Resumen

CASNATI., Ana María; PORTA GALVAN., Mariana; SOLANA., Virginia  y  MARRERO., Cecilia. NortheastOnline: CENUR Northeast’s experience in COVID-19 contingency. InterCambios [online]. 2020, vol.7, n.2, pp.132-149.  Epub 01-Dic-2020. ISSN 2301-0118.  https://doi.org/10.2916/inter.7.2.13.

On March 31, 2020, the Central Board of Directors of the University of the Republic (Udelar) established that teaching be organized sustained on digital platforms during 2020, ensuring the delivery of courses on this basis, in order to maintain the measures of physical distancing that the health emergency required. In response to this circumstance, in the new CENUR Northeast, a group of teachers emerged, NoresteOnline, who decided to cooperate with organizational and methodological support for emergency remote teaching, in order to provide support to the actors with greater difficulties for the development of their work in such circumstances. The objective of the group was to support the teaching team in the region in the design and redesign of online teaching and learning activities through actions, assistance and advice devices, promoting the development of a learning community, making use of open educational resources. Actions aimed at organizing, designing and managing these resources and proposing teaching activities according to needs identified. It was also a specific objective to present various initiatives to maintain contact with students virtually, especially aiming at those who are entering the university for the first time. This work shows the way that the CENUR Northeast teaching community managed to respond to the contingency, by describing the gestation process of the group, the different work strategies, a brief analysis from the pedagogical, didactic, communicative and university construction dimensions. It aims to address some aspects that are considered fundamental in the context of the pandemic, in the sense of ensuring the right to higher education of all people in a framework of equal opportunities, so as not to leave any student behind, contributing to sustain education as a continuum in order to preserve the non-interruption of educational trajectories.

Palabras clave : learning community; remote teaching; ICT.

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