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Frosty Meadering around Markstakes Common looking for ancient trees and frosted fungi

It feels like this should be my fiftieth visit to Markstakes Common so I’m going to call it that. I’ve been coming here since late April/early May – not every week, and some weeks several times. I’m also a Friend of Markstakes Common’ so weather permitting I do some scrub clearing work with others for a few hours every Monday morning. Every walk I record on AllTrails as an aide-memoire to where I stop and what I find – I still struggle often to find gems I’d spotted early. One moss covered tree trunk can look very much like another. 

My interest comes from the number and variety of ancient and veteran trees in such a small space, the variety of ecosystems and its relevant proximity to Lewes (six miles to the south). 

I’m going on a tree hunt

A decade ago a number of surveys were carried out mapping the habitats and identifying 38 notable, ancient or veteran trees. I have surely seen them all by now, and can find 20 or so of them with relative ease. Some have remained elusive however because they can be amongst other trees of a similar type and generation so picking one out as different to the others can be tricky – more so through spring, summer and autumn when the canopy is dense and the understory dark and the tree’s silhouette hidden. I hope to tick them all off by spring. I feel, after months of struggling to get close or even pick it out in a busy canopy, that I have identified the Ash. 

No.1 Ash 3-Stemmed 

I’m less certain amongst the hornbeams in the lower (southerly) part of the wood because there are over a dozen mature/old looking hornbeams, some companion trees or with companion trees, surrounded in holly, or with bits fallen off them. A few times I have wondered if the tree I am looking for has been flat across the floor for a decade … 

As well as finding them on the map, I am photographing the tree in various ways: vertical panoramic, wide shots and close-ups of features, and a slow pan video of 20-30 seconds. Part of me feels I could be doing this to record a wood that could be gone in a few decades – we shall see. It coped rather well in the drought (though one person having a barbecue could have put paid to that).

Foraging with a camera

Fungi became the next interest in late summer and through autumn. The foraging instinct has until now been a spring thing looking for wild garlic. This year we also collected a lot of sweet chestnuts. I collect very little of what I come across preferring to photograph the fungus, using the PictureThis Mushrooms App, and once home digging through my two Collin’s Fungi Field Guides . I am ‘getting the picture’ in the most general of ways – of course I know and am told that ‘my’ fungus could as likely be one of several similar looking species. But you have to start somewhere.

Today I returned to old friends to assess their state after the hard frost: hairy curtain crust, crowded parchment, sulphur tuft , birch polypore, wood ears and King Alfred’s cakes …

As Markstakes Common is the responsibility of Lewes District Council I can talk to my fellow Green Councillors about the management of the woods and common. Compared to other spaces it is deliberately not invasive: unless they fall over a recognised path the trunk or fallen branch is left where it fell. I’ve seen trees that I am told fell in February denses invaded by a variety of fungi by late October. 

We have eaten those fungi that clearly will not kill us! Wood mushroom, porcelain mushroom, puffball and jelly ear. It still freaks me out and I’m aware of the risks and touch nothing that might be seriously toxic. 

Now that I know where certain fungi can be found it intrigues me to see what will happen in a frost: jelly ear broken down, sulphur tuft gone from a bright mustard-yellow of dark leather brown in a few days … the birch polypores and King Alfred’s cakes shaking it off. 

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Making sense of the complexities of e-learning

Wordle

And is visualised in many ways, Engestrom (2007) <img src=" mce_href=" mce_src="http://learn.open.ac.uk/ mce_href="Mycorrhizae thinks in term of fungi.

My own take is a lichen:

The language you use carries with it connotations and hidden assumptions. You need to make things as clear and as explicit as possible to develop shared meaning and understanding to avoid confusion. Conole (2011:404) Indeed. Conole in one sentence manages several metaphors:

· Different lenses

· Digital landscape

· Navigate through this space

So we’ve go camera lenses/how the eye sees, we have a landscape that has a physical presence, where a digital one does not and then we have an image of a Tall Ship on an ocean passing through this landscape (or at least I do). You might see a GPS device, a map and compass on a the Yorkshire Fells. Language creates images in our minds eye. The danger of a metaphor is when it creates parameters or absolutes.

I find it problematic that descpite the tools around us we are obliged to communicate with words. We could use images, we can use live audio, but we are yet to construct and respond to these activites with a piece to webcam.

Conole and Oliver mention four levels of description:

1. Flat vocabulary

2. More complex vocabulary

3. Classification schemas or models

4. Metaphors

Which is the most persuasive? The most effective and memorable?

This set of words is used to describe cloudworks. Only the last stands out as pertinent to Web 2.0 and the kinds of apt terms for e-learning 2011.

  • Practice
  • Design
  • Case study
  • Resource
  • Design template
  • Link to site
  • Request for advice
  • Evolving dialogue

Metaphors are indeed ‘powerful ways of meaning making’. (Conole. 2011.406)

Ref: Metaphors we live by. Lakoff and Johnson (1980)

Over the last 18 months I have returned repeatedly to the importance and value of metaphors, drawing on neuroscience and literature. There are 28 entries in which metaphor is discussed. This is perhaps the most insightful as it draws on an article in the New Scientist.

Morgan’s Metaphors discussed by Conole, White and Oliver (2007)

1. Machines

2. Brains

3. Organisms

4. Cultures

5. Political systems

Whatever works for you, but importantly, what you can use that is comprehended by others.

Presenting on Social Media over the last few weeks I have repeatedly used images of the Solar System to develop ideas of gravity and magnitude, spheres of influence and impacts. It is one way to try and make sense of it. The other one I use is the water-cycle, but as that can turn into an A’ Level geography class.

Some futher thoughts from Conole

‘These and other tools are beginning to enable us to embed more meaning in the objects and connections within the digital space. The tools can also be used to navigate through the digital space, providing particular narrative paths of meaning to address different goals or interests.’ (Conole, 2011:409)

‘The approach needs to shift to harnessing the networked aspects of new technologies, so that individuals foster their own set of meaningful connections to support their practice, whether this be teachers and seeking connections to support them in developing and delivering their teaching, or learners in search of connections to support and evidence of their learning. (Conole. 2011:410)

‘Those not engaging with technologies or without access are getting left further and further behind. We need to be mindful that the egalitarian, liberal view of new technologies is a myth; power and dynamics remain, niches develop and evolve. Applications of metaphorical notions of ecology, culture and politics can help us better understand and deal with these complexities. (Conole. 2011:410)

How do we describe and make sense of digital environments?

It is complex and multifaceted

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