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The general discussion was very animated and many important issues were raised and discused. Ten minutes were allowed for discussion after each presentation and about half an hour at the end. There was a Iively exchange of comments. Many questions were asked and few answers were given. This may be because most of the contributions were about «learning» and as said by one participant: We know very little about how learning takes place. How does learning take place and how is the technology used in the learning process? • Staff Deve/opment: A question was raised conceming the need for staff development in the use of CIT in order for it to be properly implemented in an institution. An approach of encouragement rather than obligation was suggested. A basic knowledge of using CIT was seen as necessary not just for supporting student learning but also to be more effective in collaboration and in research. • Jnstructiona/ Design and cultural differences: Is it possible to find one solution for Instructional Design taking into account cultural differences? For example by setting up a Iist of cultural differences and a benchmark for a particular environment. There are microdesign questions like icons and colour. These may not be solvable as the solutions are very small grained and therefore not applicable on a larger scale. It may be possible to develop some generic tools. It was also argued that we need local adaptation. There are also macro design questions like frameworks and strategies. Openness is important. Currently we have the culture of the designer and the cultural attitudes ofthe teacher, not the learners.

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