Tim Fawns
@timbocop.bsky.social
Educationalist. Teaching & researching faculty development & digital education (+ sometimes memory). Monash. Views my own.
Pinned
Tim Fawns
@timbocop.bsky.social
· Sep 28
Authentic assessment: from panacea to criticality
Authentic assessment is often positioned as an educational panacea, invoked in response to a broad range of complex problems. This paper considers authentic assessment in relation to three key chal...
www.tandfonline.com
Who doesn’t love authentic assessment. But is it always good? Does it have magical properties? Or does it require careful negotiation of design considerations, purposes and trade-offs?
New open access paper
www.tandfonline.com/doi/full/10....
Can you assess things via assessment for learning that you can't assess via assessment of learning?
September 29, 2025 at 7:41 AM
Can you assess things via assessment for learning that you can't assess via assessment of learning?
How can we respect Indigenous Knowledges in responding to the challenges of AI in education?
Watch Prof. Tristan Kennedy DVC Indigenous (Monash), Dr Tamika Worrell (Centre for Critical Indigenous Studies, Macquarie), chaired by Prof. Claire Palermo.
teaching-community.monash.edu/respecting-i...
Watch Prof. Tristan Kennedy DVC Indigenous (Monash), Dr Tamika Worrell (Centre for Critical Indigenous Studies, Macquarie), chaired by Prof. Claire Palermo.
teaching-community.monash.edu/respecting-i...
PAAIR challenge conversation: How can we respect Indigenous Knowledges in responding to the challenges of AI in education? – Monash Teaching Community
teaching-community.monash.edu
September 2, 2025 at 2:14 AM
How can we respect Indigenous Knowledges in responding to the challenges of AI in education?
Watch Prof. Tristan Kennedy DVC Indigenous (Monash), Dr Tamika Worrell (Centre for Critical Indigenous Studies, Macquarie), chaired by Prof. Claire Palermo.
teaching-community.monash.edu/respecting-i...
Watch Prof. Tristan Kennedy DVC Indigenous (Monash), Dr Tamika Worrell (Centre for Critical Indigenous Studies, Macquarie), chaired by Prof. Claire Palermo.
teaching-community.monash.edu/respecting-i...
Reposted by Tim Fawns
An old book, for PDSE standards (published in 2021!) yet so timely and relevant today :) link.springer.com/book/10.1007...
Online Postgraduate Education in a Postdigital World
This series is a new, international book series dedicated to postdigital science and education. It brings together a rapidly growing community
link.springer.com
May 29, 2025 at 5:56 AM
An old book, for PDSE standards (published in 2021!) yet so timely and relevant today :) link.springer.com/book/10.1007...
New open access paper from AIinHE project, led by Michael Henderson www.tandfonline.com/doi/full/10....
Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...
Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...
Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness
The rapid integration of Generative Artificial Intelligence (GenAI) into educational contexts has presented both opportunities and challenges for students seeking and using feedback. While AI-gener...
www.tandfonline.com
May 15, 2025 at 11:33 PM
New open access paper from AIinHE project, led by Michael Henderson www.tandfonline.com/doi/full/10....
Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...
Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...
New chapter in "The Remaking of Memory in the Age of the Internet and Social Media", edited by Qi Wang and @andrewhoskins.bsky.social.
academic.oup.com/book/59599/c...
It critiques simplistic claims about effects of technology on memory. DM if you can't access it.
academic.oup.com/book/59599/c...
It critiques simplistic claims about effects of technology on memory. DM if you can't access it.
Photography, Digital Media, and Technology: Moving from Effects on Memory to Entanglements in Remembering Activity
AbstractBroad claims about the relationship between memory and photography, media, and the Internet are often based on thin evidence, derived mainly from a
academic.oup.com
March 13, 2025 at 11:28 AM
New chapter in "The Remaking of Memory in the Age of the Internet and Social Media", edited by Qi Wang and @andrewhoskins.bsky.social.
academic.oup.com/book/59599/c...
It critiques simplistic claims about effects of technology on memory. DM if you can't access it.
academic.oup.com/book/59599/c...
It critiques simplistic claims about effects of technology on memory. DM if you can't access it.
New open access paper on the complexities of hybrid teaching, learning spaces, materiality, choreography and improvisation, all that good stuff! Led by @jameslamb.bsky.social with @jenrossity.bsky.social and @joenote.bsky.social
www.tandfonline.com/doi/full/10....
www.tandfonline.com/doi/full/10....
