Department of Education

Viewing archives for Learning and New Technologies

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007

Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.

Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897

Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047

Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z

Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802

Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770

Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824

Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.

Book sections

 Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.

Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.

Monographs and reports

Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.

Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.

Laura currently supervises students on the MSc Education (Digital and Social Change) pathway.  Her research interests include the intersection of ethics, learning and technology in marginalised communities.

Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).

 

Publications

Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.

Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175

Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP

 

Miranda is a General Surgeon who has spent much of her career working in South Africa.

She is interested in the potential of online education to scale up the health workforce worldwide but would like to know more about how students learn online and the pre-requisites for a successful learning experience.

Peer reviewed publications
  • Clarke H, Voss M. The role of a multidisciplinary student team in the community management of chronic obstructive pulmonary disease. Prim Health Care Res Dev. 2016 Mar 10:1-6. [Epub ahead of print]
  • Voss M, Coetzee F, Conradie H, van Schalkwyk S. “We have to flap our wings or fall to the ground”: The experiences of medical students on a longitudinal integrated clinical model.
  • Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Daniels-Felix D, Conradie H, Voss M. Choosing final year placement: Why students decide not to go rural. Afr J Health Professions Educ 2015;7(1 Suppl 1)
  • Hendriks H, Kirsten GF, Voss M, Conradie H. Is Continuous Positive Airway Pressure a Feasible Treatment Modality for Neonates with Respiratory Distress Syndrome in a Rural District Hospital? J Trop Paedtr 2014; 60(5): 348-351.
  • Voss M, Duvenage R. Operative surgery at the district hospital. S Afr Med J 2011 07/25;101(8):521-522.
  • Voss M, Forward LM, Smits CAC, Duvenage R. Endoscopy outreach: how worthwhile is it? S Afr Med J 2010 03/08;100(3):158-158.
  • Voss M, Pinheiro J, Reynolds J, Greene R, Dewhirst M, Vaslef SN, et al. Endoscopic components separation for abdominal compartment syndrome. Am J Surg 2003 08;186(2):158-163.
  • Voss M, Ali A, Eubanks WS, Pappas TN. Surgical management of pancreaticocutaneous fistula. J Gastrointest Surg 2003 2003;7(4):542-546.
  • Saczek KB, Schaaf HS, Voss M, Cotton MF, Moore SW. Diagnostic dilemmas in abdominal tuberculosis in children. Pediatr Surg Int 2001 03;17(2-3):111-115.
  • Fukumoto S, Tatewaki M, Yamada T, Fujimiya M, Mantyh C, Voss M, et al. Short-chain fatty acids stimulate colonic transit via intraluminal 5-HT release in rats. Am J Physiol Regul Integr Comp Physiol 2003 05;284(5):R1269-R1276.
  • Voss M, Hammel P, Molas G, Palazzo L, Dancour A, O’Toole D, et al. Value of endoscopic ultrasound guided fine needle aspiration biopsy in the diagnosis of solid pancreatic masses. Gut 2000 02;46(2):244-249.
  • Madeira I, Terris B, Voss M, Denys A, Sauvanet A, Flejou JF, et al. Prognostic factors in patients with endocrine tumours of the duodenopancreatic area. Gut 1998 09;43(3):422-427.
  • Voss M, Schneider JW, Apffelstaedt J. Axillary lymph node involvement in stage III breast cancer: treatment implications. J Surg Oncol 1999 07;71(3):162-166.
  • Voss M, Moore SW, van der Merwe I, Pieper C. Fulminanting necrotising enterocolitis: outcome and prognostic factors. Pediatr Surg Int 1998 10;13(8):576-580.
  • Voss M, Cotton MF. Mechanisms and clinical implications of apoptosis. Hosp Med 1998 12;59(12):924-930.
  • Voss M, Knottenbelt JD, Peden MM. Patients who reattend after head injury: a high risk group. BMJ 1995 11/25;311(7017):1395-1398.
  • Voss M, Bass DH. Traumatic duodenal haematoma in children. Injury 1994 05;25(4):227-230.
Book

 Public Health: Caring for Communities and Populations, Bettercare, Cape Town

Book Chapter

 Pappas TN, Voss M. 2007. Choledochoduodenostomy. Atlas of Upper Gastrointestinal and Hepatopancreato-Biliary Surgery.  Clavien PA, Sarr MG, Fong Y (Eds). Springer Verlag Berlin Heidelberg.

Manal is a recipient of the Clarendon Scholarship. Her research is funded by a joint award between the Clarendon Fund and Brasenose College

Her research focuses on the links between social and digital exclusion in the learning of young people. Manal was awarded a distinction for her  MSc. in Education (Learning and New Technologies) at the University of Oxford (2017) and is currently building on that work for her doctoral thesis under the supervision of Professor Rebecca Eynon and Professor Niall Winters. Manal holds an Honours BA in Global Affairs (Middle East & North Africa Studies) from George Mason University (2011) and has five years of experience working in the U.S. and the MENA region.

Research interests:

  • Feminist Studies
  • Critical Approaches in Educational Research

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Tiarnach’s research is funded by the Economic and Social Research Council.

Tiarnach has returned to the Department of Education having previously completed an M.Sc in Childhood Development and Education at the University of Oxford. Tiarnach was recipient of the Oxford Review of Education Dissertation Prize 2016/2017 for his thesis exploring the effects of feedback in virtual learning environments. He completed his undergraduate, Honours B.Ed at Trinity College Dublin.

Tiarnach’s professional background is in primary education as a mainstream and English language teacher, working predominantly in disadvantaged communities.

Research interests:

  • Technology in education
  • Early literacy and numeracy learning
  • Motivation
  • Assessment
  • Early mental health
  • Effects of social disadvantage on education
  • Quantitative methods in education research

Dr Anne Geniets is a Research Fellow with the Learning and New Technologies Research Group

She is a medical doctor, developmental psychologist and communications & media scholar, with a research focus on health, social justice, training and technology in low- and middle-income countries.

Anne’s main research interest is in exploring the links between health, training, inequality and technology. Anne has carried out health care- and media-related research projects in the UK, Africa and South Asia.

From 2014 – 2016, Anne has been the research officer and post-doctoral researcher on the ESRC-DFID funded mCHW project, a learning intervention to train community health workers and their supervisors in the assessment of developmental milestones of children under five in two marginalised communities in Kenya.

She is leading the Go_Girl: Code+Create Project (with Niall Winters) and collaborates on a number mHealth training research projects.

Current doctoral students

Isobel Talks (co-supervised with Niall Winters)

Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.

Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.

Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.

Publications

Books

Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.

Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.

Journal articles

Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1

Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.

Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670

Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468

Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944

Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969

Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421

Nemorin, S. (