2023
Witthaus, G. (2023). Refugees’ Online Learning Engagement in Higher Education: A Capabilitarian Analysis. [PhD Thesis, Lancaster University]. Available at: https://doi.org/10.17635/lancaster/thesis/2010
Witthaus, G. (2023). Refugees and Online Engagement in Higher Education: A Capabilitarian Model. Online Learning, 27(2). Available at: https://doi.org/10.24059/olj.v27i2.3762
Palanac, A., Hunt, S., Rogerson-Revell, P., Cajkler, W., & Witthaus, G. (2023). Beyond resilience: Facilitating learning and wellbeing in the refugee language classroom. British Council. Available at: doi.org/10.57884/6SN8-AF69
2022
Goria, C., Witthaus, G., Turner, M., Hanford, S., Bhend, M., Wray, A., Wahyudi, M., & Gibson, A. (2022). Hybrid teaching—A futurist model or a realist model for the future (pp. 1–50). Gloucester: Quality Assurance Agency for Higher Education [QAA]. Available at: https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/learning-and-teaching/hybrid-teaching-a-futurist-model-or-a-realist-model-for-the-future#
Witthaus, G. (2022). Exploring the Capability Approach as a Social Justice Framework for Researching Higher Education in 12 blog posts. Zenodo. Available at: https://doi.org/10.5281/zenodo.6463267
2021
Conrad, D. & Witthaus, G. (2021). ‘Reimagining and reexamining assessment in online learning’, Distance Education, 42:2, 179-183. Available at: 10.1080/01587919.2021.1915117
Farrow, R., Iniesto, F., Weller, M., Pitt., R., Algers, A., Baas, M., Bozkurt, A., Cox, G., Czerwonogora, A., Elias, T., Essmiller, K., Funk, J., Lambert, S., Mittelmeier, J., Nagashima, T., Rabin, E., Rets, I., Spica, E., Vladimirschi, V. & Witthaus, G. (2021). GO-GN Guide to Conceptual Frameworks. Open Education Research Hub. The Open University, UK. CC-BY 4.0. Available at: https://go-gn.net/gogn_outputs/conceptual-frameworks
Witthaus, G. & Ryan, G. (2021). ‘Supported mobile learning in the “Third Spaces” between formal and non-formal education for displaced people’, in J. Traxler & H. Crompton (Eds). Critical Mobile Pedagogy: Cases of Inclusion, Development, and Empowerment (pp. 76-88). New York: Routledge. Available at: https://www.routledge.com/Critical-Mobile-Pedagogy-Cases-of-Digital-Technologies-and-Learners-at/Traxler-Crompton/p/book/9780367204570
2020
Witthaus, G. & Ryan, G. (2020). Supported mobile learning in the “Third Spaces” between non-formal and formal education for displaced people. Zenodo [Preprint]. Available at: https://doi.org/10.5281/zenodo.4293565. [CC-BY-SA]
Wilson, A., Wilson, C. & Witthaus, G. (2020). Using a Community of Practice in Higher Education: Understanding the Demographics of Participation and Impact on Teaching. International Journal of Teaching & Learning in Higher Education. 32(1), pp. 39-48. Available at: http://www.isetl.org/ijtlhe/past2.cfm?v=32&i=1.
Charitonos, K., Albuerne Rodriguez, C., Witthaus, G. and Bossu, C. (2020). Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project. Journal of Interactive Media in Education, 2020(1), p.11. DOI: http://doi.org/10.5334/jime.563
Witthaus, G. (2020). Talking across the Chasm: Opening up Higher Education in the Knowledge Economy. Book chapter in Conrad, D. and Prinsloo, P. (Eds.) Open(ing) Education: Theory and Practice (pp. 72-100). Leiden/Boston: Brill. [Open access preprint available at: https://doi.org/10.5281/zenodo.3670623]
2019
Pond, K., Lambert, S., & Witthaus, G. (2019). ‘Making a difference with Lecture Capture? Providing evidence for research-informed policy’, The International Journal of Management Education, 17(3). https://doi.org/10.1016/j.ijme.2019.100323
2018
Witthaus, G. (2018) Talking across the Chasm: Opening up Higher Education against the Policy Backdrop of the Knowledge Economy [Preprint]. Available at: https://doi.org/10.5281/zenodo.3670623
Witthaus, G. (2018) ‘Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education’, OpenPraxis, 10(4). Available at: https://openpraxis.org/index.php/OpenPraxis/issue/view/33/showToc
Witthaus, G. (ed.) (2018) Refugees’ Educational Resources ( RefER ) Project Final Report. Milton Keynes: The Open University. Available at http://www.open.ac.uk/research/sites/www.open.ac.uk.research/files/files/Documents/RefER%20Project%20Final%20Report.pdf
Creelman, A. and Witthaus, G. (2018) ‘Facilitated MOOC support – closed bubbles in an open sea’, in EADTU, Jansen, D., and Konings, L. (eds) The 2018 OpenupEd Trend Report on MOOCs. Maastricht: European Association of Distance Teaching Universities, pp. 31–34. Available at http://www.openuped.eu/15-english-content/news/263-the-2018-openuped-trend-report-on-moocs
2016
Witthaus, G., Padilla, B., Guàrdia, L. and Campillo, C. (2016) Next Generation Pedagogy: IDEAS for Online and Blended Higher Education. Final report of the FUTURA (Future of University Teaching: Update and a Roadmap for Advancement) project. Barcelona: Universitat Oberta de Catalunya. Available at: http://openaccess.uoc.edu/webapps/o2/handle/10609/51441
Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016) Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred). EUR 27660 EN; doi:10.2791/809371. Available at: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf
2015
Witthaus, G., Childs, M., Nkuyubwatsi, B., Conole, G., Inamorato Dos Santos, A. and Punie, Y. (2015). An Assessment-Recognition Matrix for Analysing Institutional Practices in the Recognition of Open Learning. eLearning Papers, January(40), pp.32–42. Available at: http://www.openeducationeuropa.eu/en/article/Assessment-certification-and-quality-assurance-in-open-learning_From-field_40_1?paper=164347.