Choreography and improvisation in hybrid teaching
Ideas of space within higher education are changing, influenced by pedagogical innovation, emerging technologies, and the experiences of the Covid-19 pandemic. This is most obvious in the expansion...
www.tandfonline.com
January 31, 2025 at 4:12 AM
New open access paper on the complexities of hybrid teaching, learning spaces, materiality, choreography and improvisation, all that good stuff! Led by @jameslamb.bsky.social with @jenrossity.bsky.social and @joenote.bsky.social
www.tandfonline.com/doi/full/10....
www.tandfonline.com/doi/full/10....
Hi all. I'm thinking about assessments where the assessor/educator works alongside students and gets a sense of their learning from collaborative involvement.
Do you have examples (real or hypothetical) that you can offer for discussion?
Do you have examples (real or hypothetical) that you can offer for discussion?
January 8, 2025 at 11:47 PM
Hi all. I'm thinking about assessments where the assessor/educator works alongside students and gets a sense of their learning from collaborative involvement.
Do you have examples (real or hypothetical) that you can offer for discussion?
Do you have examples (real or hypothetical) that you can offer for discussion?
I want to argue that a thing is not a solution until it has actually solved a problem. Up until then, it is just a way of trying to achieve something.
December 21, 2024 at 1:03 AM
I want to argue that a thing is not a solution until it has actually solved a problem. Up until then, it is just a way of trying to achieve something.
Reposted by Tim Fawns
No, that's a different definitional debate!
@timbocop.bsky.social, seen this paper by Kathleen & Edd yet? Just another facet to feedback. www.tandfonline.com/doi/full/10....
@timbocop.bsky.social, seen this paper by Kathleen & Edd yet? Just another facet to feedback. www.tandfonline.com/doi/full/10....
Evaluative feedback isn’t enough: harnessing the power of consequential feedback in higher education
Most research on feedback in higher education focuses on evaluative feedback and its recipience, uptake, and enactment. Evaluative feedback information includes judgments, critiques and suggestions...
www.tandfonline.com
December 4, 2024 at 10:23 PM
No, that's a different definitional debate!
@timbocop.bsky.social, seen this paper by Kathleen & Edd yet? Just another facet to feedback. www.tandfonline.com/doi/full/10....
@timbocop.bsky.social, seen this paper by Kathleen & Edd yet? Just another facet to feedback. www.tandfonline.com/doi/full/10....
It was bound to happen at some point. Today, I gave two presentations at the same time.
I presented a pecha kucha with Margaret Bearman and Michael Henderson about our aiinhe.org Student Perspectives on AI in Higher Education study at #ASCILITE2024 at the Uni of Melbourne, while simultaneously...
I presented a pecha kucha with Margaret Bearman and Michael Henderson about our aiinhe.org Student Perspectives on AI in Higher Education study at #ASCILITE2024 at the Uni of Melbourne, while simultaneously...
AI in Higher Education: Student Perspectives
Exploring how students are experiencing and making sense of AI
aiinhe.org
December 4, 2024 at 10:58 AM
It was bound to happen at some point. Today, I gave two presentations at the same time.
I presented a pecha kucha with Margaret Bearman and Michael Henderson about our aiinhe.org Student Perspectives on AI in Higher Education study at #ASCILITE2024 at the Uni of Melbourne, while simultaneously...
I presented a pecha kucha with Margaret Bearman and Michael Henderson about our aiinhe.org Student Perspectives on AI in Higher Education study at #ASCILITE2024 at the Uni of Melbourne, while simultaneously...
Online Postgraduate Education in a Postdigital World is apparently very popular because it's helpful for thinking through the complexity of online learning.
This is what I call success. Congrats to co-editors Gill Aitken & Derek Jones and our great authors.
link.springer.com/book/10.1007...
This is what I call success. Congrats to co-editors Gill Aitken & Derek Jones and our great authors.
link.springer.com/book/10.1007...
Online Postgraduate Education in a Postdigital World
This series is a new, international book series dedicated to postdigital science and education. It brings together a rapidly growing community
link.springer.com
December 4, 2024 at 5:18 AM
Online Postgraduate Education in a Postdigital World is apparently very popular because it's helpful for thinking through the complexity of online learning.
This is what I call success. Congrats to co-editors Gill Aitken & Derek Jones and our great authors.
link.springer.com/book/10.1007...
This is what I call success. Congrats to co-editors Gill Aitken & Derek Jones and our great authors.
link.springer.com/book/10.1007...
#ASCILITE2024 was fun. Kudos for mostly very mindful Zoom hosting too and the asynchronous element of the SlowPosium (@gamerlearner.bsky.social @wentale.bsky.social) Nice to see moves towards more inclusive educational spaces. Lovely chatting with those I chatted with.
