The research conducted in a technical university environment has nearly a decade of history, which we first reported on in the context of the 21st International Conference on Interactive Collaborative Learning (ICL2018), analyzing the connections between Digital Transformation and Interactive Collaborative Learning. The five-year project was understandably affected by the rapid transformation of the educational environment due to COVID-19, and the reinterpreted online teaching space [1] posed a new challenge. This study aims to systematize the lessons learned from the implementation phase of the project's results and present the methodological experiences we gained in the practice of engineering and professional teacher training. The micro-content created by the students, on their initiative, with the visual presentation technique of their choice, made it possible to analyze the micro-content developed by 230 students in the context of the case study in terms of genre and professional methodology. In the current phase of the project's implementation, a university-level knowledge repository has been created, which is based on the characteristics of community content development, is not profit-oriented, and at the same time, provides an opportunity to share the development competencies acquired in professional teacher training in an open innovation space. The development history of the Open Content Development project, especially the online turn in teaching and learning, shows the impact of Open Science on everyday practice.