Learning in a Digital World: Digital Citizenship
Course Description:
The digital world seems to change every day, and touch more of our lives. We use technology to communicate with friends and family, find neverending entertainment options, follow our favorite sports teams and fashion trends, and do our school work. In Learning in a Digital World you will get the tools to navigate this exciting and always changing world.
Course Details:
| Course Title (District): | Learning in a Digital World: Digital Citizenship | ||||||||||
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| Course Title (NCES SCED) : | Particular Topics in Computer Literacy | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | eDynamic Learning | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Michigan K-12 Computer Science Standards (2019) | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1MmCmgj7S09Cg2z36cGMiftW3Gv4cVEXe2HSRgvN9qtU/edit?usp=sharing | ||||||||||
| Academic Terms : | Accelerated, Semester, Open Entry / Fixed End | ||||||||||
| NCES SCED Code : |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Learn about real-world issues and how to solve real-world problems through interactive and hands-on assignments.
- Discover what it means to be a responsible digital citizen, expand digital literacy, and become a successful online student.
- Consider the best ways to find, create, and share information, learn to maximize information and communication technologies, and explore digital content creation, from emails and blogs to social media, videos, and podcasts.
Additional Cost Description:
Digital Camera - either camera phone, iPad, computer camera - as long as image can be recorded and uploaded to computer, paper and colored pencils if student chooses to hand draw certain activities.
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | All Michigan Virtual course offerings contain a quick access widget on class homepages displaying the instructor's name, photograph, contact information, office hours, and personalized messages. Additionally, instructors post a welcome letter for students in their Getting Started module describing further biographical and professional information. |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | Michigan Virtual Student Orientation to Online Learning lesson content, linked in the Getting Started module common to all course offerings, describes in detail expectations and responsibilities for learners as well as for their instructors. Additionally, the course quick links located on the class homepage includes a link to Michigan Virtual policies, including policies for academic integrity, acceptable use, accommodations and web accessibility guidelines, anti-bullying, terms and conditions for dropping a course, student privacy, and purchasing terms and conditions. |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. It is the responsibility of schools or parents/guardians enrolling their students to provide them with the necessary hardware and internet access. However, if the course requires additional software downloads, then this information is provided to students within the technology requirements description and/or in additional guidance located in the Getting Started module of the course. |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. Additionally, the course quick links menu located on the class homepage includes a link to Getting Help, detailing who to contact for various common needs, a link to the online Knowledge Base articles maintained by Michigan Virtual, and contact information for the Michigan Virtual Customer Care Center. |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| Rating | Comments | |
|---|---|---|
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | Evidence: Getting Started --> Student Orientation Review; syllabus |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | Course level objectives included in the Syllabus Course Objectives: Upon completion of this course, students will be able to... Learn about real-world issues and how to solve real-world problems through interactive and hands-on assignments. Discover what it means to be a responsible digital citizen, expand digital literacy, and become a successful online student. Consider the best ways to find, create, and share information, learn to maximize information and communication technologies, and explore digital content creation, from emails and blogs to social media, videos, and podcasts. |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | The alignment document is available. Learning objectives are aligned with MICSS: Michigan K-12 Computer Science Standards |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expepectations and academic support information. |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | Evidence: Additional Resources Lesson Folder; Teacher Feed |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | Images and examples reflect cultural diversity. |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Partially Met | Breadth: Course content is repetitive throughout the course. Learners have the opportunity to master the material, but the lessons feel repetitive. Depth: Approproate, but room to include more. Example: Skpye is focused on as a video conference option, while most students may connect more with Zoom or Google Meet Currency: Most resources in the bibliography are 2014 or newer. Digital literacy is a topic where the currency is of the utmost importance. Suggestions for Improvement: Make sure new and recent technologies are mentioned/included |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | No adult content is present. |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | Evidence: Outside materials have direct links. A bibliography is provided by the vendor. |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met | The course provides a Designer folder and teacher resources with answer keys, templates and pacing guide; Evidence: Instructors Only Lesson Folder Teacher Resources Folder (additional content directly from the vendor) |
| Rating | Comments | |
|---|---|---|
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | Course navigation is simple and easy to follow. Each lesson is set up in exactly the same way. All external links appear to be working properly. |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | The content reads as age appropriate. |
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | There are many opportunities for learners to engage with the content. Evidence: Interactive text (tabbed tables, extendable lists) Self-checks (Knowledge Check) Literacy support toolbar (read aloud, highlight, dictionary tool, translate, etc) Additional info linked to text Podcasts |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | Course assignments and learning activities match with objectives stated at the beginning of each Unit. |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | There are many opportunities for learners to engage with the content. Interactive text (tabbed tables, extendable lists) Self-checks (Knowledge Check) Literacy support toolbar (read aloud, highlight, dictionary tool, translate, etc) Additional info linked to text Podcasts |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | Learners will regularly interact with other learners via discussion boards and the teacher feed. |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | Learners will regularly interact with the instructor via the teacher feed, discussion boards, and assessment submissions. |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met | There is a consistent flow of material presented to students. Assignments match the objectives and a variety of different assessment options to check for understanding are included. |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Partially Met | Missing: The relationship with learning objectives or competencies is not clearly stated. |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | Varying