How is your material going to be used? Who will use it? Will it be used alone or in groups? Where will they use? In a classroom? A dorm room? A computer lab? When will they use it? How much time do you anticipate them spending using it? What will they have been doing up to the point of using it? What will happen after they use it? How will they use what they learn later on? What do they need to know before they can make sense of it?
For an annotated bibliography tutorial
At the end of a research paper in Phil 200 (Philosophical Methods, a required class for new philosophy majors), students were to include an evaluative annotated bibliography of sources used for the paper. The annotations were to be written for an audience of new philosophy majors: students wrote the annotations as if they were to be used by students in next year's class for them to determine whether and for what topics the books/articles/etc would be useful resources.
From Ricardian Explorer
Ricardian Explorer can be used in an “Economic Principles” class (e.g. Introduction to Microeconomics) to introduce the Ricardian model of international trade, to explore and reinforce the understanding of key concepts and principles – e.g. absolute and comparative advantage, relative prices, production and consumption possibilities frontiers, utility maximization.
Students in the class are asked to play the game twice. The first time is prior to the assignment of the relevant readings and the discussion of the material in class. The second time follows the formal in class analysis and discussion of the results from the first instance of the game.