> [!summary]+ Summary > This page explains a workshop designed to help faculty make plans around designing and developing a digital project for their course. The session aimed to spark interest, create realistic idea development expectations, and build awareness of available staff support. The conversation was to guide the conceptualization of such a project. (See the bottom of this page for the results of this workshop.) # Plan a Digital Project for Your Course **Delivery details:** <u>Date</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 literacy/fluency among George Washington University faculty. My colleague, the Director of Faculty Development, had expressed to me a long 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 *digital projects faculty cohort* to work on digital projects of faculty choice with our staff during the summer months. ### Workshop goal **To take faculty through steps necessary for planning the nature of a digital project and formulate a simple concept of what it would take to make it real.** I designed and delivered this workshop with an Educational Developer and it ran in 3 parts: 1. Situational factors 2. Planning the project 3. Framing the project #### Part 1 Explored high-level context and considerations that any instructor should plan for. For instance, if they were to design a digital project for students, when would they do it and how could students do it within constraints of the course? #### Part 2 Asked faculty to take an example project type and think it through in consideration of their constraints and the student assignment and timeline. We then spent a little time drafting an idea and identifying what staff teams are available to help them. #### Part 3 We began to frame the project in terms of learning design and pedagogy. For this we leaned on transparent design and motivation theory. We also leveraged an activity called "Beautiful Questions" to as an idea starter. This asks participants to generate interesting and controversial questions based on their course content. The idea is to create the initial hook. Beyond this we spoke a bit about assessment. ## Slide deck <div class="container"><iframe class="responsive-iframe-sd" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQRC-ubLxfI1RKscCeL971bpAWvMhtnJIiJLYrqnX8oStuA" 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 or not they should pursue creating a (new) digital project and if so, how much help they may need. As a result, it helped to spur consultations between faculty and staff.