Journal publications and conference proceedings
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.
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. (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. (2014). Photography and the disruption of memory and meaning. Ubiquity 3(1-2), pp. 3-14.
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. (Ed.) (2013). Memory and Meaning: Digital Differences. Oxford: Inter-Disciplinary Press.
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