Gabi Witthaus
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Author Archives: Gabi Witthaus
German universities prepare for recognition of MOOC-based learning
Continuing with the German theme from my last post… Last week I was honoured to be invited to speak at a workshop in Berlin held by Kiron Open Higher Education for staff from their German partner universities, on the topic of … Continue reading
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Reflecting on #UKOER at #OER17
Last week I attended #OER17 in London, and am still basking in the warm glow of the shared sense of purpose to open up education for equity and social inclusion. My presentation, which I was privileged to do collaboratively with … Continue reading
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The secret life of face-to-face learning in MOOCs (Part 2)
Many thanks to the folks who commented on Part 1 of this blog series, and to those people who contacted me privately to tell me about cases where face-to-face learning is playing a significant role for MOOC learners. In this post I will share what … Continue reading
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The secret life of face-to-face learning in MOOCs (Part 1)
Massive, open, online courses (MOOCs) are generally designed with the intention that learners will learn online. Indeed, the name implies this. And one of the key advantages of MOOCs, from a learning design point of view, is supposed to be … Continue reading
Three degrees of innovation in designing a new distance programme
The FUTURA report that I co-wrote with Brenda Padilla, Lourdes Guàrdia and Cris Girona was recently published by the Open University of Catalonia’s eLearn Center. It documents current and emerging practices in online teaching in higher education. We analysed over 100 initiatives … Continue reading
Lecture capture: what can we learn from the research?
This week I presented at the Chartered Association of Business Schools Learning, Teaching and Student Experience 2016 conference in Birmingham. My talk was on the literature review I had done with Carol Robinson at Loughborough University to find out more about … Continue reading
Validation of Non-formal MOOC-based Learning
The report I co-authored for the EU, “Validation of Non-formal MOOC-based Learning: an Analysis of Assessment and Recognition Practices in Open Education” has at last been published. The study, referred to as OpenCred, began in May 2014, and originally aimed to find examples of … Continue reading
My top ten research utilities this week
This is Week 1 of my PhD in Higher Education: Research, Evaluation & Enhancement through Lancaster University, and to get us started, Paul Trowler has asked us to share the top ten research utilities we’ve used in the past week. Paul’s list is great … Continue reading
Yes, technology can lead pedagogy.
A while back I was issued a #blideo challenge by Terese Bird. (A blideo is described like this by its initiator, Steve Wheeler: “You share a short video clip on your blog and challenge 3 people in your personal learning network to … Continue reading
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Students’ views on independent learning: findings from an HEA-NUS study
Today I participated in a workshop run by the Higher Education Academy and National Union of Students in York in which they shared their findings from a study on independent learning. The work is not yet complete – a report … Continue reading
