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Based on cohort size,  suggest:
TBL for small and Medium class (30)
Which aspects of TBL more relevant

Pre-test to ascertain the current level of knowledge

Constant reinforcement of simple concepts

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As it is a bridging course, it may also be important for students to be able to identify which portions of the content they have difficulty through knowledge checks.

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In class discussion with the students.

In class review and pop quiz to help to reinforce the learning

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Must manage his expectation as he is using TBL for the first time. It may require more time as students have to do pre-class as well. SO students may complain

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Must manage his expectation as he is using TBL for the first time. It may require more time as students have to do pre-class as well. SO students may complain

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It is small class size. Can advice to form 2 groups.

Pre-class reading materials and pre-quiz

In class discussion and application

At last, in class teach the important concepts and points

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Consideration also has to go into how much content needs to be covered, and whether there is time for TBL (if the class size is suitable). One possibility is to use TBL at specific checkpoints (mid-course, end-course) as an overview of concepts after they revise the materials as the pre-class content.

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His cohort size may be too small for TBL to work effectively, but if it is being enforced by the school, we could possibly help to modify it in a way that works for his class, maybe a single group?

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(1) is a convoluted LO that can be interpreted in many different ways when it is written that way - it's not entirely clear if they should be 3-6 separated LOs or one that is actually interconnected

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The LOs did not write in the measurement statement.

Should use the Bloom Taxonomy level to craft out the LO.

Classify the learning outcomes in different level.

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(1) is hard to measure - ??? tackle
(3) critiquing campaigns = understanding* and knowledge* of creative industry???

actually... most of them are not measurable

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too many LOs to achieve in one course.

should combine the LOs and relook into it and write in the course level LO not chapter LO

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Depending on her frequency of use,  so assuming that she has a TBL session every week:

(i) 2 peer evaluation sessions - one at the midpoint and one at the end. Rationale for this would be that it gives some time for everybody to get comfortable with the process and to get an overview of contributions. The second peer evaluation session at the end would allow a "second chance" for any student who didn't contribute as much at the beginning to contribute for the later half after some feedback.
(ii) Depends on her preference and how much she wants to weight team participation, either as a separate component - e.g. 10% team contribution out of the total class grade, or as a % of ONLY the team score (e.g. individual = 50%/team = 50%, but peer eval makes up 10% of the team score).

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Too many LOs and all may not be tested in the assessment

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Too many LOs and all may not be tested in the assessment