Biography

I am currently an Associate Head Global Engagement and Educational Partnerships  for the School of Film, Media, and Creative Technologies. I have extensive experience in post-production (I am a professional Avid instructor), teaching and learning, and television acquisition and delivery. I have worked for a range of UK and International broadcasters, production companies and corporate companies (Meridian, Channel 4, Wyatt Media and Oasis, etc) before joining the University of Portsmouth as an academic.

I became an Avid Certified Instructor in 2011, and in 2012 embedded the Avid curriculum within Level 4 and 5 taught units. Students can utilise this learning by taking an accredited Avid User Exam for Avid Media Composer version 8.4.

I am currently involved with the Mary Rose Trust on a project that will see their 40-year tape-based media library digitisied and archived for future generations to explore. This HEIF funded project has seen a considerable collabration take place between broadcasters, The Mary Rose Trust and The Univertsity of Portsmouth, with both old and new technologies being utilised in innovative ways. 

in 2018 we were awarded the NewTek National Award for Best UK Content for the Live OB - The Mary Rose Live: Human Endeavours by BSc (Hons) Television and Broadcasting students at University of Portsmouth, and I received NewTek UK Tutor of the Year. 

In 2019 we received two NewTek National Awards for the TV programes NHS70 Live (winning Best Live Broadcast) and The Wymering Manor Investigation (winning Best Factual Content). 

In 2020 I was awarded a VC Award for my contributions to CCI TV, various civic engagement activities, and for various industry collaborative projects. 

Research interests

1. Development of Web Decision Trees to Aid Pedagogy

Purpose

• Scaffold student decision-making rather than task completion

• Make tacit professional judgement explicit

• Support independent, reflective learning at scale

Pedagogic Applications

• Learning pathway navigation (e.g. “If your project is stalled → choose X / Y / Z”)

• Assessment readiness checks (threshold vs aspirational pathways)

• Reflective prompts tied to action (“Why did you choose this route?”)

• Ethical and professional judgement scenarios

• Risk assessment and mitigation planning

• Team dynamics resolution trees (non-engagement, conflict, leadership gaps)

• Accessibility and inclusion routing (alternative evidence, pacing, formats)

Design Characteristics

• Branching logic aligned to learning outcomes, not content delivery

• Embedded reflective checkpoints

• Multiple valid routes (non-linear progression)

• Progressive disclosure of complexity

• Designed for reuse across levels (L4–L6 scaffolding)

Digital Implementation

• Web-based interactive tools (Forms, no-code platforms, LMS embeds)

• Mobile-first, low-friction access

• Data capture for pedagogic insight (common decision bottlenecks)

• Versioned and iterative (students see evolution of practice)

Educational Value

• Encourages metacognition

• Reduces dependency on staff intervention

• Models real-world professional decision-making

• Supports neurodivergent learners through structured choice

2. Pedagogy Involving Real-World Learning & HE Collaborations

Core Principles

• Learning through authentic responsibility, not simulation

• Trust-based pedagogies with real consequences

• Learning framed around professional identity formation

Forms of Real-World Learning

• Live industry briefs

• Civic and cultural commissions

• External client-led projects

• Cross-institutional collaborations

• International HE partnerships

• Work-related learning embedded in credit-bearing modules

Collaborative Structures

• HE–industry–civic triads

• Cross-school and cross-faculty delivery

• Vertical integration (L4 observation → L6 leadership)

• Peer-mentoring across cohorts

• Shared delivery with partner institutions

Assessment Alignment

• Reflection on impact, not activity

• Professional judgement and decision-making

• Evidence of adaptability and resilience

• Thresholded capability-based assessment

• Flexible evidence submission models

Graduate Capability Development

• Professional communication

• Accountability and reliability

• Negotiation and expectation management

• Ethical practice in live contexts

• Confidence operating under uncertainty

Institutional Value

• Strengthens employability metrics

• Enhances civic impact and reputation

• Builds sustainable partnership pipelines

• Scales experiential learning without placements alone

3. HE Live Broadcasting Transmission

Pedagogic Rationale

• Live transmission as a high-stakes learning environment

• No pause, undo, or safety net → authentic accountability

• Forces rapid decision-making and teamwork

Teaching & Learning Features

• Students operating in defined professional roles

• Live editorial judgement under time pressure

• Real audiences beyond the classroom

• Immediate feedback loops (success/failure is visible)

• Emotional regulation and resilience development

Technical & Creative Components

• Vision mixing and directing

• Audio engineering

• Camera operation

• Live graphics and playout

• Signal routing and transmission

• Redundancy planning and fault recovery

Curricular Integration

• Embedded within taught modules

• Used as assessment artefacts

• Progressive responsibility across years

• Cross-course collaboration (production, journalism, tech)

Professional Outcomes

• Broadcast-ready graduates

• Clear articulation of responsibility and accountability

• Confidence in complex technical environments

• Evidence of leadership under pressure

Pedagogic Distinction

• Learning through consequence, not rehearsal

• Authentic stress inoculation

• Aligns closely with industry norms and expectations

4. Digital Archiving via Media Creation

Conceptual Shift

• Archiving as active media creation, not passive preservation

• Students as cultural custodians and interpreters

Core Activities

• Digitisation of analogue media

• Metadata and paradata creation

• Contextualisation and narrative framing

• Quality control and versioning

• Rights awareness and ethical handling

Pedagogic Value

• Teaches patience, precision, and responsibility

• Long-term thinking beyond immediate assessment

• Exposure to fragile and irreplaceable media

• Develops respect for provenance and authenticity

Skill Development

• Technical digitisation workflows

• Archival standards and best practice

• Descriptive and technical metadata literacy

• Critical contextual writing

• Ethical decision-making in heritage contexts

Institutional & Civic Impact

• Preservation of vulnerable cultural assets

• Scalable student contribution to heritage organisations

• Creation of future-facing digital collections

• Pathways to commercialisation and public engagement

Assessment Opportunities

• Reflective analysis of preservation decisions

• Evaluation of archival impact

• Professional documentation and reporting

• Portfolio-ready outputs with lasting value