I am Tim Fawns, Associate Professor (Education Focused) at the Monash Education Academy.

I am an innovative and influential teacher, scholar, and leader in digital, clinical and higher education. My vision for education challenges assumptions, and is creative, critical, and future-facing.

My current role involves contributing to the development of initiatives and resources that help educators across Monash to improve their knowledge and practice, and to be recognised for that improvement and effort. My research interests are at the intersection between digital, professional and higher education, with a particular focus on the relationship between technology and educational practice.

Highlights

• Monash Education Academy series of 10 minute chats on Generative AI in education

Keynote presentations:

• Fawns, T. (2024). Keynote. AI Entanglements: Squinting into Education Futures. Learning and Teaching Symposium, University of New England.
• Fawns, T. (2024). Keynote. Change and continuity: An Entangled Pedagogy perspective on GenAI. NSW Higher Education Summit, University New South Wales.
• Fawns, T. (2023). Keynote. Online, hybrid or in-person: Choosing effective faculty development options from an entangled pedagogy view. International Conference for Faculty Developers (AMEE), Glasgow.
• Fawns, T. (2022). Keynote. Entangled Pedagogy: Implications for Design. Learning and Teaching Conference, University of Southern Queensland.
• Fawns, T. (2022). Keynote. Entwined in Hybrid Design: The Dance Between Pedagogy and Technology.eCampusOntario TESS 2022 (similar to JISC).
• Fawns, T. (2021). Keynote. Designing online teaching: Beyond technology, content & schedules. Learning and Teaching Festival, University of Reading.
• Fawns, T. (2021). Keynote. An online teaching mindset. Learning and Teaching Conference, University of Cardiff.

Featured publications:

• Fawns, T., &  Schuwirth, L. (2023). Rethinking the value proposition of assessment at a time of rapid development in generative artificial intelligence. Medical Education. https://doi.org/10.1111/medu.15259.
• Fawns, T., Ross, J., Carbonel, H., Noteboom, J., Finnegan-Dehn, S., & Raver, M. (2023). Mapping and tracing the postdigital: Approaches and parameters of postdigital research. Postdigital Science and Education. https://doi.org/10.1007/s42438-023-00391-y.
• Lodge, J. M., Howard, S., Bearman, M., Dawson, P., & Associates. (2023). Assessment reform for the age of artificial intelligence. Tertiary Education Quality and Standards Agency.
• Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4(3), 711–728. https://doi.org/10.1007/s42438-022-00302-7.
• Fawns, T., Aitken, G., Jones, D. (Eds.) (2021). Online Postgraduate Education in a Postdigital World.: Beyond Technology. Cham: Springer.
• 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: 132–145. https://doi.org/10.1007/s42438-018-0021-8