December 4, 2024 at 5:05 AM
#ASCILITE2024 was fun. Kudos for mostly very mindful Zoom hosting too and the asynchronous element of the SlowPosium (@gamerlearner.bsky.social @wentale.bsky.social) Nice to see moves towards more inclusive educational spaces. Lovely chatting with those I chatted with.
Just rehearing an argument here ahead of an ASCILITE panel tomorrow on AI literacy and self regulation.
AI literacy, if that's the construct we're using, is something to develop collectively rather than individually.
AI literacy, if that's the construct we're using, is something to develop collectively rather than individually.
December 1, 2024 at 9:10 PM
Just rehearing an argument here ahead of an ASCILITE panel tomorrow on AI literacy and self regulation.
AI literacy, if that's the construct we're using, is something to develop collectively rather than individually.
AI literacy, if that's the construct we're using, is something to develop collectively rather than individually.
I think learning content is more about learning to learn content than it is about the content. Do you agree, disagree, both, neither...?
November 29, 2024 at 6:36 AM
I think learning content is more about learning to learn content than it is about the content. Do you agree, disagree, both, neither...?
If we do manage to derive these apparent efficiency gains from AI, we should work hard to not be more productive. We should take breaks and talk to colleagues about holidays.
November 27, 2024 at 9:43 PM
If we do manage to derive these apparent efficiency gains from AI, we should work hard to not be more productive. We should take breaks and talk to colleagues about holidays.
Do we want personalised learning? Or to put it another way, do we want others to personalise learning for us?
November 25, 2024 at 4:30 AM
Do we want personalised learning? Or to put it another way, do we want others to personalise learning for us?
Reposted by Tim Fawns
Behind a firewall but if you have access, worth a read…
Thank you @timbocop.bsky.social et al
Here is a link to the original and openly accessible article:
tandfonline.com/doi/full/10.10…
Authentic assessment is not an educational panaceawww.timeshighereducation.com/opinion/auth...ea
Thank you @timbocop.bsky.social et al
Here is a link to the original and openly accessible article:
tandfonline.com/doi/full/10.10…
Authentic assessment is not an educational panaceawww.timeshighereducation.com/opinion/auth...ea
https://tandfonline.com/doi/full/10.10…
November 20, 2024 at 2:25 AM
Behind a firewall but if you have access, worth a read…
Thank you @timbocop.bsky.social et al
Here is a link to the original and openly accessible article:
tandfonline.com/doi/full/10.10…
Authentic assessment is not an educational panaceawww.timeshighereducation.com/opinion/auth...ea
Thank you @timbocop.bsky.social et al
Here is a link to the original and openly accessible article:
tandfonline.com/doi/full/10.10…
Authentic assessment is not an educational panaceawww.timeshighereducation.com/opinion/auth...ea
Authentic assessment is not a panacea.
www.timeshighereducation.com/opinion/auth...
@timeshighered.bsky.social on design, tradeoffs & assumptions that authentic assessment will solve cheating, inclusion & preparing graduates for futures.
Full paper here: www.tandfonline.com/doi/full/10....
www.timeshighereducation.com/opinion/auth...
@timeshighered.bsky.social on design, tradeoffs & assumptions that authentic assessment will solve cheating, inclusion & preparing graduates for futures.
Full paper here: www.tandfonline.com/doi/full/10....
Authentic assessment is not an educational panacea
Enthusiasts claim that authentic tasks boost work-readiness, promote inclusion and diminish cheating, but the evidence remains unclear, says Tim Fawns
www.timeshighereducation.com
November 19, 2024 at 10:47 PM
Authentic assessment is not a panacea.
www.timeshighereducation.com/opinion/auth...
@timeshighered.bsky.social on design, tradeoffs & assumptions that authentic assessment will solve cheating, inclusion & preparing graduates for futures.
Full paper here: www.tandfonline.com/doi/full/10....
www.timeshighereducation.com/opinion/auth...
@timeshighered.bsky.social on design, tradeoffs & assumptions that authentic assessment will solve cheating, inclusion & preparing graduates for futures.
Full paper here: www.tandfonline.com/doi/full/10....
Reposted by Tim Fawns
Opinion: Enthusiasts claim that authentic tasks boost work-readiness, promote inclusion and diminish cheating, but the evidence remains unclear, says Tim Fawns
#AcademicSky #EduSky
#AcademicSky #EduSky
Authentic assessment is not an educational panacea
Enthusiasts claim that authentic tasks boost work-readiness, promote inclusion and diminish cheating, but the evidence remains unclear, says Tim Fawns
www.timeshighereducation.com
November 19, 2024 at 11:11 AM
Opinion: Enthusiasts claim that authentic tasks boost work-readiness, promote inclusion and diminish cheating, but the evidence remains unclear, says Tim Fawns
#AcademicSky #EduSky
#AcademicSky #EduSky
Reposted by Tim Fawns
Authentic assessment is not an educational panacea - helpful article in @timeshighered.bsky.social from @timbocop.bsky.social it's good to have critical voices looking at authentic assessment.
www.timeshighereducation.com/opinion/auth...
www.timeshighereducation.com/opinion/auth...
