Associate Professor Tim Fawns

Tim Fawns is Associate Professor (Education-Focused) in the Monash Education Academy, part of Learning and Teaching within the Portfolio of the Deputy Vice Chancellor Education. His role involves contributing to the development of initiatives and resources that help educators across Monash to improve their knowledge and practice, and to be recognised for that improvement and effort. Tim’s research interests are at the intersection between digital, professional and higher education, with a particular focus on the relationship between technology and educational practice.

Publications

Journal articles

• Fawns, T., &  Schuwirth, L. (2023). Rethinking the value proposition of assessment at a time of rapid development in generative artificial intelligence. Medical Education. https://doi.org/10.1111/medu.15259.
• Fawns, T., Ross, J., Carbonel, H., Noteboom, J., Finnegan-Dehn, S., & Raver, M. (2023). Mapping and tracing the postdigital: Approaches and parameters of postdigital research. Postdigital Science and Education. https://doi.org/10.1007/s42438-023-00391-y.
• Markauskaite, L., Carvalho, L. & Fawns, T. (2023). The role of teachers in a sustainable university: from digital competencies to postdigital capabilities. Educational Technology Research and Development, 71, 181–198. https://doi.org/10.1007/s11423-023-10199-z.
• Fawns, T. (2023). Cued recall : Using photo-elicitation to examine the distributed processes of remembering with photographs. Memory Studies, 16(2), 264–279. https://doi.org/10.1177/1750698021107.
• Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4(3), 711–728. https://doi.org/10.1007/s42438-022-00302-7.
• Fawns, T. (2022). Remembering in the wild : recontextualising and reconciling studies of media and memory. Memory, Mind & Media, 1, E11. https://doi.org/10.1017/mem.2022.5.
• Aitken, G., Fawns, T., Warran, K., & Jones, D. (2022). Making space to learn about teaching: expanding teaching horizons through postgraduate education. Advances in Health Sciences Education, 28, 327–344. https://doi.org/10.1007/s10459-022-10144-4.
• Fawns, T., & Schaepkens, S. (2022). A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education. Teaching and Learning in Medicine, 34(4), 444-453. https://doi.org/10.1080/10401334.2022.2048832.
• Fawns, T., Mulherin, T., Hounsell, D., & Aitken, G. (2021). Seamful learning and professional education. Studies in Continuing Education, 43(3), 360-376
  https://www.tandfonline.com/doi/full/10.1080/0158037X.2021.1920383
• Fawns, T., Aitken, G., Jones, D., & Gravett, K. (2021). Beyond Technology in Online Postgraduate Education. Postdigital Science and Education, 4, 557–572. https://doi.org/10.1007/s42438-021-00277-x
• Fawns, T., Aitken, G. & Jones, D. (2021). Ecological teaching evaluation vs the datafication of quality: Understanding education with, and around, data. Postdigital Science and Education, 3, 65–82.
• Gulasaryan, A., Aitken, G., Fawns, T., Jones, D., Napier, J., & Walker, K. (2021). How can inhabited institutionalism inform the analysis of medical education? Medical Education. https://doi.org/10.1111/medu.14587.
• Hennus, M. P., Nusmeier, A., van Heesch, G. G. M., Riedijk, M. A., Schoenmaker, N. J., Soeteman, M., Wildschut, E. D., Fawns, T., & Cate, O. Ten. (2021). Development of entrustable professional activities for paediatric intensive care fellows: A national modified Delphi study. PLoS ONE, 16(3 March), 1–19. https://doi.org/10.1371/journal.pone.0248565.
