Abstract:

Following the announcement of the COVID-19 Pandemic, and the recommendations of the authorities of the Ministry of Health on confinement and social distancing, the Metropolitan Autonomous University (UAM) implemented the Emergent Remote Education Project (PEER) whose purpose was to preserve the health of students, teachers and administrative staff.

The PEER is flexible and multi-technology, and takes into consideration the use of diverse technological tools and the freedom in the construction of virtual spaces, learning assessment, and monitoring of remote teaching according to teaching competencies. The objective of this article is to present the implementation characteristics of the PEER in the UAM Lerma, in three phases: preparation, implementation and teacher training. For this, three technological levels are considered. The teacher training plan is presented in the techno-pedagogical and the students training in online courses and study habits, among others. The results show considerable differences between the two quarters that have developed within the context of the pandemic. It has been quite a challenge for the university community, where each actor contributes the best.

Keywords:

Digital literacy, teacher training, techno-pedagogical training.