If you’d like more information on the how and why of designing activities, please see Backwards Design, by Jay McTighe& Grant Wiggins. http://tiny.cc/BackwardsDesign

  • 3.1. For a 3-unit course, 9 hours of instruction and study per week planned.
  • 3.2. Substantive content in course equivalent to or surpassing the learning experience a student would receive in a site-based course.
  • 3.3. All content and required components of the course outline addressed (e.g., use required textbook, address course outcomes, assessments aligned to grading).
  • 3.4. Course content schedule consistently organized in a logical progression with a balanced workflow of modules/units.
  • 3.5. Where appropriate, connections to course level goals/outcomes/objectives clearly communicated in student-friendly language.
  • 3.6. Each learning module contains instructional materials with sufficient breadth, depth, and currency for student learning.
  • 3.7. Each learning module expects higher order thinking1 explained with examples or models.
  • 3.8. Course engagement supported by activities and experiences using a variety of technologies and teaching strategies to meet learner needs (discussion boards, scheduled emails, web hunt, digital presentations, recorded videos, streaming video, virtual reality, etc.).
  • 3.9. Pedagogical choices of learning activities and interactions effective for student mastery of outcomes/goals.
  • 3.10. Multiple activities structured to develop students' critical thinking, analysis, reflection, collaboration and problem-solving skills.

1 https://cetl.uconn.edu/critical-thinking-and-other-higher-order-thinking-skills/has excellent definitions and resources about higher order thinking