Step 3.2: Backward Design
Wiggins and McTighe’s practice of Backward Design offers a proven process for course design.
Image Credit: Susan Crichton and Sharon Hanna, UBC Okanagan
The process invites you to consider what you want the students to know or do (Step 1), what you will accept as evidence of their knowing (Step 2), and what learning activities you will offer to help them accomplish the necessary learning (Step 3).
This page on the UBC wiki will help you to make your modules and learning activities flow well. You may also find the Understanding by Design guide at Vanderbilt University helpful.