Month: July 2014

Story of the week: glamping in the Northumberland national park

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* I spent a night this week in a living van [pictured above] and this week I’m taking the girls to a hut on Wales’ Llyn Peninusla. In the spirit of glamping for National Parks Week (July 28 to August 3 this year), here’s another camping story from the archives.

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The North of England has a new secret weapon to beat the downpours for a Great British summer of good-value holidays closer to home: pods.

Barrel-like, timber-built camping pods to be precise. They look like a cross a garden shed or a flat-pack frenzy at an IKEA store.

I’ve come to the Bellingham Camping and Caravanning Club site, 17 miles north of Hexham at the fringe of the rural Northumberland National Park, to test drive a pod for the night.

This is the UK’s second camp site to install the pods with the first group of ten having enjoyed a busy season at the Eskdale club site in Cumbria.

In pod we trust

Bellingham’s four pods are clustered together in a tree-shrouded, gated enclosure close to the camp shop and rather handy for what is known in camping parlance as the facilities block.

Inside, my mini-me chalet is functional and utilitarian.

A wooden-framed structure, insulated with sheep’s wool and tiled with weatherproof slates, they can accommodate two adults comfortably, a family with two small kids at a squeeze.

There’s plenty of headroom and enough space to swing a toddler – just.

The Bellingham pods come with two camp beds, two folding chairs and a folding table. They have French windows onto a decking porch and two small LED lights above the beds.

You need to bring pillows, sleeping bags and towels.

The five-and-a-half-acre site is clean and functional with hot showers, a children’s play area and Wi-Fi internet access. The pods arrived ready erected for the new season and are already proving a hit.

But, if you fancy adding one gazebo-style to the back garden, don’t expect much change from £6,000.

Local fare

That evening, as I sit on my tiny patch of decking, a fine drizzle liberally sprinkling my newspaper, I’m joined by fellow podders for the night.

Jaco and Nicola de Villiers from near Cape Town are on a three-week camping trip around Britain, taking in the Lake District, Scotland and Northumberland.

They joined the Camping and Caravanning Club prior to leaving South Africa for access to discounts and information.

“We like the atmosphere of camping, the closeness to nature, but after three nights under canvas, the pod feels really warm and cosy,” they enthuse.

“It’s a good-value alternative to camping when it rains.”

With the campers firing up Calor Gas stoves around me, my thoughts turn to dinner.

Option one: heating up some baked beans from the camp shop. Option two: a 15-minute stroll down to the village in search of a local hostelry.

A steak and kidney casserole and a pint of Black Sheep bitter at the Riverdale Hall Hotel all too inevitably win out and I wander back with a full stomach as the daylight fades over the farmland of the least populated county in Britain.

A hip flask of Jamieson whisky, a good book and a night in my pod await.

Wild night

Around 2am the true joy of the pod becomes apparent. I awake bleary eyed to find black sheets of rain lashing the camp site, gales blowing throaty gusts across the landscape and the kind of chill only brass monkeys appreciate.

The joy of glamping! I flick the switch on the in-pod radiator, crank the thermostat to nuclear and snuggle back under my sleeping back for some serious slumber.

The next morning heralds a brighter, fresher take on the landscape.

On a longer stay I might indulge in some waking, cycling or fishing by hiking along the Pennine Way footpath, which runs past the front gate. Ot try mountain biking around Kielder Water and Forest Park, the largest man-made lake in Europe some eight miles away, or casting off for salmon into the waters of the North Tyne from nearby Hadrian’s Wall.

Alnwick Castle, the fairytale location for the Harry Potter films, is a 50-minute drive; you can catch a culture-fix performance at The Sage Gateshead within 40 minutes.

But, with a train to catch later that day, I satisfy myself with an early-morning sortie to the village of Bellingham, a workaday farming community of stoic, stone-built cottages, village pubs and a traditional village bakery.

Shards of sunlight mark my half-mile stroll along country roads, skipping over a weather-beaten bridge and passing frolicking lambs en route.

Figures from the Camping & Caravanning Club indicates bookings at campsites are up 27 per cent year on year as people look for cheaper, simpler alternatives to the Eurozone’s currency rip-off and the bunfight at airports during half-term week.

Barry and Carole Howard, who run the Bellingham site as franchisees from the Camping and Caravanning Club, report their occupancy is up nearly 30 per cent.

“We’re finding the pods are bringing in a new generation,” says Barry,

“People are discovering that camping has moved on from its traditional image of a field and a tap.”

I was a cynic, too. But after my night in a pod, I may now even carry on camping.

* This story was first published in the Daily Express in 2009. Liked this? Try Exploring Snowdonia in National Parks Week.

