culture when it comes to the relations between the sexes?

***
Looking ahead to Minoan and Greek videos and questions, I can see that by your Spartan and Athenian mention in the Gortyn section, that my textbook info assumption (mentioned above) was INCORRECT.   So now I have an organization issue that I think could be improved (if I may be so bold to suggest).

To me, you have (and should have) a 2 part/subject type of forum.

Part 1
Hebrew, Gorton, Greek video should ALL be grouped together... same page.  Then you could avoid the simple factual recall questions I mentioned above that bothered me.  Grouped together and followed by my rephrased questions (above), it would to a clearer and better requirement for student posts that show analysis and synthesis of the materials you've provided.  Don't you think?  Am I adequately stating what kind of discussion you are after?  

As it stands now, a student would earn 3 points by eloquently recalling most of the facts provided on the single Hebrew women page.  They could do the same for the Gorton page and Greek video.  I don't think that is what you are seeking, is it? 

And just a guess... if the textbook provides any comment on women, I'd ask for it to be included and cited in a well supported answer/post/reply.  If these materials have no textbook component, no worries.  Don't mention it.  However, it is even MORE of a reason to organize these 3 pages together with a common question or two as I've suggested above.

Part 2
The Minoan goddess topic is very different than the rest.  I like either the religion and/or politics angle as "different" than the gender cultural of (my) Part 1.  Also, I see that you are connection the Gortyn and Minoan information.  So, please take into account my lack of expertise on the subject.  You could break off the Gortyn page from part one and leave it Hebrew, Athenian, Spartan, if Gortyn is a better fit for the Minoan video.

My issues with the questions on Minoan page are:
Do you think there is a cultural connection between the status of priestesses and goddesses on Crete and the foregoing Gortyn (Crete) Law Code?  
ANSWER = Yes (not what you are after)
In other words, is there a connection between what we would call “religion” and “politics”?  (or, for that matter, “religion” and “society.”)  

Why do you suppose it would be goddesses (rather than gods) in charge of natural phenomenon?  
ANSWER = guessing (because women bear children)
Any idea why the Snake Goddess (and Votary) would occupy such a high status in the Cretan Pantheon?
ANSWER = guessing (because it creates life, circle of life, etc.)

All of these questions can be easily answered (I'm guessing) with simple responses.  Again, not what you are after.  My rephrase (of your work) would be:

(assuming both video and Gortyn code are on the same forum info page... I highly suggest organizing it that way if you decide to go with this "part 2" direction.)  

START
Obviously there is a cultural connection between the status of priestesses and goddesses on Crete and the foregoing Gortyn (Crete) Law Code.  This connection reveals an important relationship between what we would call “religion” and “politics”, or, for that matter, “religion” and “society.”  (all "set up"... no questions at this point.)
CONTINUES
Why do you suppose it would be goddesses (rather than gods) in charge of natural phenomenon?  Why the Snake Goddess (and Votary) would occupy such a high status in the Cretan Pantheon?  In the broadest sense, how much do ancient laws and customs reveal about their respective societies to us, studying them from the 21st century?  What do you suppose would be some of the ultimate results of having so many cultural cross-currents?  (obviously this bigger question borrowed from your work at the bottom of the Sparta page)

What do you think?

Well, that is much more than my two cents.  It started with the typo fix, but I finally decided to take the time to do more than just glance at your forum.  I hope you don't mind.  I do feel that the organizational changes (of some sort) and elimination of the "fact" questions will help you and encourage your students to develop a more analytical and discussional forum style.  NOW, I am much more agreeable with your claim that there are no "wrong answers".  These "new" big questions definitely leave plenty of room for individual student interest, effort, and point-of-view.  No two answers should be exactly the same, and as a result, they might have the opportunity to "teach" each other.