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Legislation for Scotland increasingly requires that environmental enhancement schemes must be integral in property construction. With the introduction of the Water Framework Directive and the Water Environment and Water Services Act, developments on areas surrounding an existing watercourse often include river restoration and sustainable flood alleviation schemes. To support this, a decision-making tool is proposed that considers the hazard, exposure and vulnerability of a residential development to flooding. Rather than assessing flood risk purely in terms of hydraulic performance, it is shown that appropriate channel design selection also requires information on the socio-economic impacts. This paper takes a novel stance in predicting the social impact of flooding by using statistical evaluation of census data. This holistic approach to flood risk investigation is suitable for use by developers, planners and councils at a local (development) scale to strategically aid flood alleviation works, emergency planning and housing development.

This paper explores issues raised during the development and implementation of a new multimedia learning experience, outlining the context to the research and focussing on the changing roles for teachers and learners in the light of evolving new technologies. A backdrop of successive government policies to widening participation is provided to show the current rationale for higher education institutions encouraging staff to move towards on‐line learning. At institution level, this paper discusses the potential issues in the classroom that arise by asking both staff and students to change from more traditional ways of learning. Then the second part of the paper details the teaching problem behind the “INCOTERMS challenge” and covers the development of the multimedia tool. The final section of the paper reviews the evaluation of the tool by the students and discusses the findings in relation to the issues raised in the literature review.

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