Team


Dr Silke Ackermann

Silke

Dr Ackermann studied History, Oriental Languages & Cultures and History of Science at Frankfurt University (Germany) before becoming curator of European and Islamic scientific instruments and other medieval and early modern collections at the British Museum in 1995. Her research topics include the transfer of knowledge between the Islamic World and Europe, Astrology and Calendars, the role of objects in a wider social and cultural context, and museum studies and leadership.

As head of the British Museum’s experimental gallery Silke project managed exhibitions on topics ranging from Ghanaian textiles and Ethiopian paintings to Japanese photography and pre-Columbian art. During her 16 years at the BM she served in a wide range of managerial and curatorial roles and as part of the BM’s team to develop the new Zayed National Museum in Abu Dhabi. Silke has lectured and published widely on a broad range of topics.

In 2012 Silke left the UK to take up a professorship for Cultural Tourism and Management at the University of Applied Sciences in Schwerin (Germany), where she was later appointed president. In 2013 Silke was elected President of the Scientific Instrument Commission of the International Union of the History and Philosophy of Science; she also serves on a number of scholarly and advisory bodies in the UK and abroad.

In March 2014 Silke returned to the UK to take up the directorship of the Museum of the History of Science in Oxford and a professorial fellowship at Linacre College. She is the first ever female director of any of the Oxford University museums.


Jamie Cameron

Jamie

Jamie is a Research Assistant based at the Oxford Internet Institute. His main role is to use 3D imaging technologies, particularly photogrammetry, to produce digital models of museum objects for use in teaching.

Jamie studied for a BA in Archaeology and Anthropology at the University of Cambridge (2011-14), before moving to Oxford (2014-15) for an MSc in Archaeological Science at the Research Laboratory for Archaeology and the History of Art (RLAHA). Alongside 3D imaging, his other research interests include radiocarbon dating and stable isotope geochemistry. He is a member of the Relics Cluster, part of the Advanced Studies Centre of Keble College, Oxford.


Dr Kathryn Eccles

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Kathryn is a Research Fellow in Digital Humanities at the Oxford Internet Institute and a Senior Research Fellow at Pembroke College, Oxford.  In 2014, she was appointed as the first Digital Humanities Champion at Oxford, a role which sees her seconded to the Humanities Division to play a leading role in developing the cross-University Digital Humanities strategy, advocating for Digital Humanities within the University and externally. Kathryn leads the Digital Humanities programme at The Oxford Research Centre for the Humanities (TORCH).

Kathryn’s research activities are centred around the impact of new technologies on engagement with the Humanities, from scholarly research to public interactions with arts and cultural heritage.  From 2012-3, she held an AHRC Early Career Fellowship looking at the impact of crowdsourcing on public engagement with the arts, and she has ongoing research interests in the impact of crowdsourcing on formal and informal learning.  She is the Principal Investigator of the Cabinet project.

Kathryn completed her DPhil in Modern History at the University of Oxford in 2007. Her historical research interests lie in Modern British social and cultural history, particularly around the themes of gender, identity and education, research methods, and digital history.


Sarah Griffin

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Sarah is a DPhil student researching the scientific visual culture of the fourteenth century, specifically in the diagrams of Opicinus de Canistris (1296- c.1354), a priest working for the Avignon Papacy. As her work compares how two-dimensional schematisations and three-dimensional instruments were used to visualise time, from both an astronomical and theological perspective, she is particularly interested in the impact of navigating 3D digital object renderings in learning.

As the Research Assistant representing Art History, Sarah liaises between course convener and collection to introduce the platform into an undergraduate classroom environment.


Professor Howard Hotson

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Howard Hotson is Professor of Early Modern Intellectual History at the Faculty of History, University of Oxford, and a Fellow of St Anne’s College.  Since 2009, he has directed the Mellon-funded collaborative research project in the humanities, entitled Cultures of KnowledgeSince 2014 he has also chaired the COST Action, Reassembling the Republic of Letters, 1500-1800.  Both of these projects are devoted developing digital frameworks to support multilateral, interdisciplinary, and transnational collaboration on European intellectual history in the era of the Renaissance, Reformation, Scientific Revolution and Enlightenment.

Cabinet is attempting to extend this approach from research to collaborative, object and image-based teaching.  His own contribution to the project, supported by a Teaching project Award from the Humanities Division, is focused on using the extraordinary collections of the Museum of the History of Science, the Ashmolean, the Bodleian, and the University Museum of Natural History, along with Oxford landmarks like the Schools Quadrangle and the Botanical Garden, to enrich teaching of the seventeenth-century ‘revolution’ in science and philosophy.


Theodore Koterwas

Ted Koterwas leads the Web and Mobile Applications development team in the IT Services department of the University of Oxford.


Joseph Talbot

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Joseph leads the User Interface team within the Software Solutions group at IT Services for the University of Oxford. His main role is to ensure that the department’s systems and services are as usable, accessible and engaging as possible.

Joseph has been developing websites for the University of Oxford for over 15 years, including Enterprising Oxford (2014), The First World War Poetry Digital Archive (2008) and all the way back to Transits of Venus (2004) and Vindolanda Tablets Online (2002).


Dr Giovanna Vitelli

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Dr Giovanna Vitelli is Director of the University Engagement Programme at the Ashmolean Museum, which is tasked with expanding the use of the museum’s collections across the full range of Oxford’s faculties. The UEP, funded by the Andrew W. Mellon Foundation, is an acknowledged leader in the field of cross-disciplinary teaching and a catalyst for new academic approaches to integrating material culture in the curriculum. Giovanna, together with her UEP colleagues, was awarded a 2015 Oxford Teaching Excellence Award.

Giovanna is an archaeologist and anthropologist who has done field work and taught in Europe, North Africa, and North America; her research and teaching interests centre on the early modern period, with emphasis on 17th and 18th century social history and the relationship between people and things.

Giovanna has taught extensively across Oxford’s departments using the collections of the Ashmolean; she is also co-teaching with curatorial colleagues in the Pitt Rivers Museum and the Museum of the History of Science, and, with faculty colleagues, co-convening courses in other departments.


Erin Young

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Erin is a DPhil student researching the use of digital technology for interdisciplinary collaboration between the social sciences, applied sciences and humanities, and she is part of the Learning and New Technologies research group. Prior to her doctoral studies, Erin was awarded a distinction for the MSc in Education (Learning and Technology) at the University of Oxford, and she completed a BA (Hons) in Classics at the University of Cambridge (2008 – 2012), during which time she also earned scholarships to study Classical Art History at the British Schools of Athens and Rome. Erin also holds a PGC in International Business Administration and Practice, and consults for IIEP-UNESCO.

In her role as Research Assistant, Erin primarily works on the design and methodology of the mixed methods research underpinning the project, ensuring that our approach is from a pedagogically rigorous perspective.