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Among many others in many different fields, one of the consequences of the COVID-19 pandemic has been the need to resort to the development of\u00a0online<\/em>\u00a0learning\u00a0, given the impossibility of doing it in person.\u00a0The phenomenon is not at all new, since it had previously registered significant progress at all educational levels.\u00a0But the current crisis situation has come to accelerate and intensify it and to mark a trend of generalization of face-to-face training in the more immediate future.<\/p>\n The significance of such a process is unquestionable, because it is not just a change in the instruments and supports, but affects the nature and essence of the traditional way of conceiving and organizing the teachings and supposes a disruptive fact that changes the discourse of an education that is no longer tied to a specific location and whose provision is decoupled from restrictions related to space and time.<\/span><\/p>\n Specifically at the university level, this also involves profound transformations in the way of participating in education, with changes in attendance and residential and full-time dedication, with extension to training throughout life, and with students They will take courses from different institutions, with different modalities and strategies.<\/span><\/p>\n Therefore, the magnitude of a change is evident, evident before the crisis but accelerated with it, which affects multiple aspects of the educational process.\u00a0In addition to this importance, there is now the urgency to resolve an issue as relevant as how to organize the teachings from the beginning of the next course.<\/span><\/p>\n The urgency that this situation imposes should not, however, lead to hasty decisions, without a reflection that is essential and to which I would like some ideas and approaches such as the ten that I present below could contribute.<\/span><\/p>\n\n