# data[].attributes.body
Will learners be able to put Instagram away for long enough to learn something?

# data[].attributes.headline
Understnd What it takes to move more teaching staff to greater TEL

# data[].attributes.subject
Understnd What it takes to move more teaching staff to greater TEL

# data[].attributes.headline
What does it mean to consider students as customers - really mean - in terms of teaching and learning?

# data[].attributes.subject
What does it mean to consider students as customers - really mean - in terms of teaching and learning?

# data[].attributes.body
If students are now considered customers...who are the providers??

# data[].attributes.headline
Large scale research - e.g. the effect on learning of implementing Lecture Capture in 400 classrooms - longitudinal research 

# data[].attributes.subject
Large scale research - e.g. the effect on learning of implementing Lecture Capture in 400 classrooms - longitudinal research 

# data[].attributes.headline
Govt stratrgy of investment in technology in schools 

# data[].attributes.subject
Govt stratrgy of investment in technology in schools 

# data[].attributes.body
Where to direct the investment? Hardware? Software? Internet/wifi/connectivity? Teacher training?

# data[].attributes.body
Ethics
What works and why
Time

# data[].attributes.body
How do we support digital literacy and identity of educators?

# data[].attributes.body
What will the universities of the future...look like?

# data[].attributes.body
Make decisions and implement on larger scale.

# data[].attributes.body
Getting that infrastructural Support into place

# data[].attributes.headline
Past and present questions still haven't been answered!

# data[].attributes.subject
Past and present questions still haven't been answered!

# data[].attributes.body
Are we tackling them in the right way?

# data[].attributes.body
How to prepare students for the future (for jobs that don't exist yet)

Research change

How things are accredited

Regulation inhibiting development

# data[].attributes.body
What works and why?
Are students actually learning something in their devices?
What are the addictive elements to using these technologies and how it links to gamification?

# data[].attributes.body
0. How do we decide what works and why?
1. What works, and why, in what context?
2. How do we make sure what works gets implemented?

# data[].attributes.body
How do we assess?
How do eliminate the stigma?
How do we prioritise learning with technology as opposed to teaching?

# data[].attributes.body
Be prepared to look at other theories and research tools....outside the field of education.

# data[].attributes.body
What does online learning contribute to the learners body of knowledge over f2f teaching? Especially in humanist .isciplines

# data[].attributes.headline
What works, when, for whom, in what circumstances. 

# data[].attributes.subject
What works, when, for whom, in what circumstances. 

# data[].attributes.body
How to use digital technologies for liberatory purposes?

# data[].attributes.headline
Evidence needed if DL makes an educational difference or are they gimmicks.

# data[].attributes.subject
Evidence needed if DL makes an educational difference or are they gimmicks.

# data[].attributes.body
Surface learning versus deep learning
Have we lost creativity
Gap social tools versus educational tools

# data[].attributes.body
Why are we still asking the same questions?
Are we asking the right questions?
Have we asked the fundamental question: what is learning?
What is our shared:
- understanding of learning
- values in terms of learning environments
- vision of digital learning?

# data[].attributes.body
What, works and why?

Same as question 2 -
1. Disjointed platforms across sectors and levels.
2. Getting academics on board, addressing fears, managing time, changing mindset. Displacement of academic identity.
3. Building a TEL culture - research and application.

# data[].attributes.body
padlet.com/edonlon/nextgendl163