Modern pedagogy is moving away from traditional transmissive approaches, and it is extensively embracing constructive theory of learning. A prominent practical embodiment of this paradigm shift is a method called Constructive Alignment (CA). This approach focuses on learners' actions and starts from a clear communication of the Intended Learning Outcomes (ILOs) of the focal unit. ILOs are made of content, a context, and an Educational Goal Verb (EGV). According to the Bloom Taxonomy, the EGV is the core of an ILO and refers to the action the learners are expected to be able to master after completing the educational unit. The ILO is then aligned to the course activity using the EGV (i.e., EGVs are enacted through Teaching and Learning Activities (TLAs) and verified through Assessment Tasks (ATs)). Despite the ILO definition being extensively investigated and described, the extant literature has poorly explored how to devise suitable TLAs and ATs, lacking comprehensive contributions that identify and describe the different kinds of TLAs and ATs available to course designers. In view of the above gap, the authors searched and reviewed the literature (scientific papers (i.e., top-down, deductive approach)) and practices in higher education (university websites and blogs (i.e., bottom-up, inductive approach)) to identify all the possible sources of TLA and AT descriptions available. The results propose standardized templates that support the course design process, providing extensive descriptions of TLA and AT based on the best practices identified. The proposed templates include the core dimensions that proved to be suitable for designing traditional and remote-learning activities. Finally, the examples provided in the paper show how to use these templates on a few kinds of selected on-campus and digital TLAs and ATs from the educational units identified in the Erasmus+ MAESTRO project, which is based on Industry 4.0 technological enablers and their application in support of manufacturing sustainability.