 In the pandemic, major changes were seen in various domains and education was not at all an exception. Prior to pandemic, there used to be two separate styles of imparting education. One was called as on-site where face-to-face education was considered and other was online where virtual education was imparted. However, in pandemic, we saw that the line between these two got vanished completely and everyone was teaching online. Therefore, when we discussed the outline for the course designing learner-centric MOOCs, we thought that we should start with a discussion about online teaching per se and the emergency remote teaching which was coined during the pandemic was a basis of this discussion. We have invited panelists from multiple domains in order to discuss this topic and they will not only represent their own course or subject that they are talking but they will rather represent a larger domain and a community of teachers who teach those subjects. That will help us in understanding the challenges and the solutions that were designed by the teachers during offering online courses of the infamous pandemic period. So, let us just get going. We have panelists here who will represent multiple domains. I have Vipul Mishra here who will represent the science and technology domain, Neelam Panchal who will represent the commerce and management domain and I also have Mansi Karnatkar who will represent the humanities and design domain. So, let us just get going with the first question which is the comments or observations during what exactly happened during the emergency remote teaching period of the pandemic. So, Vipul can you just tell us about what was the perception of the science and technology teachers during this period. So, when pandemic starts then sudden lockdown came into the picture and immediately we found there was one of the biggest challenge that is the digital division. So, we all know we have two different sections like urban and rural sections. So, urban sections we have somehow some digital facilities available, but if we talk about ruler sections then there are very very less facility for the digital education. So, that was one of the biggest challenge how to fill this digital division. Then another big challenge from science domain that is the how to convert this online board teaching, whiteboard teaching into the digital era, specifically when we talk about writing the maths, specifically when we talk about the physics, how we do those experiments which required physical entities. So, in that way it will become very very big challenge for us to make those problems to handle those problems. I am sure people from the teachers from commerce and management also faced different challenges. So, Neelam can you just tell us about what was your experience? Yes, sir. So, just like science and technology as Vipulji just mentioned technology was also challenging here in commerce and management. In fact, there were many teachers who were in dilemma for not having awareness of the options available. Specifically if we talk about the subjects like accounting, statistics, finance, economics where some calculations are required and students are like they have to learn while doing. So, learning while doing it was a major major challenge. Another important point was the whiteboard right. So, how to write in a board, how to use the digital writing on a board itself was a challenge. So, that was one of the important aspect at that time, sir. Yes, I think our exposure to technology and availability of technology and the digital divide that was just mentioned is definitely a common thing which runs through. But let us also hear it from the design which is a very hands-on thing and also humanities. So, Mansi, can you elaborate challenges in that domain? Sure. So, as pointed by my esteemed colleagues, we also faced a problem about teacher's awareness about tools and technology, some of the seniors especially as well as courses that expected learning by doing. Especially for example, let us talk about a course that imparts knowledge about politics. It requires an open-ended discussion and interaction between the students as well as the teacher. You have to curate that, which got worst hit and students were extremely hesitant to participate both in design as well as humanity classes where interactions are very important. Even if we were able to encourage them to participate in such interactions, there were connection issues, poor lighting issues, sound issues, etc. So, that got the worst affected. Yes. So, I think we hear from various teachers that the challenges were ranging from technology to pedagogy. But it is also important at this point to know what was the challenge or challenges that were faced by the learners. So, I would now like the teachers here to step into the shoes of their learners and tell us what was coming out from the learner's side which could have been documented now. So, maybe Vipul, can we know what were the challenges of the science and technology learners during this period? So, while we talk about the learner's side, one of the biggest problem when we look into the learner's eyes, the practical learning. Because the science and technology is more on the hands on. It is nothing only theory comes into the picture. Untamedless hands on is not into the picture, it is very difficult to feel it. Specifically when we talk about electrical, if we talk about mechanical, if we talk about physics. So, these all are the hands on things. So, practically learning is very challenging at that moment. Another challenge was come into the picture that is the social factor that suddenly students separated from their friends. Suddenly students separated from their classes. So, the excitement of the class was almost nullify. That was the biggest challenge that students face at that moment. So, going in remote places like joining in from their own mobile phones or devices and not being part of the class physically. Yes, definitely that we all have experienced. Was there anything to add on to this in the domain of commerce and management? Yes, sir. So, when we are seeing again commerce and management, so generally students used to use their phones, right? And so the classes spanning long hours fatigue, especially when we are talking about organization behaviors or the economics or the general management, where the games, role plays, exercises and the other pedagogies were used in the offline. But when it become online then it was like content was chunked. And additionally attendance was given when the task were completed and on the basis of the completion only. And in fact, there were instances of the students assisting teachers moderately in using of the technology. So, that was one of the major, major important aspect here. Yes, I think that is a very interesting point where students were slightly ahead in usage of technology and that was kind of offered as a help to the teachers. So, if we go to a very hands-on domain like design where drawing or creating sketches, all these constitute a big part of learning. So, was there anything that you found different from the learner's perspective as such? So, initially I would like to say that students hated online learning practically because the interaction between the teacher and students in a design class is very different. There is a subjective sort of feedback that the teacher, live feedback that the teacher can provide to the students, which did not happen. Also online consumption was very tiresome at 4 o'clock, 5 o'clock they would say that we cannot look at the screen anymore. As well as, so to avoid this continuous interaction we started using asynchronous chats. We also sent some online tutorials or reading material which students can consume at their own speed rather than consuming it in the class especially like demos of certain techniques that is what we started doing later on then. Yes, so as we saw throughout the various domains there are multiple challenges that are faced both by the instructors as well as the learners. And they can be easily slotted between couple of strategies or categories such as technology driven challenges and pedagogy driven challenges. Therefore, we would be discussing multiple solutions about this in the course that is starting up which is about designing learner-centric MOOCs.