Curriculum Vitae

I am a teacher and researcher  interested in clinical education, digital technology, pedagogy, media and memory.

CAREER SINCE GRADUATION

Deputy Programme Director / Academic coordinator – PGCert/PGDip/MSc Clinical Education, The University of Edinburgh
Deputy Programme Director: 2018 to present / Academic Coordinator: 2014-17.

As Deputy Director (and Acting Programme Director Dec’19-April ’20), I have contributed to the leadership and strategic oversight of the MSc Clinical Education, which is now one of the largest and most successful online postgraduate programmes at the University of Edinburgh, increasing student numbers from 30 in 2010 to 188 in 2018, while maintaining outstanding student satisfaction scores (PTES 98% 2018; 100% 2019). As part of this growth, I have contributed to a team ethos of excellence in student support, as well as the following responsibilities:

  • Course design, development of new courses and initiatives, teaching, personal tutoring, supervision of dissertations (20 completed), marking, moderation, chairing exam boards.
  • Leading the development of a programme of research and scholarship in clinical education and pedagogy, including the generation of funding and recruitment of research associates.
  • Successfully negotiating recognition of graduates of the postgraduate certificate as Fellows of the Higher Education Academy.
  • Coordination of the Dissertation course, including allocation of supervisors, supporting new supervisors, and improving and standardising supervision and assessment practices.
  • Mentored other teaching staff within the Department of Medical Education and across the University, both informally and as part of formal programmes such as the Edinburgh Teaching Award (EdTA, an accredited route for teachers to gain HEA recognition at Associate Fellow, Fellow and Senior Fellow levels).

Alongside this, I actively contribute to initiatives across the University of Edinburgh and within the College of Medicine and Veterinary Medicine. This includes strategic input into technology-related educational initiatives such as the development of the University’s Hybrid teaching model in response to the Covid-19 crisis, the Near Future Teaching project which developed a values-based strategic vision for education across the University, and the establishment of a digital education unit for supporting pedagogically-informed engagement with technology across the College.

Director – Edinburgh Summer School in Clinical Education, Medical Education, University of Edinburgh
September 2014 to present

I lead the strategic developmentof the international and highly successful summer school, a week-long, intensive course where clinical educators from around the world come to learn about teaching and learning, curriculum design and assessment. As part of this effort towards international collaboration, I have also negotiated and led successful workshop series with medical educators at Poznan Medical University (2017), and from Lublin Medical University (2018).

Tutor, MSc Digital Education, The University of Edinburgh
July 2011 – present

I have contributed teaching, assessment, course design and evaluation, and research on the world-leading MSc Digital Education. I have co-tutored the last five instances of the Assessment and Learning in Digital Education course, taking on progressively more responsibility (including significant contributions to course and assessment design and review). I have also tutored on the Introduction to Digital Environments for Learning course.

eLearning Coordinator, Section of Clinical Psychology, The University of Edinburgh
March 2007 – March 2014

In this role, I engaged in teaching, course design and evaluation, coordination of online components, and research as part of the section of Clinical Psychology. Primarily, my role was working with lecturers in developing their critical understanding of pedagogy and the use of technology in education.

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Prior to the above roles at the University of Edinburgh, I taught a multimedia component of an undergraduate bachelor degree at Griffith University, Australia, before working in the private sector as a graphic designer, and a web designer.

UNIVERSITY EDUCATION

PhD (Education), University of Edinburgh, UK.2011-17 (part-time, while working full-time) (Awarded: no corrections). Title: Blended Memory: Distributed Remembering and Forgetting through Digital Photography.
MSc e-Learning(now MSc Digital Education), University of Edinburgh, UK. 2008–10. (Awarded: distinction).
Bachelor of Multimedia, Griffith University, Australia. 1998–2000. (Awarded: first equivalent).

