To model the sorts of writing, design, and technical delivery I assign students, I create born-digital assignment or project descriptions for many of their tasks. While many projects have simple text-only descriptions that are delivered via handout or Word document, in my advanced technical and professional writing courses I use a variety of tools and media to deliver project descriptions and other resources.
As I deliver most of these courses online, using the same tools that I'm asking students to experiment with enables me to engage with them beyond the moment of delivery; I am able to share experiences and strategies with them as they're struggling to master planning, technologies, multimodal composing practices, and publication.
Much of my students' work is born-digital. They collaborate on shareable online slideshows to deliver analyses and evaluations, build websites, write social media posts, and re-mediate born-print texts into webtexts designed for screen reading.
By encouraging students to publish their work on the web, often using social (i.e. shareable and networkable) platforms, I invite them to become critical practitioners who must balance their own writerly intentions with intended and unintended audiences, purpose, delivery, considerations of copyright and fair use, composing with multiple media, and the implications of rhetorical velocity for authors.