 Hello, my name is Katsusuke Shigeta at Hokkaido University. I'd like to talk about pedagogical approach for digital literacy education utilizing OER. This is the outline. The Center for Education at Hokkaido University collaborated with Adobe KK to develop OER, fostering a critical thinking and creative problem-solving skills required in digital literacy education. In this collaborative research, we developed OER to learn design thinking that underpins essential thinking and creative problem-solving skills for first-year students. Also, we developed a learning program utilizing this OER through production activities that use digital tools, including our bespoke. This is our digital literacy OER. If you have interest in, please go to Adobe Educational Exchange. Improving learning outcomes and effectiveness utilizing OER, a pedagogical approach is essential. In the learning program, we aim to utilize OER based on the blended learning settings and the basic knowledge before the class using the OER and engaging in activities to create their own OER while using knowledge in face-to-face settings. We introduce the cycle of investigative learning to bridge the knowledge and stimulate motivation, orientation, and internalization. In the OER, the learner faces practical difficulties and conflicts, grasps the gap between the learning goal and the digital products they create in the class. In the OER, we adopted a structure in which we touched the quiz with the knowledge of the learning content, learning the tools and usage of thinking in the main part, and finally touched the same task again. In the first year class in 2020 and 2021, we introduced blended learning utilizing the OER. The students are actively involved in the learning by OER and the activities to create their own OER. The feedback from students is positive. From the questionaries for students, they're learning the effective selection and arrangement of images and methods to align the text and pictures by unifying the colors. We found that these competencies relate to the skills of this content creation on this literacy global framework. In this class, we introduced a high-flexed learning that students choose a place to attend lecture, face-to-face, or video lecture, or a recording lecture. Students used OER for preparation learning in asynchronous settings, and they attend high-flexed learning. It is a freshman class, 10 students online and 50 students face-to-face participation. We deliver lecture video via Zoom using iPad for lecture capture. At the same time, we conduct PR review for students created on OER, both online and face-to-face. We separate groups between online and face-to-face, and we sometimes answer questions during group work from face-to-face and from online. Next, I'd like to invite Hiroaki Tanaka to introduce the structure and content of our OER. Thank you. Hello everyone, my name is Hiroaki Tanaka. First, I would like to introduce the open educational resources for cultivating digital literacy. These, by June 1, are being developed through a collaborative research project between Hokkaido University and Adobe KK. Overview, we have been looking at digital literacy as a form of research and also as a study skill. Our aim in developing OERs is to use visual expressions and digital tools in investigative learning and problem solving in order to improve both research skills and study skills. We felt that it would be effective to focus on the creating of things and convey design thinking to runners. For the tamered unit, we have established three modules that match the design process. On the OERs portal site, we help educators and runners understand how to use the resources. In the first module, students learn how to observe, analyze and evaluate certain interactions between users and digital products. In the second module, students learn how to use the design thinking for the purpose of solving problems. Finally, in the third module, students use Adobe software to learn the basics of using digital tools to achieve effective visual communication, mapping OERs and DLGF or ISD. The OERs will continue such effort to provide substantial education in media literacy, as well improve students' performance with default sheets, creativity, critical thinking, communication and collaboration by working them through the creative process involved in digital content creation. An important pedagogical concept is learning by doing. Knowledge can only be acquired by applying it in a real-life situation. Knowledge must be constructed by the individual. The OERs provide the foundation for digital content creation while also supporting key competency areas related to four sheets. We would like to show the mapping with the ISDL standards towards our OERs. These are designing will mainly cover knowledge constructor and innovative designer in the ISD4 students, role and structure of OERs. These materials serve to work on motivation, orientation and internalization in the cycle of investigative learning of Engstrom at all, and to smoothly beat prejudice to externalization, critique and control in such a way that acquired knowledge is utilized. In these OERs, it is assumed that the learner has practical difficulties and conflicts and that grasping the gap between the learning goal and the reality will enhance motivation. We've adopted the structure of tackling a quiz without knowledge of the learning content, learn the tools and uses of thinking in the main part, and finally, tackle the same task again. The structure of OERs is as follows. Key question, orientation basis, internalization, key question, revisited. The key questions that were conducted before and after learning can be deeply investigated using the tools learned in the OERs. By taking the same quiz both before and after learning the material, students can self-reflect on the changes inspired by learning and prepare to start using their knowledge in practice. Untranslated OERs. We have translated these three materials and published them on Natalie Education Next Change Community. You can check the completed OERs Japanese version on the portal website here. Thank you for attention.