#workshop #digital-fluency #faculty-development > [!summary]+ Summary > This page explains a workshop designed to guide faculty in their decision-making around the design and development of digital projects. The session aimed to spark interest, set realistic expectations for developing digital project ideas, and build awareness of available staff support. The session was designed to focus on teaching rather than tools. # Is a Digital Project Right for Me? **Delivery details:** <u>Dates</u>: Fall 2023 and Spring 2024 <u>Target audience</u>: University faculty <u>Delivery format</u>: Remote/Zoom <u>Duration</u>: 60 minutes ## About the workshop This workshop was the product of a joint effort between me and a director colleague to address digital fluency among George Washington University faculty. My colleague, the Director of Faculty Development, had expressed to me a longtime interest in exploring with faculty possibilities for digital projects in teaching and learning. But she had reservations because she wanted teaching practice to come before technology use. She didn't realize that we completely agreed. So as part of our pitch to [GWU Columbian College of Arts and Science (CCAS)](https://columbian.gwu.edu) leadership and faculty in spring 2023, we developed a couple of workshops along with plans for a faculty cohort focused on digital projects to work on digital projects joining faculty and staff during the summer months. ### Workshop goal **To help participants realistically determine whether they are ready to take on creating a digital project and, if so, what support they may need.** I designed and delivered this workshop with an Educational Developer and it ran in seven parts: 1. What have we faced and what are we facing? 2. What is a digital project? 3. What is digital fluency? 4. Pathways and project types 5. Gallery walk 6. Advantages and challenges 7. "Is this right for me?" worksheet #### Part 1 Included a short discussion and contextualized in terms of the overwhelming impact of COVID-19 in the past, the emergence of Artificial Intelligence (AI) in the present, and the expectation of future hybrid work and study. #### Parts 2 and 3 We defined what a digital learning project could be, identified what is needed to make it happen, and discussed a scale of digital competence — digital proficiency, literacy, and fluency. #### Part 4 This part had participants discuss digital projects through the lens of digital immigrants and digital natives. Most of the audience were digital immigrants. #### Part 5 My partner took the participants through a [digital project gallery](https://new.express.adobe.com/webpage/3J2Pcjmr40x6G?) she created. I later made some edits and additions to the listed projects. For each we gave a project example, related digital skills, potential digital tools, and other considerations. #### Part 6 Had everyone discuss fostering creativity and student skills, making creative assignments, and boosting digital fluency. This was balanced by acknowledging the time required to design and develop a digital project, the need to design meaningful assessments, and the importance of building sufficient digital fluency to be successful. #### Part 7 We walked through a worksheet and discussed key questions to help participants decide whether a digital project was right for them. ## Slide deck <div class="container"><iframe class="responsive-iframe-sd" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQTU6JIFifYNRYg1xGpQQPmgASzMOFtkhiqRYuW5-mnVxes" width="100%" height="400" frameborder="0" scrolling="no"></iframe></div> *Note: These slides were built using Google Slides. Generative Artificial Intelligence (genAI) was not used to create or write any aspect of the slide content. All stock images were provided by [Adobe Stock](https://stock.adobe.com).* ## 🎯 Results This workshop directly supported drawing faculty participants into the digital projects cohort of the Course Design Institute (CDI). Participants reported having a better sense of whether they should pursue creating a (new) digital project and if so, how much help they may need. As a result, it spurred consultations between faculty and staff.