assessment types are included in the course (critical thinking questions, labs, activities, discussions, quizzes). |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | Evidence: Flashcard practice to review key terms and ideas are included at the end of each Unit. As well as a short knowledge check consisting of three questions. |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | Varying assessment types are included in the course (critical thinking questions, labs, activities, discussions, quizzes). |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met | Evidence: Grading rubrics or a list of criteria with associated point values for each type of graded assignment A description of how discussions will be graded, including number/frequency of required postings, the criteria for evaluating the originality and quality of learners’ comments, and the score learners can expect for varying levels of performance |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | Consistent layout and design are employed throughout, making content, instructional materials, tools, and media easy to locate from anywhere in the course. Design elements are used repetitively, increasing predictability and intuitiveness. Every unit is set up the same way. |
| E2. The online course design facilitates readability.* | Fully Met | Course design is consistent and aids in readability. |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | Text to audio options (read pages aloud via a built-in toolbar, Podcast at end of lessons). Translator tool |
| E4. Course multimedia facilitate ease of use.* | Fully Met | Multimedia used as a vehicle for content or feedback (e.g., images, audio, animation, video, and interactive components) are easy to use, intelligible, and interoperable across devices. |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met | Course Homepage --> Quick Quick Access Menu --> Policies --> Accommodations & Accessibility Guidelines The course syllabus also includes the technology required. |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | Student data within Michigan Virtual's learning management system are password-protected and require single sign-on from a secure student information system in full compliance with FERPA requirements. |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | Basic LMS tools are used to submit assignments within the course. Discussion forum is included and expectations are stated. |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Partially Met | Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. Additionally, the learning management system permits online accommodations including text-to-speech tools, extended testing time, provision of multiple attempts, and scoring exemptions for extenuating circumstances. Course content is desgined, however, to meet state and national content standards alignment and provide a guaranteed and viable curriculum to all enrolled learners, and therefore there are restrictions on instructor permissions to modify the scope and sequence of course assessments. |
| F4. The course allows instructors to control the release of content.* | Partially Met | Michigan Virtual provides for flexible pacing and asynchronous delivery of its online course offerings. In order to maximize these opportunities for personalized learner preferences and flexibility concerning frequency or timing of individual learner availability or participation in courses during academic terms, with few exceptions, all course content is made available at all times throughout the term, and generally only midterm or final exams are password protected. Conditional release of content is intentionally avoided or used sparingly within Michigan Virtual course design and instructional delivery models. |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met | Michigan Virtual ensures that the gradebook items are pre-populated in its course offerings, and the association of grade items with individual assessments, and the inclusion of grade categories, progress check calculations, and total point scoring established prior to the enrollment of learners. |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | Michigan Virtual regularly examines enrollment trends, student performance data, student completion rates, student responses to end-of-course surveys, and technical support requests to continuously examine the quality and effectiveness of individual course offerings. |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | All Michigan Virtual course offerings offered by third party content providers undergo formal evaluation and review for their degree of alignment to course design and content standards, including the currency of content where appropriate. |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met | Michigan Virtual maintains a continuous cycle of monitoring course functionality through multiple support ticketing systems for internal and external users, annual reviews of performance and perception data, as well as a 3 to 5 year cycle of updating, replacing, or retiring course versions in an effort to maintain currency. |
Review Conducted By: Michigan Virtual
Date of Review:
08/22/2022
Unit 1: Digital Citizenship
Unit 2: Online Safety
Unit 3: Communication and Collaboration
Unit 4: Digital Literacy
Unit 5: Study Skills
Unit 6: Content & Copyright
Unit 7: Your Learning Process
Unit 8: Digital Well-being
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/17/2025 | 01/03/2025 | 05/23/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/24/2025 | 01/10/2025 | 05/30/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/31/2025 | 01/17/2025 | 06/06/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/07/2025 | 01/24/2025 | 06/13/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/14/2025 | 01/31/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/21/2025 | 02/07/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/28/2025 | 02/14/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/07/2025 | 02/21/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/14/2025 | 02/28/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/21/2025 | 03/07/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 09/06/2024 | 07/01/2024 | 08/30/2024 | 08/16/2024 | 12/20/2024 | 100 | $350 | |
| Semester | 03/29/2024 | 09/06/2024 | 07/01/2024 | 09/06/2024 | 08/23/2024 | 12/20/2024 | 100 | $350 | |
| Semester | 03/29/2024 | 09/06/2024 | 07/01/2024 | 09/13/2024 | 08/30/2024 | 12/20/2024 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 09/06/2024 | 08/23/2024 | 01/10/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 09/13/2024 | 08/30/2024 | 01/17/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 09/20/2024 | 09/06/2024 | 01/24/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 09/27/2024 | 09/13/2024 | 01/31/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 10/04/2024 | 09/20/2024 | 01/31/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 10/11/2024 | 09/27/2024 | 01/31/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 10/18/2024 | 10/04/2024 | 01/31/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 10/25/2024 | 10/11/2024 | 01/31/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 11/01/2024 | 10/18/2024 | 01/31/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 10/25/2024 | 07/01/2024 | 11/08/2024 | 10/25/2024 | 01/31/2025 | 100 | $350 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 09/06/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 09/06/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 09/06/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 10/25/2024 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 22-23 | 29 | 21 | 72.41% |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube. Students will need a digital camera or smartphone capable of taking pictures and recording audio as well as access to drawing or animation software.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/