Witthaus, G. and Robinson, C. (2015). Lecture Capture Literature Review: A review of the literature from 2012-2015, 27 October 2015. Centre for Academic Practice, Loughborough University. Available at: http://www.lboro.ac.uk/services/cap/tel/tools/.
2014
McGreal, R., Conrad, D., Murphy, A., Witthaus, G. and Mackintosh, W. (2014). ‘Formalising informal learning: Assessment and accreditation challenges within disaggregated systems’ in Open Praxis Vol. 6, No. 2. http://openpraxis.org/index.php/OpenPraxis/article/view/114
Schreurs, B., Van den Beemt, A., Prinsen, F., De Laat, M., Witthaus, G. and Conole, G. (2014). ‘Investigating the social configuration of a community to understand how networked learning activities take place: The OERu case study’, in Networked Learning Conference Proceedings, April 2014. http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/schreurs.htm
2013
Murphy, A. and Witthaus, G. (2013). ‘Findings from a survey of openness in assessment and accreditation practices in post-secondary institutions’. Working paper commissioned by Athabasca University. http://auspace.athabascau.ca/handle/2149/3336
2012
Bird, T. and Witthaus, G. (2012). ‘iTunes U and the OERu: Two Different Ways to Reach the World’. Unpublished paper for Higher Education Academy and JISC. http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/toucans/Case%20Study%20-%20mass%20models%20for%20OERs_final.pdf/view
Hawkridge, D., Armellini, A., Nie, M., Witthaus, G. & Padilla Rodriguez, B. C. (2012). Digital audio for asynchronous interactive learning in curriculum design at an English university. Book chapter in Jia, J. (Ed.) Educational stages and interactive learning: from kindergarten to workplace training (pp. 468-484). Hershey, PA: IGI Global.
Nie, M., Witthaus,. G., Conole, G. and Armellini, A. (2012). ‘Learning Design Workshops at the University of Leicester: OULDI Carpe Diem 7Cs Pilot Workshops’ – Final Report for JISC. http://www.open.ac.uk/blogs/OULDI/wp-content/uploads/2012/07/Leicester-Pilots_FINAL.pdf
Witthaus, G. (2012) The OER university: from vision to reality. In Okada, A. (ed) (2012) Book chapter in Open Educational Resources and Social Networks: Co-learning and Professional Development. Scholio Educational Research & Publishing. Milton Keynes. Creative Commons License 3.0. http://oer.kmi.open.ac.uk/?page_id=2343.
2011
Nie, M., Armellini, A., Witthaus, G. & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based learners? ALT-J, Research in Learning Technology, 19(1), 19-38. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/17104
Nikoi, S., Rowlett, T., Armellini, A. & Witthaus, G. (2011). CORRE: A framework for evaluating and transforming teaching materials into Open Educational Resources. Open Learning, 26(3), 191-207. http://www.tandfonline.com/doi/full/10.1080/02680513.2011.611681#.VKvuoGSsX0p
2010
Hawkridge, D., Armellini, A., Nikoi, S., Rowlett, T. & Witthaus, G. (2010). Curriculum, intellectual property rights and open educational resources in British universities and beyond. Journal of Computing in Higher Education, 22(3), 162-176. http://link.springer.com/article/10.1007%2Fs12528-010-9036-1
2009
Hawkridge, D. and Witthaus, G. (2009). Rethinking e-learning research, by Norm Friesen (2009). Book review in British Journal of Educational Technology 40(6). http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2009.01026_3.x/abstract
Witthaus, G. (2009). The Implications of SCORM-Conformance for Workplace Learning. Electronic Journal of e-Learning, 7 (2), 183-190. https://lra.le.ac.uk/handle/2381/4604