Tim Fawns @timbocop
Teaching & researching faculty development & digital education (+ sometimes memory). Part of @Monash_Academy. Formerly @EdClinEd. Views my own. research.monash.edu/en/persons/tim… Melbourne, Victoria Joined January 2008-
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The first six months of the Monash Teaching Community blog is celebrated by Rowan Peter in a post in which he reflects on the amazing contributions and themes so far. Enjoy, and thanks for reading! teaching-community.monash.edu/sixmonths/
@orna_farrell @margaret_bea Also suggests that at university we should be looking at assessing the higher order aspects (as per Bloom's taxonomy) rather than the remember and understand levels. And, cites @timbocop on tech & ed.
@sarah_hack @mart_compton @timbocop @EnglishOER @Bali_Maha @MaryJacobTEL1 I've just discovered a great interactive resource from #MonashUni ai-learning-circle-mon.com/guides-for-ass…
Is anyone aware of a (decision tree-style) resource for guiding academics in determining whether students may use AI in assessments? Tagging @mart_compton @timbocop @EnglishOER @Bali_Maha @emilynordmann @MaryJacobTEL1 for extra reach!
Is there a name for the phenomenon where you can only make an informed decision on whether to do something after you've already done it? This seems particularly relevant for education where, by doing a course, you learn how to appreciate the value of learning that stuff.
Exciting opportunity to join our Clinical Education Team! Please do share! @Sim_ClinEd @HiJanehislop @JessGurney1 elxw.fa.em3.oraclecloud.com/hcmUI/Candidat…
New @Monash_Academy 10 minute chat on GenAI with @kel_webb. We talk about how GenAI might help some students overcome English language barriers within assessment. monash.edu/learning-teach…
Can we collaborate with AI without humanising it? needednowlt.substack.com/p/collaboratin…
We were asked to write a few learning outcomes, and so we did. Hastily, for there was much other work to be done. And they became the bedrock of our course, the True North, all activities, assessments and legitimations of knowledge aligned to them.
The irony is that, on the whole, there is no clear relationship between better grades and better practitioners or thinkers.
Grade infuriation: when people get angry because grades don't mean what those people think they should mean.
An implication of a postdigital view of education is that any theory that is relevant to online learning (e.g. transactional distance or community of inquiry) should also be relevant to on campus, and vice versa. And to hybrid learning. Discuss.
Short thoughts on an open access chapter with @markauskaite @lucila_fdc & @petergoodyear, written in Covid-19 lockdown about a course @GillAitken2, Derek Jones & I designed and ran to help clinical educators redesign courses for online learning. linkedin.com/posts/tim-fawn…
Can we at least agree that journals should use AI to sort referencing formatting so authors and editors don't have to?
So much focus on the quality of the *feedback information* AI can provide; so little focus on the *feedback processes* it can enable. I think the latter is much more interesting for research (and also will probably date less quickly)
So much focus on the quality of the *feedback information* AI can provide; so little focus on the *feedback processes* it can enable. I think the latter is much more interesting for research (and also will probably date less quickly)
Phillip Dawson @phillipdawson
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23 Followers 104 Following Lecturer in teaching English at Aros. Questioning Calvinist. Interests: Reformed Education, Languages, History and Philosophy. Content shared is my own opinion.Interesting work by @JiahuiLuo_Jess on how students perceive GenAI alters the relationship with their teachers in assessments situation - trust is low and everything appears (to me at least!) to become more adversarial. tandfonline.com/doi/full/10.10…
This was a good one @timbocop.
What do we remember and why? That's the subject of neuroscientist @CharanRanganath's new book, Why We Remember: Unlocking Memory's Power to Hold on to What Matters Today he joins us on the Next Big Idea podcast to explain how memory shapes our identities, and what you can do…
Excited to share our latest paper on #PCK in #HigherEd, in Teaching and Teacher Education! Dive into our systematic scoping review uncovering the diverse landscape of PCK research. Read: sciencedirect.com/science/articl… Thanks @Monash_Academy @Monash_MCSHE @allieclemans and my team.
@timbocop @gamerlearner @YetAnotherShaun ... And if you're competing against big names it can be challenging. This way I can send the preso to people I think I want opinions from! (and it helps that I already met a few of the big players at Ottawa)
📢In my #NeededNowLT series w @jasonmlodge @UniMelb Miriam Reynoldson 🤔Disentangling #GenAI value chain: who are we really “collaborating” with? 🪢GenAI value chain -Who's upstream? Downstream? -Where does AI come from? Go to? 👏Disentangle, re-humanise needednowlt.substack.com/p/disentanglin…
Work with us at @CRADLEdeakin! Full time continuing research only role at Senior/Research Fellow level. Open to international applicants. First vacancy we’ve had in one of these roles in 8 (?) years. Read the PD carefully then get in touch with qs careers.pageuppeople.com/949/cw/en/job/…
It's hard to give up on the idea of AI detection and on our own ability to recognize AI text. It's disturbing to recognize that we can no longer reliably tell. Alternate approaches to academic integrity involve more change. We need to support teacher professional development and…
Still hearing from more and more educators who think they can tell when an AI tool has been used in an individual’s writing (you can sometimes, not all the time) and who are also extremely convinced by the percentages that AI detection tools come up with.
@RHeersmink 'Situated affects and place memory' is open access at link.springer.com/article/10.100…. I take relations between place and memory as example to sharpen our critical understanding of how difficult emotions may sometimes spread across brains, bodies, and the social and material world ...
@RHeersmink many thanks @RHeersmink, what a massive editorial effort from you and your colleagues, there are amazing works and so many rich case studies across this fantastic set of papers and I am delighted and honoured to be in the mix: link.springer.com/collections/je…
The 18th paper (by John Sutton) of the special issue of Topoi (on affectivity and technology) is now published online: link.springer.com/article/10.100… John conceptualizes the relation beteen place, memory and affect. Check it out and feel free to share!
@timbocop @s_palm @phillipdawson Oh eww, I just got that
@timbocop Hahahahaha no I want the impossible curls
@timbocop @s_palm @phillipdawson But I do like it!
@timbocop @gamerlearner @phillipdawson I think that we have single-candedly resurrected the true purpose of academic Twitter.
@gamerlearner @phillipdawson You may not like it but this is what pecan looks like.
@phillipdawson You may not like it but this is what peak hand looks like
@phillipdawson Talk to me about it - my hand surgeon is thinking about leaving the profession
My hairdresser (don't laugh I go to one every few years) just posted on his feed that people should stop coming in with AI-generated images and asking for hair like them. Curly hair is wild and won't do what AI thinks it can do!
Learning Technologies Conference 2024 If you want to move a graveyard you will get no help from the incumbents! All is not as it seems. Forget demand for ‘more skills training’ on AI from L&D. That’s not how this is playing out.... #LT24UK donaldclarkplanb.blogspot.com/2024/04/learni…