This document presents a framework for different types of online learning tools and activities, organized by level of synchronous (real-time) vs asynchronous (individual) interaction and by level of cognitive challenge. It then provides four scenarios involving online course design and asks which tools from the framework would be best to address the needs in each scenario. The scenarios involve large statistics lectures, a film studies trip to Rome, feedback on literature concept maps, and an art history course for part-time students.