This article describes two activities that were developed to support experienced faculty members in the transition to online teaching in the wake of the COVID-19 pandemic. These activities were designed to help faculty work through the first two steps of an informal instructional design process: 1) reflecting on existing course objectives and instructional strategies, and 2) structuring and chunking the content. The activities aimed to make instructional strategies and course organization more transparent to both faculty members and students who were new to the online teaching and learning. This transparency-inspired framework proved to be a valuable approach for redesigning formerly face-to-face courses for an online environment.