In response to Bennett, Agostinho, & Lockyer's (Educational Technology Research and Development, 65(1), 125–145: 2017) article, The process of designing for learning: understanding university teacher’s design work, we describe a way forward targeting an identified crucial gap in supporting teacher design practice. We argue that society is in a period of liminality (Turner, Betwixt and between: Patterns of masculine and feminine initiation, 3–19: 1987) caused by the current shift to digital. Limited resources, tight timelines, and belief systems questioned require that we revisit conventional approaches to supporting teachers designing in liminality. While teachers in Bennett et al.’s study were from a teaching-related professional organization, the shift-to-digital was not the focus of their research (it was teachers’ design processes), and data came from interviews rather than observations. However, there is strong opportunities for impact and application of their work. The main impact of Bennett et al.’s work is they highlighted the gap between what teachers have and what they need: teachers need a relevant, useful, simple, meaningful, and conceptual approach to guide their design work. This can help designers to rethink how to support teachers through the liminal space of shifting to digital by creating a strategy that teachers can use to guide their work. We argue that we should apply approaches sensitive to the teacher’s state of mind and circumstances of the teacher designing in liminality. We provide a way forward with a guiding questions framework from the lenses of social constructivism, agile mindsets, productive failure, and designing in liminality.

回应Bennett，Agostinho和Lockyer（《教育技术研究与发展》，65（1），125–145：2017）的文章，“学习设计的过程：理解大学老师的设计工作”，我们描述了一种针对已确定的关键差距以支持教师设计实践的方法。我们认为，由于当前向数字化的转变，社会正处于一个边缘化时期（特纳，贝特维克特之间以及之间：男性和女性萌生模式，3-19：1987）。有限的资源，紧迫的时间表和受到质疑的信仰体系要求我们重新审视支持教师自由度设计的传统方法。Bennett等人的研究中的教师来自与教学有关的专业组织，但转向数字化并不是他们研究的重点（这是教师的设计过程），数据来自访谈而不是观察。但是，影响和应用其工作的机会很大。贝内特等人的主要影响。有什么以及他们需要什么：教师需要一种相关，有用，简单，有意义和概念性的方法来指导他们的设计工作。这可以帮助设计师重新设计如何通过教师可以用来指导他们的工作的战略，来思考如何在过渡到数字的极限空间中为教师提供支持。我们认为，我们应该采用对教师的心态和教师的自由度设计情境敏感的方法。我们从社会建构主义，敏捷心态，生产性失败和刑事诉讼设计的角度为指导性框架提供前进的方向。