Sources cited throughout Designed for Doing, in APA format.
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Bailey, M., Harney, B., & Pearce, A. (2019). Designing a design thinking approach to HRD. International Journal of HRD Practice, Policy and Research, 4(2), 9–23. https://doi.org/10.22324/ijhrdppr.4.202
Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers & Education, 58(3), 874–884. https://doi.org/10.1016/j.compedu.2011.10.019
Fergusson, L., van der Laan, L., Imran, S., & Danaher, P. A. (2022). Authentic assessment and work-based learning: The case of professional studies in a post-COVID Australia. Higher Education, Skills and Work-Based Learning, 12(6), 1189–1210. https://doi.org/10.1108/HESWBL-03-2022-0074
Giacumo, L. A., & Breman, J. (2021). Trends and implications of models, frameworks, and approaches used by instructional designers in workplace learning and performance improvement. Performance Improvement Quarterly, 34(2), 131–170. https://doi.org/10.1002/piq.21349
Leslie, H., & Lizardo, A. (2023). Subject matter expert (SME) onboarding 101: Improving development efficiency and course quality through SME training. eLearn, 2023(8). https://doi.org/10.1145/3606021
Savery, J. R., & Duffy, T. M. (2001). Problem based learning: An instructional model and its constructivist framework (CRLT Technical Report No. 16-01). Center for Research on Learning and Technology, Indiana University.
Smith Budhai, S., & Skipwith, K. (2017). [Citation pending confirmation — cited in course modules as “Smith Budhai & Skipwith, 2017,” from a Routledge book chapter on engaging online learners. Full publisher details to be added.]