Stephen Downes

Information about one of the authors cited in the OLDaily newsletter

Contributes to

The International Review of Research in Open
Distributed Learning
Turkish Online Journal of Distance Education
European Journal of Open, Distance and E-Learning (EURODL)
Journal of Interactive Media in Education
Sustainability
Open Praxis
Bulletin of the Technical Committee on Learning Technology
International Journal of Educational Technology in Higher Education
The International Review of Research in Open and Distributed Learning
Journal of Applied Learning & Teaching

Recent Posts

Trends in Distance Education Research: A Content Analysis of Journals 2009-2013
Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network
Learners on the Periphery: Lurkers as Invisible Learners 
30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning
An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis
Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses
Open Educational Resources and their global needs, benefits and practices: The call for a future research agenda
Openness in Education as a Praxis: From Individual Testimonials to Collective Voices
EdTechnica: a vision of an educational publishing community of practice that is accessible, flexible, and just
The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future
AI ethics as a complex and multifaceted challenge: decoding educators' AI ethics alignment through the lens of activity theory
Identifying Reasons That Contribute to Dropout Rates in Open and Distance Learning
A Critically Informed Conversation with Terry Anderson: Visions on the Next Generation of Online and Distance Education
The double-edged sword: Open educational resources in the era of Generative Artificial Intelligence
Redefining Educational Technology: A Critical Collaborative Inquiry