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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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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

Fiona Jelley is a DPhil student in the Child Development and Learning (CDL) research group. Her doctoral work focuses on children’s early numeracy development and is funded by a LiFT project studentship.

The aim of Fiona’s doctoral research is to investigate the possible causal relationships between core numeracy skills (e.g. number knowledge) and arithmetic. Her broader research interests include evaluations of interventions designed to enhance young children’s development, parental involvement in children’s education, and investigating the way technology can be used in supporting children’s learning.

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. Since then, she has worked in a variety of research roles at the Department, most recently as a senior researcher on the LiFT project, exploring the potential of digital technology in parental engagement. She has been involved in various other parental engagement projects, often involving evaluations through randomised controlled trials. She was also part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Dr Laura Larke is a social theorist using qualitative methods to explore digital learning practices and computing education policy.

Her research interests centre on the interplay between education, socio-cultural structures, and technology, with a particular interest in European educational policies aimed at preparing young people for participation in an increasingly digitalised world. Dr Larke holds a BA in Sociology from the University of California, Santa Cruz, as well as an MSc in Education (Learning & Technology) and DPhil in Education from the University of Oxford. Prior to moving to the UK, Dr Larke worked for several years in education technology research in the Silicon Valley.

Karim’s current doctoral research aims to further our understanding of learners’ learning ecologies.

An individual’s learning ecology is conceptualized as his network of social and material resources along with the relationships between these resources. Social resources include parents, siblings, and peers, amongst other personal connections. Distributed resources, on the other hand, are all non-human resources, and they include software, hardware, and books amongst a variety of other media content. Relationships between specific social and distributed resources exist when a friend or a book refers to another article or book, or one a parent or sibling brokers an interaction with an expert on a topic.

A learning ecology can be resource rich or poor, diverse or homogenous, and fragmented or interdependent. Considering a learning ecology an ego-network, social network analysis techniques, including network density and prevalence of dyads and triads, will be used to explore these attributes.

Karim has designed and developed a mobile application to collect data about the learning resources involved in sample learning instances. Learmapp, a learning diary mobile App, currently on Andriod’s PlayStore, aims to help its users track their learning, understand their learning ecologies and become better learners.

Karim is Co-founder of Mirqah, a learning and development company based in Cairo, Egypt. Working for Mirqah, Karim has trained people from top managers, to heads of departments, to supervisory and staff levels. Karim has designed and managed the design of a multitude of learning experiences ranging in diversity from company-wide leadership development and innovation programs, to business simulations, games, and online learning platforms.

Karim is also Co-founder and Chairman of Kalimaat Foundation. Kalimaat, also based in Cairo, Egypt, is currently designing, testing and will be eventually scaling an innovative pre-school curriculum in the Arab region and the Islamic world.

Supervisor

Dr Niall Winters

Research interests
  • Learning ecologies
  • Learning science
  • Educational technology
  • Early childhood education
  • Informal learning
  • Entrepreneurship
  • Self-tracked and quantified-self

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.

Publications

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.

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.

 

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, Terr