Abstract
This article contributes to a deeper understanding of learning with multiple resources, widely available due to digitalisation. We claim that concepts such as participation trajectories, emergence and heterochrony enable an analytical account of learning as sense making, involving its temporality. We explore two cases: history learning in a secondary school and web development in a computer engineering course. The findings show that participants struggle to make sense of the multiple resources and their combined meanings, but overcome obstacles by taking initiative and solving problems together. Central implications are that learning with multiple resources places high demands on the learners’ participation, and the need to account for the moment-by-moment actions in a long-term, shared process, spread across participants, materials and contexts.