Australian Institute of Training and Development. (2021). Instructional design—Australian institute of training and development (AITD). Australian Institute of Training and Development (AITD). https://www.aitd.com.au/instructional-design
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences,13(1), 1–14. Article Google Scholar
Brill, J. M. (2016). Investigating peer review as a systemic pedagogy for developing the design knowledge, skills, and dispositions of novice instructional design students. Educational Technology Research and Development,64(4), 681–705. Article Google Scholar
Cross, N. (2011). Design thinking: Understanding how designers think and work. Berg. Book Google Scholar
Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. John Wiley & Sons. Google Scholar
de Alvarez, M. S., & Dickson-Deane, C. (2018). avoiding educational technology pitfalls for inclusion and equity. TechTrends,62(4), 1–9. Google Scholar
Ertmer, P. A., & Russell, J. D. (1995). Using case studies to enhance instructional design education. Educational Technology, 35(4), 23–31.
Ertmer, P. A., Stepich, D. A., York, C. S., Stickman, A., Wu, X., Zurek, S., & Goktas, Y. (2008). How instructional design experts use knowledge and experience to solve ill-structured problems. Performance Improvement Quarterly,21(1), 17–42. Article Google Scholar
Fortney, K. S., & Yamagata-Lynch, L. C. (2013). How instructional designers solve workplace problems. Performance Improvement Quarterly,25(4), 91–109. Article Google Scholar
Australian government department of education, skills and employment. (2013). Australian Qualifications Framework [Text]. https://www.aqf.edu.au/
Gray, C. M., Dagli, C., Demiral-Uzan, M., Ergulec, F., Tan, V., Altuwaijri, A. A., Gyabak, K., Hilligoss, M., Kizilboga, R., & Tomita, K. (2015). Judgment and instructional design: How ID practitioners work in practice. Performance Improvement Quarterly,28(3), 25–49. Article Google Scholar
Hartt, D. C., & Rossett, A. (2000). When instructional design students consult with the real world. Performance Improvement,39(7), 36–43. Article Google Scholar
Jonassen, D. H. (2008). Instructional design as design problem solving: An iterative process. Educational Technology,48(3), 21. Google Scholar
Kang, Y., & Ritzhaupt, A. D. (2015). A job announcement analysis of educational technology professional positions: Knowledge, skills, and abilities. Journal of Educational Technology Systems,43(3), 231–256. Article Google Scholar
Klein, G. A. (2011). Streetlights and shadows: Searching for the keys to adaptive decision making. UK: MIT Press. Google Scholar
Lave, J., & Wenger, E. (1990). Situated learning: Legitimate peripheral participation. Cambridge University Press. Google Scholar
Lowell, V. L., & Moore, R. L. (2020). Developing practical knowledge and skills of online instructional design students through authentic learning and real-world activities. TechTrends,64(4), 581–590. https://doi.org/10.1007/s11528-020-00518-z Article Google Scholar
Muldoon, R. (2009). Recognizing the enhancement of graduate attributes and employability through part-time work while at university. Active Learning in Higher Education,10(3), 237–252. https://doi.org/10.1177/1469787409343189 Article Google Scholar
Muljana, P. S., Luo, T., Watson, S., Euefueno, W. D., & Jutzi, K. N. W. (2020). Promoting instructional designers’ participation in free, asynchronous professional development: A formative evaluation. Journal of Formative Design in Learning,4(2), 74–87. https://doi.org/10.1007/s41686-020-00044-4 Article Google Scholar
North, C. (2018). SHIFT: Learning designers as agents of change. In A. Correia (Ed.), Driving educational change: Innovations in action. PB PressBooks, pp. 38–51.
Reeves, T. C., & Lin, L. (2020). The research we have is not the research we need. Educational Technology Research and Development,68(4), 1991–2001. Article Google Scholar
Rieber, L. (2018). The proper way to become an instructional technologist. In R. E. West (Ed.), Foundations of learning and instructional design technology: The past, present, and future of learning and instructional design technology. EdTech books. Retrieved from https://edtechbooks.org/lidtfoundations/proper_way
Rieber, L. (2018). The proper way to become an instructional technologist. Foundations of Learning and Instructional Design Technology.
Romero-Hall, E., Correia, A. P., Branch, R. M., Cevik, Y. D., Dickson-Deane, C., Chen, B., Liu, J. C., Tang, H., Vasconcelos, L., Pallitt, N., & Thankachan, B. (2020). Futurama: Learning design and technology research methods. In E. . Romero-Hall (Ed.), Research methods in learning design and technology (pp. 206–226). Routledge. Chapter Google Scholar
Rowland, G. (1992). What do instructional designers actually do? An initial investigation of expert practice. Performance Improvement Quarterly,5(2), 65–86. Article Google Scholar
Silber, K. H. (2007). A principle-based model of instructional design: A new way of thinking about and teaching ID. Educational Technology, 47(5), 5–19.
Slade, C. (2018). Professionalisation in academic development: Exploring learning designer roles in a changing higher education sector. Advance HE teaching & learning conference 2018. Advance HE teaching & learning conference 2018: Teaching in the spotlight: Learning from global communities, Birrmingham, UK.
Smith, K. M., & Boling, E. (2009). What do we make of design? Design as a concept in educational technology. Educational Technology, 49(4), 3–17.
Sugar, W., Hoard, B., Brown, A., & Daniels, L. (2012). Identifying multimedia production competencies and skills of instructional design and technology professionals: An analysis of recent job postings. Journal of Educational Technology Systems,40(3), 227–249. Article Google Scholar
Tripp, S. D. (1994). How should instructional designers be educated? Performance Improvement Quarterly,7(3), 116–126. Article Google Scholar
Visscher-Voerman, I. (1999). Design approaches in training and education: A reconstructive study. Universiteit Twente. Google Scholar
Wagner, E. (2011). Essay: In search of the secret handshakes of ID. The Journal of Applied Instructional Design,1(1), 33–37. Google Scholar
Wakefield, J., Warren, S., & Mills, L. (2012). Traits, skills, & competencies aligned with workplace demands: What today's instructional designers need to master. In P. Resta (Ed.), Proceedings of SITE 2012–society for information technology & teacher education international conference (pp. 3126–3132). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2021 from https://www.learntechlib.org/primary/p/40070/
Wedman, J., & Tessmer, M. (1993). Instructional designers decisions and priorities: A survey of design practice. Performance Improvement Quarterly,6(2), 43–57. Article Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University. Book Google Scholar
Yanchar, S. C., & Gabbitas, B. W. (2011). Between eclecticism and orthodoxy in instructional design. Educational Technology Research and Development,59(3), 383–398. Article Google Scholar
York, C. S., & Ertmer, P. A. (2016). Examining instructional design principles applied by experienced designers in practice. Performance Improvement Quarterly,29(2), 169–192. Article Google Scholar