Reading further in the same resource referenced in another post, I noticed the report that the actual nature of the activity seems to be less important than the “meaningful communication” between learners and instructors (M. Dixson, p. 8). Combining this insight with earlier discussions about empowering students to have input into the methods and standards by which they are assessed in the course, I would like to consider an activity early in an online course where students select learning objectives and consider activities, reporting on their understanding of how the activities will accomplish the objectives, as well as how they see themselves being able to provide evidence of minimal, adequate, superior, and excellent achievement in any assignment that will be assessed. The work of earlier students will remain on record for later students to build upon (and earlier students will also be able to review the work of later students, if they are still engaged in the course).
This should also provide a certain amount of self-assessment and reflection upon the work done in the course, rather than a dynamic where the student does the work and the teacher is the sole judge. There may even be the opportunity for group reflection upon individual work done over time.