Assaf Silva, Nayiv Amin Jesus2021-01-222021-01-222020-11-3010.1007/s11423-020-09885-zhttps://hdl.handle.net/11285/637058This response reviews and analyzes the ten focal topics and three elements introduced in Nacu, Martin, and Pinkard’s work, entitled “Designing for 21st century learning online: a heuristic method to enable educator learning support roles”. An analogy of the London Stock Exchange’s Big Bang is drawn to describe the moment education is currently living. In this context, homeschooling guided learning is analyzed. Nacu, Martin, and Pinkard (2018) offered insightful approaches for the sudden shift to digital that the world has experienced since April 2020. Their inquiries coincided with the questions asked by researchers and teachers around the world when their schools were closed due to the COVID-19 lockdown. Along with Nacu et al.’s (Educ Tech Res 64(4):1029–1049, 2018) effort, a theoretical framework, an instructional interface model, is conceptualized as a blueprint, to offer a guide for research for instructional-technological interactions. In this scenario, shifting to digital is not just a tech shift but a worldwide creators’ mindset shifts.TextoengopenAccesshttp://creativecommons.org/licenses/by/4.0HUMANIDADES Y CIENCIAS DE LA CONDUCTA::PEDAGOGÍA::TEORÍA Y MÉTODOS EDUCATIVOSEducationArtículoEducation Tech Research Devhttp://orcid.org/0000-0002-8370-7233COVID-19 pandemic · Educational Big Bang · Educator-learner interactions · EdTech interface instructionality · Learner-interface interaction · Instructional interface’s basic modelCOVID-19 pandemicEducational Big BangEducator-learner interactionsEdTech interface instructionalityLearner-interface interactionInstructional interface’s basic model685Estados Unidos de América / United States