Dr Tim Fawns

Fellow in Clinical Education

Background

I am Deputy Programme Director on the MSc in Clinical Education. Teaching on this programme involves development of an online, distance learning curriculum, as well as teaching, assessment, student support and dissertation supervision of a wide range of healthcare professionals – including doctors, nurses, pharmacists and other allied health professionals – involved in undergraduate and postgraduate education. I also lead the international Edinburgh Summer School in Clinical Education and am a part-time tutor on the MSc in Digital Education (formerly the MSc in E-learning), mostly teaching on the Assessment, Learning and Digital Education course. My main academic interests are in education, memory and technology.

Qualifications

PhD in Education, University of Edinburgh, Scotland. MSc e-Learning, University of Edinburgh, Scotland. BMM (Multimedia and Graphic Design), Griffith University, Australia.

Responsibilities & affiliations

Higher Education Academy – Senior Fellow (since 2015).

Postgraduate teaching

  • Teaching and course organisation across MSc in Clinical Education, University of Edinburgh. 2014-present.
  • Assessment and Learning in Digital Education (formerly Online Assessment) (guest tutor 2011-12, co-tutor 2013-present), MSc in Digital Education, University of Edinburgh. 2011-present.
  • Evaluation and curriculum design, Edinburgh Summer School in Clinical Education, University of Edinburgh, 2015-present.
  • Clinical Education (co-tutor), MSc Internal Medicine, University of Edinburgh, 2016.
  • Clinical Education (course organiser), MSc in Advanced Clinical Skills, University of Edinburgh, 2015.
  • Introduction to Digital Environments for Learning (tutor), MSc in Digital Education, University of Edinburgh. 2011-12. 

Open to PhD supervision enquiries?

Yes

Current PhD students supervised

Clare Thomson -  "Tensions in reflective practice - exploring the everyday reflective work of undergraduate medical students - an institutional ethnography" with Dr Jen Ross.

Research summary

My main research interests are in education, memory and technology. More specifically, I am interested in how people use technology in practice and how this influences their ways of learning and thinking. In 2017, I completed a part-time PhD exploring the relationship between technology, photography practices and autobiographical memory. For more information, please see my research blog.

Affiliated research centres

Journal articles

Fawns, T., Aitken, G., & Jones, D. (2020). Ecological teaching evaluation vs the datafication of quality : understanding education with, and around, data. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00109-4.

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(1): pp. 132-145. https://doi.org/10.1007/s42438-018-0021-8.

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). https://doi.org/10.17471/2499-4324/1027.

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. (2019). Blended memory: A framework for understanding distributed autobiographical remembering with photography. Memory Studies. https://doi.org/10.1177/1750698019829891.  

Moeller, J. J. & Fawns, T. (2018). Insights 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. Techtrends 59, 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.

 

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. 

 

Edited books

Fawns, T., Aitken, G., Jones, D. (Eds.) (forthcoming). Beyond Technology: Online Postgraduate Education in a Postdigital World.Springer.

Fawns, T. (Ed.). (2013). Memory and Meaning: Digital Differences. Oxford: Inter-Disciplinary Press.

 

Book chapters

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.). Edinburgh University 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.

  • Fawns, T. (2020). Ecological Teaching Evaluation vs the Datafication of Quality: Understanding Education with, and Around, Data . Meet and Eat with Dr. Tim Fawns. Centre for Technology Enhanced Learning, Lancaster University, Lancaster.
  • Aitken, G., Fawns, T., & Jones, D. (2020). Everything you wanted to ask about moving to online teaching but didn’t want to ask. Association for the Study of Medical Education (ASME) Postgraduate Taught Programme’s Special Interest Group webinar.
  • Fawns, T. (2020). 'Lesson starters' webinar. Invited by Virna Rossi, Ravensbourne University.
  • Fawns T. (December 2019). Seamful learning in professional postgraduate education. ProPEL2019, Sydney.

  • Fawns T. & Sutton J. (2019). Remembering non-witnessed events: Everyday second-hand autobiographical memory. Memory Studies Association Conference, Madrid.

  • Jones D., Aitken G., & Fawns T. (2019). Ecological systems theory as a means of conceptualising online learning. Scottish Medical Education Conference, Edinburgh.

  • Fawns, T. (2019, December). Blended memory: a framework for understanding memory and technology. Mediating Memories Research Seminars, Sydney.
  • Fawns, T. (2019). Between utopia and the shallows: A nuanced look at the blending of human and digital memory. VMED Research Sessions, Edinburgh.
  • Fawns, T. (2019). Cueing: distributed remembering and photography. Oh, and forgetting. Themes from the work of John Sutton. Collaboration between Stirling University and University of Edinburgh, Edinburgh.
  • Fawns, T. (2019). Agency in assessment: a case for creativity, collaboration and adaptive capacity. SRHE Digital University Network event: Online assessment: design, scale, and creativity, Edinburgh.
  • Fawns, T. (2018). Photography, remembering, forgetting and distributed cognition. Design informatics, Edinburgh.
  • Fawns, T. & Quayle, E. (2018). Doing thematic analysis (workshop). Experienced teachers network, Edinburgh.
  • Fawns, T. & O’Shea, C. (2018). ‘Distributed Learning and Isolated Testing: Tensions in Traditional Assessment Practices.’ 11th International Conference on Networked Learning, Zagreb,  2018.
  • Jones D., Aitken G., & Fawns T. (2017). PATH: a technique for decision-making (workshop). AMEE, Barcelona.