TEACHING

Through the roles described above, I have become a recognised expert in online education within and beyond the university, specifically in curriculum design, assessment and feedback, and digital education. Below are specific forms of teaching I have done during my time at the University of Edinburgh:

  • 2014-present:Various teaching and course organisation across MSc in Clinical Education, University of Edinburgh. Courses include: Digital Cultures in Clinical Education; Current Issues in Clinical Education; Principles of Teaching and Learning; The Curriculum; Research Methods; Assessment, Standard Setting and Examination; Policy, Leadership and Management.
  • 2014-present: Various teaching across the Edinburgh Summer School in Clinical Education, University of Edinburgh.
  • 2020 (tutor) An Edinburgh Model for Online Teaching, University-wide initiative for preparing teachers to move online during the COVID-19 crisis.
  • 2011-12 (guest tutor); 2013-2017 (co-tutor):Assessment and Learning in Digital Education (formerly Online Assessment), MSc in Digital Education, University of Edinburgh.
  • 2016: Clinical Education (co-tutor), MSc Internal Medicine, University of Edinburgh.
  • 2015: Clinical Education (course organiser), MSc in Advanced Clinical Skills, University of Edinburgh.
  • 2011-12: Introduction to Digital Environments for Learning (tutor), MSc in Digital Education, University of Edinburgh.
  • 2011-12: eTutoring (guest tutor), central online tutoring course for academic staff, University of Edinburgh.
  • 2009-13: Online professionalism, Doctorate in Clinical Psychology, MSc in Applied Psychology for Children and Young People & MSc in Children and Young People’s Mental Health and Psychological Practice, University of Edinburgh.
  • 2007-13: Induction into e-learning, Doctorate in Clinical Psychology, MSc in Applied Psychology for Children and Young People and MSc in Children and Young People’s Mental Health and Psychological Practice, University of Edinburgh.
  • 2009: Effective teaching seminar for learning disabilities lecturers, Section of Clinical Psychology, University of Edinburgh.
  • 2009: Effective teaching seminar for child psychology lecturers, Section of Clinical Psychology, University of Edinburgh.

PhD supervision:

  • 2018-present. Clare Thomson. “Tensions in reflective practice – exploring the everyday reflective work of undergraduate medical students”. Supervisors: Jen Ross, Tim Fawns. More information available at: https://www.de.ed.ac.uk/people/clare-thomson

MSc supervision:

  • I have successfully supervised to completion, 20 MSc Clinical Education dissertations, and two MSc Digital Education dissertations, covering a diverse range of topics. I have also coordinated the Dissertation course on the MSc Clinical Education, overseeing the allocation of supervisors, supporting new supervisors, developing standardisation of supervision and assessment practices, and enhancing the student experience.

RESEARCH

My main research interests are in pedagogy; education and technology; and digital media and memory. Within my immediate team, I have led the development of a programme of research in clinical education (publications listed below), am part of the Medical Education Research Committee, and an associate of the Centre for Research in Digital Education.

Research grants:

2020. “An activity theory exploration of faculty development in three Scottish Medical Schools”. Gill Aitken (PI), Derek Jones, Tim Fawns, Claire MacRae, Kim Walker, Jordan Napier. Scottish Medical Education Research Consortium (SMERC) (£60K).  This project explores faculty development across three Scottish Medical Schools, looking beyond scheduled sessions to the structures, cultures and environments within which staff develop their understandings and practices of teaching.

2018-19. “Exploring Divergence and Congruence between Learning and Assessment Practices in University and Professional Workplaces”. Tim Fawns(PI), Dai Hounsell, Gill Aitken, Tamara Mulherin. University of Edinburgh Principal’s Teaching Award Scheme (PTAS) (£10K).This project explores how students can be prepared for longer-term futures in the workplace, drawing on literature on sustainable assessment and practice theory, and bringing an alternative perspective to discussions around graduate attributes. It builds on existing links between the Centre for Research in Digital Education and Medical Education in the Edinburgh Medical School, considering both engagement with digital technology and clinical practice in order to explore how learning and performance are realised in complex and dynamic environments. More information available at:https://www.de.ed.ac.uk/news/exploring-divergence-and-congruence-between-learning-and-assessment-practices-university-and.

2018-19. “EDAR – Augmented & Mixed Reality Education Pilots Project”. Andrew Sherlock (PI), Sian Bayne, Frank Mill, Timothy Drysdale, Tim Fawns, Kirsten Lloyd, Nicolo Stigliano. University of Edinburgh Principal’s Teaching Award Scheme (PTAS) (£15K). This is a project to improve understanding of teaching, learning and assessment through augmented and mixed reality. More information available at: https://www.de.ed.ac.uk/project/edar-augmented-mixed-reality-education-pilots-project

2018-19. “Conceptions of Teaching”. Tim Fawns(PI), Gill Aitken (PI), Derek Jones. University of Edinburgh Medical Education scholarship (£4K). This project explores how part-time, postgraduate students’ conceptions of teaching change during their studies.

2017-18. “An exploration of graduate attributes in two postgraduate, online distance learning programmes”. Gill Aitken (PI), Derek Jones, Tim Fawns, Sarah Henderson, Douglas Sutherland. University of Edinburgh Principal’s Teaching Award Scheme (PTAS) (£15K). This project critiques the notion of graduate attributes in relation to the unpredictable ways in which postgraduate learning manifests across different settings.

2017-18. “How is good feedback expressed? A corpus analysis of feedback provided by Edinburgh University Students’ Association Teaching Awards (Best Feedback) Nominees”. Derek Jones (PI), Gill Aitken, Tim Fawns, Tamara Mulherin. University of Edinburgh Principal’s Teaching Award Scheme (PTAS) (£15K). This project explored themes and patterns within written feedback by staff nominated for good feedback awards. I contributed to planning and analysis.

2012-13. “Discovering Development: Psychology Research with Children and Young People”. Emily Taylor (PI), Tim Fawns, Nuno Ferreira, Helen Mann. University of Edinburgh Principal’s Teaching Award Scheme (PTAS) (£15K). I contributed to the design of this online research module for psychologists conducting research with children.

2012-13. “Social History Timestream Application”. University of Edinburgh’s College of Humanities and Social Science (CHSS) Challenge Investment Fund (£10K). Tim Fawns(PI), Sian Bayne, Hamish Macleod, Ethel Quayle, Jen Ross, Karen Howie and Stuart Nicol. This design-led project explored the potential of a web-based resource for humanities and social science research projects. The website centred around a dynamically-generated timeline (divided into days, months, years, decades, etc.), to which the public could post photographs, textual descriptions and other media. The timeline was presented via an engaging interface that allowed visitors to see public imagery (e.g. items from the news) alongside personal imagery (e.g. what a given person was doing on that day), organised by themes (e.g. locations, health information, politics, media). The data were driven by social media (e.g. Twitter, Flickr, Google Plus). My role was to lead the project as well as oversee the design and build of the site.

2012-13. “Video-based Clinical Vignettes Learning and Assessment Tool”. NHS Education for Scotland (£15K). Matthias Schwannauer (PI), Tim Fawns, Nuno Ferreira, Helen Mann, Susen Rabold. A design-led, interactive learning and assessment tool that allowed psychology trainees to navigate videos of a clinical situation based on choices. The tool was designed to capture trainees’ reflections along the way, as well as a final submitted formulation and assessment. I led the design and development of this project.

2011-12. “Use of a Virtual Family in Clinical Psychology Education”. Tim Fawns(PI), Karen Mackenzie. University of Edinburgh Principal’s Teaching Award Scheme (£15K). Another design-led project, involving thedevelopment of a set of interrelated characters and narratives, along with resources and learning activities for the Doctorate in Clinical Psychology. The Virtual Family drew together different topics to help trainee clinical psychologists develop reflective, critical and integrative academic and clinical skills. I led the design, coordinated the technical side of the project and worked with colleagues to integrate the Virtual Family activities into the teaching curriculum.

Publications

(open access links are provided on the publication titles below where possible)

Featured

Fawns, T., Mulherin, T., Hounsell, D., & Aitken, G. (2021). Seamful learning and professional education. Studies in Continuing Education
https://www.tandfonline.com/doi/full/10.1080/0158037X.2021.1920383

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.

Fawns, T. (2019). Postdigital education in design and practice.  Postdigital Science and Education. https://doi.org/10.1007/s42438-018-0021-8

Journal articles

Fawns, T., Mulherin, T., Hounsell, D., & Aitken, G. (2021). Seamful learning and professional education. Studies in Continuing Education
https://www.tandfonline.com/doi/full/10.1080/0158037X.2021.1920383

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 (special issue on Measuring excellence in Higher Education), 3, 65–82.

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. 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.

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 applicationContinuum, 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 meaningUbiquity 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 assessmentsBrookes 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.(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.). 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 DifferencesFawns (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 PracticesProceedings 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 connoisseurshipThe Open and Flexible Higher Education Conference. EADTU, Krakow, Poland. 23-24 October, 2014. pp.287-304.

Editorial work

I am on the editorial board of the following journals:

  • Postdigital Science and Education (PDSE)
  • Australasian Journal of Educational Technology (AJET)

I have reviewed for the following journals:

  • Postdigital Science and Education (PDSE)
  • Medical Education
  • Australasian Journal of Educational Technology (AJET)
  • ACM Transactions on Computer-Human Interaction (TOCHI)

CONFERENCE PRESENTATIONS
(see also invited presentations at the end of this CV)

  • Fawns T. (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. & O’Shea, C. (2018). ‘Distributed Learning and Isolated Testing: Tensions in Traditional Assessment Practices.’ 11th International Conference on Networked Learning, Zagreb.
  • Jones D., Aitken G., & Fawns T. (2017). PATH: a technique for decision-making (workshop). AMEE, Barcelona.
  • 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/
  • 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, 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.

KNOWLEDGE EXCHANGE AND IMPACT

Through the MSc Clinical Education, the MSc Digital Education, the Edinburgh Summer School in Clinical Education, as well as through University, national and international conferences and meetings, I promote knowledge of postgraduate professional education. I also work with NHS colleagues, NES, the Association of Medical Educators (ASME) Special Interest Group, and others, to share insights and ideas about the direction of clinical and digital education. I have been invited to, and successfully designed and run workshops on assessment for medical educators at Poznan Medical University (2017), and designed and led workshops for medical educators from Lublin Medical University (2018).

ACADEMIC LEADERSHIP, MANAGEMENT AND CITIZENSHIP

In the roles of Deputy Programme Director of the MSc Clinical Education and Director of the Edinburgh Summer School in Clinical Education (ESSCE), I have leadership and management responsibilities for:

  • Development and management of the MSc Clinical Education programme.
  • Development and management of ESSCE.
  • Participation in steering groups (chairing the ESSCE steering group) to oversee programme review and delivery. Membership includes clinicians, graduates and programme staff.
  • Development and management of individual courses, and responsibility for training and advising lecturers, dissertation supervisors and other contributors.

Membership of Committees (internal):

  • MSc Clinical Education Steering Group.
  • MSc Clinical Education Special Circumstances Committee.
  • MSc Clinical Education Board of Examiners.
  • 2018-19: Academic Blogging Committee, University of Edinburgh.
  • 2016-18: Near Future Teaching task group (futures-led project developing the long-term institutional strategic vision for digital education), University of Edinburgh.
  • 2012-13: Blackboard Learn 9 Working Group, University of Edinburgh.
  • 2011-12: Distance Education Initiative Staff Development Working Group, University of Edinburgh.
  • 2011: Virtual Learning Environment (VLE) Working Group, University of Edinburgh.

Membership of Committees (external):

  • Association for the Study of Medical Education, Special Interest Group in Postgraduate Education.

Membership of Societies:

  • Senior Fellow: Higher Education Academy.
  • Memory Studies Association.

Items of Esteem:

The following are indicators of success at University level:

  • Nominated for at least one EUSA (student union) Teaching Award in the past 5 consecutive years (categories include best dissertation supervisor, best overall teacher, best course, best feedback and best personal tutor).
  • Achieved level 3 Edinburgh Teaching Award and recognised as Senior Fellow of the Higher Education Authority (2015).
  • Mentor on Edinburgh Teaching Award (EdTA) since 2016; joined EdTA adjudication panel 2017.
  • Assessor of submissions for University Learning and Teaching conference (2019, 2020).

The following invited presentations are indicators of esteem:

  • 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. (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). 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.
  • 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. (2013). ‘Digital disruption and blended memory: selectivity, creativity, engagement and reflection’. IT Futures Conference, University of Edinburgh.
  • Quayle, E. & Fawns, T. (2011). Technology and Research: Affordances and Challenges.psych 2011, Dublin. (Invited and funded by IADT).