#workshop #digital-fluency #faculty-development > [!summary]+ Summary > This page explains a workshop designed to help faculty plan, design, and develop a digital project for their course. The session aimed to spark interest, set realistic expectations for developing those ideas. The session was designed to guide the conceptualization of such a project. # Plan a Digital Project for Your Course **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 a joint effort between me and a faculty development director 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 initially realize that we were fully aligned. 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* to work on digital projects joining faculty and 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 was structured in three parts: 1. Situational factors 2. Planning the project 3. Framing the project #### Part 1 This part explored the high-level context and considerations any instructor should plan for. For instance, if they were to design a digital project for students, then when would they do it and how could students do it within constraints of the course. #### Part 2 This part asked faculty to take an example project type and think it through. They were to consider their constraints, the student assignment, and timeline. We then spent a time drafting an idea and identifying what staff teams could help them. #### Part 3 We began framing the project in terms of learning design and pedagogy. For this we used on transparent design and motivation theory. We also leveraged an activity called "Beautiful Questions" to use as an idea starter. This asks participants to generate interesting and controversial questions based on their course content. These questions served as the initial hook. Beyond this we spoke 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 efforts to draw faculty participants into the digital projects cohort of the Course Design Institute (CDI). Participants reported a better sense of whether they should pursue pursue creating a (new) digital project and if so, how much assistance they may need. As a result, it spurred consultations between faculty and staff.