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Story of the week: cultural renaissance in Liverpool

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* I’ve been exploring the Unesco-listed Liverpool waterfront this week and will be back on Friday for the Giant’s Spectacular, a performance by a theatre group using giant marionettes. This had me thinking about a previous commission in Liverpool – read on below.

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It felt like New Year’s Eve all over again.

The frisson of excitement in the icy air, the all-together-now countdown and the fireworks to a soundtrack of electric guitars and industrial percussion.

Not even returning prodigal Ringo Starr, plodding through his lackluster latest single, could dampen the ardour of the 30,000-strong crowd. They had gathered outside the neo-classical St Georges’s Hall on a chilly January night to celebrate Liverpool’s inauguration as the European Capital of Culture.

Across the road in a Lime Street pub over plates of scouse, a local stew, and pints of ale by the Cains the local brewery, I find Matthew Murphy, songwriter and guitarist with up-and-coming Liverpool band The Wombats, preparing to take the stage as part of an opening ceremony.

“I hope this year will see Liverpool recognised as a hub for creative arts on a European level,” he says.

“Liverpool always had a bad press but now is the time to explode some myths.”

He grins, downing his beer: “There’s still a lot of segregation in the city, so it’s a chance to get involved and build a new sense of community.”

Cultural capital

Liverpool has undergone something of a transformation since winning the UK nomination for Capital of Culture in 2003 – some £4.5bn has subsequently been pumped into the city’s infrastructure.

My base for exploring the new-look Liverpool was the Malmaison hotel, one of a slew of smart hotels and chi-chi eateries to open across the city in the build up to the Capital of Culture launch.

The waterside property, in sight of the Unesco-listed Three Graces triumvirate of historic buildings [pictured above], takes the Malmaison’s trademark boudoir-chic motif and blends it with nods to local popular culture.

There’s even a suite named The Kop for fans of Liverpool Football Club and old vinyl Beatles albums adorning the walls.

That night, as the crowds disperse following the opening ceremony, we join well-dressed diners and champagne-sipping local dignitaries at the London Carriage Works, the city’s flagship stylish eatery, to toast the event with medium-rare steaks and new-world Shiraz.

The restaurant is symbolic of the new Liverpool, that is understated, with discrete service and excellent food. Ringo may be munching his organic pasta in a glass booth but there isn’t a single perma-tanned WAG in sight.

The next morning the city is basking in the glory of its newly acknowledged status as a cultural powerhouse.

The construction cranes still dominate the cityscape with projects such as the Liverpool One retail complex, and the redevelopment of train hub Lime Street station, still not due to be completed until mid 2008.

But as shoppers flock to Church Street, the main pedestrian thoroughfare, and the coffee shops of Mount Pleasant hum with discussions of the previous night’s performance, the mood has never been so upbeat since a certain Fab Four first put the city on the map over 40 years previously.

Landmark projects

I head for an exclusive preview of the Bluecoat, one of the city’s landmark redevelopments.

The oldest building in Liverpool, dating from 1717, the Bluecoat has been closed for three years as part of a £12.5m transformation to build a new contemporary wing onto the existing structure.

The building has a long history as Liverpool’s leading art space having hosted early exhibitions by Cezanne and Picasso and staged Yoko Ono’s first performance piece in 1968.

“It’s a place where avant-garde art will be made and consumed,” says Chief Executive Alistair Upton.

“We find the artists who, ten years later, will go on to exhibit at the Tate, plus new composers, designers, writers and craftspeople.”

With 350 formal events, 70 per cent of which are free, the Capital of Culture programme of events draws not only on art but theatre, music, community projects and outdoor, family-friendly happenings.

As well as cultural events, the region will play host to several major events, such as Open Golf Championships in July, the RIBA Stirling Prize awards in October and the MTV Europe Music Awards as part of Liverpool Music Week in November.

Cultural renaissance 

The sense of coming of age as a city is reflected everywhere across Liverpool.

From the regulars supping ale at the Art-Nouveau Philharmonic pub to the city’s new glitterati, twirling cocktail umbrellas in the stylish residents’ bar of the Hope Street Hotel, Liverpool is keen to put dark days of negative stereotypes behind it.

It seems to be learning from its arch-rival Manchester, reborn in the wake of the 2002Commonwealth Games, that a city’s renaissance is driven not just by regeneration itself, but also by the resolve of the local people to make it happen.

* This story was first published in the Daily Express in 2008. Liked this? Try Vintage cruise posters at the Merseyside Maritime Museum.

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MSC TECHNOLOGY AND LEARNING: The only way is Ethics

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* After a year of professional development in e-learning, I recently submitted my final project, a 5,000-word thesis on blended learning for the delivery of journalism ethics.

