Teacher education programs all around the world are challenged with the emergency transition to remote teaching due to the COVID-19 pandemic. Human-centered design can help generate creative solutions to the pedagogical problems that teacher educators face during this transition. In this paper, we present a case of the Advanced Learning Technologies course offered to preservice teachers in the Learning Technologies minor program at a Midwestern University. Our human-centered design approach followed three premises: (a) Building empathy, (b) engaging in pedagogical problem solving and (c) establishing an online community of inquiry. We present our process and the results with a design frame that can be used in other teacher education contexts.