Tim Fawns Profile picture
Teaching clinical and digital education, researcher of education, technology and autobiographical memory. Member of @EdClinEd team. All views my own.
May 4 12 tweets 3 min read
Thinking of technology as entangled rather than as “first” or “last” is important for understanding the ethics of its use and the distributed knowledge required for ethical decision-making. 🧵

link.springer.com/article/10.100… Ethics isn’t tied to particular technologies because tech is situated. Each tech is always combined with others. E.g. VLE’s, learning analytics, Turnitin, WhatsApp, email & Google’s search engine are often used in combination. Combinations matters more than individual components.
Apr 21 12 tweets 2 min read
It can be hard to get students to buy into asynchronous work as much as they buy into synchronous events. I think this has to do with clarity around expectations and rationales. We have long-standing teacher-centred cultures in HE. It's been lectures, tutorials, homework, assignments & exams.

Now, when we say: please discuss these problems or provocations asynchronously with the class, how do students see it? Is it homework, rather than the main event?
Mar 29 14 tweets 2 min read
Some reasons why it doesn’t make sense to not say that online learning isn’t as good. 🧵 1. Online learning isn’t a method (e.g. recorded lectures or videoconferenced tutorials) and it isn’t a technology (e.g. discussion boards or Zoom). It’s a potentially infinite set of possibilities that *sometimes* involve online communication.
Sep 6, 2021 13 tweets 2 min read
We keep looking for big lessons from pandemic remote teaching. I think we should be talking about small lessons instead...
🧵 We already knew that technology matters in education. We knew teachers should grapple with related skills, ethics, professionalism, inclusivity and, yes, theory. The small lesson is that digital education is not optional or specialised. We're all always doing it, like it or not.
Aug 11, 2021 4 tweets 2 min read
Draft #3 of an entangled relationship of #technology & #pedagogy.

@steph_moore asked if #2 represented what is / what should be. I've gone with *what is*

I'd *like* purpose, values & context to drive methods & tech, but they inevitably all shape each other?

Thoughts please 😀 See previous draft here:
Aug 9, 2021 4 tweets 4 min read
Draft #2 of an #entangled relationship of #technology and #pedagogy.

What do you think? Image Featuring upgrades based on suggestions by @MarioVeen + @VirnaRossi. Thanks also to chats with @GillAitken2 @Dr_Derek_Jones @lucila_fdc @markauskaite @petergoodyear and others.

Once again, some context here: teaching-matters-blog.ed.ac.uk/pedagogy-and-t…
Jun 3, 2021 4 tweets 1 min read
Quick first sketch of a model to help teachers think about the pedagogy-technology relationship. Thoughts please! Image In case this needs some context, these ideas are discussed in this short blog post:

teaching-matters-blog.ed.ac.uk/pedagogy-and-t…
Nov 27, 2020 17 tweets 3 min read
I'm torn when I talk about tweaking online classes.

It's the wrong focus.

The problem isn't Zoom classes. It's the desire to recreate what we did before... Assuming your new teaching will look like your old teaching is a barrier. Scrap your zoom class*. Delete. It's that nice painting that doesn't match anything in the house. It's stopping you from moving on

*You might end up doing a zoom class, but only if it fits your purpose.
Nov 15, 2020 16 tweets 3 min read
For teachers looking to do their best this academic year in difficult circumstances, know that online teaching is hard work, but not for the reasons you might think. The hardest bit is changing your teaching mindset, and the mindsets of your students. Here’s some thoughts. 1. Worry less about content & more about relationships. The more time you spend creating & polishing content, the less you have for more important things like planning, nurturing and curating an environment and culture that will help students really engage with your course.
Oct 12, 2020 10 tweets 2 min read
Some thoughts for those new to qualitative research in education (clinical or any other).

1. “Qualitative” is massive and diverse. There aren’t any blanket rules that cover all of it, and so what I’m saying here is based on my understanding and approach, not everyone’s. 2. Qualitative's really a type of data, not a method or suite of methods, although the term is often used in that way. You don’t match the dataset (or data collection method) with its associated method, there are many different methods available for any given dataset or project.
Oct 11, 2020 5 tweets 1 min read
Your experience of x ≠ x

"Online learning" is far broader than your experience or understanding of it. You haven't found its limits or possibilities. And our perception of our experience of online learning is less than our actual experience of it. Online is about being digitally connected. Your on-campus students were already doing online learning.
Aug 24, 2020 10 tweets 2 min read
Thoughts on Knowles’ adult learning theory.

First, the positives. It’s useful to think about self-relevance, motivation, how to regulate one’s action and to strive for agency in one’s learning. Now on to the ranty bit… 😀 Knowles claims “children’s learning is fundamentally different from adults’ and .. different educational theories, philosophies and teaching approaches are required. Yet …presents little or no evidence for this bold assertion.” Darbyshire (1993) europepmc.org/article/med/82…