Here’s an extract from my paper. Please add your comments or ideas below. This project has been provisionally marked as a first – do you agree?

“No printed word, nor spoken plea can teach young minds what they should be. Not all the books on all the shelves – but what the teachers are themselves.” – Rudyard Kipling

THE BIG CONCEPT

To conceptualise a blended-learning module to deliver deep learning for a new course in journalism ethics, incorporating ideas of immersive technology.

The use of real-life scenarios aims to challenge cub reporters intellectually, encouraging them to start thinking and acting as ethical journalists.

INTRODUCTORY THOUGHTS

This independent project sets out to explore the options for a new way to teach journalism ethics in response to the ongoing change within the media industry. This move is in response to changes to press regulation and the way the journalism profession is responding to them.

During this project, I will set out my professional context, assess lessons from previous e-learning trials, reflect on the challenges I face in this task, the alternative solutions and the resources I can call upon to construct an outline for a new module.

Furthermore, I will recommend my preferred means of delivery for this course, while considering how I may need support to deliver the course.

This remains a course outline, not a complete module handbook, and assumes changes and refinements prior to implementation given feedback from my colleagues and learners.

It is, essentially, a proof concept, an overview and not yet complete, yet designed to reflect the potential of new ideas concept to deliver learning of an evolving subject.

It is based on the concept of e-learning as defined by Kirschner and Paas (2001) as “… learning (and thus the creation of learning and learning arrangements) where the Internet plays an important role in the delivery, support, administration and assessment of learning.”

SECTION ONE: WHY

Lord Justice Leveson filed his report into journalism ethics in November 2012.

As the Guardian (2012) reported, “Lord Justice Leveson’s inquiry into the culture, practices and ethics of the press heard from 184 witnesses and accepted 42 written submissions in more than six months of hearings.”

It was, at times, quite bewildering.

In response, the National Council for the Training of Journalists (NCTJ, 2103) introduced a series of changes to the national Reporting Exam in September 2013. This also reflects the movement within the media industry to give greater importance to ethics in journalism and forms a crucial part of learning for young student journalists.

The introduction, however, has not gone smoothly and learners have found this new element of the course confusing.

The key challenge, therefore, remains to find a way to deliver this new course material in a format that makes a somewhat amorphous and rather dry topic more accessible to learners. After all, while the PCC Editors’ Code of Practice (PCC, 2014) is a worthy read, it hardly makes for a thrilling page-turner.

But what if we could test the theories via case studies and watch the consequences unfold in live scenarios, albeit ones in a safe environment with controlled conditions?

Within this context, my ideas for this course also reflect a wider move to embrace new, technology-led ways of delivery learning and promote greater collaborations between the skill sets of different departments.

Furthermore, it reflects a wider trend in the higher education sector overall to integrate more technology-based learning techniques into the classroom environment. It is widely suggested that such e-learning techniques, while relatively new, offer tangible benefits for educators.

As Garrison and Anderson (2003) note: “Education is about ideas not facts. The current passive-information-transfer approaches of higher education are contrasted with the interactive and constructive potential of e-learning.”

CONCLUDING THOUGHTS

Overall, this project may appear to be an ambitious idea, a bold approach to learning.

But, in many ways, I am not calling for an educational revolution to storm the barricades – far from it.

I see this project as a natural progression and reflection of the times, taking new ideas and incorporating them into an existing classroom-based module to simply update the course for changing times.

It does, however, set out to ride the crest of the new wave of e-learning as the sector matures.

“The belief that online education will replace on-campus studies is a long standing and unrealised prediction,” writes Cochrane (2014).

“But in the last 24 months there has been a new wave of debate and speculation … a third phase revival. The difference is marked by the expectation that being at university will be engaging, personally challenging, and transformative of careers and lives.”

Crucially, while I propose to embed both e-learning and immersive technology into my modules in the future, I am consciously not talking myself out of a job.

My role may evolve, my input may be refined and my interaction with learners may change – but I expect to remain a very big part of the process.

As Garrison & Anderson (2003) note: “There is always a need for a teacher to structure, shape and assess the learning experience if it is to be more than fortuitous learning.”

In terms of good practice in this respect, it remains often schools, rather than universities, that are making the best of the running.

The BBC Education website recently highlighted a case study with the Stephen Perse Foundation School in Cambridge, whereby teachers are making their own online library of interactive resources for GCSE, A-levels and International Baccalaureates.

But the school’s approach is not simplistic plug-and-play education. Tricia Kelleher, Stephen Perse Foundation principal, emphasises that such online courses depend on the quality and the skill of the teacher.

