Higher education is constantly changing, both in relation to the characteristics of the different agents that constitute it (particularly teachers and students) and in relation to the particular experiences from this formative context. With the Covid-19 pandemic, new pedagogical challenges have emerged due to what were the emergency circumstances that we all experienced. Classrooms and teaching dynamics inevitably had to reinvent themselves, to get closer to the specific references and practices of distance teaching and learning. With this chapter, the authors present a plural set of experiences developed during their teaching experiences. Through reflection on these practices, five areas that were established as variables with special pedagogical value: i) availability of teachers and students; ii) programmatic content as a mean and not an end; iii) the centrality of interaction between peers; iv) the plurality of resources and perspectives and v) evaluation at the service of learning.