To resolve these issues, Hokkaido University and Adobe Corporation signed a joint research agreement in 2019 to develop Open Educational Resources (hereafter OER) (i.e., resources available to everyone) that can be used by educators who conduct DL education and learners who want to learn the basics of DL.

The following list of issues in DL training and learning are envisioned for the first year in a higher education environment, including our proposal for resolving these issues with this OER.

Solution: Carefully select the perspectives needed for inquiry learning and problem solving

Critical thinking and creative problem-solving skills, which are emphasized in DL education, involve the ability to use knowledge as a tool. Founded on the constructivist perspective that thinking takes place together with tools and the findings of media literacy education, which fosters the ability to read and understand media critically through production activities, the OER is based on the UNESCO Digital Literacy Global Framework (DLGF) 3. This project focuses on the area of "3. Digital content creation" in UNESCO's Digital Literacy Global Framework (DLGF)."

Solution: Create an environment in which students can concentrate on "production activities" in class

The DL OER was designed to provide learners with the necessary practical knowledge and principles in advance by bridging the gap between practice and theory. By using these materials, which allows students to prepare for and review the knowledge and principles necessary for content creation, they can focus on activities that apply their knowledge in class.

Solution: Focus only on the essence of design

Assuming that the users of this DL OER are not design experts, we aim to model how to use the material and the curriculum and evaluation methods. The content of the DL OER focuses on an attitude of "finding and solving the right problems," which is the essential concept of design. We have striven to clarify the similarities between design thinking and activities in which students engage on a daily basis. Please review the materials in Chapter 2.

The "human-centered design cycle" in design activities focuses on the interaction between designed artifacts and humans (i.e., interaction/interactive interaction) and represents a process of repeated trial and error to create a better experience.

For example, if the poster you created did not successfully convey its message to the recipient, you need to consider why, given the recipient's experience. If you practice design thinking and experience the perspectives of both the creator and the recipient, you will develop the habit of critically analyzing digital content, with this serving as a shortcut to learning in an exploratory way.

• In Chapter 1, "Deciphering Digital Products," you will learn how to observe, analyze, and evaluate the interactions that occur at the point of contact between digital products and people, using the Basic Principles of Interaction, a perspective that helps you analyze whether digital products are able to achieve their intended functions.

• In Chapter 2, "Designing Digital Products," you will learn how to use design thinking to solve issues of inquiry, focusing on the process of "finding and solving the right problem," which is what designers try to do in creative problem solving.

• In Chapter 3, "Creating Digital Products," you will learn about the culture of creating and sharing in the digital society, i.e., the basics of copyright and licensing. You will also learn how to combine verbal and visual expressions to enhance communication through digital tools, with a focus on editing digital images."