“The credibility of online learning depends on the teachers who have made the materials,” she says.

“Education should be a mixed economy, there should be technology, but it is only there to support what a living, breathing teacher is doing.”

FURTHER READING

Akanegbu, A. (2014), 50 Striking Statistics About Distance Learning in Higher Education. Available at http://www.edtechmagazine.com/higher/article/2012/07/50-striking-statistics-about-distance-learning-higher-education

Atkinson, D. (2014), A Few thoughts about E-learning. Available via www.atkinsondavid.com/msc-technology-and-learning-a-few-thoughts-about-e-learning/

Clark, A. (2014), Ten reasons we should ditch university lectures via Guardian Higher Education Network. Available at http://www.theguardian.com/higher-education-network/blog/2014/may/15/ten-reasons-we-should-ditch-university-lectures

Cochrane, T. (2014), To lecture or not to lecture: is technology reinventing the campus? Available via The Conversation at http://theconversation.com/are-lectures-a-good-way-to-learn-26905

Coughlan, S. (2014) Textbooks replaced by iTunes U downloads. Available via BBC News, Education at http://www.bbc.co.uk/news/business-26249041

Dawson, P. (2014), Are lectures a good way to learn? Available via The Conversation at http://theconversation.com/are-lectures-a-good-way-to-learn-26905

Errington, E. P. (2010) Preparing graduates for the professions using scenario-based learning. 1st ed. Post Pressed

Forster, S. (2013), Journalism students learn ethics through online case study. Available at http://www.news.wisc.edu/21481

Garrison, D. R. & Anderson, T. (2003), E-learning in the 21st century. 1st ed. RoutledgeFalmer

Heppell, S. (2009), Empowering Young Learners. Video available at YouTube (https://www.youtube.com/watch?v=V-Cbum-xaAg#t=27)

Horton, W. (2012), E-Learning by Design 2nd ed. Pfeiffer

JISC Digital Media Guides (2007), Effective Practice with e-Assessment. Available at www.jisc.ac.uk/assessment.html

Jochems, W. et al (2004), Integrated e-learning. 1st ed. RoutledgeFalmer

Lodge, J. (2014), The campus is dead: long live the campus? Available via The Conversation at http://theconversation.com/the-campus-is-dead-long-live-the-campus-21372

Media Guardian (2014), Leveson inquiry. Available at www.theguardian.com/media/leveson-inquiry

NCTJ (2014), Reporting. Available at www.nctj.com/journalism-qualifications/diploma-in-journalism/Reporting

Press Complaints Commission (PCC, 2014) Editors’ Code of Practice. Available at www.pcc.org.uk/cop/practice.html

Roberts, D. & Greene, L. (2011) The theatre of high-fidelity simulation education, Nurse Education Today, Vol 31, pp.694-698

Rose, D. (2004), The potential of role-model education via The Encyclopedia of Informal Education. Available from http://infed.org/mobi/the-potential-of-role-model-education/

Rowntree, D. (1994), Preparing materials for Open, Distance and Flexible Learning, Kogan Page, London

Salmon, G. (2000), E-moderating. The key to teaching and learning online. Available from http://www.atimod.com/e-tivities/intro.shtml

Siemens , G. (2005) Connectivism: A Learning Theory for the Digital Age. Available from http://www.elearnspace.org/Articles/connectivism.htm

Siemens, G. (2009) Connectivism and connective knowledge. Available via YouTube at http://www.youtube.com/watch?v=a5-Wk2cwb68&feature=youtu.be

Thomas, K. (2014), Is flexible study the future for universities? Available via Guardian Higher Education Network at http://www.theguardian.com/higher-education-network/blog/2014/jun/10/flexible-study-future-for-universities

 

Branching out: media industry practitioner seeks new opportunities

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I’m branching out.

This autumn I will be taking a wider freelance brief with my teaching and media comms work, running alongside my regular journalism and guest blogging.

What does that mean? Simple: I’m available for work.

Here are some of the skills I can offer to the education sector:

  • Visiting lecturer in multimedia journalism
  • Tutor on the NCTJ Reporting module, including media ethics
  • Travel-writing masterclass
  • Journalism workshops
  • Starting to blog workshop
  • Specialist tutorials in feature-writing, writing for online and working as a freelancer

And here are some skills I can bring to corporate training:

  • Writing to attract the media – getting your message out there
  • Running a company blog – what is news? What makes a good story?
  • Developing your digital presence
  • Copywriting for corporate communications
  • Media training to handle interviews or press conferences

Would to like to see some examples of my work so far? Try these links for starters:

Interested to find out more?

Find my contact details above (top left) and sign up for my monthly newsletter (above, right).