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,
- 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.
excellent definitions and resources about higher order thinking