• Aitken, G., Smith, K., Fawns, T., Jones, D. (2020). Participatory alignment: a positive relationship between educators and students during online masters dissertation supervision. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1744129.
• Fawns, T., Jones, D., & Aitken, G. (2020). Challenging assumptions about “moving online” in response to covid-19 , and some practical advice. MedEdPublish, 9(1), 83. https://doi.org/10.15694/mep.2020.000083.1.
• Jones, D., Fawns, T., & Aitken, G. (2020). Using a theoretical framework to develop postgraduate health professions education research and practice. MedEdPublish, 9(1): 78. https://doi.org/10.15694/mep.2020.000078.1.
• Fawns, T., Aitken, G. & Jones, D. (2019). Online learning as embodied, socially meaningful experience. Postdigital Science and Education. https://doi.org/10.1007/s42438-019-00048-9.
• Fawns, T. (2019). Postdigital education in design and practice.  Postdigital Science and Education, 1: 132–145. https://doi.org/10.1007/s42438-018-0021-8
• Fawns, T. (2019). Blended memory: A framework for understanding distributed autobiographical remembering with photography. Memory Studies.https://doi.org/10.1177/1750698019829891.  
• Aitken, G., Jones, D., Fawns, T. et al. (2019). Using Bourdieu to explore graduate attributes in two online Master’s programmes. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-019-09885-6.
• Fawns, T. & O’Shea, C. (2019). Evaluative judgement of working practices: Reconfiguring assessment to support student adaptability and agency across complex settings. Italian Journal of Educational Technology. 27 (1)
• Moeller, J. J. & Fawns, T. (2018). IInsights into teaching a complex skill: Threshold concepts and troublesome knowledge in electroencephalography (EEG). Medical Teacher,40(4), 387–394. https://doi.org/10.1080/0142159X.2017.1408902.
• Fawns, T., Bayne, S., Ross, J., Nicol, S., Quayle, E., Macleod, H. & Howie, K. (2015). Socially reconstructing history: The Social History Timestream application. Continuum, 29(4), pp. 522-533. https://doi.org/10.1080/10304312.2015.1051802.
• Fawns, T. (2015). Lessons from personal photography: the digital disruption of selectivity and reflection. Techtrends59, pp. 50-55. https://doi.org/10.1007/s11528-014-0820-z.
• Fawns, T. (2014). Photography and the disruption of memory and meaning. Ubiquity 3(1-2), pp. 3-14. https://doi.org/10.1386/ubiq.3.1-2.3_1
• O’Shea, C. & Fawns, T. (2014). Group connoisseurship: creating shared understandings of quality in online collaborative assessments. Brookes eJournal of Learning and Teaching, 6(2). 
• McKenzie, K., Cossar, J., Fawns, T. & Murray, A. L. (2012). Reconciling the professional and student identities of Clinical Psychology Trainees. Advances in Health Sciences Education, 18, pp. 745-754. https://doi.org/10.1007/s10459-012-9412-x
• McKenzie, K. & Fawns, T. (2011). Social networking, identity and professionalism in clinical psychology. Clinical Psychology Forum.
• Fawns, T. McKenzie, K. (2010). Using e-portfolios to enhance students’ learning. Nursing Times, 106. 
• Fawns, T. & McKenzie, K. (2009). Facilitating online discussion, tutoring and moderating skills in clinical psychology lecturers. Clinical Psychology Forum.

