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.
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.
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.
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.
Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.
He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).
His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.
Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials? Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759
Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.
Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.
During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.
Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.
Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.
Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).
Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.
Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.
Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.
Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.
Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.
Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.
Minto Felix is a doctoral student investigating research culture in Indian higher education and a recipient of the department’s Judge Scholarship. He is supervised by Professor Simon Marginson and Professor Alis Oancea.
Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research impact and quality of Indian universities, and the contribution of locally and regionally led research to India’s economic and social development.
Outside of Oxford, Minto is a consultant with the Nous Group, providing strategy and public policy advice to UK higher education institutions and other sectors. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia where he was a recipient of the Vice-Chancellor’s “Ancora Imparo” student leadership award and the Vice-Chancellor’s Award for Diversity and Inclusion.
As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.
By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.
After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.
Laura is researching the potential of digital games as an informal immersive language environment. Predominantly, she is interested in the language used in online cooperative games and how learners can improve their speaking fluency through gameplay. She wants to adopt an exploratory approach in order to analyse game language as well as observe gaming and track language developments over time.
Laura holds a Bachelor of Arts in English and Latin and a Master of Education from Bielefeld University in Germany. She completed her PGCE at Oxford University in 2016 and subsequently taught German, French and Latin at schools in London and Switzerland. She has also gained teaching experience in Zambia and China, and taught adult refugees in Germany. In her Master’s project, she explored language development through films with or without subtitles. She is committed to finding new ways to learn languages with digital media and technology.
Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.
Some of the notable projects she has worked on include:
- The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
- The creation of an online tutor training course for GetSmarter’s academic staff.
- A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
- The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.
Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.
Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.