In spring 2020, university courses were moved into the virtual space due to the Covid-19 lockdown. In this paper, we use experience from courses at Gdańsk University of Technology and ETH Zurich to identify core problems in distance teaching planning and to discuss what to do and what not to do in teaching planning after the pandemic. We conclude that we will not return to the state of (teaching) affairs that we had previously. The availability of recordings of lectures and videos, de-localisation of both students and teachers, the experience of spatio-temporal autonomy will lead to new forms of teaching as both students and teachers experienced some aspects of remote teaching even more efficient than real-world teaching. On the other hand, remote teaching of elements of learning that required interaction, e.g. group and studio work, brainstorming, discussion to foster critical thinking, cannot replace the real experience of the classroom.
Is this distance teaching planning that bad?Well … , yes, it is. There are, however, lessons we need to learn and improvements we could introduce into our standard pedagogies that are direct results of this much-hated remote teaching.Klaus Kunzmann (2012), when proposing the name of AESOP to the Association of European Schools of Planning, was bearing in mind that this Greek philosopher and story-teller "wrote popular fables (aesopica), which we would call narratives today, where he made use of humble incidents to teach great truths, and after serving up a story he adds to it the advice to do a thing or not to do it (Appolonius of Tyana)."Thus, we would like to take this opportunity to use "the humble incident" of the Covid-19 pandemic to advise what to do and what not to do in teaching planning, when we (if we) begin teaching anew …