Flipped by Students: Student-Created Videos for an Undergraduate Mathematics Course

This paper presents the Digital Learning Lab (DLL), a course format in pre-service mathematics teacher education in which students create digital learning materials for an undergraduate mathematics lecture for students of geoscience. Working in small teams, participants design digital learning modules consisting of short instructional videos and interactive tasks. We describe the DLL as a practice-oriented blueprint, detailing the course structure, production workflow, support measures (e.g., training and feedback loops), and how the resulting materials are designed for the self-study phase of a flipped classroom. Based on student feedback from three iterations, we report perceived benefits in mathematical explanation, pedagogical design, and technical skills, as well as high engagement linked to the authentic purpose of producing materials for real use. Drawing on our implementation experience, we also summarize key requirements for success, including clear production guidelines and sufficient instructional support.