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This trip does, therefore, conform to any definition of a critical incident (See Jasper, 2003). Ithas outstanding significance in my life and career and is pivotal in this study.ContextThe actual pain of travelling non-stop for thirty-six hours would be sufficient visceral evidenceof having been there! The jet lag I experienced on return coupled with the emotional rollercoasterthat was the trip left me with feelings of exhaustion that were very real and I can stillrecreate the feeling of the fatigue that descended on me once home, showered and ready todispense gifts to the children that I had collected on my travels.The reason for the trip was purely educational. I wanted to immerse myself in the discourse ofcomputerised education, as a learning process by which I could lead on the E-China bid. Manyof the 'greats' of educational technology were present at the conference. Marlene Scardamalia,Alfred Bork, Bob Lewis and, as referenced in IM3, from the UK, probably e-learning's principalproponent at the time, Gráinne Conole. I would argue now that the process of discovering theICCE 2002 conference was both an outcome and a part of an auto/pedagogic process.When tasked with leading on the E-China bid, I had no idea where to begin and was thrown backon my prior learning (N 2 ). I had to use the meta-cognitive search skills I had been developing tothink through the places one might look for inspiration and wisdom. I had a list of names fromthe Dean as well as contacts that I was provided by James Learmonth (mainly people in theBritish Council and other experts in overseas education) but that was about it. I can recall doingdesk-based research using terms, for example,:• Education in China• Teacher training in China206Simon Hughes Ph.D. Thesis (October 2012)