  • Aitken, G., Fawns, T., & Jones, D. (2017). ‘Scaling an online Masters: Approaches and challenges to growth on the MSc Clinical Education’. IT Futures Conference, University of Edinburgh.
  • Fawns, T., Aitken, G., Jones, D. & Ross, M. (2016). 'Clinical educators' reflections on learning a clinical skill.' (poster). Association of Medical Educators (AMEE), Barcelona, 2016.
  • Aitken, G., Jones, D., Fawns, T. & Ross, M. (2016). 'Audio feedback in postgraduate clinical education.' (poster). Association of Medical Educators (AMEE), Barcelona, 2016.
  • Ross, M., Aitken, G., Fawns, T. & Jones, D. (2016). 'What's in a clinical education dissertation?.' (poster). Association of Medical Educators (AMEE), Barcelona, 2016.
  • Fawns, T. & O’Shea, C. (2014). ‘Dialogues and disruptions: developing group connoisseurship in online, collaborative assessments’. SERA, Edinburgh.
  • O’shea, C. & Fawns, T. (2014). ‘A new conceptual framework for group work: Group connoisseurship.’ The Open and Flexible Higher Education Conference, EADTU, Krakow, 23-24 October. Conference proceedings available at http://conference.eadtu.eu/images/Proceedings/Conference_2014_-_proceedings.pdf
  • O’shea, C. & Fawns, T. (2014). ‘Group connoisseurship: creating shared understandings of quality in online collaborative assessments’. Giving Feedback to Writers Online: International and Virtual Conference, Oxford Brookes University. http://openbrookes.net/writing/giving-feedback-to-writers-online-international-and-virtual-conference-26th-june-2014/
  • Fawns, T. (2013). ‘Digital disruption and blended memory: selectivity, creativity, engagement and reflection’. IT Futures Conference, University of Edinburgh.
  • Fawns, T. (2013). Recording vs remembering: Digital photography practices and memory engagement,Interweaving: Connecting educational research within, between and across perspectives, Edinburgh.
  • McKenzie, K., Fawns, T., Cossar, J., McLeod, H., Begg, M. & Newman, E. (2013). Developing and evaluating the use of a ‘Virtual Family’ in the training of health professionals, HEA STEM: Annual Learning and Teaching Conference 2013: Where practice and pedagogy meet, Birmingham.
  • McKenzie, K., Cossar, J., Fawns, T. & Murray, A. (2013). Reconciling the professional and student identities of clinical psychology trainees, HEA STEM: Annual Learning and Teaching Conference 2013: Where practice and pedagogy meet, Birmingham.
  • Fawns, T., Bayne, S., Ross, J., Nicol, S., Quayle, E., Macleod, H. & Howie, K. (2012). Socially reconstructing history: The Social History Timestream application,International Conference on New Media, Memories and Histories, Singapore.
  • Fawns, T., Macleod, H. & Quayle, E. (2012). Social and technological influences on engagement with personal memory objects: a media roles perspective, Digital Memories: 4th Global Conference, Prague.
  • Quayle, E. & Fawns, T. (2011). Technology and Research: Affordances and Challenges. psych 2011, Dublin.
  • – Invited and funded by IADT.
  • Fawns, T. (2011). Blended Memory: the Changing Balance of Technologically-mediated Semantic and Episodic Memory, Digital Memories: 3rd Global Conference, Prague.
  • McKenzie, K. & Fawns, T. (2011). Elearning, communities of practice and internationalisation. Internationalisation of Pedagogy and Curriculum in Higher Education: exploring new frontiers. University of Warwick.
  • Fawns, T., O’Shea, C., McKenzie, K., Richardson, G., Brack, M., & Affleck, G. (2011). Engagement in a Group-assessed Blended Learning Project (poster session),British Psychological Society Conference, Glasgow.
  • McKenzie, K., & Fawns, T. (2011). The use of online clinical quandaries as a means of providing immediate feedback in professional education. Assessment in Higher Education, University of Cumbria.
  • Fawns, T., McKenzie, K., & Cossar, J. (2011). The Virtual Family: a new approach to clinical psychology training. 2nd International Conference on Professional Doctorates, Edinburgh.
  • McKenzie, K., Fawns, T., & Cossar, J. (2011). Elearning and professional identity. 2nd International Conference on Professional Doctorates, Edinburgh.
  • Cossar, J., McKenzie, K., & Fawns, T. (2011). Social networking, identity and professionalism in clinical psychology doctoral trainees. 2nd International Conference on Professional Doctorates, Edinburgh.
  • Fawns, T. (2009). Narrative-based learning, Game-informed learning conference, Glasgow Caledonian University.