Step 2 - reorder the cards in the learning types column. Put the type you think is most important to you at the top, and the least important at the bottom.

Keep in mind your intended learning outcomes - do they relate to some of the learning types more than others?

You can share your response to the task by commenting on the yellow card below, or adding a new card by clicking the + button.

Top tip: try to be more casual than you might normally be. This can help set the right tone for the rest of the activities.

Top tip: think of the ideal version of your course. Try not to be limited by what you think is possible or likely - we can think about feasibility later!

For example:

Essay (2,000 words, 80%)

Participation (3 forums, 20%)

In the next activity, you are encouraged to reflect on the extent to which your planned teaching & learning activities effectively prepare students to complete the assessment(s).

Avoid focusing too closely on the topics or subject matter. Instead, try to think about what the students will do - how will they learn the subject matter?

Am I focusing on what my students will do, rather than what concepts I want to cover?

Do these activities effectively prepare students for the assessment?

Are there opportunities for students to get formative feedback?

Are there opportunities for students to engage with each other?

Is there variety and choice in the learning activities, as appropriate?

Later, we can think about feasibility and resourcing, for now, concentrate on generating ideas.