Abstract: Five years ago, the Utrecht university of Applied Sciences introduced "blended" learning as a pilot for several of its Master courses. This required a serious shift in perspective from both teachers and students. The success of this experiment, which has now been extended to all faculties of the university and now has more than 1000 courses presented as blended, is largely due to its strong didactical concept and the user-friendliness of the online learning environment. The next step was to encourage and train out students to develop digital lesson material. Student teachers now undergo training in the didactics and technology of creating digital material. Where they had traditionally followed courses in methodology of language teaching, they now follow courses in digital didactics to aid them in the transition from creating analogue to digital material. They have been given a learning environment, based on that used by their teachers, to create curricula for their placement schools. They also follow the same didactic principles as their teachers, namely the SLO spider’s web. One of the most important features of learning environment is the ability to share material freely. A course created by one individual can be cloned, and reused by another. Furthermore, the fact the platform also allows students and teachers to co-create courses was a double-edged sword as students were also trained in collaborative skills.