Authentic assessment is not an educational panacea
Enthusiasts claim that authentic tasks boost work-readiness, promote inclusion and diminish cheating, but the evidence remains unclear, says Tim Fawns
www.timeshighereducation.com
November 19, 2024 at 8:40 AM
Authentic assessment is not an educational panacea - helpful article in @timeshighered.bsky.social from @timbocop.bsky.social it's good to have critical voices looking at authentic assessment.
www.timeshighereducation.com/opinion/auth...
www.timeshighereducation.com/opinion/auth...
In feedback comments, an unsung aspect is demonstrating curiosity in what the student is saying. Sometimes, we focus too much on making things actionable. Going down rabbitholes with students is more important than telling them how they got their APA referencing wrong.
November 18, 2024 at 3:45 AM
In feedback comments, an unsung aspect is demonstrating curiosity in what the student is saying. Sometimes, we focus too much on making things actionable. Going down rabbitholes with students is more important than telling them how they got their APA referencing wrong.
Did you wake up this Monday morning and think "I need 7 different takes on collective intelligence and how we educate for it"? If so, it's your lucky day!
cic.uts.edu.au/events/colle...
In advance of symposium 6th December.
Lots of great people involved + me.
cic.uts.edu.au/events/colle...
In advance of symposium 6th December.
Lots of great people involved + me.
First International Symposium on Educating for Collective Intelligence | UTS:CICUTS
cic.uts.edu.au
November 17, 2024 at 8:47 PM
Did you wake up this Monday morning and think "I need 7 different takes on collective intelligence and how we educate for it"? If so, it's your lucky day!
cic.uts.edu.au/events/colle...
In advance of symposium 6th December.
Lots of great people involved + me.
cic.uts.edu.au/events/colle...
In advance of symposium 6th December.
Lots of great people involved + me.
It's been a while since I posted a 10 minute chat on GenAI and am delighted to get back into it with a juicy one from @dylanwiliam.bsky.social.
Last week, I talked to @MonashUni's @timbocop for one of his "10 minute chats on Generative AI". You can hear the conversation here: bit.ly/4hJz0Rq
Generative AI chats and webinars
bit.ly
November 13, 2024 at 10:51 PM
It's been a while since I posted a 10 minute chat on GenAI and am delighted to get back into it with a juicy one from @dylanwiliam.bsky.social.
Who doesn’t love authentic assessment. But is it always good? Does it have magical properties? Or does it require careful negotiation of design considerations, purposes and trade-offs?
New open access paper
www.tandfonline.com/doi/full/10....
Authentic assessment: from panacea to criticality
Authentic assessment is often positioned as an educational panacea, invoked in response to a broad range of complex problems. This paper considers authentic assessment in relation to three key chal...
www.tandfonline.com
September 28, 2024 at 6:05 AM
Who doesn’t love authentic assessment. But is it always good? Does it have magical properties? Or does it require careful negotiation of design considerations, purposes and trade-offs?
New open access paper
www.tandfonline.com/doi/full/10....
New post on HE as a collegial, collaborative sector timfawns.com/he-as-a-coll...
Thoughts from a round table on AI and assessment reform (educational-innovation.sydney.edu.au/teaching@syd...) & a symposium for sharing educational practices (educational-innovation.sydney.edu.au/teaching@syd...).
Thoughts from a round table on AI and assessment reform (educational-innovation.sydney.edu.au/teaching@syd...) & a symposium for sharing educational practices (educational-innovation.sydney.edu.au/teaching@syd...).
HE as a collegial, collaborative sector: thoughts from 2 AI events - Timbocopia
Last week, I went to Sydney, where I was part of two events about AI in education, both of which were exemplary in terms of the constructive and collegial attitude of the delegates. One event - Learni...
timfawns.com
February 11, 2024 at 7:57 PM
New post on HE as a collegial, collaborative sector timfawns.com/he-as-a-coll...
Thoughts from a round table on AI and assessment reform (educational-innovation.sydney.edu.au/teaching@syd...) & a symposium for sharing educational practices (educational-innovation.sydney.edu.au/teaching@syd...).
Thoughts from a round table on AI and assessment reform (educational-innovation.sydney.edu.au/teaching@syd...) & a symposium for sharing educational practices (educational-innovation.sydney.edu.au/teaching@syd...).