1. Agostinho, S., Lockyer, L., & Bennett, S. (2018). Identifying the characteristics of support Australian university teachers use in their design work: Implications for the learning design field. Australasian Journal of Educational Technology, 34(2), 1–15. https://doi.org/10.14742/ajet.3776
2. Andrews, D. H., & Goodson, L. A. (1980, June 01). A comparative analysis of models of instructional design. Journal of instructional development, 3(4), 2–16. https://doi.org/10.1007/BF02904348
3. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. David McKay.
4. Brennan, J., Broek, S., Durazzi, N., Kamphuis, B., Ranga, M., & Ryan, S. (2014). Study on innovation in higher education: final report. European Commission Directorate for education and training study on innovation in higher education.
5. Chang, H. (2008). Autoethnography as method. Left Coast Press.