Research into Virtual Field Trips (VFTs) started in the 1990s but, only recently, the maturing technology of devices and networks has made them viable options for educational settings. By considering an experiment, the learning benefits of logging the movement of students within a VFT are shown. The data is visualised by two techniques: "Animated Path Maps" are dynamic animations of students' movement in a VFT; "Paint Spray Maps" show where students concentrated their visual attention and are static. A technique for producing these visualisations is described and the educational use of tracking data in VFTs is critically discussed.

This paper describes how two related e-learning initiatives have led to schoollevel virtual learning environment (VLE) adoption and commencement of several new teaching developments at the University of Southampton. These have engaged additional academic staff with online learning and increased the role of blended learning within the curriculum, in turn contributing to new strategies at the university level. The first e-learning project was the Joint Information Systems Committee/National Science Foundation-funded DialogPLUS project, and the second, a collaborative online masters programme. Barriers to embedding have been both technical and human, but among critical success factors, we especially identify the impetus provided by external funding, the size and composition of the project teams and, to a lesser degree, the creation of demonstrator materials. The specific details of VLE choice and learning object design have proved less significant. This work has been undertaken in collaboration with other schools in Southampton and other institutions within the Worldwide Universities Network. IntroductionThis paper describes changes at school and university level promoted by engagement in two major e-learning projects by the School of Geography at the University of Southampton. The paper considers five potential critical success factors that have played a role in these developments and that have repeatedly emerged in discussions of e-learning adoption within the institution. We focus on the role of external funding; critical mass and composition of the project team; the importance of demonstrator materials; the institutional virtual learning environment (VLE); and the benefits of adopting a learning object model. This is a retrospective analysis, which draws on internal and external evaluations of the projects in question.

Who determines the trade-offs between agricultural production and environmental quality? An evolutionary perspective from rural eastern China-Manuscript Draft-Full Title: Who determines the trade-offs between agricultural production and environmental quality? An evolutionary perspective from rural eastern China

A digital storytelling resource focusing on the experience of nursing in neonatal care was developed using the narratives of six undergraduate children's nursing students who had undergone a practice placement on a neonatal unit. An evaluation of the resource in relation to its contribution to learning for students in a new, specialised area of practice revealed that storytelling based on peers' experiences is a valuable and insightful approach to learning. This is particularly important in a specialty such as neonatal care where the unfamiliarity of the environment and patient group can cause anxiety and uncertainty among students. Overall, the resource was seen to be useful to children's nursing students who are preparing for a practice placement in an unfamiliar clinical area.

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