Δημοσιεύσεις Μελών
Μπράιλας Αλέξης

  • Brailas, A. (2024). Review of Dan McQuillan (2022). Resisting AI: An Anti- Fascist Approach to Artificial Intelligence. Postdigital Science and Education. https://doi.org/10.1007/s42438-024-00483-3
  • Brailas, A. (2024). Postdigital Duoethnography: An Inquiry into Human-Artificial Intelligence Synergies. Postdigital Science and Education, 6(2), 486–515. https://doi.org/10.1007/s42438-024-00455-7
  • Brailas, A. (2023). Rhizomes, nomads, and complexity: A new relational pedagogy for the era of networks, social media and artificial intelligence. In M. S. Khine (Ed.), New Directions in Rhizomatic Learning: From Postructural Thinking to Nomadic Pedagogy. https://doi.org/10.4324/9781003376378-9
  • Brailas, A., & Sotiropoulou, C. (2023). Relational, Appreciative, and Process-oriented Digital Storytelling: A Duoethnography. Human Arenas. https://doi.org/10.1007/s42087-023-00337-7
  • Brailas, A. (2021). Digital storytelling and the narrative turn in psychology: Creating spaces for collective empowerment. Global Journal of Community Psychology Practice, 12(3), 1-19. https://www.gjcpp.org/en/article.php?issue=41&article=247
  • Brailas, A. (2021). Ad hoc solutions to wicked problems: Pandemics and other challenges in context. Homo Virtualis, 4(1), 1-9. https://doi.org/10.12681/homvir.27582
  • Brailas, A. (2021). Rhizomatic Learning Explained. EdArXiv. https://doi.org/10.35542/osf.io/n4xhs
  • Brailas, A. (2020). Rhizomatic Learning in Action: A Virtual Exposition for Demonstrating Learning Rhizomes. Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, 309–314. Salamanca Spain: ACM. https://doi.org/10.1145/3434780.3436565
  • Brailas, A. (2020). Designed to allow for Emergence: A Learning Rhizome. Research Catalogue. https://doi.org/10.22501/rc.782366
  • Brailas, A. (2020). A Systems Thinking Approach to Reflective Practice in Blogs: Implications on Social-Emotional Learning and Resilience Building. Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, 304–308. Salamanca Spain: ACM. https://doi.org/10.1145/3434780.3436564
  • Brailas, A. (2020). Digital pedagogies and biotechnical realities: Education and life after the COVID-19 pandemic. Homo Virtualis, 3(1), 1-3. https://doi.org/10.12681/homvir.23467
  • Μπράιλας, Α., Αβάνη, Σ. Μ., Γκίνη, Χ., Δεϊλόγκου, Μ. Α., Δημητριάδης, Γ., Θραβάλου, Ε., Φούκα, Ε., & Κοσκινάς, Κ. (2020). Διεργασία ομάδας, αναστοχαστική πρακτική και ιστολόγια στην πανεπιστημιακή εκπαίδευση: Αναπτύσσοντας δίκτυα μάθησης ομοτίμων. Εκπαίδευση Ενηλίκων, 46, 26-36. http://doi.org/10.5281/zenodo.3889344
  • Brailas, A. (2019). Psychotherapy in the era of artificial intelligence: Therapist Panoptes. Homo Virtualis, 2(1).
  • Brailas, A., Gkini, C., Koletsi, M., Vagias, G., Barmpati, S., & Karras, D. (2018). From social media and grassroots movements to Mark Zuckerberg’s vision for building global community: Entropy and organization on the Internet. Homo Virtualis, 1(1), 13.
  • Vakali, E., & Brailas, A. (2018). “Me and my students’’ smartphones in the classroom”: A case study using arts-based methods.” Homo Virtualis, 1(1), 35.
  • Brailas, A. (2017). Digital storytelling in the classroom: How to tell students to tell a story. J. of Teaching and Case Studies, 8(1), 16-28.
  • Brailas, A., Alexias, G., & Koskinas, K. (2017). Dove YouTube campaign “The pressure on young girls and women to fit an artificial body ideal”:  A sequential analysis.  In M. Kontopodis, C. Varvantakis, & C. Wulf (Eds.), Global Youth in Digital Trajectories. London: Routledge.
  • Brailas, A., Koskinas, K., & Alexias, G. (2016). Design and implementation of a web-based system to support collective reflective practice. International Journal of Designs for Learning. 7(3), 95–104.
  • Brailas, A., Koskinas, K., Dafermos, M., & Alexias, G. (2015). Wikipedia in Education: Acculturation and learning in virtual communities. Learning, Culture and Social Interaction, 7, 59–70.
  • Gkini, C., & Brailas, A. (2015). Visualizations of personal social networks on Facebook and community structure: Αn exploratory study. European Journal of Social Behaviour, 2(1), 21-30.
  • Brailas, A., & Nika, S. (2015). Groupwork and participatory media. European Journal of Social Behaviour, 2(1), 12–20.
  • Brailas, A., Tsekeris, C. (2014). Social behaviour in the internet era: Cyborgs, adolescents and education. European Journal of Social Behaviour, 1(1), 1-4.
  • Brailas, A. (2011). Using Wikipedia in a Course Assignment: Implications for Wikipedia Literacy in Higher and Secondary Education. In S. Sotiriou & A. Szucs (Eds.), Never Waste a Crisis! Inclusive Excellence, Innovative Technologies and Transformed Schools as Autonomous Learning Organisations (pp. 116–121). Athens, Greece: European Distance and E-Learning Network.
  • Μπράιλας, Α. (2011). Δυνητικά βιώματα στις δυνητικές κοινότητες: Βιώματα στο Facebook vs. βιώματα στον φυσικό κόσμο. In Μ. Πουρκός & Ε. Κατσαρού (Eds.), Βίωμα, Μεταφορά και Πολυτροπικότητα: Εφαρμογές στην Επικοινωνία, την Εκπαίδευση, τη Μάθηση και τη Γνώση. Θεσσαλονίκη: Εκδόσεις Νησίδες