Olav Schewe is a DPhil student in Education focusing on self-regulated learning in digital learning environments.
Before starting the DPhil program, Olav worked in the educational technology industry. He is also the author of two books on how to learn effectively, and the co-instructor of the edX Massive Open Online Course Learn Like a Pro.
Olav holds an MBA with Distinction from Saïd Business School, University of Oxford, and a BSc in Economics and Business Administration from the Norwegian School of Economics.
His research interests include self-regulated learning, learning strategies, metacognition, educational technology, and assessment.
Oakley, D., & Schewe, O. (2021). Learn Like a Pro. New York: St. Martin’s Press.
Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian
secondary and postsecondary students. Social Psychology of Education, 22(1), 43–61.
Schewe, O. (2018). Super Student. Jaico Publishing House.
Brandmo, C., & Schewe, O. (2017) Predictors of self-regulated learning in upper secondary and higher education.
The 17th Biennial Conference for Research on Learning and Instruction (EARLI).
Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.
She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.
Her DPhil thesis examines validity in the Hong Kong Diploma of Secondary Education Examination, a large-scale, high-stakes test that informs higher education admissions decisions, using the argument-based approach to validation. In particular, her research identifies the claims made based on test scores, the validity evidence that supports or challenges such claims, and the social consequences that ensue as a result of test use.
Prior to her DPhil, she completed an M.A. in International Education Policy Analysis at Stanford University. She subsequently worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.
A former secondary school teacher, Jane also holds a B.A. in English Studies (First Class Honours), a B.Ed. in English Language Education (First Class Honours), and an M.Ed. in Curriculum and Instruction from the Chinese University of Hong Kong, as well as the Certificate in Teaching English to Speakers of Other Languages (CELTA) from Cambridge.
She is a Peer Supporter at Green Templeton College.
Ho, P. J. (2020). For some or for all: Vocational English for Hong Kong secondary school students. In C. Hong, & W. K. Ma (Eds.), Applied degree education and the future of work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2
Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education
Kexin is a Doctoral student in higher education at the Department of Education.
Kexin’s research interest lies in the global scientific system and the internationalisation of social sciences, with a special focus on international research collaborations and epistemic injustice.
Prior to her Doctoral study, Kexin obtained her M.Sc degree (Higher Education) with Distinction at the Department of Education, University of Oxford. In her master’s project, Kexin explored the patterns and dynamics in the China-UK collaborations in education research through bibliometric analysis and interviews. Under the supervision by Dr. Xin Xu, Kexin’s master study demonstrated the development trajectory, external and internal motivations, and the potential challenges in China-UK collaboration practices.
Kexin will further the master’s project in her doctoral studies under the supervision of Professor Simon Marginson and Professor Alis Oancea. She will investigate the internationalisation of social sciences in China and Europe through a comparative lens.
Critical thinking, creativity, and curiosity are essential skills for life-long learning and these skills are the focus of many recent developments and debates in educational and assessment practices and policies. However, how do teachers foster the development of these skills? And how do researchers explore and observe some of these in classroom contexts?
In this seminar, we will present a research study funded by IB on critical thinking, with data collected before and under the pandemic in Australia, England and Norway. Secondly, we will provide background information on these skills as well as key practical, technical, and ethical considerations of conducting an international remote classroom-based video study to observe how teachers facilitate creativity and curiosity in primary school students.
This research is being conducted by the Oxford University Centre for Educational Assessment (OUCEA) across six schools in collaboration with the International Baccalaureate and the Australian Council for Educational Research and funded by a grant from the Jacobs Foundation.
Therese N. Hopfenbeck is professor of Educational Assessment, Director of the Oxford University Centre for Educational Assessment and fellow at Kellogg College. She is the Course Director of the Master in Educational Assessment at the Department of Education, elected Vice-President of The Association for Educational Assessment-Europe and Lead Editor of the journal Assessment in Education, Principle, Policy and Practice.
Dr Juliet Scott-Barrett is a Research Officer at the Oxford University Centre for Educational Assessment.
Juliet is currently working with Professor Therese N. Hopfenbeck, Dr Tracey Denton-Calabrese, Dr Samantha-Kaye Johnston and Dr Joshua McGrane on a research study funded by the Jacobs Foundation on exploring, evaluating and facilitating creativity and curiosity in the classroom. This research is being conducted in collaboration with the Australian Council for Educational Research and the International Baccalaureate.
In her previous post, she was a Project Associate at the Cambridge Centre for Teaching and Learning where she explored inclusive practices in Higher Education, and worked on cycles of Participatory Action Research identifying and addressing barriers to equal and accessible academic opportunities for all.
Juliet completed her doctoral studies at the University of Edinburgh, where she worked with Lego, voice-recorders and photography to explore children’s perspectives on school environments, communication and play. She also conducted a study interviewing researchers about conducting collaborative and meaningful research with autistic children and young people. She originally trained as a Secondary School teacher and has a PGCE and Masters in Education from the University of Cambridge.
Samantha-Kaye Johnston is a Research Officer at the Oxford University Centre for Educational Assessment (OUCEA).
Samantha-Kaye was formally educated in Jamaica, where she completed her Bachelor of Science in Psychology. In England, she received her Master of Arts in Education and then completed her Ph.D. in Psychology in Australia. Using a cognitive psychology lens, Samantha’s expertise and interest lie at the intersection of education and psychology. She aims to link these areas with evidence-based e-learning technologies to improve teaching, learning, and assessment outcomes.
Samantha has 10+ years of experience in the project management sector, where she has been actively involved in education development initiatives. In 2016, as part of her Project Capability, she founded the Marlon Christie scholarship, which provides a scholarship for Jamaican students with reading difficulties to attend university. As an extension of this project, Samantha founded Reading for Humanity, to elevate the science of reading, the science of learning, and the science of technology within the classroom. Her work is informed by her experience as an advocate and researcher in Jamaica, England, and Australia, primarily within the K-12 sector, as well as within non-governmental, private, community organisations, and United Nations bodies.
She has experience as a University Associate at Curtin University and Teaching Associate at Monash University, as part of their undergraduate and graduate psychology teaching teams. Within this space, she has been teaching and/or assessing various psychology units, including Introduction to Psychology, Developmental Psychology, Science and Professional Practice in Psychology, and Indigenous and Cross-Cultural Psychology.
During her time in the ed-tech sector, and in collaboration with UNESCO’s Future of Education Initiative, she conceptualised and spearheaded Project Seat-at-the-Table (Project SAT), an international qualitative research initiative that aimed at providing primary and secondary school students with the opportunity to provide their input on the future of technology in their education. As an affiliate at the Berkman Klein Centre for Internet and Society at Harvard University, Samantha’s seeks to strengthen internet governance within online learning. In particular, she is interested in ensuring that the rights of young students are protected while they interact within the digital space, including elevating the voices of students in decision-making processes.
Above all, Samantha believes that every child should have the same opportunity to shape their destiny, emphasing that we cannot always build the future for them, but we can build them for the future. Consequently, her goal is to ensure that teachers implement evidence-based pedagogical approaches that will strengthen 21st-century skills, including, critical thinking and creativity, in all students.
Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.
During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.
Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.
Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.
Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.
Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.