Perspective: I am currently a TA for a first-year Logic course, in a university that had to move its lectures online mid-semester. The lecturer I work for is new at this university and decided on an ambitious overhaul of the logic curriculum, using a different notation and some different definitions, so none of the previous handbooks precisely match his teaching.
This hasn't gone very smoothly. Even before the crisis hit, TAing for a lecturer who's writing the curriculum during the semester is hard. You don't have a lot of preview to the material to prepare your own classes with. There may be mistakes in the material you get, or things that haven't been explained well, that you have to then re-explain to the students. Also, this was my first time teaching.
But I was getting better at it. I noticed that students would be very timid in practice class, but after I'd demonstrated an exercise and left it on the board, after a while, they would start asking questions about it. I'd often have to explain the same bit to three students sitting in different parts of the class, who'd arrived at the sticky bit in their own time. But repeatedly explaining the same thing seemed to get them all past it and their homework was pretty decent. Students told me that my explanations helped them more than the lecturer, although I personally think what really helped them was circling round the same topic two or three times and taking stabs at it from different angles.
When the crisis hit and lectures moved online this created a lot of logistical troubles with actually getting the online classroom systems to work. And when they finally worked, students were far more timid about asking questions. So far, we haven't been able to get them to participate as actively in Q&A as before, and there's a definite dip in homework quality.
Which brings me to my points to you.
Setting up a curriculum of your own material is hard. Doing it all at once makes things harder on the students. If you teach this course for more than one year in a row, you can improve it every year, replace bits from other professors that you don't like with your own that fit better into your overall curriculum. Doing it all at once is likely to overwhelm you with work and not give the students the best material.
Curating a selection of online lecture videos is not a one-time job. New lectures will appear, you'll discover weaknesses in the existing ones, and perhaps add some of your own. You can refine this selection year by year.
Part of your job is coming up with assignments that use the lessons from the online lectures. A good assignment forces the students to attentively consume the videos and readings you prescribe, and prompts students to come up with questions. A structure that has worked well for us is separating it into Exercises and Homework.
Exercises are questions posed to students, and after a while you give the answer and how to get there. The point is that students can examine "how it's done". The exercises can be relatively hard, and are intended to demonstrate some interesting property of the theory they've just seen in a video, or a technique to approach a particular problem.
The homework on the other hand is graded for points - in our class the mean mark for the whole semester's homework counts as 30% of the total grade for the class, which is enough to motivate most students to do it. It's not a lot of homework per week, and it's intentionally and obviously easier than the exercises. But to solve it, students will try to really understand the exercises and use those techniques to tackle the homework. And it'll get them to ask you questions.
In an online teaching situation, student-teacher interaction is extremely important and one of the hardest things to make work. What you really need is conversation starters, and the combination of "watch this video, then think about this exercise, then ask me questions" could be that. You may need to split the group into manageable subgroups, too. You may find that this ends up being a lot more work than in-class lectures!
Analyze the homework. After one homework assignment that was done disastrously bad, we identified which topics the students clearly had trouble with and made new tutorials specifically for those topics. If you grade the homework yourself, take time to analyze what kind of mistakes your students are making. If you have TAs, ask them their impressions. Because it can be harder to get people to ask questions in an online classroom, you need to get more of your information from this channel.
You should notice that a lot of what I'm advocating is that you should shy away from doing a "big bang" development of your own material and focus on interacting with the students and reacting to what they can't get out of the videos/texts. I think if you push this interaction heavily, you won't get (a lot of serious) complaints about you lazing off.