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Motivated by limited transformation of digital technology in higher education and slow ICT uptake in teacher education, the study uses design-based research and three iterative cycles to support new hybrid practices. Findings highlight design-process aspects intended to improve teacher trainers’ work and strengthen digital learning content development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/producing-digital-learning-resources-dlr-for-teacher-training/601112/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/producing-digital-learning-resources-dlr-for-teacher-training/601112.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main purpose?","Question",{"text":112,"@type":113},"To describe the development and design process of digital learning resources for teacher training, especially in hybridized study formats.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research approach is used in the study?",{"text":117,"@type":113},"A design-based research methodology with three iterative cycles focused on planning, designing, and developing new resources.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is digital learning resources use important in teacher training?",{"text":121,"@type":113},"It helps support decentralized and part-time teacher-training studies and meets expectations for flexible online learning, teaching, and assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601112,1792189157,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Nilsen, A. G., et al. (2020). Producing Digital Learning Resources (DLR) for Teacher Training. Designs for Learning, 12(1),71–80. DOI: [https://doi.org/10.16993/dfl.153](https://doi.org/10.16993/dfl.153)  \n\n| RESEARCH\u003Cbr>Producing Digital Learning Resources (DLR) for Teacher Training\u003Cbr>Anders Grov Nilsen*, Aslaug Grov Almås* and Helene Gram† |\n| --- |\n| The purpose of this article is to describe the development and design process of an educational app for teacher training. Online teaching and learning resources are used more than ever in teacher training. However, the utilization of digital technology in higher education shows unambiguously that very little has been transformed or improved so far (Selwyn, 2014: 109). Regarding teacher education specifically; the slow uptake of ICT is also documented (Tømte, 2015: 151). Using a design-based research methodology, the researchers were involved in planning, designing and developing new resources for new practices inflexible teacher-training studies. Through three iterative cycles, the main aim in this article is to describe aspects in the process of designing DLR for the hybridization of teacher training. The findings suggest several aspects of the design process that we believe can enhance teacher trainers and development of digital learning content in higher education. |\n| Keywords: Teacher training; digital learning resources; design |\n\nIntroduction  \nSeveral teacher training institutions offer decentralized and part-time teacher-training studies. Use of digital learning resources is crucial to implement this kind of teaching in a satisfactory way. There are high expectations about the potential of digital learning resources in teaching, learning and assessing online in higher education (Johnson et al., 2016) and students entering higher education today expect flexible studies (Dahlstrom and Bichsel, 2014) . Transformation of education is complex and takes place in small steps (Lund and Eriksen, 2016: 69) . Involving teachers and development of pedagogical software have for decades, been a challenge in Norway, particularly for teacher education. We have to rethink how we offer learning. Students will not come to campus to participate in traditional (one-way) lectures that could be distributed via the internet, but they will come to campus to participate in meaningful educational activities (Nilsen, Almåsand Krumsvik, 2013; Jaggars, 2014) . Focus on embedding pedagogical design into the open educational resource development process is a widely accepted trend (Miao, Mishra, & McGreal, 2016: 225) . Here we see a concrete need for developing new practices with the use of modern digital learning resources. Using scenario-based simulations tends to be successful for student teachers learning classroom management,“in providing leverage for reflection, by means of catering for social interaction and dis-  \n* Western Norway University of Applied Sciences, NO † University of Stavanger, NO  \nCorresponding author: Anders Grov Nilsen ([anders.nilsen@hvl.no](anders.nilsen@hvl.no))  \ncussion during and after simulation sessions (Arvola et al., 2018: 111) . But ‘teachers are often introduced to digital educational resources that were developed in contexts different to their own’ and as ‘a consequence, significant analytical work is required to interpret the meaning potential of these resources and adapt them for use in local settings’(Hermansen, 2017: 2) .  \nThis article describes development of a digital learning resource in the national subject Pedagogy and Pupil-related Skills (PEL) (15 ECTS) for student teachers’ professional development. In this design process, we involved teachers in an analytical manner as suggested by Hermansen. The development was part of the Teacher for one day – a project (2016–2017) that developed new resources for innovative practices in flexible teacher-training. The project focused on authentic cases and aimed to embed them in an online solution suitable for st","cbCaidXUKHSM8uLC","https://ap.wps.com/l/cbCaidXUKHSM8uLC","pdf",898270,"English","# Introduction\n# Theoretical lenses\n# Method and design process\n# Findings and implications","[{\"question\":\"What is the article’s main purpose?\",\"answer\":\"To describe the development and design process of digital learning resources for teacher training, especially in hybridized study formats.\"},{\"question\":\"Which research approach is used in the study?\",\"answer\":\"A design-based research methodology with three iterative cycles focused on planning, designing, and developing new resources.\"},{\"question\":\"Why is digital learning resources use important in teacher training?\",\"answer\":\"It helps support decentralized and part-time teacher-training studies and meets expectations for flexible online learning, teaching, and assessment.\"}]","Producing Digital Learning Resources (DLR) for Teacher Training | PDF",1792092006,25]