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The rapid advancement of generative artificial intelligence (genAI) technologies has sent shockwaves through the education sector, sparking intense debates about academic integrity, assessment practices, and student learning (Roe et al., 2023; Rudolph et al., 2023; Susnjak & McIntosh, 2024; Swiecki et al., 2022; Yeo, 2023). Since the public release of ChatGPT in November 2022, educators have grappled with concerns about cheating and the potential erosion of traditional academic values (Gorichanaz, 2023; Sullivan et al., 2023). However, as our understanding of genAI capabilities evolves, so too must our approach to assessment and teaching (Lodge et al., 2023).

The rapid integration of AI into professional practice across disciplines makes AI literacy increasingly crucial, not just for technology-focused fields but for all areas of study. Even faculty who are skeptical of AI's value need to consider how it's transforming their disciplines. For example, scientific fields are seeing AI adoption in literature reviews, experimental design, and data analysis. In the humanities, AI tools are already being used for textual analysis, translation, and content creation. Creative disciplines must grapple with AI's impact on artistic production and copyright. Professional programs face increasing pressure from employers who expect graduates to understand AI applications in their field.

Imagine planning a trip to a new city. A quick online search highlights the usual downtown tourist spots, but as you explore more, you uncover unique neighborhoods—a financial district bustling with experts, a hidden restaurant scene, and a college area alive with bookstores and cafés. Yet, none of these appeared in your initial search for “best places to visit.”

In comparison to instructional videos, the role of audio-only instructional content in online learning has received scant attention. When audio-only content is discussed, the research often centers on the use of audio feedback or student-created podcasts, rather than instructor-created instructional audio. Additionally, few studies have compared learning outcomes from recorded video lectures versus from audio alone, except within the context of specific disciplines, such as second language acquisition (Berner & Adams, 2004).

Once you have defined the learning objectives for your course, you can begin to develop assessments to ensure students achieve those objectives. Once you have created assessments, you can begin to develop materials to ensure students succeed on those assessments. This backward design process—which moves from objectives to assessments and finally to materials—is known as learning-centered instruction, and it directs every course task toward the development of certain skills and competencies. This piece focuses on the third stage of this process, the development of high-quality instructional materials, beginning with the idea that robust and engaging online courses contain a mix of created and curated content. Below, you will find guidelines for creating and curating instructional materials to help you achieve the optimal balance for your course.