Abstract:

The pandemic conditions due to the "Covid 19" virus, obliged the University to take definitive prevention measures to contain the spread of the virus, to do this, agreements are reached for carrying out distance teaching activities abruptly, changing the scheme and face-to-face teaching strategy to that of distance education, from Tuesday 17 March to this date, until safe health conditions are restored so that we can return to our facilities at the University campus in the CDMX. As of July 30, 2020 we still remain with remote academic activities and with a prospect of continuing and starting the next semester 2021-1, on September 21 with the teaching scheme in distance mode.

The University provides academics with various techno-educational resources, trainings and digital educational support to be used to continue teaching curricular classes to our students.

Academics have seen ourselves in the need to carry out new and diverse activities that contribute to the continuity of the curricular formation of the students in the new educational scheme, such as training in virtual learning environments, making intensive use of Information and Communication Technologies and Learning and Knowledge Technologies, the use of videoconferencing systems and virtual classrooms, to adapt the face-to-face class plan to the non-in-person modality , to generate new materials according to the prevailing conditions, and how to guide and accompany students in the non-face-to-face mode.
The students, in this new educational scheme, have faced the different virtual modalities that each teacher has established for each subject, a great challenge for them and a strong induction to self-management and autonomous learning for the students.

In this article I intend to capture and contrast some of the most significant experiences of the methodologies used in person, of the changes and adaptations carried out in order to complete the 2020-2 semester in non-face-to-face mode, under conditions of the pandemic, the elements for the planning and organization of distance courses, including the good practices that have left me the experience of distance education forced by the pandemic, and what improvements I can make.

Under these conditions, I also present the results of the academic advance of my students of 4th semester in Electronic Electrical Engineering, through the application of a rubric with 8 categories of knowledge perception, acquired skills and availability of study tools, with 5 levels of discrimination.

Undoubtedly a great challenge for students, for faculty, for the University, for societies in general.

Keywords:

Experience in remote mode, teaching strategy, techno-educational resources.