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There needs to be coherence and harmony between the course objectives, the input and teaching methodology and assessment outcomes. One way to ensure this is to plan your course backwards:

Backwards Design Concept
1.Identify and state the objectives
2. Decide on assessment strategies and instruments. Consider the scope of your course, the main learning objectives, how students will demonstrate their learning (one useful tool is this task construction wheel based on Bloom's taxonomy which you can find here)
3. Design teaching/learning strategies
4. Initiate instruction/learning
5. Assess
6. Compare student outcomes against expected learning outcomes (objectives)
7. Determine if there is a gap between student outcomes and expected outcomes
8. If there is a problem, determine where it is

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Pedagogy over Technology
Technology has opened up a world of possibilities in teaching and learning. However, it is not a miracle solution and does not automatically guarantee learning. The same problems still exist and still need careful consideration. Furthermore, not all traditional teaching strategies can be transferred to the digital classroom so more, not less, consideration is needed to ensure a positive learning experience.
in particular, engaging and motivating students will remain just as challenging.

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Motivating tasks and content (from Claudia Jordan's article)

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Motivating tasks and content (from Claudia Jordan's article)

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Apply learner-centered principles (University of Kentucky, 2006):
􀁺 Choose meaningful assignments just beyond learners’ comfort level
􀁺 Offer choices to learners
􀁺 Communicate expectations clearly
􀁺 Encourage learners to evaluate their own progress
Use Keller’s ARCS model — attention, relevance, confidence, and satisfaction. Get the learner’s attention, relate content to learner experience, define expectations, and provide useful feedback (NETnet, 2006).

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Building Motivation into Online Education

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Assuming all students will be comfortable with the VLE technology is not a good idea. You should always offer integrated support and training on your course. This can be done via introductory tasks or quests, pre-recorded video or text tutorials, FAQ section or pairing tech-shy students with more confident ones if possible.

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Designing tasks for Language Learners Online

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Designing tasks for Language Learners Online

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(An excerpt by Lindsay Clandfield and Jill Hadfield from Interaction Online: Creative Activities for Blended Learning can be found here)

There are 7 choices that need to be made:
1. Topic or language practice?
2. Which topic? What language? What level?
3. What activity type?
4. Stimuli
5. Interaction patterns
6. Synchronous or asynchronous?
7. Staging and instructions

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Uploaded by Mathew Armstrong on 2017-06-30.

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1. Open Response
2. Group Stimulus
3. Sequential Stimulus
4. Chain Reaction
5. Multiple Stimuli
6. Breakout Room

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Uploaded by Mathew Armstrong on 2017-06-30.

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Here is the full pdf that was used in Module 3 for task design: