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Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching.

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Live virtual constructive (LVC) flight simulations mix pilots flying actual aircraft, pilots flying in simulators, and computer-generated forces, in joint scenarios. Training resources invested in LVC scenarios must give a high return, and therefore pilots in both live aircraft and simulators need to experience training value for the extensive resources invested in both, an aspect not emphasized in current LVC research. Thus, there is a need for a function, in this article described as LVC Allocator, which assures that complex LVC training scenarios include aspects of training value for all participants, and, thus, purposefully align scenario design with training value. A series of workshops were carried out with 16 fast-jet pilots articulating the training challenges that LVC could contribute to solving, and allocating LVC entities in a training scenario design exercise. The training values for LVC included large scenarios, weapon delivery, flight safety, adversary performance, and weather dependence. These values guided the reasoning of how to allocate different entities to L, V, or C entities. Allocations were focused on adversaries as V, keeping entity types together, weather dependence, low-altitude and supersonic flying requirements, and to let L entities handle and lead complex tasks to keep the human in the loop.

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