Category: Instructional Design
Designing for the future with AI: Lessons learned in curriculum development
Michigan Virtual's educators experimented with ChatGPT to generate content for online courses, offering insights into its potential benefits and limitations in areas like content creation, individualized learning, and the 5D course design process.
Effective Practices in Professional Learning Course Design: Course Content
Christa Green
Based on direct input from learners via end-of-course survey data, Michigan Virtual’s Instructional Product Development team gleaned the effective practices outlined in this blog in order to improve their course development and better meet the needs of the educators whom they serve.
Effective Practices in Professional Learning Course Design: Assessments, Format, Structure, and Appearance
Christa Green
Based on direct input from learners via end-of-course survey data, Michigan Virtual’s Instructional Product Development team gleaned the effective practices outlined in this blog in order to improve their course development and better meet the needs of the educators whom they serve.
Modernizing Professional Learning, Modeling Effective Practices for Student-Centered Learning
Christa Green
Based on direct input from learners via end-of-course survey data, Michigan Virtual’s Professional Learning Services team has modernized their professional learning for educators while modeling effective practices for student-centered learning.
Instructional Leadership: Supporting Online Teachers
Supporting your online teachers seems like it should be easy, but what do they really need? Where should you start? In this article, we explore what it means to be a good instructional leader and give you some guidance as to how you can get started.
Understanding Engagement in K-12 Online Courses: Part One
Anecdotal evidence from course designers and Michigan Virtual™ instructors suggested that some students were not fully engaged with their online course materials. There was a commonly held belief by instructional staff and designers that some students were picking and choosing which assignments to do and only did the minimum required to get their desired grade. It was thought that some students were spending only as much time in the course as absolutely necessary, and even when in the course, not taking full advantage of all course materials.
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