It was only till a year ago that education seemed to be the same as it had been for decades -  crammed classrooms, unappreciated teachers, and one size fits all content. But, in the midst of all of that, there was still the fun of going to school, of meeting friends and colleagues, and learning through interaction. In a crowded classroom, teachers still managed to teach and keep children engaged, albeit with varying impact and success, and teaching-learning continued through verbal and non-verbal communication. Cut to the post pandemic world, all of that seems to have disappeared suddenly. Students have ceased to be physical entities and reduced to faceless, static tiles on the computer screen. In a digital reality necessitated by circumstances, teachers and students have started missing the physical interaction that a school facilitates. My seven-year-old daughter’s craving to go back to school is a reliable  testimony to that. But it seems, the times have something else in store for us - online learning is here to stay. It is, at the same time, also certain, that online mode of teaching alone will not be sufficient, let alone be an efficacious way of learning. We are therefore, bound to see more and more of a blended pedagogical approach in times to come. With so many digital tools available, technology pundits have often argued, the 'learning crisis' would be solved in a jiffy. But, the ground reality seems to be different as there’s less coffee and more froth.  I, like many others, believe that it was never a 'learning crisis'. It was more of a 'teaching crisis' or an 'implementation crisis'. And, this can get deeper, as we rapidly move to an online, albeit blended, teaching-learning world. I can see that happening almost everyday during my daughter’s ongoing online classes. Teachers are now faced with an altogether new challenge. How to keep the learner engaged and motivated? How to ensure that meaningful learning continues to happen? Looking through the prism of Clayton Christensen’s Jobs-To-Be-Done (JBTD) framework, a teacher now needs to 'hire' new instructional practices so that: