My main academic interests are in education and technology. I am fortunate to teach on two online, distance learning, postgraduate programmes about education at the University of Edinburgh. In my primary role, I have been an Academic Coordinator on the MSc in Clinical Education since March, 2014. This role 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. Specifically, I have been the course organiser for the following courses: Principles of Teaching and Learning; Assessment, Examination and Standard Setting; The Curriculum; Dissertation; and Current Issues. I am also a part-time member of the MSc in Digital Education (formerly the MSc in E-learning) programme team, mostly teaching on the Assessment, Learning and Digital Education course. I am also director of the Edinburgh Summer School in Clinical Education, a week-long, intensive training course where clinical educators from around the world come to learn about teaching and learning, curriculum design and assessment. In October 2017, I led a two day workshop on assessment, feedback and the design of objective structured clinical assessments (OSCEs) at Poznan University of Medical Sciences.
Before taking up my current post, I was e-learning Coordinator for Clinical Psychology in the School of Health in Social Science at the University of Edinburgh. In this role, I was involved in the design of curricula for a number of distance and blended learning postgraduate courses at MSc and Doctoral level, since early 2007. This included developing module-specific and programme-wide online learning strategies in collaboration with academic staff and external, NHS-based stakeholders. My responsibilities included educating staff about e-learning and its potential benefits; providing guidance on innovative teaching methods and online learning principles; and advising subject experts (lecturers and clinical tutors) on the suitability of materials for online learning environments.
This background, along with a history of commercial graphic and web design, has helped me to develop a balance of theoretical understanding, technical skills and professional standards. Due to recent increase in demand for online and distance learning, I have been increasingly involved in fully-online course and curriculum design. As well as advising on the educational aspects, this has included information and graphic design, improving accessibility for a diverse range of users and managing online communication systems to facilitate discussion and social learning.
I have been involved in the design, coordination and development of many innovative teaching, learning and assessment projects. These include a Virtual Family system for allowing the application of theoretical models to a simulated practice setting as well as the bridging of different subject areas; a video-based, interactive competency-assessment tool for applied psychology trainees to develop formulation, observation and reflective skills; a database-driven timetable and content management system to allow a granular view of the curriculum of a complex Doctoral programme as well as to facilitate access to programme resources at NHS boards; and the extension of scenario-based virtual activities to allow clinical psychology trainees to learn about real-world consequences in a safe environment. More information about innovative teaching and learning projects can be found under “Learning and Teaching projects” below. As well as my teaching responsibilities on the MSc in Clinical Education and my tutoring on the MSc in Digital Education, I have contributed to teaching on the MSc Internal Medicine, the Doctorate in Clinical Psychology, the MSc in Applied Psychology for Children and Young People, and the MSc in Advanced Clinical Skills (nursing). More information about teaching can be found under “Presentations” below.
All of the innovations described above have been built upon sound educational bases, informed by my knowledge of and experience in course and assessment design. My professional roles have each required a strong knowledge of pedagogical theory and its application in a variety of environments, as well as engagement with new media and learning technologies (e.g. blogs, wikis, discussion boards) and appraisal of multimodal academic discourse.
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. My thesis can be found online at: https://www.era.lib.ed.ac.uk/handle/1842/22989.
You can find some publications below that relate to the projects described in the following paragraphs.
Digital artefacts and memory
This is one of my key research interests. I have completed a PhD exploring the effect of digital media practices on our connection to our memories of important events in our lives. You can see a list of conference presentations and publications from this research under the relevant sections below.
Social History Timestream Application
The social history timeline project, funded by the University of Edinburgh’s College of Humanities and Social Science (CHSS) Challenge Investment Fund, involved the development 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.
Co-investigators for this project included Sian Bayne, Hamish Macleod, Ethel Quayle, Jen Ross, Karen Howie and Stuart Nicol.
Engagement in a blended learning community
Between 2009-2010, I carried out a qualitative exploration of engagement within a blended learning community in which postgraduate psychology trainees moved between an academic setting where groups were able to meet face-to-face and a professional setting where meeting was difficult due to geographic dispersal. This study comprised my dissertation for the MSc in Elearning at the University of Edinburgh.
Online professionalism in clinical psychology training
This was a project looking at issues faced by clinical psychology trainees when integrating their ‘personal’, ‘student’ and ‘professional’ images in the context of the increasing use of social networking sites for both personal and educational processes.
Virtual Family project
Funded by the University of Edinburgh Principal’s Teaching Award Scheme, this project involved the development of a set of resources and learning activities characterised as “The Virtual Family”. In October 2011, a pilot of the Virtual Family was run with first year trainees on the Doctorate in Clinical Psychology. The aim of the project was to use the Virtual Family to draw together what are currently perceived as somewhat disparate clinical psychology courses, using a variety of learning resources and activities to help trainee clinical psychologists develop reflective, critical and integrative academic and clinical skills. I coordinated the technical side of the project and worked with colleagues to integrate the Virtual Family activities into the teaching curriculum.
MSc in Health and Social Care (distance programme)
Funded by the University of Edinburgh’s Distance Education Initiative, this entirely distance programme launched in September 2012. This programme involves input from various subject areas within Health and Social Science. As a named member of the bid, I provided advice on technological and pedagogical aspects of the programme.
Video-based Clinical Vignettes Learning and Assessment Tool
I led a team developing a pilot interactive learning and assessment tool which allows psychology trainees to navigate videos of a clinical situation based on choices. The tool is designed to capture trainees’ reflections along the way as well as a final submitted formulation and assessment.
Stuttgart Media University: Narrative-based learning
In 2009-10, a cohort of Information Design students from Stuttgart Media University designed a narrative-based e-learning activity for trainees of the Doctorate in Clinical Psychology. I was presented with their impressive work in Stuttgart in January 2010. Some valuable lessons from this initiative include the value of rich characters, story and setting in virtual scenarios and are being incorporated in the design of the Virtual Family project (see above).
Timetables and resources content management system
Between 2010 and 2012, I designed and built a dynamic, database-driven website for clinical psychology teaching information. This site helps course organisation by allowing flexible presentation of the curriculum and easy maintenance of information by teaching staff and administrators. This is a secure system which is available to external, NHS-based contributors, allowing them to access content which would normally be restricted due to a firewall problem with the University of Edinburgh’s centrally-provided virtual learning environment (WebCT). The system also aids the gathering of student feedback by generating automated teaching and online content evaluation forms and reporting mechanisms.
Successful funding applications
- “Exploring divergence and congruence between learning and assessment practices in University and professional workplaces”. University of Edinburgh Principal’s Teaching Award Scheme (PTAS). 2017-2018. (5K). Principle investigator.
- “How is good feedback expressed? A corpus analysis of feedback provided by Edinburgh University Students’ Association Teaching Awards (Best Feedback) Nominees”. University of Edinburgh Principal’s Teaching Award Scheme (PTAS). 2017-2018. (10K). Co-investigator.
- “Discovering Development: Psychology Research with Children and Young People”. University of Edinburgh Principal’s Teaching Award Scheme (PTAS). 2012-2013. (10K). Co-investigator.
- “Social History Timeline Application”. University of Edinburgh CHSS Challenge Investment Fund. 2012. (10K). Primary investigator.
- University of Edinburgh Distance Education Initiative programme funding. MSc in Health and Social Care (see above). 2011-2014. (200K). Co-investigator.
- “Virtual Family”. University of Edinburgh Principal’s Teaching Award Scheme (PTAS). 2010-2011. (15K). Co-investigator.
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.
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.
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
Journal publications and 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.
Moeller, J. J. & Fawns, T. (2017). Insights into teaching a complex skill: Threshold concepts and troublesome knowledge in electroencephalography (EEG). Medical teacher.
Fawns, T. (2015). Photography and the disruption of memory and meaning.
Fawns, T., Bayne, S., Ross, J., Nicol, S., Quayle, E., Macleod, H. & Howie, K. (2015). Socially reconstructing history: The Social History Timestream application. Continuum.
Fawns, T. (2015). Lessons from personal photography: the digital disruption of selectivity and reflection. Techtrends.
O’Shea, C. & Fawns, T. (2014). Group connoisseurship: creating shared understandings of quality in online collaborative assessments. Brookes eJournal of Learning and Teaching.
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. http://conference.eadtu.eu/images/Proceedings/Conference_2014_-_proceedings.pdf
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.
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
Fawns, T. & McKenzie, K. (2009). Facilitating online discussion, tutoring and moderating skills in clinical psychology lecturers. Clinical Psychology Forum
- Fawns, T. & O’Shea, C. (2018). ‘Distributed Learning and Isolated Testing: Tensions in Traditional Assessment Practices.’ 11th International Conference on Networked Learning, Zagreb, 2018.
- 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.
- Various teaching and course organisation across MSc in Clinical Education, University of Edinburgh. 2014-17.
- Assessment and Learning in Digital Education (formerly Online Assessment) (guest tutor 2011-12, co-tutor 2013-2017), MSc in Digital Education, University of Edinburgh. 2011-17.
- 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.
- eTutoring (guest tutor), central online tutoring course for academic staff, University of Edinburgh. 2011-12.
- 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. 2007-13.
- Effective teaching seminar for learning disabilities lecturers, Section of Cinical Psychology, University of Edinburgh.2009.
- Effective teaching seminar for child psychology lecturers, Section of Clinical Psychology, University of Edinburgh.2009.
- 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. 2009-13.
- Plagiarism and Academic Writing, Doctorate in Clinical Psychology and MSc in Applied Psychology for Children and Young People, University of Edinburgh. 2009-13.
Other Invited Presentations:
- ‘Innovation in clinical education’. Short presentation, School of Health in Social Sciences away day. University of Edinburgh, November 2017.
- ‘Assessment, feedback and OSCE design’. Two day workshop for medical educators, Poznan University of Medical Sciences, October 2017.
- ‘Photography and memory’. Research in Digital Education group. University of Edinburgh, February 2015.
- ‘Supporting collaborative connoisseurship’ with Clara O’Shea. Research in Digital Education groupp, University of Edinburgh, March 2014.
- ‘Researching blended memory’. History, Classics and Archaeology Research Methods seminar, University of Edinburgh, February 2014, 2015.
- ‘Using Scenario Based Learning to Bridge the Theory Practice Divide’. Online Distance Learning Forum. University of Edinburgh, May 2013.
- ‘The Virtual Family’. Principal’s Teaching Award Scheme Learning and Teaching Forum: “Enquiry and Innovation in the Enhancement of Teaching & Learning”. University of Edinburgh, June 2012.
- ‘Social and Technological Influences on Engagement with Personal Memory Objects: A Media Roles Perspective’. Blended Memory: Remebering with Digital Artefacts. University of Edinburgh, May 2012.
- ‘Innovations in e-learning’ (with S. Bayne). School of Health in Social Scence Learning and Teaching Away Day. University of Edinburgh, April 2011.
- ‘Educational potential of the iPad’. Stuttgart Media University, November 2010.
- ‘Intercultural differences for information design’. Stuttgart Media University, November 2010.
- ‘Multimodal Assessment Roundtable’. University of Edinburgh, November 2010.
- ‘Innovations in Learning and Teaching’. School of Health in Social Scence Learning and Teaching Away Day. University of Edinburgh, May 2010.
- ‘Narrative-based learning’ presentation, Stuttgart Media University, January 2010.
- ‘Jing screencasting tool’ (demonstration). Central eLearning Section, University of Edinburgh, December 2009.
- ‘Interdisciplinary Collaboration’, eccentrics seminar, University of Edinburgh, April 2009.
- ‘Innovative use of the School of Health wiki’ (demonstration). Central eLearning Section, University of Edinburgh, July 2008.
Committees and professional interest groups
- Higher Education Academy – Senior Fellow (since 2015)
University of Edinburgh
- Academic Blogging Service Board Member, University of Edinburgh. 2018.
- Near Future Teaching Task Group, University of Edinburgh. 2016-18.
- Experienced Teachers Network, University of Edinburgh. 2016-18.
- Mentor, EdTA (HEA accreditation) programme, University of Edinburgh. 2016-18.
- Blackboard Learn 9 Working Group, University of Edinburgh. 2012-13.
- Distance Education Initiative Staff Development Working Group, University of Edinburgh. 2011-12.
- Virtual Learning Environment (VLE) Working Group, University of Edinburgh. 2011.
- Learning Innovation Committee (Chair), School of Health in Social Science, University of Edinburgh. 2008-2010.
- Computing Strategy Committee member, College of Humanities and Social Sciences, University of Edinburgh. 2008-2010.
- Eccentrics (University of Edinburgh IT Professionals Forum), University of Edinburgh. 2008-2012.
- e-learning Professionals and Practitioners (eLPP), University of Edinburgh. 2007 –2013.
- Virtual University of Edinburgh (VUE), University of Edinburgh. 2007 – 2013.
- Steering group, Digital Memories Conference, Inter-Disciplinary.Net. 2012-2013.
|PhD (Education), University of Edinburgh
|2011 – 2017||Title: Blended Memory: Distributed Remembering and Forgetting through Digital Photography.
This research looks at the effect of increasing interaction with digital media on autobiographical memory.
(Passed: no corrections)
|MSc in e-learning
University of Edinburgh
|2008 – 2010||Areas covered included formulation of institutional strategy for e-learning; aligning digital technologies with learning objectives; developing specialist knowledge of e-learning theory and practice as it relates to my department’s programs, as well as a research dissertation.
|Bachelor of Multimedia
|1998 – 2000||Majoring in graphic design and web development, I also became proficient in multimedia development, film and 3D animation.
Proficient in: PHP, MySQL, WordPress Development.
|Academic Coordinator||University of Edinburgh||Mar 2014||Present||Academic Coordinator of the MSc in Clinical Education.|
|Tutor||University of Edinburgh||Jul 2011||Present||Tutor on courses “Introduction to Digital Environments for Learning” and “Online Assessment” for the MSc in Digital Education. Have also assisted with the technical coordination of this MSc.|
|eLearning Coordinator||University of Edinburgh||Mar 2007||Mar 2014||Curriculum design for distance and blended learning postgraduate courses. Collaborating on module-specific and programme-wide online learning strategies. Providing advice and education to teaching staff.|
|eCommerce Consultant||Standard Life, Edinburgh||Jan 2006||Mar 2007||Brand-building and customer retention projects. Staff training. Interface design, search engine optimisation, web analytics, liaison with communication consultants and external agencies.|
|Web Designer||Flomerics Software Engineering, London||Mar 2005||Dec 2005||Redesign and implementation of large corporate website. Content restructuring, Flash development and graphic design.|
|Web Designer||Norton Rose, London||May 2004||Nov 2004||Redesign of corporate website and large-scale intranet site (10,000+ pages). Supervision and training of web team. WAI accessibility audit and design.|
|Graphic Designer||Mitara Empresa, Brisbane||Sep 2002||Jul 2003||Graphic design, copywriting, web development, development of web-based learning modules, client multimedia training, deadline and budget management.|
|Graphic Designer||Marketing Awareness, Brisbane||Aug 2001||Jul 2002||Graphic design, copywriting, web and multimedia development, client presentations. Client HTML training.|
|Chief Artworker||Gravity magazine, Griffith University, Brisbane||Feb 2000||Dec 2000||Graphic design.|