Katharine Jewitt is a Visiting Honorary Associate in The Open University's Faculty for Science Technology Engineering and Mathematics and an independent Educational Technology and Management Consultant and a researcher at University of Glasgow’s School of Education. She works as a lecturer at The Open University in the Faculty of Science, Technology, Engineering and Mathematics; Faculty of Wellbeing, Education and Language Studies; Faculty of Business and Law and The Centre for Inclusion and Collaborative Partnerships. She works for The Open University's Teaching and Learning Centre and International Development Office in a consulting capacity. She also works as Mentor for FutureLearn and as a Producer Editor for OpenLearn Works. She is a school governor and mentors staff to achieve Fellowship status for the Higher Education Academy. Previously, Katharine was Director of Teaching, Learning Curriculum and Quality at Prospects College of Advanced Technology and former Chair of the Evaluation of Learners’ Experiences of e-learning Special Interest Group (ELESIG) and has held senior positions in industry, including DHL, Exel and Fujitsu.
With 20 years in the supply chain & logistics sector, whilst working across retail, manufacturing, education, government, technology, pharma sectors, which includes specific specialist experience for many large organisations ~ The Ministry of Defence, BAe, IBM, Fujitsu, BT, M&S, Tesco, Sainsburys, Qiagen; Katharine has significant experience of the development and implementation of strategy in many FTSE 100 organisations, as well as, from working at The Open University.
Katharine completed her PhD at The University of Glasgow’s School of Education researching the use of virtual reality for learning in SMEs, working with apprentices.
If you are interested in talking about potential research projects, please do get in touch.
My current research interests are focused on:
Refereed Journal Articles:
Jewitt, K (2017) “The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition”, Compass: Journal of Learning and Teaching, Issue 14, May 2017.
Jewitt, K (2017) “Improving assessment and feedback through virtual reality mobile learning, for higher degree apprentices in the workplace” in Crompton, H. and Traxler, J. (Eds) (2017) Mobile Learning and Higher Education: Case Studies in Practice, London, Routledge.
In Press Publications
Refereed Journal Articles in Special Issues:
Jewitt, K (2017) “Connecting Students with Customized Technology Solutions. Embedding Partnership in a Digital Learning Strategy”, Journal of Educational Innovation, Partnership and Change, Issue 4, June 2017.
Publications Currently Under Review
Jewitt, K (2018) Using virtual reality to enhance apprentices’ employability skills and build self-efficacy through communities of practice in small and medium enterprises in Hodges, C.B. (2018) Self-Efficacy in Instructional Technology Contexts, New York, Springer
Refereed Journal Articles in Special Issues:
Jewitt, K (2017) “Click and Connect the Student Experience: An investigation into engineering students’ experiences and expectations of digital technology for learning”, Higher Education Pedagogies, Special Issue in the area of Engineering and Applied Science Education Research 2017.
Jewitt, K (2017) “The power of role-play for apprenticeships and work-based learning using virtual reality”, Research in Post-Compulsory Education, Special Issues: Reimagining Further Education.
Presentations and Workshops
Presentation: Jewitt, K (2016) Benchmarking Assessment Feedback Practice and Mechanisms – Dissemination of Research Findings, Conference held at The Open University, 29th November 2016.
Conference Organiser and Keynote: Jewitt, K (2016) Digital Learning Dissemination, Conference held at Prospects College of Advanced Technology, 15th January 2016, Essex, UK.
Invited Panellist: Jewitt, K (2015) Jisc Learning and Teaching Practice Experts Group Conference on Scaling up online learning.
Workshop: Jewitt, K (2014) Using Virtual Reality for Informal Learning, Workshop held at the International Conference on Education (ICE), 22-23 May, 2014, Chicago, USA.
Workshop: Jewitt, K (2013) The power of role-play for learning using Second Life ®, Workshop held at Edulearn13, 1st – 3rd July 2013, Barcelona, Spain.
Research Projects and Reports
Assessment needs to be designed to maximise student benefit and enhance employability and career development. I reviewed and benchmarked the Open University's practice in relation to providing students with feedback following assessment activities. Against a sample of 33 UK universities, I measured systems and practices and produced a report of the results and findings.
Jewitt, K (2016) Benchmarking Assessment Feedback Practice and Mechanisms, Milton Keynes, The Open University. Available [online] at: Report No: APSG 16-05-77
Carried out a level 1 coherence review of 12 courses and produced a report documenting findings. Available [online] at: Level 1 audit report
Attended the Open University Business School Postgraduate Staff Development Weekend held in Manchester via remote connection and completed a research report on online remote attendance (The Open University) April 2008
Member of the Research Team for “Social Networking to improve Learning Practice” (The Open University) 2008. This research project explored the potential of social networking tools for teaching and learner support.
Moodle tester for the PROWE project (The Open University) February – June 2006
PROWE was a research project that addressed the challenge of supporting part-time distance education tutors' continuing professional development (CPD) needs, including collaboration and resource sharing, through the provision of informal and personal repositories created using wiki and wiki-type environments. Wiki and blogs were used to engage the tutors within the context of two large distance education providers, The Open University (OU) and The University of Leicester (UoL).
Faculty for Science Technology Engineering and Mathematics
Faculty of Wellbeing, Education and Language Studies
Faculty of Business and Law
The Centre for Inclusion and Collaborative Partnerships
In 2015, Katharine was awarded a digital learning fellowship at Prospects College of Advanced Technology, funded by The Education and Training Foundation, to lead a transformational project to develop and implement a digital learning strategy, for delivery of vocational education of the future. Katharine has won several awards, including the SEDA-PDF Institutional Change Leader Award in 2016, supported by Jisc and appointed as a Microsoft Innovator Education Expert (MIEE) in 2015. She was voted in the Top 50 social media users by Jisc in 2016 and shortlisted for The Education Technology Association (NAACE) Impact Awards for Leadership Impact in 2016.
Katharine is particularly interested in how technology enhanced learning can help people to develop key life skills and realise their full potential. One of Katharine’s greatest achievements is working with county councils in England to build an online distance education system for young people excluded from school to be educated from their home. She also developed a virtual learning environment to support and enhance psychological well-being for young people going through key life transition points.
Jewitt, K. (2008) What makes a good lecturer? in The Higher Education Academy Business, Management, Accountancy and Finance (BMAF) magazine, Issue 5, Edinburgh, The Higher Education Academy
Katharine worked with The Open University’s International Development Office and NESTA in a project to develop ground-breaking innovation learning through a first of its kind modular curriculum on innovation tools and methods. I wrote some of the modules and learning materials that are available on demand to students, practitioners, social entrepreneurs and non-governmental organisations (NGOs) across the globe. It is a key resource for social business accelerator and innovation programmes in Africa.
In addition to teaching on Open University modules our academics are engaged in ground breaking research that benefits individuals and society.
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