Given what we have explored this morning (TPMS Activity & Adobe CC Express & Me), the goal of the afternoon session is to provide each of you with an opportunity to make your own artifacts and assets: i.e., to use what you have learned in a pedagogically meaningful way. To this end, we have a 3-part challenge. This is a low-stakes activity designed to begin the process of thinking more intentionally with digital creative technologies and digitally inflected learning experiences. Which is to say: don't be afraid to fail! This is a safe space to try out things, test ideas, and begin to build your own creative confidence.

Part 1 - The Challenge | Part 2 - Nailed It | Part 3 - See, what had happened...

Also, please note that while the core rules/guides are indicated below, with only 90 minutes of work time (which includes a brief lunch break) it is understandable that you may not complete all the parts in the time frame. Just do the best you can, make progress, and before hoping back into SpatialChat, be sure to publish your in-progress work (i.e., complete Rule 4 of either option in Part 1 below). Again, these are starting points that we intend for you to return to throughout the semester, as we build portfolios and reflectively engage with these creations.

Part 1 | The Challenge

Over the next 90 minutes, work to adapt one of the technologies and/or techniques encountered today into your teaching practices (lesson plans, in-class activities, course assignments, etc.). Choose one of the two options below as your challenge focus:

1. Remediate/redesign an in-class engagement or course assignment that employs Adobe Stock, Adobe CC Express Image Post, or Adobe CC Express Webpage.
2. Develop a lesson plan for using one or more of today's digital creative technologies for a class.

Option 1 | Guidelines & Rules

RULE #1 | Create the activity or assignment guide as an Adobe CC Express Webpage

RULE #2 | Use the following Prompts as section guides (i.e. be sure to address to following):

• What: Introduce and describe the assignment / activity
• Why: Identify the purpose and/or value of the assignment / activity
• How: Provide guidance on the tools and steps for completing the work
• Where: Indicate where students are to submit the completed work
• When: Provide a due date
• Assessment: Offer guidance on how the work will be assessed
• Example: If applicable, provide example(s)
• Reflection: For now, just provide the heading for this section and indicate “Forthcoming.” This section will eventually include reflective insights: What did you learn from implementing this activity/assignment? What worked well? What needs tweaked? Why?

RULE #3 | Adobe CC Express Webpages must include:

• Title image from Adobe Stock,
• Two (or more) additional images in the body of the webpage,
• The use of headings (H1 and/or H2), and
• A hyperlink (to external page or internal anchor point) or an embedded video.

RULE #4 | Publish Adobe CC Express Webpage

1. Click "Share" button (top of page) and select "Publish and Share Link" in submenu.
2. In pop-up menu, go to "Pick a Category" and select "Education."
3. Click "Create Link" button.

Option 2 | Guidelines & Rules

RULE #1 | Create a detailed lesson plan for a course using Adobe CC Express Webpage

RULE #2 | Use the following Prompts as section guides (i.e., be sure to address the following):

• 30-second Overview: Provide brief introduction to the overall trajectory of the day and learning goals (i.e., what do you intend to do and hope students get from the class).
• Context: What is the course and its goals (attract majors, help students progress to upper division courses, learn specific research methods, etc.), target audience (majors/non-majors, undergraduates, etc.), where does this lesson plan fall in the semester (i.e., how does it fit within the larger arc of the course).
• Description: Offer a rich description of the lesson plan, the key activities, and how you see the target technology (or technologies) contributing to that lesson (i.e., SpatialChat for online learning and for creating rich opportunities for collaborative work/group discussion).
• Timeline: Breakdown the class segments (identifying time-blocks for each segment)
• Engagements: Explain, in brief, each of the activities or engagements, identify what tools/technologies, if any are involved, and break down their steps (e.g., think-pair-make-share; students work in groups to solve a problem; etc.). If applicable, provide examples.
• Reflection: For now, just provide the heading for this section and indicate “Forthcoming.” This section will eventually include reflective insights: What did you learn from implementing this lesson plan? What worked well? What needs tweaked? Why?

RULE #4 | Publish Adobe CC Express Webpage

1. Click "Share" button (top of page) and select "Publish and Share Link" in submenu.
2. In pop-up menu, go to "Pick a Category" and select "Education."
3. Click "Create Link" button.

Part 2 | Nailed It

After working on Part 1 | The Challenge over the break, we will reconvene and form small groups. Over the next 25 minutes, each faculty fellow will spend 5 minutes or so sharing what they created. What matters here is not the quality, nor the completeness, but rather that act of making your in-progress work available and talking with your peers about the experience itself as well as the pedagogical ideas, strategies, and practices you gestured toward in your creation.

By the end of part 2 (i.e., the sharing of ideas and work), each group must (s)elect a champion (aka blue-ribbon gardener) to report back to the larger cohort.