Edited books

• Fawns, T., Aitken, G., Jones, D. (Eds.) (2021). Online Postgraduate Education in a Postdigital World.: Beyond Technology. Cham: Springer.
• Fawns, T.(Ed.). (2013). Memory and Meaning: Digital Differences. Oxford: Inter-Disciplinary Press.

Book chapters

• Fawns, T., & Nieminem, J. (2023). The only way is ethics: A dialogue of assessment and social good. In L. Czerniewicz & C. Cronin (Eds.), Higher Education for Good: Teaching and Learning Futures (pp. 533-553). Open Book Publishers.
• Fawns, T., Aitken, G., Maheswaran, Y., & Yasotharan, K. (2023). Expanding the Pedagogical Space: Co-design and Participation in an Online Postgraduate Course. In A. Weich & F. Macgilchrist (Eds.), Postdigital Participation in Education (pp. 125–147). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-38052-5_7
• Fawns, T., Markauskaite, L., Carvalho, L., & Goodyear, P. (2022). H2m pedagogy: Designing for hybrid learning in medical education. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid Learning Spaces. Berlin: Springer.
• Fawns, T., Aitken, G., and Jones, D. (2021). Introduction: A Postdigital Position on Online Postgraduate Education. In T. Fawns, G. Aitken, & D. Jones (Eds.), Online Postgraduate Education in a Postdigital World: Beyond Technology (pp. xv-xxvi). Cham: Springer.
• Fawns, T., Aitken, G., and Jones, D. (2021). A Little More Conversation, A Little Less Factionalisation: Thoughts for The Postdigital Future of Online Postgraduate Education. In T. Fawns, G. Aitken, & D. Jones (Eds.), Online Postgraduate Education in a Postdigital World: Beyond Technology (pp. 217–232). Cham: Springer. https://doi.org/10.1007/978-3-030-77673-2_12.
• Fawns, T., and Sinclair, C. (2021). Towards Ecological Evaluation of Online Courses: Aiming for Thick Description. In T. Fawns, G. Aitken, & D. Jones (Eds.), Online Postgraduate Education in a Postdigital World: Beyond Technology (pp. 85–104). Cham: Springer. https://doi.org/10.1007/978-3-030-77673-2_5.
• Fawns, T., Gallagher, M., and Bayne, S. (2021d). Institutional Contexts in Supporting Quality Online Postgraduate Education: Lessons Learned from Two Initiatives at The University of Edinburgh. In T. Fawns, G. Aitken, & D. Jones (Eds.), Online Postgraduate Education in a Postdigital World: Beyond Technology (pp. 197–216). Cham: Springer. https://doi.org/10.1007/978-3-030-77673-2_11.
• Fawns, T. (2020). The photo-elicitation interview as a multimodal site for reflexivity. In Visual Methods in Psychology (Second Edition), pp. 487–501. Reavey, P. (Ed.). Routledge.
• O’Shea, C. and Fawns, T. (2014). Disruptions and Dialogues: Supporting Collaborative Connoisseurship in Digital Environments. In Advances and Innovations in University Assessment and Feedback: A Festschrift in Honour of Professor Dai Hounsell. Kreber, C., Anderson, C., Entwistle, N. & McArthur, J. (Eds.). EdinburghUniversity Press, pp. 259-273.
• Fawns, T. (2013). Blended Memory: the Changing Balance of Technologically-mediated Semantic and Episodic Memory. In Memory and Meaning: Digital Differences. Fawns (Ed.) Inter-Disciplinary Press, pp. 75-98.
• Fawns, T. (2013). Introduction: Finding Digital Memory. In Memory and Meaning: Digital Differences. Fawns (Ed.) Inter-Disciplinary Press.

eBook chapters

• Fawns, T., Macleod, H., and Quayle, E. (2012). Social and technological influences on engagement with personal memory objects: a media roles perspective. Remembering Digitally. Inter-Disciplinary Press. Available at http://www.interdisciplinarypress.net/online-store/ebooks/digital-humanities/remembering-digitally
• Fawns, T. (2012). Blended Memory: the Changing Balance of Technologically-mediated Semantic and Episodic Memory. Navigating Landscapes of Mediated Memory. Inter-Disciplinary Press. Available at: http://www.interdisciplinarypress.net/online-store/ebooks/digital-humanities/navigating-landscapes-of-mediated-memory

Conference proceedings

• Fawns, T. & O’Shea, C. (2018). Distributed Learning and Isolated Testing: Tensions in Traditional Assessment Practices. Proceedings of the 11th International Conference on Networked Learning 2018. Bajić, M., Dohn, N. B., de Laat, M., Jandrić, P. & Ryberg, T. (eds.). pp. 132-139.
• O’Shea, C. and Fawns, T. (2014).A new conceptual frame for group work: group connoisseurship. The Open and Flexible Higher Education Conference. EADTU, Krakow, Poland. 23-24 October, 2014. pp.287-304.