17 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 technology affects online content representation and which tools can support or limit the mastery of the content-related skills (e.g., having digital laboratories, instruments, literature texts, etc.). On the other hand, we should be aware of the tools that support the pedagogy we will follow (e.g., how to establish communication, interaction, online social presence, online learning community, bridging the physical distancing). Thus, we need to adapt existing pedagogical methodologies and digital tools to different learning contexts and students. Phase 2. Designing Having analysed our goal, the instructional methods, the learners, and the context, we are ready to move on to the next step of our methodology, that is the actual design of the learning experience. During the Design phase we: A. Design assessments: The goals and objectives defined during the analysis phase are the compass for the development of the assessment. If we want students to be able to do something, we have to assess the extent to which they possess this ability or not, at the end of the course/lesson. Prior to assessing students, it is important to ensure that they can participate in the chosen assessment; for instance, they can access the online environment, they can collaborate, if needed, they can ask questions, and/or use specific tools. It is also of utmost importance to create a context for the assessment that resembles the actual
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