In the honors class, each subsequent semester of students focus on a single step in the process. I chose this approach as an experiment to see the outcome. A simplified (and faster) approach to writing a textbook with students could be accomplished in a few semesters by starting with step 3 using an instructor-created outline.
The techniques discussed here can also be used as smaller assignments in classes where students are not writing a textbook. The strategies discussed are helpful for developing assignments focused on critical thinking and meta-analysis of learning. For example, having students create learning tools to support the current textbook or asking students to review online learning tools can easily be incorporated into most classes.
Yet another approach is to encourage students to contribute to the global community of information. Students have been particularly excited about this course design because they are actively contributing to the educational community (rather than passive spectators). Instructors could have students contribute to wikis and other online repositories of information. Or students can build smaller repositories of study tools for individual courses.
This site organization follows the Honors path. Each page includes options for smaller versions of each assignment. The steps of the process are: