Be able to use a goals-based approach to designing courses.
Determine prerequisite skills that will be needed to begin a lesson or course.
Consider scaffolding needs when planning a sequence of lessons.
Understand, take into consideration, and maximize the benefits of time and space, as it applies to online and blended education.
Create a positive and effective learning and work environment in both the creation and the instruction of an online or blended course.
Be aware of the role that basic needs - as defined by Maslow's Hierarchy - plays in learning and working, as applied to the online and blended environment.
Understand the concepts of mastery, proficiency, and competency.
Understand different types of learning goals and be able to clearly define the learning goals for a class.
Apply Bloom's taxonomy in the evaluation of learning goals, and be able to design learning and assessments to match the level per Bloom's.
Design assessments that can measure the defined learning goals of the class, mitigating for possible interference.
Explore methods in providing formative and instructional feedback, including for an iterative activity.
Know the causes of procrastination and academic integrity violations (e.g. plagiarism), and design activities and courses to prevent these concerns.
Design for a variety of learning modes and preferences, and understand how good learning is usually a "recipe" of several approaches.
Be aware of accessibility considerations.
Be able to create discussion questions worth discussing.
Explore online course layout options, both global and sequential.
Be aware of, and apply, formatting good practices for learning objects and the online classroom.