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.